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Year 8 Course Outlines Semester 2 - 2015

Dear Parent/Caregiver

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

will be covered for students at Kinross College for Semester 2 2015.

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

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

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

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

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

bustle of family life.

In order to ensure each student is catered for, all students have been allocated a mentor teacher.

Students will see their mentor teacher first thing every morning for 10 minutes, as well as, at

specially organised times or events. The mentor teacher is often the best ‘first point of contact’ in

many cases regarding your child on either a pastoral or academic front. Alternatively, you could

contact relevant subject teachers directly. Year Coordinators can also be a useful contact. The Year

8 Coordinator is Mr Tangatatoa Ross (Toa) and can be reached on 9306 6000 or

[email protected]

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

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

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

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

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

Regards Dale Beaton Associate Principal (School Services) (08) 9306 6000 August 2015

Faculty of English

Year 8 ENGLISH Semester 2 2015

Week Key Concepts/Essential Content Assessment/Weighting

Term 3 1

Visual media Study Understanding the relationship between visuals and texts Spelling strategies and Cars and Stars reading scheme

Short story (10%) (Week 10 Term 2) Bookwork over the semester (15%)

2

Visual media study Analysing political cartoons Spelling strategies and Cars and Stars reading scheme

Weekly spelling tests (no weighting)

3

Visual media study Analysing political cartoons Spelling strategies and Cars and Stars reading scheme

Test – Annotating a cartoon (10%)

4

Persuasive film review Reading and comprehending articles and reviews Spelling strategies and Cars and Stars reading scheme

5

Persuasive film review Understanding film techniques Spelling strategies and Cars and Stars reading scheme

6

Persuasive film review Analysing film techniques in a film Spelling strategies and Cars and Stars reading scheme

7

Persuasive film review Analysing film techniques in a film Spelling strategies and Cars and Stars reading scheme

8

Feature articles and critical reviews Comprehending the film Spelling strategies and Cars and Stars reading scheme

9

Feature articles critical reviews Composing a film review Spelling strategies and Cars and Stars reading scheme

STARS assessment (10%)

10

Feature articles and critical reviews Composing a film review Spelling strategies and Cars and Stars reading scheme

Film review 10%)

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

Faculty of English

Year 8 ENGLISH Semester 2 2015


Term 4 1

Advertising Purpose of various visual product advertisements Spelling strategies and Cars and Stars reading scheme

2

Advertising Comprehend a range of advertisement mediums Spelling strategies and Cars and Stars reading scheme

3

Advertising Interpreting persuasive devices Spelling strategies and Cars and Stars reading scheme

4

Advertising Interpreting persuasive language Spelling strategies and Cars and Stars reading scheme

Annotation of an advertisement (5%)

5

Semester 2 Exam Narrative or Persuasive piece of writing, Reading Comprehension and Language Conventions

Exam (20%)

6

Advertising Constructing a persuasive response to advertisement Spelling strategies and Cars and Stars reading scheme

CARS assessment (10%)

7

Advertising Composing advertisements Spelling strategies and Cars and Stars reading scheme

Persuasive assignment (10%)

8


9


10



Faculty of Mathematics

Year 8 MATHEMATICS Mainstream Semester 2 2015

This course is a modified program based on functional mathematics and is designed to increase basic numeracy.


Term 3 1

Units used to measure lengths estimating lengths Measuring lengths accurately

2 Converting units of length Adding and subtracting lengths

3 Perimeter and circumference Test – 15%

4 Naming angles Types of angles Measuring and drawing angles

5

Complementary and supplementary angles Angles in a circle

6 Finding and comparing areas Using grids to find area

Investigation - 10%

7 Area of rectangles, composite shapes, parallelograms and triangles

8

Volume of prisms Test – 15%

9 Compass constructions Bisecting lines and angles

10 Compass constructions Constructing triangles

Investigation – 10%

Term 4 1

Collecting data Graphing - column, bar and pie charts

2 Dots plots and the mode The mean

3 The median and the range Stem and leaf plots

4 Venn diagrams Two way tables

Test – 15%

5

The language of chance Exploring simple experiments

6 Theoretical probability

7 Exploring spinners and games of chance Test – 15%

8

Time conversions Elapsed time

9 Using timetables

10 Mass and conversion of units of mass

This courses run across terms, therefore some assessments will already have taken place. Please note that dates are a guide only and may change to suit teacher/student needs.

