class course planner history hoare street · & france prior to their revolutions. how the...

7 Humanities and Social Science

Class Course Planner – History

Term 2, 2019

Trinity Bay SHS Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au

Class: HUM071A / B / C / D / E / F / G / J / K / L / M / N / P / Q Teacher/s: Various Key Vocabulary: Emperor, Mandate of Heaven, Dynasty, Unification, Standardisation, Confucianism, Legalism, Qin Shi Huang, CE/BCE, Philosophy, Isolation, Tyrant, Bureaucracy, Visionary, Perspective, Legislate, Rebellion, Oppression.

Term Week Curriculum Intent Assessment Feedback

Wk01 Apr 20th – 24th

Introduction to Ancient China

Introduction to Ancient China, physical features, timeline of Emperor Qin, CE/BCE

Course planner

Wk02 Apr 27th – May 1st

Unification of Ancient China – Qin Dynasty

Warring States, Dynasties, Mandate of Heaven

Achievements – Standardisation, Unification, Great Wall of China, Terracotta warriors

Wk03 May 4th – 8th Mon 4th Public Hol

Ancient Chinese Society and Philosophical beliefs

Social organisation and the role of different social groups

Transition from Confucianism to Legalism – impacts on people

Wk04 May 11th – 17th NAPLAN window 12th – 22nd

Qin Shi Huang – The First Emperor (https://www.youtube.com/watch?v=Yb1CcvqJ0gc)

Who was Qin Shi Huang (documentary)

Revise, reinforce and extend history learning considering the individual needs of each class.

Wk05 May 18th – 22nd NAPLAN window 12th – 22nd

Assessment

Revise, reinforce and extend history learning considering the individual needs of each class.

Knowledge Exam

Knowledge Exam

Wk06 May 25th – 29th

Source Analysis

Analyse sources relating to Qin Shi Huang’s actions and achievements during the Qin Dynasty.

Skill – Developing questions

Feedback on exam

Wk07 Jun 1st – 5th

Source Analysis

Analyse sources relating to Qin Shi Huang’s actions and achievements during the Qin Dynasty.

Skill – Developing questions

Wk08 Jun 8th – 12th

Assessment

Revise, reinforce and extend history learning considering the individual needs of each class

Complete combination response exam relating to Qin Shi Huang’s actions and achievements during the Qin Dynasty.

Combination

Response Exam

Wk09 Jun 15th – 19th

History Skills

Based on individual class needs

Wk10 Jun 22nd – 26th

Review

Unit reflections

History skills based on individual class needs

Exam Results &

Achievement Ladder

HASS - HISTORY

Class Course Planner – 2020

Semester 1, Term 2

Medieval Europe

Trinity Bay SHS PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au

Class: Year 8 Social Sciences – History Teacher/s: Various

Vocab list: Primary source, secondary source, ordeal, jury, judge, justice, innocence, knight, lords, barons, vassal,

serf, fief, plough, ploughman, brutal, harsh, accused, Christianity, Islam, Judaism, Muslim, heaven, hell, oxen, feudal,

accused, crusade, decline, manor, belief, buboes, bubonic, plague, disease, flagellation, urine, judgment, symptom.

Term

Week Curriculum Intent

Assessment

x 3

Feedback x

3

T2 Wk01

What is History and How do we study it?

Students discover what forms primary and secondary sources take and how TARBS is used to analyse history.

Decline of Rome What were the significant events and changes from the late Roman Empire to the

Overview of significant events and changes during the Dark Ages up to the beginning of The Middle Ages.

Course Planner

T2 Wk02

The Feudal System What was life like under the Feudal system?

Identify the key features of the Feudal System and why it worked

Discovery of everyday life on a Manor (serfs – Lords)

T2 Wk03

The influence of the Church's beliefs on society and The Crusades How did the Church influence life in The Middle Ages?

Making connections between the church and medieval society.. What is a Crusade?

Investigating Pope Urban II's call to arms, the importance of Jerusalem to Christianity, Judaism and Islam plus how Knights enabled the Crusades to take place.

T2 Wk04

The Black Death - Is it a heavy metal band?

