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Year 9 Course Outlines Semester 1 - 2016

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 1 2016.

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 TAG teacher. Students will see their TAG (Teacher Advisory Group) teacher, in TAG class for a 40 minute session each Thursday, as well as at specially organised times or events. The TAG teacher is often the best ‘first point of contact’ in many cases regarding your child on either a pastoral or academic front. Alternatively, you could contact relevant subject teachers directly. Year Coordinators can also be a useful contact. The Year 9 Coordinator is Ms Melissa Posener and can be reached on 9306 6000 or [email protected].

In the booklet, nearly all subjects offered to Year 9 students have been included. Some additional outlines will be added in the near future. Please note that semester-based courses may have less than 100% of assessment schedule, due to ongoing assessment next term.

Updates to curriculum information will be provided via an e-bulletin link as they occur. If you have any curriculum queries, please contact the relevant Head of Faculty.

Regards

Dale Beaton Associate Principal (School Services) (08) 9306 6000 February 2016

Faculty of English

Year 9 - ENGLISH Semester 1 2016

Week Key Concepts/Essential Content Assessment/Weighting

Term 1 1

CARS and STARS reading program Review persuasive devices P.E.E.L paragraph structure Review sentence types: simple, compound and complex

Bookwork (Weeks 1-10) – ongoing 15% CARS and STARS (Weeks 1-10) – ongoing 15%

2

CARS and STARS reading program Transition words and their purpose Modality Persuasive Essay: The structure of an introduction

3 CARS and STARS reading program Writing effective main body paragraphs and conclusions Grammar: Colons and semi-colons

4

CARS and STARS reading program Grammar: Apostrophes The elements of a narrative Narrative point of view

Pop Quiz Grammar

5

CARS and STARS reading program Figurative language Grammar: direct and indirect speech Characterisation: techniques for developing characters

6

CARS and STARS reading program Developing settings Planning to write a short story Narrative: writing effective introductions

In-class persuasive essay 10%

7 CARS and STARS reading program Grammar: Parts of speech Drafting a narrative

8

CARS and STARS reading program Grammar: Parts of speech continued Planning for the NAPLAN Writing test In-class persuasive essay

9 CARS and STARS reading program Grammar: commas In class narrative writing task

In-class narrative writing task 10%

10

CARS and STARS reading program Grammar: Dashes and ellipses Practice NAPLAN Language Conventions Test Practice NAPLAN reading test

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

Faculty of English

Year 9 - ENGLISH Semester 1 2016


Term 2 1

CARS and STARS reading program NAPLAN preparation – Language Conventions and Reading Tests

CARS and STARS (Weeks 1-6) – ongoing 10% Bookwork (Weeks 1-6) - ongoing 15% In-class essay 10% Language Conventions Test 10%

2

CARS and STARS reading program NAPLAN preparation – Language Conventions and Reading Tests

In-class narrative writing task 10% In-class Reading Test 10%

3 NAPLAN Testing

4

CARS and STARS reading program Introduction to class novel Making predictions Contextual information surrounding the novel Writing chapter summaries Looking at Essay skills.

5

CARS and STARS reading program Making inferences about characters Comparing and contrasting characters Revise P.E.E.L paragraph structure

Character Framework 10%

6 CARS and STARS reading program Symbolism Themes

7

CARS and STARS reading program Planning and writing a speech Reviewing and editing skills EXAM WEEK

Exam 30%

8 CARS and STARS reading program Techniques to present an engaging speech Presentations

Speech (Grade will go toward Semester Two report)