Faculty of Mathematics

Year 8 MATHEMATICS Extension Semester 2 2015


Term 3 Week 1 – 3

Measurement: (Perimeter, area)

Test 10% Investigation 10%

4 - 5

Measurement: (Area, volume & time)

Test 15%

6 – 8

Ratio & rates: (Proportion, comparisons, sharing)

Test 15%

9 – 10

Geometric reasoning: (Space, congruency, triangles & quadrilaterals)

Investigation 10%

Term 4

1 – 3

Chance: (Probability, sample spaces, Venn & Tree Diagrams)

Test 10%

4 – 6

Data representation: (Surveys, graphs, data analysis, measures of centre)

Test 10% Investigation 10%

7 – 8

Financial mathematics: (Percentages, discounts, profit & loss)

Test 10%

9 - 10 Problem Solving & NAPLAN

Please note that dates are a guide only and may change to suit teacher/student needs. Assessments do not add up to 100% as an average is used, based on which assessments are taken.

SCIENCE COURSE OUTLINE SUMMARY 2015 The Science curriculum for 2015 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Yr 8 classes will study Biology and the other three will study Chemistry. After 7-8 weeks they will swap topics. This time frame allows for sufficient depth in a course, whilst also providing students with sufficient breadth. It also maximises the resources available to staff teaching each topic. Classes will continue to run right up to the holiday break, with a quick revision at the start of the next term, followed by continuation of the topic, thus maximising effective teaching time. Two full rotations of 16 weeks allows for most of Term 4 to be negotiated with students to best reflect their area of interest and need. For example Yr 10 students wishing to study more difficult Science subjects in Yr 11 will be encouraged to select extension classes. A focus on process skills can also occur during this time. Students in Years 7-9 will study courses which will assist their learning in the following year. eg Yr 8s will study Biology (body parts) to assist their Yr 9 Biology course (body system interactions). Please encourage your child to retain their notes over the holidays for study purposes. ASSESSMENT AND REPORTING Process skills will be assessed continuously throughout the year. Knowledge and understanding of specific Science fields will depend on the topics being taught in each rotation. The Semester 1 report will reflect achievement from the first rotation (ie. the first 16 weeks of the year). The Semester 2 report will reflect achievement in the second rotation. If you have any questions regarding your child’s education in Science please contact me at the school on 9306 6000. Kim Alexander HOD - Science August 2015

Faculty of Science

Year 8 EARTH SCIENCE/PHYSICS

Semester 2 2015 Week Key Concepts/Essential Content

Assessment/Weighting

Term 2 Week 8

Minerals

9 Exploration

10 Exploration and mining methods Minerals Assignment – 30%

11 Mining and the environment

Term3 Week1

Sedimentary Rocks Sediment Report 15%

2 Weathering and erosion The Rock Cycle

3 Igneous Rocks

Practical test 15%

4 Metamorphic rocks The rock cycle

Topic test 30% ABE 10%

5 Energy types and transformations

6 Kinetic Energy Energy in a car 15%

7 Potential Energy

8 Potential Energy Potential energy advert 15%

9 Heat Energy

10 Heat Energy

Term 4 Week 1

Energy investigation Insulation assignment 30%

2 Light Energy

3 Light energy Topic Test 30% ABE 10%

4 Exam revision

5 Exam

6 Biology

7 Chemistry

8 Physics

9 Earth

10 Investigating Scientifically

Please note that dates are a guide only and may change to suit teacher/student needs. Assessments are in marks rather than percentages and therefore may not add up to 100. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Society & Environment Explanatory Notes The Society and Environment curriculum addresses the National Curriculum across the following Learning Areas:

1. Geography 2. Civics and Citizenship 3. Economics 4. History

The depth and breadth of the curriculum is such that a focus is placed on Geography in the first semester and History in the second. Civics and Citizenship and Economics are taught in small three to four week units. A range of assessments will be used and include the following:

Tests and quizzes

In class assessments (written responses, activities etc.)

Assignments

Peer assessments

Skill assessment (research etc.)