Origins and causes of the spread of the Black Death

Symptoms Treating The Black Death - They did what!?!?

Treatments and beliefs about the causes of the Black Death

T2 Wk05

Introduction of Assessment - Historical inquiry - Creative Assessment – Significant Developments of Medieval Europe Topic: Students are to research, design and present a created product based on one of the following medieval themes: Medieval Village life, Castles, Heraldry and Armour, Religion, Crusades, The Black Death

T2 Wk06

Research booklet Students continue on researching using the research booklet to identify useful information about an aspect of life from the Middle Ages from which they will create an artefact (for example clothing, diorama, shield, pottery, illuminated manuscript, etc. which will inform their product).

T2 Wk07

Research booklet cont. Students continue on researching using the research booklet to identify useful information about an aspect of life from the Middle Ages from which they will create an artefact.

Research booklet check

T2 Wk08

Artefact creation Create an artefact that replicates that aspect of life from the Middle Ages (for example clothing, diorama, shield, pottery, illuminated manuscript, etc.

Artefact check

T2 Wk09

Artefact information sheet Students will create an information sheet about the artefact they have created from the Middle Ages.

Artefact information sheet check

T2 Wk10

Feedback INDEPENDENT INVESTIGATION WITH A CHOICE OF: castles, warfare/knights or technological advancements – (weapons, mills, farming, architecture)

Research Assignment feedback

Achievement Ladder


Semester 1 –Term 2

Making of a Nation


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 9 History Teachers: Various Vocab list: colonisation, invasion, frontier, terra nullius, perspectives, experience, multiculturalism,

Aboriginal, Torres Strait Islander, democracy, rebellion,

TERM TWO

Curriculum Intent Assessment Feedback

T2 Wk1

UNIT INTRODUCTION & THE INVASION

Course Planner

1788 invasion – was Australia really ‘terra nullius’ – the land of no one?

Was Australia “colonised” or invaded”? Examine the different perspectives.

Earliest Australians – what was life like living in Australia prior to the British invasion?

T2 Wk2

IMPACT

What laws applied to Australia following the British settlement?

What impact did settlement have on Aboriginal and Torres Strait Islander people?

T2 Wk3

INVESTIGATION OF AN AUSTRALIAN HISTORICAL EVENT

Teacher-led investigation into a key event that shaped Australia Suggested topics: discovery of gold in 1851, Eureka Stockade 1854, annexation of Papua to Australia 1883, free secular primary education 1875, Rum Rebellion 1808 Monday Public Holiday – Labour Day

T2 Wk4

ASSESSMENT INTRODUCTION

Students examine the task sheet

Students research questions and undertake preliminary research

Create an assignment plan, practice note taking & T.A.R.B.S.

T2 Wk5

ASSESSMENT: RESEARCH

Students researching their topic and note-taking.

T2 Wk6

ASSESSMENT: RESEARCH

Students researching their topic and note-taking.

T2 Wk7

ASSESSMENT: DRAFTING

Students continue to draft their assignment

T2 Wk8

ASSESSMENT: DRAFTING AND REFERENCING

Students continue to draft their assignment

Create reference list in Harvard referencing format

Draft Due Draft Feedback

T2 Wk9

ASSESSMENT: EDITING AND REFERENCING

Students writing the final copy of their assignment

Compiling work into assessment format

Research Assignment Due

T2 Wk10

Student choice of a personal research task relating to a particular group

Feedback


Semester 1: Term 2


PO Box 5071

Ph. 40 375 222


Class: Year 10 Aboriginal and Torres Strait Islander Studies: Health & Well Being

Teacher: Ms Idai & Mr Barnett

Term

Week Curriculum Intent Assessment x 3 Feedback x 3

T2

Wk1

Indigenous Wellbeing Overviews

Overview of disparities in education between Indigenous and other Australians

TBay and other Naplan data showing disparities

Health issues and disparities using state/national data

Course Planner

T2

Wk2

Aboriginal and Torres Strait Islander Health and Education Background

Past government policies and their effects: Invasion, Assimilation, Stolen Generations

Recent policies eg Closing the Gap, Homelands programs

One lesson for assignment work

Hand out

assignment

T2

Wk3

Aboriginal Education Focus

Issues holding back Indigenous academic advantage: Socio economic disadvantage, cultural difference

What can be done about it? Attempts to improve circumstances. Closing the Gap


T2

Wk4

Aboriginal Health Focus

Issues preventing parity in health standards: distance to health services, cultural values.