9 CARS and STARS reading program Presentations Revise predictions made in Week 4

10 Comparing and contrasting the novel with a film adaptation


Faculty of Mathematics

Year 9 - MATHEMATICS

Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting

Term 1 1

Fractions Perform all operations with fractions

2 Perform all operations with fractions

Test 1: Fractions 15%

3

Simple Interest Calculate all variables using the simple interest formula

Test 2: Simple Interest 15%

4

Algebra Use the four operations with algebraic terms

5

Indices Apply the index laws to integers and variables

6

Scientific notation and Express numbers in scientific notation

7

Expanding and factorising Test 3: Indices 15%

8

Expand and factorise algebraic expressions

9

Expand and factorise algebraic expressions

10

Revision Revise on content

Term 2 1

Solving equations Solve linear equations

2

NAPLAN Revision practice and testing

3

NAPLAN

4

Similarity Solve problems involving ratio and scale factors in similar triangles

5

Pythagoras Solve simple problems involving right-angled triangles

Test 4: Pythagoras 15%

6

Solve simple problems involving right-angled triangles

7 EXAM WEEK

Test 5: Exams 30%

8

Trigonometry Apply trigonometry to solve right-angled triangles

9

Apply trigonometry to solve right-angled triangles

10

Revision Revise on content

Please note that dates are a guide only and may change to suit teacher/student needs. There are five assessments a semester, consisting of five tests including one exam, with a total weighing of 90%. 10% of student’s grades will come from their classwork and homework.

SCIENCE COURSE OUTLINE SUMMARY 2016 The Science curriculum for 2016 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Year 9 classes will study Biology and the other three will study Chemistry. After 7-8 weeks they will swap topics. This time frame allows for sufficient depth in a course, whilst also providing students with sufficient breadth. It also maximises the resources available to staff teaching each topic. Classes will continue to run right up to the holiday break, with a quick revision at the start of the next term, followed by continuation of the topic, thus maximising effective teaching time. Two full rotations of 16 weeks allows for most of Term 4 to be negotiated with students to best reflect their area of interest and need. For example Year 10 students wishing to study more difficult Science subjects in Year 11 will be encouraged to select extension classes. A focus on process skills can also occur during this time. Students in Years 7-9 will study courses that will assist their learning in the following year. e g Year 8s will study Biology (Body parts) to assist their Year 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. John Avenell HOD Science Kinross College

Faculty of Science

Year 9 – EARTH & SPACE SCIENCES/PHYSICS

Semester 1 2016 Week Key Concepts/Essential Content

Assessment/ Weighting

Term 1 1

Topic 1: Geology Plate Tectonics, Structure of Earth Sea floor spreading, Continental drift, Magnetic striping

2 History of plate tectonics theory Development of theory, Scientists responsible Pangea, Gondwana and Laurasia

Plate tectonics 10%

3 Plates Naming of plates, Heat energy and convection currents

4

Link between temperature and viscosity Lava investigation 20%

5

Plate Boundaries Types of crust – oceanic and continental Describe constructive, destructive and transform boundaries

6 Earthquakes What causes them and their effects

Earthquakes assignment 20%

7 Volcanoes What causes them and their effects

Topic Test 40% ABE 10%

8

Topic 2: Energy Revision types of Energy Heat Vs Temperature

9

Heat transfer models: Convection, conduction, radiation

10 Properties of waves Sound waves

Term 2 1

Sound and hearing Cochlear implant assignment 30%

2

Properties of light

3 Lens and the eye Sight/vision assignment 30%

4 Electricity

5 Circuits

6 Revision Topic test 30% Attitude, Behaviour, Effort 10%

7 EXAM WEEK

8 Semester 2 classes commence

Please note that dates are a guide only and may change to suit teacher/student needs. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Faculty of Humanities and Social Sciences (HASS) - 2016 Explanatory Notes The HASS 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 four main units of study; Geography Civics and Citizenship, Economics and Business and History. A range of assessments will be used and include the following:

Exams

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 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 HASS, please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) Head of Department Humanities and Social Sciences

Faculty of Humanities and Social Sciences

Year 9 - Geography: Biomes and Food Security + Geographies of Interconnection

Civics and Citizenship Economic & Business


Term 1 1

GEOGRAPHY Setting the scene:

Class/individual expectations – bookwork and portfolio set up.

