Year 9 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
organized 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 9 Coordinator is Miss Melissa Posener and can be reached on 9306 6000 or
[email protected].
In the booklet, nearly all subjects offered to Year 9 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 9 ENGLISH
Semester 2 2015
Week
Key Concepts/Essential Content
Assessment/Weighting
Term 3
1
Poetry: Ballads
Introduction to ballads
Cars and Stars
Letter writing task
(5%)
Bookwork (ongoing)
(15%)
Cars and Stars (ongoing)
(15%)
2
Poetry: Ballads
Study “Waltzing Matilda”
Guided Reading activities: language focus
Poetry analysis
Cars and Stars
Poetry: Ballads
Study “The Ballad of Birmingham”
Guided reading activities
Poetry analysis
Cars and Stars
Poetry: Ballads
Poetry analysis assessment
Cars and Stars
Play Study
Shakespeare
Translating Elizabethan language
Predicting the plot from the title of the play
Learning about the characters and settings
Cars and Stars
Play Study
Understanding the context in which the play is set
Act 1 – reading/viewing and summarising
Cars and Stars
Play Study
Acts 2 and 3 – reading/viewing, summarising and translating
sections of the text
Character analysis
Cars and Stars
Play Study
Act 4 – reading/viewing and analysing a scene of the text
Translating a speech
Identifying allusion
Cars and Stars
Play Study
Act 5 – reading/viewing and summarising
Creating character profiles
Identifying themes and finding evidence
Themes assessment task
Cars and Stars
Play Study
Theatre Program assessment task
Using editing skills
Cars and Stars
3
4
5
6
7
8
9
10
Poetry analysis
(10%)
Themes Essay (15%)
Theatre Program
(10%)
Faculty of English
Year 9 ENGLISH
Semester 2 2015
Week
Term 4
1
Key Concepts/Essential Content
Assessment/Weighting
Travel Media
Understanding the relationship between visuals and texts
Cars and Stars
2
Travel Media
Print Analysis
Cars and Stars
3
Travel Media
Test – Annotating a visual
Print Analysis
text
(10%)
Cars and Stars
4
Travel Media
Print Analysis
Cars and Stars
Exam preparation
5
Documentary
Exam
(10%)
Introduction to documentary study
Identifying values.
Cars and Stars
6
Documentary
Identifying how SWAT codes are used in documentaries
Cars and Stars
7
Documentary
Written codes, audio codes and interviews
Cars and Stars
8
Documentary
Comprehension questions
Viewing a values documentary
(5%)
Guided viewing and comprehension
Cars and Stars
9
Documentary
Analysis of documentary conventions used to conveys values
Introduction to speech task
Cars and Stars
10
Documentary
Speeches
Presentation of speeches
(5%)
Cars and Stars
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Mathematics
Year 9 MATHEMATICS Mainstream
Semester 2 2015
Week
Term 3
1
2
3
4
5
6
7
8
9
10
Key Concepts/Essential Content
Measurement and Geometry (ACMMG223) (ACMMG224)
 Use similarity to investigate the constancy of the sine,
cosine and tangent ratios
 Apply trigonometry to solve right-angled triangles
 Solve right-angled triangle problems including those
involving direction and angles of elevation and
depression
Measurement and Geometry (ACMMG223) (ACMMG224)
 Use inverse trigonometric ratios to find an angle
 Solve right-angled triangle problems including those
involving direction and angles of elevation and
depression
Number and Algebra
 Introduction to linear relations
 Plotting points to graph a straight line
 Reading off the x-intercept and y-intercept
 Rearranging linear equations
 Graphing straight lines with intercepts
Number and Algebra (ACMNA294)
 Finding the gradient and equation of a line
 Finding the gradient between two points
Number and Algebra (ACNMA214)
 Gradient-intercept form
 Sketching the gradient and y-intercept
 Sketching linear graphs using the gradient and yintercept
 Find linear rules from table of values
 Finding the distance between two points
Number and Algebra (ACMNA294)
 Midpoint and length of a line segment
 Finding a midpoint
 Finding the length of a segment
 Linear modeling applying linear relations
Measurement and Geometry (ACMMG216)
 Finding the area of a rectangle, triangle, parallelogram,
rhombus, trapezium, circle and sectors
 Finding the perimeter and areas of composite shapes
Measurement and Geometry (ACMMG218)
 Calculate the surface area of prisms
Measurement and Geometry (ACMMG217)
 Surface area of a cylinder
 Calculate the volume of prisms and solve related
problems
Measurement and Geometry (ACMMG217)
