Year 8 Course Outlines
Semester 2 - 2015
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 2 2015.
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, all students have been allocated a mentor teacher.
Students will see their mentor teacher first thing every morning for 10 minutes, as well as, at
specially organised times or events. The mentor 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 Mr Tangatatoa Ross (Toa) and can be reached on 9306 6000 or
[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
August 2015
Faculty of English
Year 8 ENGLISH
Semester 2 2015
Week
Term 3
1
2
3
4
5
6
7
8
9
10
Key Concepts/Essential Content
Visual media Study
Understanding the relationship between visuals and texts
Spelling strategies and Cars and Stars reading scheme
Assessment/Weighting
Short story
(10%)
(Week 10 Term 2)
Bookwork over the semester
(15%)
Visual media study
Analysing political cartoons
Spelling strategies and Cars and Stars reading scheme
Weekly spelling tests
(no weighting)
Visual media study
Analysing political cartoons
Spelling strategies and Cars and Stars reading scheme
Test – Annotating a cartoon
(10%)
Persuasive film review
Reading and comprehending articles and reviews
Spelling strategies and Cars and Stars reading scheme
Persuasive film review
Understanding film techniques
Spelling strategies and Cars and Stars reading scheme
Persuasive film review
Analysing film techniques in a film
Spelling strategies and Cars and Stars reading scheme
Persuasive film review
Analysing film techniques in a film
Spelling strategies and Cars and Stars reading scheme
Feature articles and critical reviews
Comprehending the film
Spelling strategies and Cars and Stars reading scheme
Feature articles critical reviews
Composing a film review
Spelling strategies and Cars and Stars reading scheme
Feature articles and critical reviews
Composing a film review
Spelling strategies and Cars and Stars reading scheme
STARS assessment
(10%)
Film review
Please note that dates are a guide only and may change to suit teacher/student needs.
10%)
Faculty of English
Year 8 ENGLISH
Semester 2 2015
Week
Term 4
1
2
3
4
5
6
7
8
9
10
Key Concepts/Essential Content
Advertising
Purpose of various visual product advertisements
Spelling strategies and Cars and Stars reading scheme
Assessment/Weighting
Advertising
Comprehend a range of advertisement mediums
Spelling strategies and Cars and Stars reading scheme
Advertising
Interpreting persuasive devices
Spelling strategies and Cars and Stars reading scheme
Advertising
Interpreting persuasive language
Spelling strategies and Cars and Stars reading scheme
Semester 2 Exam
Narrative or Persuasive piece of writing, Reading
Comprehension and Language Conventions
Annotation of an
advertisement
(5%)
Exam
(20%)
Advertising
Constructing a persuasive response to advertisement
Spelling strategies and Cars and Stars reading scheme
CARS assessment
(10%)
Advertising
Composing advertisements
Spelling strategies and Cars and Stars reading scheme
Persuasive assignment
(10%)
Advertising
Composing advertisements
Spelling strategies and Cars and Stars reading scheme
Advertising
Composing advertisements
Spelling strategies and Cars and Stars reading scheme
Advertising
Composing advertisements
Spelling strategies and Cars and Stars reading scheme
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Mathematics
Year 8 MATHEMATICS Mainstream
Semester 2 2015
This course is a modified program based on functional mathematics and is designed to increase basic
numeracy.
Week
Key Concepts/Essential Content
Assessment/Weighting
Term 3
Units used to measure lengths
1
estimating lengths
Measuring lengths accurately
2
Converting units of length
Adding and subtracting lengths
3
Perimeter and circumference
Test –
15%
4
Naming angles
Types of angles
Measuring and drawing angles
5
Complementary and supplementary angles
Angles in a circle
6
Finding and comparing areas
Investigation Using grids to find area
10%
7
Area of rectangles, composite shapes, parallelograms and
triangles
8
Volume of prisms
Test –
15%
9
Compass constructions
Bisecting lines and angles
10
Compass constructions
Investigation –
Constructing triangles
10%
Term 4
Collecting data
1
Graphing - column, bar and pie charts
2
Dots plots and the mode
The mean
3
The median and the range
Stem and leaf plots
4
Venn diagrams
Test –
Two way tables
15%
5
The language of chance
Exploring simple experiments
6
Theoretical probability
7
Exploring spinners and games of chance
Test –
15%
8
Time conversions
Elapsed time
9
Using timetables
10
Mass and conversion of units of mass
This courses run across terms, therefore some assessments will already have taken place.