Introduction to Geographical Concepts

2 Geography Skills Map Types Latitude and Longitude Topographic Maps

3 Biomes What is a biome? Biomes of the world Australia’s biomes Adapting to biomes – plants and animals

4 Food Security Feeding the world Traditional agriculture Biomes and agriculture

5 Impacting the Environment Important crops Overusing water Land degradation

6 Food and the Future Improving production Sustainable farming

Timed / In-class assessments 30%

7 Interconnections Perceptions of places Tourism Travel lessons

8 Connecting with the world The importance of trade Fair trade Foreign Aid

9 CIVICS AND CITIZENSHIP Our democratic rights Political parties Forming governments

Assignments 20%

10 Representation Fair go Citizens have a say

Faculty of Humanities and Social Sciences

Year 9 - Geography: Biomes and Food Security + Geographies of Interconnection

Civics and Citizenship Economic & Business


Term 2 1

Influencing the vote Social/Media Campaigning Opinion polls

2 The Court System Hierarchy Applying the law Resolving disputes

3 Legal Equity The right of appeal Corrupt Justice

4 REVISION WEEK

Study skills

Exam preparation – exploring questioning styles

Content and concept revision

5 ECONOMICS AND BUSINESS Making up the economy Exploring roles in the economy (Consumers, Producers, Workers and the Government)

6 Connecting economies The importance of trade and trading partners Tourism Interdependence and globalization (TNCs)

7 EXAM WEEK Exam 30%

8 Risky Business Exploring investment and risk Protection from debts and scams Identity theft

9 Innovation Creating a competitive market

10 The future of work Exploring the skills of the future

Portfolio 20%

Faculty of Health & Physical Education Year 9 – HEALTH EDUCATION


Term 1 1 - 2

Introduction & Icebreaker activity Revision – Structure and function of male and female reproductive systems. – Menstrual cycle and ovulation

Weighting represents 50% of semester grade.

3

Relationships, Sexual Intercourse and Conception - Relationships discussion / When is someone ready? - Arousal – physical changes - Influences on adolescent sexual activity. - Social media and sexual activity.

4

Assessment – Prepare a written response to a given statement / visual stimulus

Practical assessment task, Knowledge and Understanding (20%)

5

Conception – Fertilisation / implantation

6

How a baby develops - Stages of life development The life support system - How the baby survives and develops inside the uterus

7-8

Birth - Early and later stages of birth - Types of birth - Gender determination - Multiple Birth - IVF / surrogacy / adoption

9

Assessment task – topic test Multiple-choice, short answer & extended response. - Complete student reflection on unit achievement and effort - Hand portfolio to teacher to complete results section - Take portfolio home and have parent comment and sign off

Topic test Knowledge and Understanding. (30%)

10

Catch up lesson

Faculty of Health & Physical Education Year 9 – HEALTH EDUCATION


Term 2 1

Introduction to topic – What is nutrition and fitness and how do they contribute to a healthy lifestyle, expectations and unit assessment. - Discuss the importance of healthy eating and regular exercise and the associated benefits. - Why do people exercise? Why do people consume healthy food? Why don’t people exercise? Why do people consume unhealthy food? - Complete the predictions and definitions in the unit glossary.

Weighting represents 50% of semester grade.

2

Fitness and food in the community - How can I be active in my community? - What food is available in our community? - Healthy choices in the school canteen, IGA, deli and bakery. - Australia and the obesity epidemic.

3 - 5

Health related fitness components and testing - The 5 components of fitness (cardiorespiratory endurance, muscular endurance, muscular strength, flexibility and body composition). - Being fit quiz. - Complete fitness testing. - Analyse personal fitness data. - Design an achievable fitness plan relevant to personal lifestyle.

Practical assessment task Knowledge and Understanding. (10%)

6 - 8

Nutrition - What are Carbohydrates, Proteins and Fats? - Healthy eating plate. - Reading food labels. - What is a calorie? - Healthy vs. unhealthy breakfast, lunch, dinner and snacks. - Examine personal eating habits. - Study fad diets (lemon detox, Atkins, zone, meal replacement and raw food). - Design a healthy eating plan relevant to personal lifestyle.

Practical assessment task Knowledge and Understanding. (10%)

9

Our future - Design and create a healthy lifestyle collage. - Goal setting.

10

Assessment task – topic test Multiple-choice, short answer & extended response. - Complete student reflection on unit achievement and effort. - Hand portfolio to teacher to complete results section. - Take portfolio home and have parent comment and sign off.