Mini research projects

To support student learning a number of thinking tools are taught. These tools might include: De Bono’s Thinking Hats, Multiple Intelligences, Cooperative Learning strategies, graphic organisers, Mind Maps, Bloom’s Taxonomy and Venn Diagrams to name a few. Critical and creative thinking underpins the teaching and learning programs developed in this Learning Area, catering for a number of learning styles. Portfolio Use All Society and Environment classes (from 2015) will use a portfolio as a revision tool and evidence of a student’s grade. The pieces chosen for the portfolio will include a wide range of samples, from their workbook marking key to assignments and tests. Students will be responsible for the organisation and maintenance of their portfolios. As such marks are awarded for this effort. Teachers will annotate student work where appropriate and provide timely constructive feedback. It is expected that all students from Years 7 to 10 will have a portfolio at the beginning of the year. As they are large items, they may be kept in the classroom. If you have any queries regarding your child’s education in Society and Environment please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) HoD - Society & Environment August 2015

mailto:[email protected]

Faculty of Society and Environment

Year 8 – HISTORY Semester 2 2015

Week Key Concepts / Essential Content Assessment/Weighting

Term 3 1

THE BIG PICTURE - The ancient to the modern world OVERVIEW: How did societies change from the end of the ancient period to the beginning of the modern age?

- The migration of peoples.

- What caused Britain to become Anglo-Saxon?

- Conflicts and wars – the Crusades.

2

THE BIG PICTURE - The ancient to the modern world

- The spread of religions (Christianity & Islam)

- The emergence of new ideas

- Art and architecture – what is their significance?

Bookwork 20%

3

Describe the structure of a feudal society Depth Study MEDIAEVAL EUROPE: What was the role of the king, nobles, church, knights and peasants in Mediaeval Europe? How is a feudal society structured?

4

Building structures: What are the features of public buildings of this period? E.g. castles and churches? How did the peasants live? What were their buildings like?

Assignments 20%

5

Mediaeval inventions and developments: - What were some of the Islamic inventions of the Mediaeval period? Why did the Western world adopt them? How did these inventions change Western society?

6

Mediaeval, monastic manuscripts: How did monastic manuscripts contribute to the survival of many ancient Greek and Roman texts? Manuscripts were mostly religious and hand illustrated. Why was this so costly a process? E.g. Book of Kells.

Homework 20%

7

Gregorian chants & Charlemagne: How do Gregorian chants reflect the nature and power of the church during this period? Why was Charlemagne a significant historical figure within the Catholic church?

In-class task/s 20%

8

Crime & punishment: What were the types of punishment used? Why were they so barbaric? How were nobles treated? How were peasants treated? Was the system of punishment fair? How did mythology and folklore affect the Mediaeval system of justice?

9

Shogunate Japan: Depth study SHOGUNATE JAPAN: Describe the way of life in feudal Japan under the shoguns. Describe the relationship between the emperor, shogun, daimyo (lords) samurai (warriors), workers, traders and artisans.

10

Tokugawa Shogunate: Why did Japan close its borders to foreigners? Why was land very valuable at this time? Why did the Shogunates try to curb deforestation?

Assessment – test or task 20%

Faculty of Society and Environment

Year 8 – HISTORY Semester 2 2015

Week

Key Concepts / Essential Content Assessment/ Weighting

Term 4 1

Modernisation of Shogunate Japan: How did ‘Western’ culture and modernisation impact upon Shogunate Japan? What did traditional Japanese society fear?

2 The Black Death – 14th Century Depth Study THE BLACK DEATH: How were societies organised at the time of the Black Death? How did the Black Death spread and what were its effects? Construct a timeline.

3 The Black Death – Trade – Cause / Effect Map some of the routes of traders. Map the spread of the Black Death. Compare the maps and draw simple conclusion.

Assignment 20%

4 Causes/symptoms & responses What did people at the time believed cause the Black Death? What were the symptoms? What were the cures and remedies of the time? How did people respond? Was it the end of the world? Research the self-flagellants and the persecution of the Jewish people.

5 Effect of the Black Death on populations: The Black Death spread through Asia, Europe and Africa. Students to study records and make generalisations about the impact upon populations. Focus is on Europe.

Bookwork 20%

6

Long-term effects of the Black Death: How did the Black Death affect societies? What were some of the short-term effects? What were some of the long-term effects?

7 Connecting ideas – the Black Death ignorance, fear & prejudice: - Compare the treatment of Black Death sufferers with modern day ailments such as AIDS. Complete a Venn Diagram.