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Mathematics
Year 8 MATHEMATICS Extension
Semester 2 2015
Week
Term 3
Week
1–3
Key Concepts/Essential Content
Assessment/Weighting
Measurement:
(Perimeter, area)
Test
Investigation
10%
10%
4 -5
Measurement:
(Area, volume & time)
Test
15%
6–8
Ratio & rates:
(Proportion, comparisons, sharing)
Test
15%
9 – 10
Geometric reasoning:
(Space, congruency, triangles & quadrilaterals)
Investigation
10%
1–3
Chance:
(Probability, sample spaces, Venn & Tree Diagrams)
Test
10%
4–6
Data representation:
(Surveys, graphs, data analysis, measures of centre)
Test
Investigation
10%
10%
Financial mathematics:
(Percentages, discounts, profit & loss)
Test
10%
Term 4
7–8
9 - 10
Problem Solving & NAPLAN
Please note that dates are a guide only and may change to suit teacher/student needs.
Assessments do not add up to 100% as an average is used, based on which assessments are taken.
SCIENCE COURSE OUTLINE SUMMARY 2015
The Science curriculum for 2015 will be delivered in 16 week blocks, with most topic rotations
occurring half way through. For example, three Yr 8 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 Yr 10 students wishing to study more difficult
Science subjects in
Yr 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 which will assist their learning in the following
year. eg Yr 8s will study Biology (body parts) to assist their Yr 9 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 (ie. 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.
Kim Alexander
HOD - Science
August 2015
Faculty of Science
Year 8 EARTH SCIENCE/PHYSICS
Semester 2 2015
Week
Term 2
Week 8
9
10
11
Term3
Week1
2
3
4
Key Concepts/Essential Content
Minerals
Exploration
Exploration and mining methods
Mining and the environment
Sedimentary Rocks
Minerals Assignment – 30%
Sediment Report
15%
Weathering and erosion
The Rock Cycle
Igneous
Rocks
Metamorphic rocks
The rock cycle
5
6
7
8
Assessment/Weighting
Energy types and transformations
Kinetic Energy
Potential Energy
Potential Energy
Practical test
15%
Topic test
30%
ABE
10%
Energy in a car 15%
Potential energy advert
15%
9
10
Term 4
Week 1
2
3
Heat Energy
Heat Energy
Energy investigation
Insulation assignment
30%
Light Energy
Light energy
Topic Test
30%
ABE
10%
4
Exam revision
5
Exam
6
Biology
7
Chemistry
8
Physics
9
Earth
10
Investigating Scientifically
Please note that dates are a guide only and may change to suit teacher/student needs.
Assessments are in marks rather than percentages and therefore may not add up to 100.
Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science
department.
Society & Environment
Explanatory Notes
The Society and Environment 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 Geography in the first
semester and History in the second. Civics and Citizenship and Economics are taught in small three
to four week units.
A range of assessments will be used and include the following:
 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 Society and Environment classes (from 2015) 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 Society and Environment please contact
me at the College on 9306 6000 or at [email protected].
Yours sincerely
Janette Thompson (Mrs)
HoD - Society & Environment
August 2015
Faculty of Society and Environment
Year 8 – HISTORY
Semester 2 2015
Week
Term 3
1
2
3
4
5
6
7
8
9
10
Key Concepts / Essential Content
THE BIG PICTURE - The ancient to the modern world
OVERVIEW:
How did societies change from the end of the ancient period to the
beginning of the modern age?
- The migration of peoples.
- What caused Britain to become Anglo-Saxon?
- Conflicts and wars – the Crusades.
THE BIG PICTURE - The ancient to the modern world
- The spread of religions (Christianity & Islam)
- The emergence of new ideas
- Art and architecture – what is their significance?
Describe the structure of a feudal society
Depth Study
MEDIAEVAL EUROPE: What was the role of the king, nobles, church,
knights and peasants in Mediaeval Europe?
How is a feudal society structured?
Building structures: What are the features of public buildings of this
period? E.g. castles and churches?
How did the peasants live? What were their buildings like?
Mediaeval inventions and developments: - What were some of the
Islamic inventions of the Mediaeval period? Why did the Western
world adopt them?
How did these inventions change Western society?
Mediaeval, monastic manuscripts: How did monastic manuscripts
contribute to the survival of many ancient Greek and Roman texts?