What can be done to improve health standards? Closing the Gap


T2

Wk5

Assignment work

Work on assignment

Work on assignment

Work on assignment

Draft emailed to

teacher

Emailed

feedback to

students

T2

Wk6

Assignment work

Work on assignment

Work on assignment May 26th National Sorry day

Work on assignment May 27th Anniversary of 1967 Referendum

Assignment due

T2

Wk7

Focus: Stolen Generations National Reconciliation Week

Why were indigenous children stolen from their families and culture?

What were the impacts of this policy?

Why did it take so long for the government to apologise?

Assignment

feedback

T2

Wk8

Focus: Stolen Generations June 3rd Mabo Day

Why is there talk about removing indigenous children from their families?

Achievement

ladder

T2

Wk9

Block exam week

T2

wk10

Preparation for National NAIDOC Week


Term 2


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 10 Ancient/Modern History

Teacher: Mr Scott

Term

Week

Curriculum Intent: Students investigate two societies (Russian and French) and

what caused their citizens to take part in a revolution. They explore the remaining

sources and how they have been interpreted. Students focus on issues relevant to

the investigation of the Modern World in order to develop historiographical skills.

Students also investigate how people lived in these revolutionary times through an

examination of the evidence of the social, political and economic institutions, and

other significant features of society.

Assessment x 3 Feedback x 3

T 2

Wk1

The Topography, Climate, Resources, Population and Economies of Russia

& France prior to their revolutions.

How the specific geography of an area can affect a society

Course Planner

T 2

Wk2

History, Power structures, Government, the role of the Elite and Religion

Which past events and societal structures influenced a revolution

T 2

Wk3

Everyday people (workers, freedom, gender roles, the army)

The living conditions (wellbeing) of the everyday people and how

this contributed to the revolutions

T 2

Wk4

The How What & Why of the Revolutions

The specific details of each revolution

T 2

Wk5

The How What & Why of the Revolutions cont.

Students revise concepts, ideas, content and skills for a formative quiz

Response to

stimulus

formative quiz

T 2

Wk6

Research Essay into another Modern revolution

Students begin a research report – learning about its structure, inclusions, methods of research and referencing.

T 2

Wk7

Research Essay continued

Teacher models the process of a report and students do independent research.

T 2

Wk8


Students begin drafting using research notes taken.

T 2

Wk9


Students hand in a draft and use feedback to make corrections and additions.

T 2

Wk10

Research Essay handed in

Students hand in research report

Students write evaluations and reflection on their courses of study

Research Essay

handed in to TA

room

Achievement

Ladder

GEOGRAPHY


Semester 1, Term 2

Environmental Change and Management


Ph. 40 375 222


Class: Year 10 Geography Teacher: Martin

Term Curriculum Intent Assessment x 3 Feedback x 3

W1 20th Apr – 24th Apr

INTRODUCTION TO CATCHMENTS

Examine Earth’s three non-living spheres: hydrosphere, atmosphere and lithosphere plus the living sphere: biosphere.

Investigate the types of landforms present in a catchment. Investigate the upper and lower catchment areas.

Investigate the processes which shape a coastline.

Course Planner Pre test

W2 7th Apr – 1st May

INTRODUCTION TO CATCHMENTS

Investigate the upper and lower catchment areas.

Investigate the processes which shape a coastline and how they interact with inland water.

W3 4th May – 15th May

THREATS TO CATCHMENTS

Investigate the positive and negative environmental, social and economic impacts of fragmenting a river.

Examine how anthropogenic activity has altered local catchments e.g. Barron R.


CLIMATE CHANGE

Examine carbon stores and processes in the Carbon Cycle. Compare and contrast the Greenhouse Gas Effect and the Enhanced

Greenhouse Gas Effect.


FIELD TRIP

Preparation for field trip including how to conduct land and water experiments and observations (revision from Holloways Beach excursion).