 Calculate the volume of cylinders and solve related
problems
Assessment/Weighting
Investigation Weeks 1-2
(16%)
Number
Test weeks 3-6
(16%)
Surface area & volume
Test weeks 7-10
(16%)
Faculty of Mathematics
Year 9 MATHEMATICS Mainstream
Semester 2 2015
Week
Term 4
1
2
3
4
5
6
7
Key Concepts/Essential Content
Number and Algebra (ACMNA209)
 Write index form in expanded form
 Expanding and evaluating index form
 Applying index laws 1 and 2 to numerical expressions
with integer indices
Number and Algebra (ACMNA209)(ACMNA212)
 Apply index law 3 and the zero power to numerical
expressions with integer indices
 Apply index laws 4 and 5 to numerical expressions with
integer indices
Number and Algebra (ACMNA209) (ACMNA210) (ACMMG219)
 Negative indices
 Express numbers in scientific notation
Measurement and Geometry (ACMMG220)
 Congruence: choosing a congruence test and finding
missing side lengths and angles
 Using congruence in proof
Measurement and Geometry (ACMMG221)
 Enlargement and similar figures
 Solve problems using ratio and scale factors in similar
figures
Number and Algebra (ACMNA296)
 Sketch the parabola
Assessment/Weighting
Indices
Test weeks 1-3
(16%)
Measurement and
Geometry
Test weeks 4-6
(16%)
Statistics and Probability (ACMSP225)
 Assign probabilities to the outcome of events and
determine probability of events
 List all outcomes for chance experiments, both with and
without replacement using tree diagrams
8
Statistics and Probability (ACMSP226)
 Calculating relative frequencies using Venn diagrams
and two-way tables
 Experimental probability
9
Statistics and Probability (ACMSP283) (ACMSP227) (ACMSP228)
 Calculate mean, median, mode and range for sets of
data
 Interpret statistics in the context of data
 Constructing using a stem-and-leaf plot
 Constructing back-to-back stem-and-leaf plot
10
Statistics and Probability (ACMSP282)
 Construct histograms
 Describe data using terms including ‘skewed’,
‘symmetric’ and ‘bi modal’
Please note that dates are a guide only and may change to suit teacher/student needs.
There are five assessments a semester, consisting of four tests and one investigation, with a total
weighing of 80%.
20% of student’s grades will come from their classwork, homework and CAMS and STAMS.
Faculty of Mathematics
Year 9 MATHEMATICS Extension
Semester 2 2015
Week Key Concepts/Essential Content
Term 3
Measurement and Geometry (ACMMG223) (ACMMG224)
1
 Use similarity to investigate the constancy of the sine, cosine
and tangent ratios
 Apply trigonometry to solve right-angled triangles
 Solve right-angled triangle problems including those
involving direction and angles of elevation and depression
2
Measurement and Geometry (ACMMG223) (ACMMG224)
 Use inverse trigonometric ratios to find an angle
 Solve right-angled triangle problems including those
involving direction and angles of elevation and depression
3
Number and Algebra
 Introduction to linear relations
 Plotting points to graph a straight line
 Reading off the x-intercept and y-intercept
 Rearranging linear equations
 Graphing straight lines with intercepts
4
Number and Algebra (ACMNA294)
 Finding the gradient and equation of a line
 Finding the gradient between two points
5
Number and Algebra (ACNMA214)
 Gradient-intercept form
 Sketching the gradient and y-intercept
 Sketching linear graphs using the gradient and y-intercept
 Find linear rules from table of values
 Finding the distance between two points
6
Number and Algebra (ACMNA294)
 Midpoint and length of a line segment
 Finding a midpoint
 Finding the length of a segment
 Linear modelling applying linear relations
7
Measurement and Geometry (ACMMG216)
 Finding the area of a rectangle, triangle, parallelogram,
rhombus, trapezium, circle and sectors
 Finding the perimeter and areas of composite shapes
8
Measurement and Geometry (ACMMG218)
 Calculate the surface area of prisms
9
Measurement and Geometry (ACMMG217)
 Surface area of a cylinder
 Calculate the volume of prisms and solve related problems
10
Measurement and Geometry (ACMMG217)
 Calculate the volume of cylinders and solve related
problems
Assessment/Weighting
Investigation Weeks 1-2
(16%)
Number
Test weeks 3-6
(16%)
Surface area & volume
Test weeks 7-10 (16%)
Faculty of Mathematics
Year 9 MATHEMATICS Extension
Semester 2 2015
Week
Term 4
1
Key Concepts/Essential Content
Number and Algebra (ACMNA209)
 Write index form in expanded form