8 Assessment: Students complete assessment task / test on the Black Death.

In-class task 20%

9 SKILL DEVELOPMENT: Students to engage in varied activities to improve data interpretation and may include:

- Graphs and tables

- Maps and pictures / photographs

- Understanding primary and secondary sources

Homework 20%

10 Skill development: - Students to engage in varied activities to improve research skills and may include:

- Use of key words / search terms

- Referencing

- Note-making

Test 20%


Faculty of Society & Environment

Year 8 ‘Oceanography’ Elective

Semester 2 2015 Week Key Concepts and Content Assessment /Weighting

Term 3 1

Introduction to oceans and physical and biological processes: -Earth structure and tectonic plates

Assessment item: bookwork 20%

2 Physical and biological processes: -Sea floor Spreading and the Lunar cycle

3 Physical and biological processes: -Exploring the ocean currents

4 Fieldwork: -Beachcombing fieldwork excursion to Burns Beach -Explosion chart activity

Assessment: fieldwork booklet 40%

5 Habitat structural features: -Ocean zones

6 Excursions: -Getting to know you reef excursion to AQWA -Fish dissection (Naturaliste Marine Discovery Centre)

7 Marine biology: -Fish classification and adaptation

8 Marine biology: -Design a fish planning and research

9 Research and design task: -Design a fish according to the different types of habitats

Assessment: fish design 40%

10 -Case study : -Deep sea adaptation


Faculty of Society & Environment

Year 8 ‘Oceanography’ Elective

Semester 2 2015 Week Key Concepts and Content Assessment /Weighting

Term 4 1

Humans and marine environment : -Habitat protectors

Assessment item: bookwork 20%

2 Humans and marine environment : -Marine debris -Light up our oceans

3 Humans and marine environment : -Acidification

4 Humans and marine environment : -Acidification

Assessment: acidification project 30%

5 Fieldwork: -Excursion to Burns Beach -Datasheet

Assessment Item: datasheets 25%

6 Humans and marine environment : -Pests -Erosion

7 Marine management: -Sustainability: fishing for our future

Assessment: written response 25%

8 Marine management: -Commercial cray-fishing

9 Revision of concepts taught -Mind map activity

10 Viewing of documentaries Relating to the topic of Oceanography


Faculty of Health & Physical Education Year 8 PHYSICAL EDUCATION

Semester 2 2015

Students will complete an athletics program leading up to the Kinross College Athletics Carnivals in week 8. Students will then participate in two 6 week sports programs (touch and volleyball). Please be advised that the order of when each sport program commences may change due to sharing available space and resources with multiple classes.

Week Key Concepts/Essential Contents Assessment/Weighting

Term 3 Weeks

1 - 7

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

The following % reflects the weighting of the semester grade.

Assessment of focus skills. 30% - Students will work for one session each week to improve their technique for a specific event. The following session is dedicated to recording trial data for each class by age and gender. Assessment of self-management skills. 10% - Completion of all event trials will indicate participation levels. This will be reflected in their self-management grade. Assessment of interpersonal skills. 5% - Students’ ability to work with peers and small groups within practice opportunities, along with their ability to take on feedback to improve performance will reflect their interpersonal skills.

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 – Volleyball Boys - Touch - Develop fundamental skills (Touch - ball handling, passing, receiving, rolling the ball, evasive skills. Volleyball – serve, dig, set, spike, etc) through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategies through drills and modified games.

Informal assessment of fundamental skills.

Faculty of Health & Physical Education

Year 8 PHYSICAL EDUCATION Semester 2 2015

Week Key Skills & Strategies Assessment/Weighting

Term 4 1 - 2

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 – Girls (volleyball), Boys (touch) - Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills) # Round Robin competition

- Assessment of focus skills & game strategy. 30% - Assessment of self-management skills 10% - Assessment of interpersonal skills. 15%

5 - 8

Fundamental skills & strategies Girls – Touch Boys - Volleyball - Develop fundamental skills (Touch - ball handling, passing, receiving, rolling the ball, evasive skills. Volleyball – serve, dig, set, spike, etc) through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategies through drills and modified games.

Sport-specific skills & strategies. - Develop sport specific skills & attempt more advanced skills through individual & partner practice, drills and modified games. - Develop and apply a range of sport specific strategies.