Excursion debrief plus collect and collate data.

Local Catchment Excursion 19th Tuesday


CLIMATE CHANGE AND THE GREAT BARRIER REEF

Investigate how development in the Cairns region, Cairns catchments and anthropogenic climate change is impacting the Great Barrier Reef.

Discuss topics such as coral bleaching, sediment, turbidity and sea surface temperature.

W7 1st June – 5th June

CLIMATE CHANGE AND THE GREAT BARRIER REEF

Broadly examine weather phenomenon which impacts the Great Barrier Reef: El Nina and La Nina.

Revision for Week 8 exam.

W8 8th June – 12th June

EXAM

Students complete combination response exam in class Tuesday 9th June. Exam catch up/culminating activity Wednesday. Athletics Carnival: Friday 12th June – no class

Combination Response Exam Tuesday 9th June.


BLOCK EXAMS

Students are in class completing culminating activities or in exam block.

Feedback

W10 22nd June – 26th June

WORK EXPERIENCE

Students are either at work experience or alternative program.


Semester 1, Term 2

Tourism as an Industry


Ph. 40 375 222


SUBJECT: ‘Social & Community Studies’ + ‘Tourism’

Teachers: Mr Terry

Key Terms: trends, markets, niche, industry, sectors, recreation, accommodation, employment, statistics, advertising, sustainability, development, culture, research, operators, agents, government, eco-tourism, domestic, international, intrastate, interstate

Core Skills: match, classify, explain, compare, identify, list, infer, interpret from text and graphs

Term Curriculum Intent Assessment x 3 Feedback x 3

T2 Wk1

What is travel and the different types of tourists?

Definition of tourism and travel Understand why people travel and for what reasons Analyse the different types of tourists and their needs

Pre-Test Course Planner

T2 Wk2

Types of Tourism and Tourism Trends (National and Global)

Special interest and niche markets

Identifying upcoming and current trends

Developing a tourism business idea to suit current trends

T2 Wk3

Who’s Who in the Industry? How much tourism contributes to a local/national economy?

Breakdown of the tourism industry – different sectors with local examples Overview of contribution towards local and national economy Government and organisations

T2 Wk4

Types of employment, what jobs are available, tourism businesses.

Tourism as a business – review of businesses in Cairns

Types of employment available in Tourism

Current jobs advertised

Case Study tourism businesses – successes and failures

T2 Wk5

Tourism development and sustainability.

Development in the local area How a business needs to be sustainable – running an eco-friendly tourism

venture Consideration of environment and culture

Quiz

T2 Wk6

How the industry is marketed locally, nationally and globally.

What is a target market - tourists markets The relevance and benefits of market research Analysing and evaluating tourism statistics

T2 Wk7

How the industry is marketed locally, nationally and globally.

Examples of how the tourism industry is marketed – globally, locally and internationally

Types of advertisements and ways to market a business

T2 Wk8

Revision

Revision sheet Consolidation Practise exam

Feedback on practise exam

T2 Wk9

Examination and reflection

Supervised knowledge exam Reflection on the unit and assessment Case Study - International Travel

Short Response Exam

Achievement Ladder

T2 Wk10 WORK EXPERIENCE

Class Course Planner 2020

Semester 1 Term 2

ANCIENT HISTORY


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 11A

Teacher: MRS VIKKI BLYTH

Term 2

Week

Curriculum Intent – Students continue to investigate how the ancient

past have been represented & do an in depth study of personalities in

their times (Hatshepsut New Kingdom Egypt)

Assessment

x 3

Feedback

x 3

Wk1 Biographical profile continued

Unpacking the assessment task

Course

Planner

Wk2 Research

Students use an inquiry process to guide their research

Assessment

task begins

Wk3 Research


Wk4 Research Students use an inquiry process to guide their research

Wk5 Research


Wk6 Conferencing drafts

Students conference with teacher re their draft

Final drafts

handed in on

Monday

Wk7 Students hand in their completed research task Expo Students: present the information from their investigation in a multimodal form &

watch each other’s presentations.