Manuscripts were mostly religious and hand illustrated. Why was this
so costly a process? E.g. Book of Kells.
Gregorian chants & Charlemagne: How do Gregorian chants reflect the
nature and power of the church during this period?
Why was Charlemagne a significant historical figure within the Catholic
church?
Crime & punishment:
What were the types of punishment used?
Why were they so barbaric?
How were nobles treated?
How were peasants treated?
Was the system of punishment fair? How did mythology and folklore
affect the Mediaeval system of justice?
Shogunate Japan:
Depth study
SHOGUNATE JAPAN: Describe the way of life in feudal Japan under the
shoguns.
Describe the relationship between the emperor, shogun, daimyo (lords)
samurai (warriors), workers, traders and artisans.
Tokugawa Shogunate:
Why did Japan close its borders to foreigners?
Why was land very valuable at this time?
Why did the Shogunates try to curb deforestation?
Assessment/Weighting
Bookwork
20%
Assignments
20%
Homework
20%
In-class task/s
20%
Assessment – test or
task
20%
Faculty of Society and Environment
Year 8 – HISTORY
Semester 2 2015
Week
Term 4
1
2
3
4
5
6
7
8
Key Concepts / Essential Content
Assessment/
Weighting
Modernisation of Shogunate Japan: How did ‘Western’ culture and
modernisation impact upon Shogunate Japan?
What did traditional Japanese society fear?
The Black Death – 14th Century
Depth Study THE BLACK DEATH: How were societies organised at the time of the
Black Death?
How did the Black Death spread and what were its effects?
Construct a timeline.
The Black Death – Trade – Cause / Effect Map some of the routes of traders.
Map the spread of the Black Death.
Compare the maps and draw simple conclusion.
Causes/symptoms & responses What did people at the time believed cause the
Black Death?
What were the symptoms?
What were the cures and remedies of the time?
How did people respond? Was it the end of the world? Research the selfflagellants and the persecution of the Jewish people.
Effect of the Black Death on populations: The Black Death spread through Asia,
Europe and Africa. Students to study records and make generalisations about
the impact upon populations.
Focus is on Europe.
Long-term effects of the Black Death: How did the Black Death affect societies?
What were some of the short-term effects?
What were some of the long-term effects?
Connecting ideas – the Black Death ignorance, fear & prejudice: - Compare the
treatment of Black Death sufferers with modern day ailments such as AIDS.
Complete a Venn Diagram.
Assessment: Students complete assessment task / test on the Black Death.
SKILL DEVELOPMENT: Students to engage in varied activities to improve data
interpretation and may include:
- Graphs and tables
- Maps and pictures / photographs
- Understanding primary and secondary sources
10
Skill development: - Students to engage in varied activities to improve research
skills and may include:
- Use of key words / search terms
- Referencing
- Note-making
Please note that dates are a guide only and may change to suit teacher/student needs.
Assignment
20%
Bookwork
20%
In-class task
20%
9
Homework
20%
Test
20%
Faculty of Society & Environment
Year 8 ‘Oceanography’ Elective
Semester 2 2015
Week
Key Concepts and Content
Term 3
1
Introduction to oceans and physical and biological processes:
-Earth structure and tectonic plates
2
Physical and biological processes:
-Sea floor Spreading and the Lunar cycle
3
Physical and biological processes:
-Exploring the ocean currents
4
Fieldwork:
-Beachcombing fieldwork excursion to Burns Beach
-Explosion chart activity
Habitat structural features:
-Ocean zones
5
6
Excursions:
-Getting to know you reef excursion to AQWA
-Fish dissection (Naturaliste Marine Discovery Centre)
7
Marine biology:
-Fish classification and adaptation
8
Marine biology:
-Design a fish planning and research
9
Research and design task:
-Design a fish according to the different types of habitats
-Case study :
-Deep sea adaptation
10
Assessment /Weighting
Assessment item:
bookwork
20%
Assessment: fieldwork
booklet
40%
Assessment: fish design
40%
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Society & Environment
Year 8 ‘Oceanography’ Elective
Semester 2 2015
Week
Term 4
1
Key Concepts and Content
Humans and marine environment :
-Habitat protectors
2
Humans and marine environment :
-Marine debris
-Light up our oceans
3
Humans and marine environment :
-Acidification
4
Humans and marine environment :
-Acidification
5
Fieldwork:
-Excursion to Burns Beach
-Datasheet
6
Humans and marine environment :
-Pests
-Erosion
7
Marine management:
-Sustainability: fishing for our future
8
Marine management:
-Commercial cray-fishing
9
Revision of concepts taught
-Mind map activity
10
Viewing of documentaries
Relating to the topic of Oceanography
Assessment /Weighting
Assessment item: bookwork
20%
Assessment: acidification
project
30%
Assessment Item:
datasheets
25%
Assessment: written
response
25%
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Health & Physical Education
Year 8 PHYSICAL EDUCATION
Semester 2 2015
Students will complete an athletics program leading up to the Kinross College Athletics Carnivals in week 8.