 Expanding and evaluating index form
 Applying index laws 1 and 2 to numerical expressions with
integer indices
2
Number and Algebra (ACMNA209)(ACMNA212)
 Apply index law 3 and the zero power to numerical
expressions with integer indices
 Apply index laws 4 and 5 to numerical expressions with
integer indices
Number and Algebra (ACMNA209) (ACMNA210) (ACMMG219)
 Negative indices
 Express numbers in scientific notation
Measurement and Geometry (ACMMG220)
 Congruence: choosing a congruence test and finding missing
side lengths and angles
 Using congruence in proof
Measurement and Geometry (ACMMG221)
 Enlargement and similar figures
 Solve problems using ratio and scale factors in similar figures
Number and Algebra (ACMNA296)
 Sketch the parabola
3
4
5
6
7
Assessment/Weighting
Indices
Test weeks 1-3 (16%)
Measurement and
Geometry
Test weeks 4-6 (16%)
Statistics and Probability (ACMSP225)
 Assign probabilities to the outcome of events and determine
probability of events
 List all outcomes for chance experiments, both with and
without replacement using tree diagrams
8
Statistics and Probability (ACMSP226)
 Calculating relative frequencies using Venn diagrams and
two-way tables
 Experimental probability
9
Statistics and Probability (ACMSP283) (ACMSP227) (ACMSP228)
 Calculate mean, median, mode and range for sets of data
 Interpret statistics in the context of data
 Constructing using a stem-and-leaf plot
 Constructing back-to-back stem-and-leaf plot
10
Statistics and Probability (ACMSP282)
 Construct histograms
 Describe data using terms including ‘skewed’, ‘symmetric’
and ‘bi modal’
Please note that dates are a guide only and may change to suit teacher/student needs.
There are five assessments a semester, consisting of four tests and one investigation, with a total
weighing of 80%.
20% of student’s grades will come from their classwork, homework and CAMS and STAMS.
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 Year 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 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 which will assist their learning in the following year. E g
Year 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 (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.
Kim Alexander
HOD Science
August 2015
Faculty of Science
Year 9 EARTH SCIENCE/PHYSICS
Semester 2 2015
Week
Term 2
Week
8
9
10
Key Concepts/Essential Content
Assessment/Weighting
Revision-types of energy
Heat vs temperature
Heat transfer models: Convection,
Radiation,
Properties of waves
Properties of sound waves
11
Term3
Week1
2
Sound and hearing
Properties of Light
3
4
Electricity
5
6
7
Plate Tectonics
History of plate tectonics theory
Plates
8-9
Plate Boundaries
10
Earthquakes
Term 4
1
2
3
Measuring Earthquakes
Lens and the eye
Revision
Volcanoes
Australia’s Stability
Cochlear implant
assignment.
30%
Sight/Vision Assignment
30%
Final Unit Test 30%
ABE
10%
Plate tectonics
20%
Lava investigation
20%
Earthquakes
assignment
20%
Final Unit Test
30%
ABE
10%
4
Exam Revision
5
Exam
6
Biol
7
Chem
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 & Environment
Year HISTORY
Semester 2 2014
Week
Key Concepts / Essential Content
Term 3
1
The BIG picture: The middle ages to the industrial age: OVERVIEW: How did societies
change from the end of the middle ages to the beginning of the industrial age?
- The change in social structure
- The impact of inventions
- The impact of education
- The BIG picture: The middle ages to the industrial age. How did these
changes affect health?
- What caused the death rate to decrease?
- What caused the birth rate to increase?
- Why was there a shift from an agricultural lifestyle to city living?
- What pressure/s did this place upon families and society as a whole?
INDUSTRIAL REVOLUTION: (1750 – 1914) – Depth Study
What were the technical innovations that led to the Industrial Revolution?
What were some of the changes in technology?
How and why were the colonies important (in particular Australia)?
Colonisation & resources - Students to map the spread of the British Empire.
What resources was Britain able to obtain from the colonies?
Population movement: - Why did people move to cities?
What was the impact of this migration?
What were the positives and negatives of this move of people?
What changes did society face?
Living & working conditions: - What was the impact of steam – gas – electricity on
people’s way of life during the Industrial Revolution?