Final copy

handed in on

Monday

Wk8 Ancient Egypt – Context (Beyond the Old Kingdom)

Contestability and the reliability of evidence

Reflections, focus questions and hypothesis writing

Wk9 Hatshepsut’s claim to the throne and her succession Family Tree of Hatshepsut, Role of the Regent, Other strong female

Queens, Hatshepsut’s succession Mortuary temple at Deir el-Bahri; birth scenes – source analysis Small group source analysis – Coronation Scene, Divine Birth, Obelisks at

Karnak

Wk10 The many roles of Hatshepsut as Pharaoh Hatshepsut the Builder Hatshepsut the Administrator Hatshepsut the Warrior

Achievement

Ladder

11 SENIOR GEOGRAPHY


Semester 1, Term 2

Unit 1, Topic 2: Ecological Hazard Zones


PO Box 5071

Ph. 40 375 222


Teacher: Mrs Newton

Term Week

Curriculum Intent Assessment x 3

W1 20th Apr – 24th Apr

Responding to Ecological Hazards

Recap prior knowledge Explain how Anthropogenic Climate Change may affect the severity

and distribution of some ecological hazards Examine what demographic factors influence the creation,

distribution and management of ecological hazards (e.g. population density, sewerage and sanitation management, access to medical services, education, level of economic management

ANZAC Day Assembly Wednesday 24/04, ANZAC Day 25/04

Course Planner


Case Study

Possible case study options include the Pacific Garbage Patch, Air Pollution in Asia, Chernobyl Disaster, Gulf of Mexico Dead Zone.

Utilise Microsoft Excel to create pie, column and line graphs. Utilise spatial technologies to map patterns in distribution of

ecological hazards (e.g. ArcGIS)

Data Report handed out 30th April


Assessment

Distribution and deconstruction of Data Report assessment task. Choose a location of focus from the report list Recap using Microsoft Excel to create graphs and tables.


Assessment

Students work on their report in and outside of class.

Proposed action must be done by the last lesson of this week.

W5 18th May – 22nd May

Assessment

Recap Harvard Referencing.

Students use draft feedback and work on their report in and outside of class.

Draft data report due Friday 24th May

Draft Data Report due


Assessment

Draft data report returned to students Monday 27th May Data report is due Friday 31st May.

Data Report due

W7 1st Jun – 5th Jun

Semester 2 TOPIC 1: Challenges Facing a Place in Australia Planning Australia

Define urbanisation, settlement, community, suburbanisation , counterurbanisation.

Differentiate between different types of communities and the features of each type.

Understand that settlements provide a variety of functions, and influence land use.

Understand that settlements can be ranked by size and importance to create a hierarchy.

Examine the past, present and future of urban planning in Australian places.

Understand the concept of sustainable communities.

Understand the processes involved in developing sustainable communities.

Understand the inter-relationship between ecological sustainability, liveability and ecological footprints.

W8 8th Jun – 12th Jun

The Structure of Modern Settlements

Discuss how planning schemes and regional plans dictate the design of place (e.g. code assessing development applications, place-making design.

Understand the general models that describe the structure of modern settlements.

Understand urban sprawl, its impact and measures to counter it

Describe settlement patterns in Australia over time.

Understand rural-urban migration and its impact on modern settlements.

Use spatial technologies to explore change over time (e.g. QImagery, Google Timelapse, Google Streetview).

Field trip permission forms handed out

W9 15th Jun – 18th Jun

Describing Patterns Within Cities

How to classify and utilise quantitative indicators from the ABS website (e.g. dwelling type, income, family structure, ethnicity, advantage and disadvantage).

Develop spatial skills to represent data in a variety of ways to illustrate patters within settlements (e.g. choropleth maps, graphs, ArcGIS or similar).

Spatially compare and contrast population densities in Cairns to other national and international communities.

W10 22nd Jun – 26th Jun

Describing Patterns Within Cities

Analyse ABS data to explain the changing characteristics of remote, rural and urban places in Australia.

