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
Class Course Planner – 2020
Semester 1 –Term 2
Making of a Nation
Trinity Bay SHS Hoare Street
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
Class Course Planner – 2020
Semester 1: Term 2
Trinity Bay SHS Hoare Street
PO Box 5071
Ph. 40 375 222
www.trinity bayshs.eq.edu.au
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
One lesson for assignment work
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
One lesson for assignment work
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
Class Course Planner – 2020
Term 2
Trinity Bay SHS Hoare Street
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
Research Essay continued
Students begin drafting using research notes taken.
T 2
Wk9
Research Essay continued
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
Class Course Planner – 2020
Semester 1, Term 2
Environmental Change and Management
Trinity Bay SHS PO Box 5071
Ph. 40 375 222
www.trinitybayshs.eq.edu.au
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.
W4 11th May – 15th May
CLIMATE CHANGE
Examine carbon stores and processes in the Carbon Cycle. Compare and contrast the Greenhouse Gas Effect and the Enhanced
Greenhouse Gas Effect.
W5 18th May – 22th May
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
W6 25th May – 29th May
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.
W9 15th June – 19th 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.
Class Course Planner – 2020
Semester 1, Term 2
Tourism as an Industry
Trinity Bay SHS PO Box 5071
Ph. 40 375 222
www.trinitybayshs.eq.edu.au
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
Trinity Bay SHS Hoare Street
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
Students use an inquiry process to guide their research
Wk4 Research Students use an inquiry process to guide their research
Wk5 Research
Students use an inquiry process to guide their 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
Class Course Planner – 2020
Semester 1, Term 2
Unit 1, Topic 2: Ecological Hazard Zones
Trinity Bay SHS Hoare Street
PO Box 5071
Ph. 40 375 222
www.trinity bayshs.eq.edu.au
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
W2 27th Apr – 1st May
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
W3 5th May – 8th May
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.
W4 11th May – 15th May
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
W6 25th May – 29th May
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
Trinity Bay SHS Hoare Street
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?
planning, designing and budgeting menus
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?
planning, designing and budgeting menus
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
Assessment - Health – Food and Nutrition assessment – Report
Continue writing report
Food & Nutrition First Draft Due
7/6
Progress Check
T2 Wk8
Assessment - Health – Food and Nutrition assessment – Report
Feedback on drafts & editing
Food & Nutrition Second Draft
Due 14/6
Feedback on
Draft
T2 Wk9
Assessment - Health – Food and Nutrition assessment – Report
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
Trinity Bay SHS Hoare Street
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.
T Wk6 Depth study – IA3
Student conduct research and respond to historical sources to create an essay
T Wk7 Depth study – IA3
Student conduct research and respond to historical sources to create an essay
T Wk8 Depth study – IA3
Student conduct research and respond to historical sources to create an essay
IA3 DRAFT
COPY DUE
T Wk9 Depth study – IA3
Student conduct research and respond to historical sources to create an essay
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
Class Course Planner – 2020
Semester 1, Term 2
Trinity Bay SHS PO Box 5071
Ph. 40 375 222
www.trinitybayshs.eq.edu.au
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
W2 7th Apr – 1st May
IA2 Assessment
Students work on their IA2 report in and outside of class.
W3 4th May – 15th May
IA2 Assessment
Students work on their IA2 report in and outside of class.
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).
W5 18th May – 22th May
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.
W6 25th May – 29th May
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.
W8 8th June – 12th June
Consolidation
All lessons this week are spent revising U4 T1 prior content. Athletics Carnival: Friday 12th June.
W9 15th June – 19th 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 work on their IA3 report in and outside of class.
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)
Class Course Planner – 2020
Semester 1: Term 2
Trinity Bay SHS Hoare Street
PO Box 5071
Ph. 40 375 222
www.trinity bayshs.eq.edu.au
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
T2 Wk8 Assignment work
Students finalise newspaper article
Newspaper Article
draft due
Feedback on draft
T2 Wk9 Assignment work
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