How did working conditions change?
Why did Trade Unions emerge at this time?
Global impact of the Industrial Revolution. - Describe the impact that cities, factories
and mines (mining) had on the environment. Consider:
- The environment
- Population Growth
- The economy
Settlement and its effect – Depth study - MAKING A NATION:
Settlement to a ‘new’ nation had impact that was intended and unintended.
Students examine:
- Massacres
- The spread of disease
- The killing of sheep
- Cultural differences
- Belief and values differences
19th century goldfields. - Students explore the immigration of non-Europeans to
Australia.
What was the impact of the Chinese, South Sea Islanders and Afghans on the
Goldfields?
What were the prevailing attitudes of Europeans?
2
3
4
5
6
7
8
9
10
Living and working conditions: - How housing, sanitation, transport, education and
industry influence living and working conditions in Australia?
What was the impact of the gold rushes?
Students to investigate the ‘Eureka Stockade’
Assessment/
Weighting
Bookwork
20%
Assignment
20%
Homework
20%
In-class
assessment
20%
Test
20%
Faculty of Society & Environment
YEAR 9 HISTORY
Semester 2 2014
Week
Key Concepts / Essential Content
Assessment/
Weighting
Term 4
1
Federation: What factors contributed to the making of Federation in Australia?
What impact did the 1890s depression have?
What were ‘Nationalist’ ideals?
The Westminster system was agreeable, why?
How did the new Federal government affect how Australians lived?
WORLD WAR 1: (1914-1918) Depth study
2
What were the causes of WW1?
Why did men enlist so readily?
Did people have an idealistic notion of war?
Why was it so important to fight ‘For King and Country’?
WW1 (1914-1918)
3
What was Australia like at this time?
How big was the population?
As a young nation, why was it important to show solidarity, to Australia and to
Britain?
Gallipoli and trench warfare:
4
During WW1, where did Australians fight?
What was the nature of warfare in WW1?
Students to investigate:
- Gallipoli and trench warfare.
- Primary sources such as diaries, letters and documentation online from the
Australian War Memorial.
The impact of WW1: Graphing statistics – Australian deaths compared to other
5
countries.
What was the impact of the War on:
- The Australian economy?
- Society?
- Who opposed conscription and why?
Commemoration of WW1: What is the ANZAC legend?
6
What is the significance of ANZAC?
Why does Australian society still commemorate Australia’s contribution and
involvement to conflict?
Why is this ideal so ‘Australian’?
Conscription:
7+8
- What is conscription? What were the arguments for conscription?
- Why was a referendum about conscription held? What was the outcome?
- Why did volunteers decline?
SKILL DEVELOPMENT:
9
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
Skill development: Students to engage in varied activities to improve research skills
10
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.
Bookwork
20%
Assignment
20%
Assessment
test or task
20%
20%
Test
20%
Faculty of Society & Environment
Year 9 ANCIENT HISTORY Gods and Monsters
(Elective)
Semester 2 2015
Week
Key Concepts / Essential Content
Term 3
1
Ancient History timeline
 What time period is Ancient History? Background information.
Why study Ancient History?
 Exploration of student booklet & Ancient China
Ancient History China
 Where is the Province of Xi’an? Chinese rule between 250 B.C. –
220 A.D.
 What was life like – Chinese people?
 Introduction to The Great Wall of China/ The Terracotta Soldiers
The Terracotta Soldiers
 When were they discovered? Why were they built? Who built
them? Why are they significant?
Ancient Chinese assessment
 Research the Emperor Qinshihuang.
 use a range of materials and sources to prepare a presentation
Ancient Chinese assessment
Present assessment on Ancient China in a negotiated format,
selected from Multiple Intelligences matrix.
Ancient Celtic Ireland- introduction
 What was the ‘Iron Age’ -Why was discovery of iron so
significant?
Irish Celts - analysis
 Examine Irish society in depth. Choose one element of the
civilization to research/ present to the class.
 Topics students can choose from a range of tasks about the Irish
Celts. In-depth look at the Gods & mythology surrounding
them
Celtic symbols, their history and meaning
Irish Celts analysis continued
 Explore timelines - Explore myths and legends
Researching selected task
 Interview with class teacher for feedback
 How to make a Bibliography (revision)
Ancient Celts assignment
 Completion of assignment in class and prepare for gallery walk
 Reflection
Introduction – The Greek & Roman Gods
 What is the difference between ancient Greek and Roman gods?