Topic test Knowledge and Understanding. (30%)

Faculty of Health & Physical Education

Year 9 – PHYSICAL EDUCATION

Semester 1 2016

Students will participate in a 9 week specialised sports program with a shift in focus from consolidating fundamental skills to developing sport specific skills and strategies. They will then participate in a fitness program designed to allow understanding and application of fitness principles and training methods. All students will commence an athletics program for the remaining weeks of term 2, which will lead into second semester. However, this program will not be included in the semester 1 assessment schedule.

Week Key Skills and Strategies Assessment/Weighting

Term 1 1

Fundamental skills & strategies Girls – Badminton or Netball Boys - Baseball - Develop fundamental skills through individual & partner practice, drills and modified games. - Develop basic game strategy through drills and modified

games.

Informal assessment of fundamental skills.

2 - 4

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

Informal assessment of focus skills & strategies.

5 - 7

SEPEP – Girls Badminton or Netball, Boys Baseball – 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)

Assessment of self-management skills & Interpersonal skills. 20%

8 - 10

SEPEP Finals – Girls Badminton or Netball, Boys Baseball - SEPEP - Students run their own warm-ups and training leading into finals. - Students play finals.

Assessment of focus skills & game strategy. 40% (Practical application)

# Sports covered may be altered to cater for multiple classes sharing space and resources. All Year 9 students will participate in the same sport programs, the order may just change for some classes.

Faculty of Health & Physical Education Year 9 – PHYSICAL EDUCATION

Semester 1 2016 Week Key Skills and Strategies Assessment/Weighting

Term 2 1 - 2

FITNESS PRINCIPALS & TRAINING METHODS - Students develop an understanding and apply a range of fitness principles (strength, endurance, speed, agility, flexibility etc.) through utilising a variety of training methods. - Students assess what fitness principals would be utilised for specific purposes (e g- weight loss, rehabilitation, body building, competitive sport etc.)

Informal assessment of focus skills & strategies.

3 - Students will form groups and plan a training session that they will conduct for the rest of their class. The purpose and related training principles will be evident in their planning. They will then reflect on the success of their training session in relation to the planned outcomes.

- Assessment of self-management skills & interpersonal skills. 10%

4 - 7 - Groups will be scheduled to run their planned training session with the rest of their class.

- Assessment of self-management skills & interpersonal skills. 30%

8 - 10 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 (4x100) Baton changes, change-over zone, 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. - Shotput & discus (throw events) Throw technique, weight transfer, body rotation and release. - Leaderball, Passball & Footy Relay Team game tactics and practice.

Assessment of Focus skills. - Trial data is recorded for each year and gender group. - Assessment of self-management skills. - Completion of all event trials will indicate participation levels. This will be reflected in their self-management grade. Trial and participation data for athletics will contribute to next semester’s grades.

Note – Students will rotate through the above events which will continue into next term leading up to the Athletics Carnival in week 8.

Faculty of Health & Physical Education Year 9 – OUTDOOR RECREATION

Semester 1 2016 Week Key Concepts, Skills and Strategies Assessment/Weighting

Term 1 1 - 2

Team building: Cooperative team games. Communication strategies.

Team challenge. (SMS / IPS) 5%

3 - 4

Mapping, Orienteering – Navigation Map skills - direction and scale Orienteering- pacing, compass work, set courses.

Orienteering course. 10% (SPA / IPS)

5 - 7 Beach fitness: Beach rescues: Aquatic first aid: Run, swim, run. (timed) Safety considerations & self-preservation. Different aquatic rescues.

Aquatic first aid in theory session.

Run, swim, run. Beach rescues are assessed practically. 10% (SPA)

8 - 10 Snorkeling: Safety, risk identification, buddy systems, best practices and rescue techniques. Aquatic first aid in theory session.

Snorkeling is assessed practically. (SPA) 10% Theory test for aquatic first aid. (K&U) 10%

Term 2 1

Team building: Team building challenges. Reflection task.