Utilise ABS Table Builder and/or Microsoft Excel to visually represent census data of a urban place (e.g. Cairns inner suburbs, Sydney – Haymarket/Rhodes/Auburn/Mosman/Blacktown)

Feedback

Ladder Tracker

Class Course Planner

Semester 1 - Term 2, 2020


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 11 Social & Community Studies Unit: Module 2: Health – Food & Nutrition Teacher: Ms Newton & Mr Paolacci

Term Week

Curriculum Intent Assessment

x 3 Feedback

x 3

T2 Wk1

Citizenship Skills - What is the impact on communities of unhealthy lifestyles? Personal Skills - What is a balanced diet and healthy food choices?

nutrients and function of foods Interpersonal Skills

the influence of media on societal attitudes towards food and nutrition (positive & negative)

Pre-test

Course planner

T2 Wk2

Citizenship Skills - How do governments promote healthy choices? Interpersonal Skills - What are the nutritional needs of different groups?

correct food choices based on various factors Personal Skills - What is a balanced diet and healthy food choices?

planning, designing and budgeting menus

T2 Wk3

Interpersonal Skills - How does culture contribute to our dietary choices?

specific diets and cultural group needs

cultural beliefs relating to food Citizenship Skills - How does socioeconomic status impact food habits? Personal Skills - What is a balanced diet and healthy food choices?


T2 Wk4

Citizenship Skills - Which Government initiatives can help me make good food choices?

modelled research Personal Skills - What is a balanced diet and healthy food choices?


Quiz for Terminology

Feedback on Menu Planning

T2 Wk5

Assessment – Report 500-800 words Students will be assessed on their knowledge of food and nutrition, by analysing and reporting on the school tuckshop menu.

Report Genre Deconstruction

Scaffolded Research

T2 Wk6

Assessment - Health – Food and Nutrition assessment – Report

Independent Research & writing

Feedback on Independent

Research

T2 Wk7


Continue writing report

Food & Nutrition First Draft Due

7/6

Progress Check

T2 Wk8


Feedback on drafts & editing

Food & Nutrition Second Draft

Due 14/6

Feedback on

Draft

T2 Wk9


Report finalised

Food & Nutrition Report Due 21/6

T2 Wk10

Evaluation & Reflection on Topic

Work Opportunities – Health, Food & Nutrition

Start next topic

Assessment Feedback

Class Course Planner AHS

2020 Semester 3

Term 2 Unit 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 12A Ancient History

Teacher: Mrs. Vikki Blyth

Term

Week

In Unit 4, students investigate Ancient Rome — Civil War and the breakdown of the Republic with a particular emphasis on the nature and exercise of power and authority in that society, and how it was challenged in times of conflict.

Assessment

x 3

Feedback

x 3

T Wk1 Contextual study – comprehend terms, concepts and issues in relation to:

the historical and geographical context of the Roman Republic the nature of power and authority, what is meant by the term ‘power’ how power has been viewed over time and the kinds of groups and

individuals who have exercised power over time

Course

Planner

T Wk2 Contextual study - analyse evidence from historical sources to show understanding of:

key events of the time period key archaeological and written sources for the period

•

T Wk3 Contextual study - analyse evidence from historical sources to show understanding of:

the nature and range of sources for the period and the identification of key

issues related to the investigation of sources, e.g. authentication,

excavation, reconstruction and/or conservation, incompleteness and/or

fragmentary nature

T Wk4 Contextual study – comprehend issues in relation to: the civil war and the breakdown of the Republic key figures

T Wk5 Depth study – IA3

comprehend terms, concepts and issues in relation to how power was

exercised and the change and development that led to civil war and the

breakdown of the Republic

analyse evidence from historical sources to show understanding

synthesise evidence from historical sources to form a historical argument

evaluate evidence from historical sources to make judgments about

the limitations, reliability and usefulness of sources

changing interpretations of sources over time and their influence on

understanding of the period

devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research.


Student conduct research and respond to historical sources to create an essay





IA3 DRAFT

COPY DUE



IA3 FINAL

COPY DUE

T Wk10 Concluding study

evaluate evidence from historical sources to make judgments about how historians

and theorists have debated the nature of power the historical significance of the

study of power during the Civil War and breakdown of the Republic

12 SENIOR GEOGRAPHY


Semester 1, Term 2


Ph. 40 375 222


Teacher: Mr Martin

Term Curriculum Intent Assessment

Unit 3, Topic 2 – Responding to Local Land Cover Change (continued) W1 20th Apr – 24th Apr

IA2 Assessment

Students work on their IA2 report in and outside of class.