 What mythical creatures did the ancient Greeks and Romans
believed existed?
 Students to understand assessment requirements for the unit.
Students to understand the ancient Greeks explanation of creation.
o Chaos gives birth to Gaia
o Cronus & Rhea
2
3
4
5
6
7
8
Assessment/Weighting
In class discussion
In class marking- student
notes
Activity
10%
Activity
10%
Bookwork
10%
Activity
10%
In class work / research
Continued: Ancient History – Gods and Monsters (Elective)
Semester 2 2015
Week
Key Concepts / Essential Content
Term 3
9
Students to understand the struggle for power
o Who were the titans?
o Who were the Olympians?
 What was the outcome?
Students to understand the 9 worlds
o Zeus – heaven and earth
o Poseidon – the oceans
 Hades – the underworld
10
Students to understand why they believed in creatures and beasts
o What were the mythical creatures?
o What powers did they have?
o Where are they located?
Students to select a task from the matrix
 Students to make a plan
 Students to conduct research
Assessment/Weighting
In class work/ research
research
20%
Gallery walk
assignment
Faculty of Society & Environment
Year 9 ANCIENT HISTORY Gods & Monsters
(Elective)
Semester 2 2015
Week
Key Concepts / Essential Content
Term 4
1
Assignment work
 Students to work on their final piece
 Conference with teacher
Gallery walk
Students to prepare to share their assignments to share with the
class.
Reflection
Introduction – The Seven Ancient Wonders of the World
o The Great Pyramid of Giza
o Hanging Gardens of Babylon
o Temple of Artemis
o Statue of Zeus at Olympus
o Mausoleum of Halicarnassus
o Colossus of Rhodes
o Lighthouse of Alexandria
o Presentation of assignment, rubric and expectations
Students to research these Ancient Wonders
o Why were they built?
o Why does only one still stand?
o Where are they located?
o Why are they so significant?
o Complete class tasks related to wonders.
Students to research these Ancient Wonders
o Why were they built?
o Why does only one still stand?
o Where are they located?
o Why are they so significant?
o Map sites where wonders are and were
Investigate the Wonders of the Medieval World
o Why were they built? Where are they located?
o Why does only one still stand?
 Begin plan of Wonders of the World Theme Park Project
Investigate the Wonders of the Modern World
o Why were they built? Where is the location?
o Why does only one still stand?
o Wonders’ Quiz
 Submit plan for marking
Investigate the Wonders of the Natural World
o Why were they built?
o Why does only one still stand?
o Where are they located?
 Complete Theme Parks ready for presentations in Week 8
 Complete written presentation and prepare oral presentation
2
3
4
Investigate the Wonders of the Industrialised World
 Why include them?
 How are they different from the other wonders?
Assessment/Weighting
Gallery walk & peer
assessment
assignment
40%
Note taking
10%
Class tasks
Activity
10%
Class discussion
Check work books
Class task
10%
Continued: Ancient History – Gods and Monsters (Elective)
Semester 2 2015
Week
Term 4
5




6


7
Key Concepts / Essential Content
Students investigate theme parks
Students make a ‘resource list’ of materials needed
Complete ‘Theme Park’ plan
Ensure that bibliography has been included
Begin work on theme park according to design
Students create theme parks
Use and follow plan
Construct installations
Students create theme parks
Use and follow plan
Construct installations
Students create theme parks
 Use and follow plan
 Construct installations
Assessment/Weighting
Workbooks & notes
Theme park plan
Research & bibliography
20%
Research


8
9
10
Presentations
 Students to prepare their parks for presentation
 Students to present their Theme Park to the class
 Students will be peer assessed and teacher assessed
 Final ‘touch ups’
Prepare for Gallery Walk
Gallery Walk
Students to prepare to share their Wonders of the World Theme Parks
with Year 6 students.
Reflection
Lunch
Peer assessment
20%
Gallery Walk
Theme park assessment
30%
Please note that dates are a guide only and may change to suit teacher/student needs
Faculty of Health & Physical Education
Year 9 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 (Girls – softball & netball. Boys – International
rules & racquets). 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 Content
Assessment/Weighting
Term 3
The following % reflects the
Weeks
Athletics: Students will develop skills / techniques for a
weighting of the semester grade.
1-7
range of athletics events. They will also complete trials for
Assessment of Focus skills.