Students will then participate in two 6 week sports programs (touch and volleyball). Please be advised that the
order of when each sport program commences may change due to sharing available space and resources with
multiple classes.
Week
Key Concepts/Essential Contents
Assessment/Weighting
The following % reflects the
Term 3 Athletics: Students will develop skills / techniques for a
weighting of the semester grade.
Weeks range of athletics events. They will also complete trials for
Assessment of focus skills.
1-7
each event which is how they qualify to compete at the
30%
College Athletics Carnival. Events include;
Students
will
work
for
one
session
- 100m & 200m (sprint events)
each week to improve their
Running posture, arm action, leg action, starts & finishes.
technique for a specific event. The
- 800m (distance event)
following session is dedicated to
Pace, judgment and tactics.
recording trial data for each class
- Hurdles
by age and gender.
Body position, rhythm & stride, arm action and leg action.
- Relays
Baton changes, 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.
- Shot put & discus (throw events)
Throw technique, weight transfer, body rotation and
release.
8
9 - 10
Assessment of self-management
skills.
10%
- Completion of all event trials will
indicate participation levels.
This will be reflected in their selfmanagement grade.
Assessment of interpersonal skills.
5%
- Students’ ability to work with
peers and small groups within
practice opportunities, along with
their ability to take on feedback to
improve performance will reflect
their interpersonal skills.
Kinross College Jumps and Throws Carnival – Wednesday 8 September
Kinross College Track and Tabloid Carnival – Friday 11 September
Fundamental skills & strategies
Girls – Volleyball
Boys - Touch
- Develop fundamental skills (Touch - ball handling, passing,
receiving, rolling the ball, evasive skills. Volleyball – serve,
dig, set, spike, etc) through individual & partner practice,
drills and modified games.
- Develop basic offensive and defensive game strategies
through drills and modified games.
Informal assessment of
fundamental skills.
Faculty of Health & Physical Education
Year 8 PHYSICAL EDUCATION
Semester 2 2015
Week
Term 4
1-2
3-4
5-8
Key Skills & Strategies
Sport-specific skills & strategies.
- Develop sport specific skills & attempt more advanced
skills through individual & partner practice, drills and
modified games.
- Develop and apply a range of sport specific strategies.
SEPEP – Girls (volleyball), Boys (touch)
- 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)
# Round Robin competition
Fundamental skills & strategies
Girls – Touch
Boys - Volleyball
- Develop fundamental skills (Touch - ball handling, passing,
receiving, rolling the ball, evasive skills. Volleyball – serve,
dig, set, spike, etc) through individual & partner practice,
drills and modified games.
- Develop basic offensive and defensive game strategies
through drills and modified games.
Sport-specific skills & strategies.
- Develop sport specific skills & attempt more advanced skills
through individual & partner practice, drills and modified
games.
- Develop and apply a range of sport specific strategies.
9 - 10
SEPEP – Girls (touch), Boys (volleyball)
- 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)
# Round Robin competition
Assessment/Weighting
Informal assessment of focus skills
& strategies.
- Assessment of focus skills &
game strategy.
30%
- Assessment of self-management
skills
10%
- Assessment of interpersonal
skills.
15%
- Informal assessment of focus skills
& strategies.
- Informal assessment of selfmanagement & interpersonal skills.
Faculty of Health & Physical Education
Year 8 HEALTH EDUCATION
Semester 2 2015
Week
Term 3
1
2
3
4
5
6
7
8
Key Concepts/Essential Content
Introduction to topic – What is Alcohol, expectations and unit assessment.
- Discuss the importance and relevance of alcohol education
- Identify attitudes and values towards alcohol within society and in young people
and how it has changed over time
- Complete the predictions and definitions in the unit glossary
- Complete “What I Know, What I Want to Learn section of KWL sheet
- Consider a number of commonly held myths about alcohol and debunk these
myths with some facts and information.