- Informal assessment of focus skills & strategies. - Informal assessment of self-management & interpersonal skills.

9 - 10

SEPEP – Girls (touch), Boys (volleyball) - Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills) # Round Robin competition


Year 8 HEALTH EDUCATION Semester 2 2015


Term 3 1

Introduction to topic – What is Alcohol, expectations and unit assessment. - Discuss the importance and relevance of alcohol education - Identify attitudes and values towards alcohol within society and in young people and how it has changed over time - Complete the predictions and definitions in the unit glossary - Complete “What I Know, What I Want to Learn section of KWL sheet

2

- Consider a number of commonly held myths about alcohol and debunk these myths with some facts and information. - Consider some statistics about the use of alcohol and the range of harms linked to alcohol use. - Become aware of the normative patterns of alcohol use for young people. - Identify some reasons why people choose to drink or not to drink alcohol

3

- Define what alcohol is and how it affects the body. - Describe the path alcohol takes through the body and how alcohol is removed. - Identify how sobering up occurs and be able to recognise common myths about sobering up.

4

- Become familiar with the NHMRC guidelines for low risk consumption of alcohol for young people and pregnant women. - Describe the effect alcohol has on brain functioning - Identify short term effects of alcohol use - Identify some of the effects of long term heavy drinking

5

- Be able to identify different sorts of alcoholic beverages - Be able to locate standard drinks information on labels - Identify what comprises a standard drink - Recognise the differences in standard drinks between alcoholic beverages and how this could impact someone in a drinking situation - Be able to pour a standard drink of spirits, wine and beer

6

- Identify what blood alcohol concentration (BAC) is. - Be familiar with the factors that affect BAC. - Recognise the differences between a sober driver and intoxicated driver - Identify that alcohol consumption below the legal limit can still have an impact on driving behaviour

7

- Complete Quiz - assessment - Identify laws that exist in relation to alcohol consumption and supply - Know the recommendations for men and women to stay safely below 0.05 - Be able to identify which laws apply to different scenarios - Recognise the varying effects of alcohol in relation to levels of use - Respond to alcohol-related law statements and justify answers

K & U 25% of semester grade

8

- Identify the impact the individual, environment and drug has on a user’s experience - Identify alcohol related harms and strategies to reduce harm - Identify factors influencing decisions made about alcohol consumption - Identify a range of choices and possible outcomes in situations involving alcohol. Predict likely consequences for those choices

9

- Complete alcohol topic test - assessment

K & U 25% of semester grade

10 Catch-up week


Year 8 HEALTH EDUCATION Semester 2 2015


Term 4 1

Introduction - What is First Aid? - The 4 Ps - Recognising emergencies - Primary survey - Secondary survey – calling for help

2

First Aid theory - Shock & fainting - The respiratory system (basic structure & function) - Breathing emergencies (asthma / choking) First Aid practical – single casualty scenarios

3

First Aid theory - The circulatory system (basic structure & function) - Bleeding (dressings / bandages, external & internal bleeding) - Wounds (types & treatments) First Aid practical – single casualty scenarios

4 Assessment - Theory quiz 1 Assessment – Practical scenario 1

Knowledge and Understanding 25% of semester grade

5

First Aid theory - The Musculoskeletal system (basic structure & function) - Fractures - Sprains & strains - Head & spinal injuries First Aid practical – single casualty scenarios

6

First Aid theory - Exposure to heat & cold - Heat exhaustion / heat stroke - Burns & scalds - Hypothermia

First Aid practical – single casualty scenarios

7 Assessment - theory quiz 2 Assessment – practical scenario 2

Knowledge and Understanding 25% of semester grade

8

First Aid theory - Types of poisons / signs & symptoms / treatment - Anaphylaxis – causes / signs & symptoms / treatment - Epilepsy & seizures (signs & symptoms / treatment)