30%
each event which is how they qualify to compete at the
Students
will
work
for
one
session
College Athletics Carnival. Events include;
each week to improve their
- 100m & 200m (sprint events)
technique for a specific event. The
Running posture, arm action, leg action, starts & finishes.
following session is dedicated to
- 800m (distance event)
recording trial data for each class by
Pace, judgment and tactics.
age and gender.
- Hurdles
Body position, rhythm & stride, arm action and leg action.
Assessment of self-management
- Relays
skills.
10%
Baton changes, maintaining speed and acceleration.
Completion
of
all
event
trials
will
- Long, Triple & High (jump events)
indicate participation levels. this will
Run-up, take-off, flight and landing phases.
be reflected in their SelfScissor kick progressing into the flop for high jump.
management grade.
- Shot put & Discus (throw events)
Throw technique, weight transfer, body rotation and
release.
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.
8
Kinross College Jumps and Throws Carnival – Wednesday 8 September
Kinross College Track and Tabloid Carnival – Friday 11 September
9 - 10
Fundamental skills & strategies
Girls – netball or softball
Boys – International rules & racquets
- Develop fundamental skills 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.
Informal assessment of focus skills &
strategies.
Faculty of Health & Physical Education
Year 9 PHYSICAL EDUCATION
Semester 2 2015
Week
Term 4
1-2
Key Concepts/Essential Content
Assessment/Weighting
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.
- Informal assessment of focus skills
& strategies.
3-4
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)
# Round Robin competition
5-8
Fundamental skills & strategies
Girls – badminton or softball
Boys – cricket or baseball
- Develop fundamental skills through individual & partner
practice, drills and modified games.
- Develop basic offensive and defensive game strategy
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
- 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 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 & Education
Year 9 OUTDOOR RECREATION
Semester 2 2015
Week
Term 3
1-2
Key Concepts/Skills/Strategies
Team building: Cooperative team games.
Communication strategies.
Assessment/Weighting
The following % reflects the
weighting of the semester grade.
Team challenge
3-4
Mapping, orienteering – Navigation:” Map skills- direction
and scale
Orienteering- pacing, compass work, set courses.
5-6
Cycling: safety, risk identification.
Planning cycle routes using local area, distance, topography
and ability.
# Week 7 students cycle to rock climbing center
7
Camp cooking: types of cooking, use of fire
8
Beach safety and fitness: Risk identification and safety.
Beach fitness: Run, swim, run. (timed)
9 - 10
Kayaking: Safety considerations, different strokes and rescue
techniques.
Term 4
1
Team building challenge 2.
Aquatic First Aid during theory session
2-4
Camp cooking assessment & aquatic first aid during theory
sessions
Snorkeling: safety, risk identification, buddy systems, best
practices and rescue techniques.
5-6
Aquatic first aid during theory session.
Beach rescues.
7-9
Surf safety: risk considerations, surf etiquette, skills for
surfing. surf lifesaving presentation task.
Surfing.
10
Catch up week
(SMS / IPS)
5%
Navigation / Orienteering courses
(SPA / IPS)
10%
Cycle course (timed trial) and
practical assessment. (SPA)
10%
Cycle route planning (SMS)
5%
Run, swim, run
(SPA)
5%
Kayaking - practical. (SPA)
10%
2nd Team challenge.
(SMS / IPS)
5%
Camp cooking
(SPA/SMS)
5%
Snorkeling practical. (SPA)
10%
Theory test for aquatic first aid.
(K&U)
10%
Beach rescue (SPA) 10%
Surf lifesaving task (SMS) 5%
Surfing practical (SPA) 10%
# The assessment breakdown in the above table highlights the practical skills and applicable theory that
students will be assessed on. Students will also be assessed on the level to which they develop and
demonstrate a range of Self-management skills and Interpersonal skills.
# Please note – weeks advised are as a guide only and practical components may be subject to change due to
staffing factors and environmental conditions.