Second team challenge. Reflection task. (SMS / IPS) 5%

2 Surfing: Introduction to surfing (paddling, standing up) Camp cooking in theory session.

3 - 5

Surfing: Safety considerations, surf etiquette, skills for surfing. Camp cooking Menu planning & survival skills: Camp cooking. Planning a menu for an extended hike during theory session.

Surfing is assessed practically. (SPA) 10% Menu planning and problem solving tasks. (SMS) 10%

6 - 8 Kayaking: Safety considerations, different strokes and rescue techniques.

Kayaking is assessed practically. (SPA) 10%

9 - 10 Cycling: Safety, risk identification. Planning cycle routes using local area, distance, topography and ability.

Cycle course (timed trial) and practical assessment. (SPA) 10% Cycle route planning (SMS) 10%

Faculty of Technology and Enterprise

Year 9 – HOME ECONOMICS Cultural Foods 1 Semester 1 2016


Term 1 1a 1b

Your background. Introduction, games, files. Australia – Damper

2a 2b

Meat pies Meat pies

Recipe following /10

3a 3b

Lamington cupcakes Lamington cupcakes

4a 4b

America - Hamburgers Macaroni cheese - demonstration

Roux, Pasta /10

5a 5b

Macaroni Cheese United Kingdom – Butterfly cakes - demonstration

Time Management /10

6a 6b

Butterfly cakes Blueberry muffins

Booklets /10

7a 7b

Mexico - Nachos Empanadas - demonstration

8a 8b

Empanadas Assignment work

Written & practical /10

9a 9b

Nachos Tortillas and quesadillas demonstrations

10a 10b

Tortillas and quesadillas Video Quiz



Year 9 – HOME ECONOMICS Cultural Foods 2

Semester 1 201


Term 2 1a 1b

ANZAC biscuits Country assignment cooking


2a 2b

Italy Minestrone preparation Minestrone and cheesey bread

3a 3b

Pasta Alfredo Pizza or calzone


4a 4b

China Noodles Stir fry

5a 5b

Greece Pita bread and tzatziki Souvlaki preparation


6a 6b

Souvlaki cook Canada Poutine

7a 7b

Butter tarts or snickerdoodle cookies Tarte tatin

8a 8b

India Samosas Germany Streusal cake

9a 9b

Pretzels demonstration Pretzels

10a 10b

Cranberry orange muffins Smoothie and video

Booklets /20



YEAR 9 – HOME ECONOMICS Food for Sport 1

Semester 1 2016


Term 1 1a

1b

Introductions. Group allocation, file organisation. Safety overview. SOPs – standard operating procedures. Working hygienically. Food for sport issues. Practical – fruit salad

Term 1 cooking mark /20 Task 1: Create poster Food for Sport issues /10

2a

2b

Practical omelette. Why do we eat foot? Importance of breakfast. Raw and natural – fibre-rich foods – fruit. Teens low on fibre

3a

3b

Practical: Smoothie – plan a breakfast with restricted list of ingredients. Time management. Complete a work plan sheet. – fruit. Teens low on fibre. Practical – Blueberry pancakes. Iron

Task 2: plan a breakfast /20

4a

4b

Practical: Breakfast Healthy eating plan. Practical – Nutrition theory.

5a

5b

Practical: own breakfast Practical: athletic oatcakes

6a

6b

Practical – corn fritters Practical – bruschetta

7a

7b

Practical - biscuits Fibre-rich foods, sources – vegetables. Antioxidants. Prevention of constipation & bowel cancer. Grains and cereals – bread making. Carbohydrates, fibre and GI. Practical – Super-duper booster

8a

8b

Practical: muffins and muffin design Research a sports star

9a

9b

Practical: own muffins Sports star assignment and food order

10a 10b

Practical pikelets Video and quiz



YEAR 9 – HOME ECONOMICS Food for Sport 2

Semester 1 2016


1a 1b

Practical: Fried rice Practical: Beef stir-fry

Term 2 Cooking mark /20

2a 2b

Practical: Plan own stir-fry. Plan meals choose recipes, suitable ingredients, flavours. Food order, work plan. Submit food order for basic ingredients plus show personal modifications for a stir-fry. Practical: Pizza loaf