First Aid practical – single casualty scenarios

9

Practical scenarios

10 Catch up.

Faculty of Technology and Enterprise

YEAR 8 – HOME ECONOMICS – Let’s Cook 1 Semester 2 2015


Term 3 1a 1b

Introduction Safety and measurement

B

2a 2b

Fruit art Fruit theory

3a 3b

Egg theory Boiled eggs – practical

4a 4b

Pikelets Choc chip muffins

Cooking Term 3 /20

5a 5b

Chai tea Food video

6a 6b

Pasta Alfredo – demonstration Pasta Alfredo – practical

7a 7b

Spaghetti bolognaise - preparation Spaghetti bolognaise – completion

8a 8b

Pasta design – brief design Cranberry orange muffins

Design brief – written /10 Workbooks /10

9a 9b

Pasta design brief – practical Scones

Design brief – practical /10

10a 10b

Food video and quiz

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

Faculty of Technology and Enterprise

YEAR 8 – HOME ECONOMICS – Let’s Cook 2 Semester 2 2015


Term 4 1a

1b

ANZAC cookies French hot chocolate

2a

2b

Rissoles and vegetable – demonstration Rissoles and vegetable – practical

Work books /10

3a

3b

Pasties – demonstration Pasties – practical

4a

4b

Mince meat - design brief Mince meat - design brief

5a

5b

Chicken burger – demonstration Chicken burger – practical

6a

6b

Mince meat design brief – practical Mince meat design brief – practical

Design brief – Written /10 Design brief – Practical /10

7a

7b

Stir-fry – demonstration Stir fry – practical

8a

8b

Apple crumble – demonstration Apple crumble practical

Recipe following Cooking Term 3

9a

9b

Butterfly cakes – demonstration Butterfly cakes – practical

10a

10b

Food video Quiz

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

Faculty of the Arts

Year 8 FASHION AND TEXTILES Semester 2 2015

This course focuses on basic textile processes such as hand and machine sewing, applique, cutting fabric, silkscreen printing, design skills and applying a zip.


Term 3 1

Introduce program and discuss expectations and assessment. Distribute workbooks and plastic sleeves. Complete parts of the sewing machine task. Learn to thread a sewing machine.

2 Making lavender bag- Using a stencil, cutting out fabric, pinning and sewing using the sewing machine. Stuff and hand sew closed. Add ribbon

10%

3 Finish making lavender bag and present for in class assessment. Hand Sewing Sampler- Create a small sampler exploring applique, blanket stitch, running stitch and back stitch.

4 Hand sewing sampler

10%

5 Designing your book cover- start hand sewing

10%

6 - 7 Hand sewing book cover

20%

8 Hand sewing book cover- Sew together book cover using sewing machine

10%

9 Completing book covers

10 Newspaper challenge

10%

Term 4 1

Introduce the silkscreen printing process. Notes in workbook. Cut a stencil from a fashion magazine image. Print using the silkscreen printing process.

5%

2 Design your own print idea for a zippered purse. Cut your stencil and fabric.

5%

3 Print your design onto your purse fabric. Sew your zippered purse together using the sewing machine.

print 10% sewing 10%

4 Sewing and printing zippered purse

5 Finishing zippered purse. Extension activity for those finished.

6 - 8 Fun sewing project

9 Fun sewing project/ Take work home and clean up

10 Take work home and clean up


Faculty of the Arts

Year 8 VISUAL ART Semester 2 2015


Term 3 1

Introduction to unit/ expectations Cover page and file set up Skills workshop and review

2 Introduction of Mythical creatures

3 - 4

Design development Production of Mythical creature Completion of 2D artwork

Design development 10% Resolved 2D artwork 20%

5 Introduction to sculpture and skills workshop – Clay techniques Production of sculpture

6 Completion of sculpture (bone dry) Skills workshop – under glazing and glazing

7 Completion of glazing process Reflection

Resolved 3D artwork 20% Reflection 5%

8 Introduction of graduated portraits Colour theory lesson, acrylic paint

9 Computer lesson – photoshop demonstration Posturize portraits – digital print

Digital print portrait 10%

Term 4 10 – 12

Colour mixing for portrait Production of portrait

13 Completion of portrait Reflection

Painted portrait 20% Reflection 5%

14 Introduction of illustration project Mexican Day of the Dead “Dia de los Muertos” History of the sugar skull

15 Illustration drawing techniques Drawing skull

Illustration drawings 10%

16 Water colour demonstration (Deckfarben) Water colour experimentation

17 Design development

18-19 Production of Day of the Dead Skull illustration

20 Completion of Day of the Dead Skull Unit review activities


year 8 course outlines - kinross collegekinrosscollege.wa.edu.au/.../yr-8-course-outlines...year 8...

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