- Consider some statistics about the use of alcohol and the range of harms linked
to alcohol use.
- Become aware of the normative patterns of alcohol use for young people.
- Identify some reasons why people choose to drink or not to drink alcohol
- Define what alcohol is and how it affects the body.
- Describe the path alcohol takes through the body and how alcohol is removed.
- Identify how sobering up occurs and be able to recognise common myths about
sobering up.
- Become familiar with the NHMRC guidelines for low risk consumption of alcohol
for young people and pregnant women.
- Describe the effect alcohol has on brain functioning
- Identify short term effects of alcohol use
- Identify some of the effects of long term heavy drinking
- Be able to identify different sorts of alcoholic beverages
- Be able to locate standard drinks information on labels
- Identify what comprises a standard drink
- Recognise the differences in standard drinks between alcoholic beverages and
how this could impact someone in a drinking situation
- Be able to pour a standard drink of spirits, wine and beer
- Identify what blood alcohol concentration (BAC) is.
- Be familiar with the factors that affect BAC.
- Recognise the differences between a sober driver and intoxicated driver
- Identify that alcohol consumption below the legal limit can still have an impact
on driving behaviour
- Complete Quiz - assessment
- Identify laws that exist in relation to alcohol consumption and supply
- Know the recommendations for men and women to stay safely below 0.05
- Be able to identify which laws apply to different scenarios
- Recognise the varying effects of alcohol in relation to levels of use
- Respond to alcohol-related law statements and justify answers
- Identify the impact the individual, environment and drug has on a user’s
experience
- Identify alcohol related harms and strategies to reduce harm
- Identify factors influencing decisions made about alcohol consumption
- Identify a range of choices and possible outcomes in situations involving
alcohol. Predict likely consequences for those choices
- Complete alcohol topic test - assessment
9
10
Assessment/
Weighting
K&U
25%
of semester
grade
K&U
25%
of semester
grade
Catch-up week
Faculty of Health & Physical Education
Year 8 HEALTH EDUCATION
Semester 2 2015
Week
Term 4
1
2
3
4
5
6
7
8
Key Concepts/Essential Content
Introduction
- What is First Aid?
- The 4 Ps
- Recognising emergencies
- Primary survey
- Secondary survey – calling for help
First Aid theory
- Shock & fainting
- The respiratory system (basic structure & function)
- Breathing emergencies (asthma / choking)
First Aid practical – single casualty scenarios
First Aid theory
- The circulatory system (basic structure & function)
- Bleeding (dressings / bandages, external & internal bleeding)
- Wounds (types & treatments)
First Aid practical – single casualty scenarios
Assessment - Theory quiz 1
Assessment – Practical scenario 1
First Aid theory
- The Musculoskeletal system (basic structure & function)
- Fractures
- Sprains & strains
- Head & spinal injuries
First Aid practical – single casualty scenarios
First Aid theory
- Exposure to heat & cold
- Heat exhaustion / heat stroke
- Burns & scalds
- Hypothermia
First Aid practical – single casualty scenarios
Assessment - theory quiz 2
Assessment – practical scenario 2
9
First Aid theory
- Types of poisons / signs & symptoms / treatment
- Anaphylaxis – causes / signs & symptoms / treatment
- Epilepsy & seizures (signs & symptoms / treatment)
First Aid practical – single casualty scenarios
Practical scenarios
10
Catch up.
Assessment/Weighting
Knowledge and
Understanding
25% of semester grade
Knowledge and
Understanding
25% of semester grade
Faculty of Technology and Enterprise
YEAR 8 – HOME ECONOMICS – Let’s Cook 1
Semester 2 2015
Week
Key Concepts/Essential Content
Term 3
1a
Introduction
1b
2a
Safety and measurement
Fruit art
2b
3a
Fruit theory
Egg theory
3b
4a
Boiled eggs – practical
Pikelets
4b
5a
Choc chip muffins
Chai tea
5b
6a
Food video
Pasta Alfredo – demonstration
6b
7a
Pasta Alfredo – practical
Spaghetti bolognaise - preparation
Spaghetti bolognaise – completion
Assessment/Weighting
B
7b
8a
Pasta design – brief design
8b
9a
Cranberry orange muffins
Pasta design brief – practical
Cooking Term 3 /20
Design brief – written
/10
Workbooks
/10
Design brief – practical
/10
9b
Scones
10a
Food video and quiz
10b
Please note: dates and topics are a guide only and may change to suit teacher/student needs.