Faculty of Health & Physical Education
Year 9 SPECIALISED TEAM SPORTS
Semester 2 2015
Week
Term 3
1-7
Term 3
8 - 10
Term 4
1-4
Term 4
5 - 10
Key Concepts / Skills / Strategies
Basketball:
 Develop, practice and apply sport specific skills &
game strategies
 Passing and receiving
 Dribbling
 Triple threat
 Shooting - jump shots & lay ups
 Driving into the keyway
 Defending- man on man / zone
 Offence skills and strategies
 Umpiring - Application of knowledge of rules and
interpersonal skills
Volleyball:
 Develop, practice and apply sport specific skills &
game strategies
 Serve, dig, set & spike
 Skill combinations
 Offensive & defensive positioning
 Court rotation & scoring
 Specific plays and strategies
 Umpiring - application of knowledge of rules and
interpersonal skills
Soccer:
 Develop, practice and apply sport specific skills &
game strategies
 Passing and trapping
 Striking and keeping
 Heading and throw-ins
 Lofted passes and ball control
 Defending and evasive skills
 Offensive & defensive strategies
 Umpiring - application of knowledge of rules and
interpersonal skills
Assessment/Weighting
The following % reflects the
weighting of the semester grade.
- Skills for physical activity
- Self-management skills and
interpersonal skills
25%
- Skills for physical activity
- Self-management skills and
interpersonal skills
25%
- Skills for physical activity
- Self-management skills and
interpersonal skills
10%
15%
15%
10%
# The assessment breakdown in the above table highlights: the practical skills, Skills for Physical Activity (SPA),
Self-management skills (SMS) and Interpersonal skills (IPS) that students will be assessed on throughout the
semester.
Faculty of Technology and Enterprise
Year 9 HOME ECONOMICS – Cultural Foods 1
Semester 2 2015
Week
Term 3
1a
Key Concepts/Essential Content
1b
Australia – damper
2a
Meat pies
2b
Meat pies
3a
Lamington cupcakes
3b
Lamington cupcakes
4a
America - hamburgers
4b
Macaroni cheese - demonstration
5a
Macaroni cheese
5b
United Kingdom – Butterfly cakes - demonstration
6a
Butterfly cakes
6b
Blueberry muffins
7a
Mexico - nachos
7b
Empanadas - demonstration
8a
Empanadas
8b
Assignment work
9a
France - Crepe suzette demonstration
9b
Crepe suzette
10a
Tarte tatin demonstration
Assessment/Weighting
Your background. Introduction, games, files.
Recipe following
/10
Roux, Pasta
/10
Time Management
/10
Booklets
/10
Written & practical
10b
Tarte tatin
Please note that dates are a guide only and may change to suit teacher/student needs.
/10
Faculty of Technology and Enterprise
Year 9 HOME ECONOMICS – Cultural Foods 2
Semester 2 2015
Week
Term 4
1a
Key Concepts/Essential Content
Assessment/Weighting
Italy
Calzone – demonstration
Recipe following
/10
Recipe following
/10
Recipe following
/10
Booklets
10b
Cranberry orange muffins
Please note that dates are a guide only and may change to suit teacher/student needs.
/20
1b
Calzone
2a
Minestrone - demonstration
2b
Minestrone
3a
Pasta alfredo
3b
China - noodles
4a
Stir-fry
4b
Greece – pita bread and tzatsziki
5a
Souvlaki – preparation
5b
Souvlaki
6a
Canada – poutine
6b
Butter tarts - demonstration
7a
Butter tarts
7b
nanaimo bars - demonstration
8a
nanaimo bars
8b
India – samosas - demonstration
9a
Samosas
9b
Europe – pretzels - demonstration
10a
Pretzels
Faculty of Technology and Enterprise
Year 9 HOME ECONOMICS Food for Sport 1
Week
Term 3
1a
1b
2a
2b
3a
3b
4a
4b
5a
5b
6a
Semester 2 2015
Key Concepts/Essential Content
Assessment/Weighting
Introductions. Group allocation, file organisation. Safety overview.
Practical – athletics oatcakes
SOPs - Standard Operating Procedures. Working hygienically. Food for
Sport issues
Practical – stuffed spud
Practical: Omelette. Plan a breakfast with restricted list of ingredients.
Time management. Complete a work plan sheet.
Cleaning up. Why do we eat food? Importance of breakfast. Raw and
natural – fibre-rich foods – fruit. Teens low on fibre.
Practical – fruit salad.
Practical: Breakfast
Healthy eating plan. practical – fried rice.
Iron and anaemia.
Practical: thirst quenchers
Practical – beef stir-fry
Planning meals, choosing recipes, Ingredients suitable, flavours. Food
orders, work plan. Submit food order for basic ingredients plus show
personal modifications for a stir-fry.
6b
7a
Practical – corn fritters
Practical: own stir-fry
7b
8a
Fibre-rich foods, sources – vegetables. Antioxidants. Prevention of
constipation and bowel cancer. Grains and cereals – bread-making.