3a 3b

Sports star assignment Practical: Own sports star meal

Sports star assignment /20

4a 4b

Practical: Own stir-fry Practical: Minestrone soup

5a 5b

Practical: Champion banquet curry Practical: Chicken pizza

6a 6b

Practical: Super-duper booster Practical: Fighting fettuccini

7a 7b

Practical: Pasta bake Practical: Macaroni cheese

8a 8b

Design a meal from the cupboard Practical: Cottage pie

9a 9b

Practical: own meal presentation Practical: Stuffed spud

10a 10b

Practical: Healthy Hamburger Practical: Biscuits


Faculty of the Arts

Year 9 - DANCE Semester 1 2016

In Semester One, the students will be delving further into elements of dance and how to create their own choreographies and strengthen their understanding of audience awareness. The students will also be learning about the Contemporary dance genre and how to execute a contemporary routine that combines expression with movement. They will also be devising and creating a whole class Jazz choreography to be performed at the Arts Showcase later in Term Two.


1

Introduction of course and requirements. Revising the elements of Dance (Dynamics, Relationships, Space and Time).

2

Contemporary technique: Laban Basic effort actions Theory lesson: Locomotor and Non-locomotor movement in dance performance

3

Contemporary technique: Martha Graham Spinal rolls, Drop Swings, Arm Swings First 8 counts of Set Contemporary choreography

4

Contemporary technique: Martha Graham Leg swings and falls Second 8 counts of Set Contemporary choreography

Workshop participation (mid-term)

5

Warm up assessment task introduced (weekly task) Set choreography finished, rehearsed and performed for assessment

Warm-up assessment task (ongoing) 15% Set Contemporary choreography 15%

6

Theory Lesson: Performance reflection Improvised Contemporary Movement

7

Devising original Contemporary performance: Stimuli Examples of Contemporary performances and drawing meaning from them

8

Devised Contemporary routine assessment introduced, groups formed and movement workshopped. Student directed choreography.

9

Students given this week to devise and rehearse choreography before assessment

Workshop participation (overall term)

10

Devised Contemporary Choreography assessment task performed Introduce next term’s task: Jazz and Showcase

Devised contemporary assessment task 20%

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

Week Dance (Continued)

Key Concepts/Essential Content Assessment/Weightings

1

Introduction to new topic: Small group choreography for the Arts Showcase and Jazz dance genre. Intro to Arts Showcase theme and whole class choreography assessment.

2

Jazz technique: Kicks and Leaps Centre Movements and Turns

3

Jazz technique: Transitions and Pathways Storytelling in Dance

4

Assessment task given and rehearsals: Small group devised Jazz piece for Showcase theme Perform group choreographies.

Showcase assessment task (part 1) 20%

5

Combining small group assessment pieces into whole class choreography for Showcase performance.

Workshop participation (mid-term)

6

Whole class choreography continued Transitions and Pathways

7

Whole class choreography continued Story-telling in dance/Dance with a meaning

8

Problem phrases workshopped, costumes decided, Showcase performance

Showcase assessment task (part 2) Workbooks handed in for grading 10%

9

Reflection on whole class choreography

Workshop participation (overall term) 20%

10

Dance companies of Australia; Contemporary Dance companies of Perth

Faculty of the Arts

Year 9 - PLAYBUILDING Semester 1 2016

In Semester One the students will be establishing a deeper understanding into the Elements of Drama focusing on Characterisation and obtaining audience attention. They will also be creating their own Documentary Drama as a class looking into a social/political issue important to them. Finally the students will be working together to create a scripted play with some given the opportunity to perform at the Arts Showcase later in Term 2.