Faculty of Technology and Enterprise
YEAR 8 – HOME ECONOMICS – Let’s Cook 2
Semester 2 2015
Week
Term 4
1a
Key Concepts/Essential Content
Assessment/Weighting
ANZAC cookies
1b
2a
French hot chocolate
Rissoles and vegetable – demonstration
2b
3a
Rissoles and vegetable – practical
Pasties – demonstration
3b
4a
Pasties – practical
Mince meat - design brief
4b
5a
Mince meat - design brief
Chicken burger – demonstration
5b
6a
Chicken burger – practical
Mince meat design brief – practical
6b
Mince meat design brief – practical
7a
Stir-fry – demonstration
7b
8a
Stir fry – practical
Apple crumble – demonstration
8b
9a
Apple crumble practical
Butterfly cakes – demonstration
9b
10a
Butterfly cakes – practical
Food video
Work books
/10
Design brief –
Written
/10
Design brief –
Practical
/10
Recipe following
Cooking Term 3
10b
Quiz
Please note: dates and topics are a guide only and may change to suit teacher/student needs.
Faculty of the Arts
Year 8 FASHION AND TEXTILES
Semester 2 2015
This course focuses on basic textile processes such as hand and machine sewing, applique, cutting fabric,
silkscreen printing, design skills and applying a zip.
Week
Key Concepts/Essential Content
Assessment/Weighting
Introduce program and discuss expectations and assessment.
Term 3
Distribute workbooks and plastic sleeves. Complete parts of the
1
sewing machine task. Learn to thread a sewing machine.
2
3
4
5
6-7
8
9
10
Term 4
1
2
3
4
5
6-8
Making lavender bag- Using a stencil, cutting out fabric, pinning
and sewing using the sewing machine. Stuff and hand sew closed.
Add ribbon
Finish making lavender bag and present for in class assessment.
Hand Sewing Sampler- Create a small sampler exploring
applique, blanket stitch, running stitch and back stitch.
Hand sewing sampler
10%
10%
Designing your book cover- start hand sewing
10%
Hand sewing book cover
20%
Hand sewing book coverSew together book cover using sewing machine
10%
Completing book covers
Newspaper challenge
10%
Introduce the silkscreen printing process. Notes in workbook. Cut
a stencil from a fashion magazine image. Print using the
silkscreen printing process.
Design your own print idea for a zippered purse. Cut your stencil
and fabric.
Print your design onto your purse fabric. Sew your zippered
purse together using the sewing machine.
Sewing and printing zippered purse
5%
5%
print
sewing
Finishing zippered purse. Extension activity for those finished.
Fun sewing project
9
Fun sewing project/ Take work home and clean up
10
Take work home and clean up
Please note that dates are a guide only and may change to suit teacher/student needs.
10%
10%
Faculty of the Arts
Year 8 VISUAL ART
Semester 2 2015
Week
Key Concepts/Essential Content
Term 3
1
Introduction to unit/ expectations
Cover page and file set up
Skills workshop and review
2
3-4
Introduction of Mythical creatures
Design development
Production of Mythical creature
Completion of 2D artwork
5
Introduction to sculpture and skills workshop – Clay techniques
Production of sculpture
6
Completion of sculpture (bone dry)
Skills workshop – under glazing and glazing
Completion of glazing process
Reflection
7
8
Introduction of graduated portraits
Colour theory lesson, acrylic paint
9
Computer lesson – photoshop demonstration
Posturize portraits – digital print
Term 4
10 – 12
Assessment/Weighting
Design development
10%
Resolved 2D artwork
20%
Resolved 3D artwork
20%
Reflection
5%
Digital print portrait
10%
Colour mixing for portrait
Production of portrait
Painted portrait
Completion of portrait
20%
Reflection
Reflection
5%
Introduction of illustration project
14
Mexican Day of the Dead “Dia de los Muertos”
History of the sugar skull
Illustration drawing techniques
Illustration drawings
15
Drawing skull
10%
Water colour demonstration (Deckfarben)
16
Water colour experimentation
17
Design development
18-19
Production of Day of the Dead Skull illustration
Completion of Day of the Dead Skull
20
Unit review activities
Please note that dates are a guide only and may change to suit teacher/student needs.
13