Carbohydrates, fibre
And GI. Practical – blueberry pancakes.
Practical: pasta bake.
8b
9a
Research a sports star
Practical: cottage pie
9b
Assignment work and research
Task 1: Create a poster Food
for Sport issues /10
Task 2: plan a breakfast
Evaluate practical skills.
Task 3: plan a one-dish meal
with a stir-fry. /20
Task: sport star assignment
Please note that dates are a guide only and may change to suit teacher/student needs.
/30
Faculty of Technology and Enterprise
YEAR 9 – HOME ECONOMICS – Food for Sport 2
Semester 2 2015
Week
Term 4
1a
Key Concepts/Essential Content
1b
Practical: Muffins – own design
2a
Practical: ANZAC biscuits
2b
Practical: Pizza loaf
3a
Practical: Own sports star meal
3b
Practical: Bruschetta
4a
Practical: Macaroni cheese
4b
Practical: Biscuits
5a
Practical: Minestrone soup
5b
Practical: Sultana pancakes
6a
Practical: Super-duper booster
6b
Practical: Champion banquet curry
7a
Practical: Chicken pizza
7b
Practical: Apple crumble
8a
Design a meal from the cupboard
8b
Practical: Fighting fettuccini
9a
Practical: own meal presentation
9b
Theory
10a
Practical: Healthy hamburger
Assessment/Weighting
Practical: Pikelets
10b
Review/Quiz
Please note that dates are a guide only and may change to suit teacher/student needs.
/10
/10
Faculty of Technology and Enterprise
Year 9 HOME ECONOMICS – Sweet Treats 1
Semester 2 2015
Week
Term 3
1a
Key Concepts/Essential Content
Assessment/Weighting
Introduction, cover pages, files, groups, research assignment
Cooking Term 2 /20
1b
2a
1 biscuits
Butter cream icing
2b
3a
Cupcakes
Assignment
3b
4a
Toffee and spun sugar
Biscuits – monte carlos
4b
5a
Fill monte carlos
Chocolate filigrees
5b
6a
Assignment
Struedel
6b
7a
Ganache: assemble cake
Peppermint cream nibbles
7b
8a
Scones
Danish Biscuits
8b
9a
Sports carnival
Lemon meringue pastry
9b
10a
Lemon butter
Finish lemon meringue pie
Theory & food order
/20
Test
10b
PD day
Please note that dates are a guide only and may change to suit teacher/student needs.
/10
Faculty of Technology and Enterprise
Year 9 HOME ECONOMICS – Sweet Treats 2
Semester 2 2015
Week
Term 4
1a
Key Concepts/Essential Content
Assessment/Weighting
French crepes
Term 4 mark
/10
1b
Fondant
2a
Chocolate soufflé cake
2b
Mini orange cakes
3a
Microwave chocolate pudding
Cooking mark
/20
3b
Assignment due
4a
Gingerbread shapes
4b
Royal icing practice on biscuits
5a
Gingerbread house
5b
Royal icing – practice
6a
Gingerbread house assembly
Recipe following
6b
Gingerbread house assembly
7a
Lollies, marshmallow
7b
Rocky road or cherry macaroons
8a
Swiss roll
8b
Tea cake
9a
Sponge cake
9b
Pikelets
10a
Brownies
Practical
10b
Apple scroll
Please note that dates are a guide only and may change to suit teacher/student needs.
/10
Faculty of the Arts
Year 9 FASHION AND TEXTILES
Semester 2 2015
The aim of this course is to develop skills and confidence in machine sewing. Students will make items to
be worn on the body and learn about the ancient Textile technique of Tie Dye.
Week
Key Concepts/Essential Content
Assessment/Weighting
Term 3
Program overview. Paper bag and design book. Make clear
1
name labels for both. Parts of the sewing machine
worksheet. Sewing machine bingo.
2
Threading and steering a sewing machine. Race track task.
Cuddle fleece scarf- cut fabric
3
Cuddle fleece scarf- sew
4-7
Tutu for the carnival
8
Tie dye history and technique
9
Tie dye samples- pole wrapping, clamping and tying
10
Term 4
Crackle technique
1-3
4-7
8-9
10
Cuddle fleece scarf
20%
Tutu-
20%
Tie dye samples 20%
Tie dye and personalize singlet
Sewing a crop top
Sewing skills
Sewing a headband
Cleaning and taking work home
Please note that dates are a guide only and may change to suit teacher/student needs.
20%