Term 1 1

Introduction of course and requirements. Introduction to Elements of Drama Improvisation and partner work

2

Characterisation: role taking, role creation, role play Situation and Improvisation

3

Stanislavski technique Circles of Attention Ad libbing on stage

4

Intro to Improvisation assessment task Class rehearsal time

5

Perform group plays Audience to write a reflection report on one performance in class

Improvisation assessment task workshop participation (mid-week) 15%

6

Introduction to Documentary Drama Transitions and Episodic scenes

7

Students choose their social/political topic as a class Extended improvisations on topic of choice Absurdist theatre

8

Soundscapes and Transitions Theatre of Cruelty/Audience attention

9

Bertolt Brecht and the alienation effect Scene movement and creation Problem solving scenes

10

Documentary drama assessment performance Critical reflection on performances

Documentary drama assessment 20% Workshop participation (whole term)

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

Week Playbuilding (Continued)

Key Concepts/Essential Content Assignment/Weighting

Term 2 1

Introduction to Script writing Finish the script assessment introduction Reading the script: extending the story

2

Roles in Production. Students to take on a particular production role Continue creating their performance

3

Blocking and Stage Directions in Script Writing Finish their performances for final rehearsals

4

Assessment rehearsals Costuming and lighting

5

Finish the Script Assessment task Introduction to Monologues

Scripted assessment task Workshop participation (mid-term) 20%

6

Scripted monologues and devised monologue Difference of working in groups and working by yourself Choose a monologue to work with for the next 5 weeks

7

Working with a scripted character The hidden objective and the “what ifs”

8

Complete characterisation The Hot Seat Costumes, props and blocking a scene

19 Final rehearsal week for monologue assessment task

Workbooks handed in for assessment 15%

10

Monologue assessment task Critical reflection on past ATAR drama monologues

Monologue assessment task Workshop 15% Participation (whole semester) 15%

Faculty of the Arts

Year 9- VISUAL ART Semester 1 2016

Week Details Assessment

Term 1 1

Introductions – Why study Visual Art Imagery. Procedures & expectations. Create folio cover page. (filler) Tools & mediums used this Semester.

2-4 Project 1 – Students to complete a Manga scene on water colour paper using tube water colour paints. –Manga (Anime) hand out laminated Manga eyes and other facial parts. Students practice drawing features in pencil, or charcoal. Students create their image on water colour paper.

5 When finished students sign their work in paint. Demonstrate framing in case they wish to do so at home.

Finished painting 20 marks Planning and designs 10 marks

6-11 Project 2 - Skate board painted street art style or something loud and stylised. Brainstorm ideas on paper or in computer lab. The skateboards project for some students will carry over from Term 1 to enable them to be finished. Term 2

Skateboards finished 20 Marks Designs 10 marks

12 PROJECT 3 – Drawing portraits –students to create a portrait of a real person, preferably a self-portrait or family/friend, (not an internet image as real life referencing needs to be compared). Students will need a reference picture at least A4 size to help observe shadow and tone (we have mirrors for self-portrait.).

13 Students practice facial parts, eye, nose, mouth, ear, hair, etc. separately practicing use of their 2H pencils. Show a video or 2. How to shade and use of tissue to smudge.

Facial parts 10 marks

14 Learn the use of 2H pencil for their portraits and should spend time getting size and position correct. Line things up.

Portrait 20 marks

15 - 20 Project 4- Canvas board acrylic painting – Theme will be voted on. E g: Their portrait, seascape and waves, landscape, Halloween, endangered animals etc. Students need to research an artist who paints these, choose one of their paintings to replicate. An artist will be researched to analyse a piece of work to understand technique better.

Overall art skills 10 marks

Please note that dates are a guide only and may change to suit teacher/student needs Project 2 will commence in Week 9 and continue through to the commencement of Term 2, Weeks 1 and 2.


Year 9 - PHOTOGRAPHY 1


Term 1 1

Introduction and procedures

2

Camera operation and expectations

3

Rules of composition – leading lines

4

Rules of composition - framing

5

Rules of composition – rule of thirds

6

Macro photography

7

Selective focus

8

Photoshop techniques and effects

9


10


Term 2

1

Composite and shadows

2

Camera flash operation when and when not to use

3

Understanding layer masks

4

Darkroom techniques and effects

5

Shutter speed operation and effects

6


7


8


9

Photography portfolio review and assessment

10

Photography portfolio review and assessment

Please note that dates are a guide only and may change to suit teacher/student needs. All tasks carry an equal weighting and is calculated weekly on the completion of each task.

year 9 course outlines - kinross college | our...

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