Draft submission Tuesday Week 1 (first lesson back).

Draft IA2 Field Report due Tuesday 21/04


IA2 Assessment



IA2 Assessment


Final submission Thursday 7th May. Labour Day: Monday 4th May.

Final IA2 Field Report due 07/05

Unit 4, Topic 1 – Population Challenges in Australia W4 11th May – 15th May

Introduction to the Unit

Define and explain demography, population distribution, population density.

Investigate demographic concepts and formulas.

Revisit Human Development Index (HDI).

Quantitative and qualitative indicators in Geography.

Birth/mortality/fertility rates, life expectancy, age-sex structure, migration and immigration rates, population growth, natural increase, Gross Domestic Product (GDP), Gross National Income (GNI).


Quantitative and Qualitative Indicators

Continuation of Week 4 concepts.

Factors affecting population change in Australia; past, present and future.

Using Australian Bureau of Statistics (ABS) Census Data (QuickStats, Community Profiles).

Interpret and analyse maps and graphs of the previous concepts.

Respond to maps and graphs using PEEL paragraphing.


Data Visualisation – Population Pyramids

Interpret population pyramids and the different stages of demographic development.

Revising developing graphic skills by representing data in a graph (SALT) (electronic and paper).

Construct a population pyramid in Microsoft Excel.

Construct a population pyramid on paper.

Respond to graphs using PEEL paragraphing.

W7 1st June – 5th June

Data Visualisation – ABS Data

Interpret and analyse choropleth maps (static and electronic).

Develop cartographic skills by representing data in a choropleth map, cross section diagrams.

Interpret, analyse and construct different graphs (line, column, scatter, comparative).

Respond to choropleth maps and graphs using PEEL paragraphing.


Consolidation

All lessons this week are spent revising U4 T1 prior content. Athletics Carnival: Friday 12th June.


IA3 Assessment

IA3 Report distributed and deconstructed with students Monday 23/03.

Students have chosen a dataset to investigate by the last lesson of the week.

W10 22nd June – 26th June

IA3 Assessment


Students are expected to work on their report over the holidays for draft submission Tuesday Week 1.

Draft report due Tuesday 14/07 (T3 W1)


Semester 1: Term 2


PO Box 5071

Ph. 40 375 222


Class: Year 12 Social and Community Studies Teachers: Mr Scott, Mr Hadgelis

Term

Week Curriculum Intent Assessment x 3 Feedback x 3

T2 Wk1 Introduction to new unit: The World of Work

Course planner and subject topics Investigate career pathways and opportunities

Know where to seek employment

Understand the personal and societal benefits of employment

Pre unit quiz Course Planner

T2 Wk2 Gaining Employment

Investigate career pathways and opportunities

Understand the personal and societal benefits of employment

Know where to seek employment

T2 Wk3 Preparation for Employment – Resume

Undertake resume preparation

Understand how to write an application letter and prepare a career portfolio

Formative task -

Resume

T2 Wk4 Preparation for Employment – Interpersonal skills

Practice interview skills and techniques

Positive Workplace Relationships – Interpersonal Skills

Know how to use different methods of communication

Apply conflict minimisation methods to case studies

Understand the rights and responsibilities of employees in the workplace

Formative task –

Resume feedback

T2 Wk5 Employment Trends and Issues – Citizenship Skills

Analyse recent global and national trends in employment

Understand the factors affecting employment rates

Investigate the issues contributing to youth unemployment

Know how the government and other organisations works to reduce unemployment

T2 Wk6 Assignment work

Students undertake preliminary research into their assignment topic

T2 Wk7 Assignment work: Newspaper Article

Students undertake assessment work – draft newspaper article in response to stimulus materials


Students finalise newspaper article

Newspaper Article

draft due

Feedback on draft


Finalise and submit project

Project due:

Newspaper article

T2

Wk10

Introduction to new unit: Money Management / Block exams

Investigate the importance of money management

Block exam week

Achievement

Ladder and student

conference

class course planner history hoare street · & france prior to their revolutions. how the...

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