Our Curriculum - Charters Towers School of Distance Education · • Curriculum Review and...

Our Curriculum

THE SCHOOL OF DISTANCE EDUCATION CHARTERS TOWERS

The School of Distance Education, Charters TowersPO Box 685Charters Towers

Ver: 1-1, May 2020

3

Our Curriculum

ContentsCurriculum Pathways .............................................................. 4Purpose ......................................................................................................................4Overview .....................................................................................................................4

Curriculum Model ................................................................... 6Purpose ......................................................................................................................6Overview .....................................................................................................................6

Intended Curriculum ............................................................... 8Purpose ......................................................................................................................8Overview .....................................................................................................................8Unit and Lesson Plans .................................................................................................8Independent Learning Materials ..................................................................................8Framework For Delivery ..............................................................................................9Framework For Delivery Continued ...........................................................................10Instructional Strategies ............................................................................................10

Experienced Curriculum P-10 ................................................ 11Structure ...................................................................................................................11Year 1 .......................................................................................................................12Year 2 .......................................................................................................................13Year 3 .......................................................................................................................14Year 4 .......................................................................................................................15Year 5 .......................................................................................................................16Year 6 .......................................................................................................................17Year 7 .......................................................................................................................18Year 8 .......................................................................................................................20Year 9 .......................................................................................................................22Year 10 .....................................................................................................................24Education Support ....................................................................................................27

Experienced Curriculum Yrs 11-12 ........................................ 28Senior Secondary ......................................................................................................28

Achieved Curriculum ............................................................. 29Assessment .............................................................................................................29

Rules for our Assessment Process ......................................... 30Formative Assessment .............................................................................................31Summative Assessment ...........................................................................................31


4 Curriculum Pathways

Purpose

A learning pathway is the chosen route, taken by a learner through a range of learning activities and courses that supports the progressive building of knowledge and skills. It provides a sequential pathway that also sees the control of learning move from the teacher/tutor to the learner.

In our school, the concept of learning pathways refers to the specific courses, academic programmes, and learning experiences that individual students complete as they progress in their education towards their academic and vocational goals.

While we recognise that learning pathways do not have to be delivered exclusively by our teachers or their tutors, this overview of our school has been simplified so as to provide a conceptual map of when courses may be attempted and what mandatory steps must occur to access specific learning outcomes.

Our school recognises that learning can occur in different places, at different times and be facilitated by people other than teachers/tutors. Students can learn in a workplace, within organisations that are not schools and even within social settings. They can learn under the guidance and direction of people who are skilled in specific areas. We endeavour to provide opportunities for these broader learning experiences within our learning programmes both as formal and informal events.

At the individual student level, it may be viable to build a learning pathway that offers alternative learning experiences better suited to some students.

The graphic on the next page, shows the scope and sequencing across year levels of the Australian Curriculum (Prep – Year 10) and scope of Senior Secondary curriculum for the 2020 – 2021 period.

On the left side margin, a summary of the supplementary curriculum pathways – eKindy and ASDAN – are provided.

Overview


6 Curriculum Model

Purpose

Our school views curriculum as the broad collection items that form a coherent approach to teaching and learning within a course of study. By this understanding then, the concept of curriculum would include:

• The content (i.e. knowledge and skills) • The learning objectives • The standards expected to be achieved • Units and sequencing forming the course of study • The assessments used to gauge progress or to make judgements on the effectiveness of the

learning/teaching • The teaching or instructional process

With the myriad of elements that are evident within the school setting it is appropriate that the cognitive model be used to assign some semblance of order to the organisation of the curriculum.

To this end the model on the next page provides a way of connecting the elements faced by teachers, tutors and students into a framework for better understanding.

At the centre of the model are the four underpinning elements that drive our school’s intentions and actions:

• Differentiation • Engagement • Wellbeing • Data Use

Surrounding this are the four major interconnected elements which consist of:

• Intended Curriculum (top right quadrant) – this is what is required to be taught/learnt through the course of study.

• Experienced Curriculum (bottom right quadrant) – the elements by which the content/skills are delivered

• Achieved Curriculum – (bottom left quadrant) – the process and outcomes of assessment • Curriculum Review and Improvement – (top left quadrant) – This is the process of

continuous improvement, participants consider what may be enhanced.

Overview

Engagement

Data UseWellbeing

Differentiation

Curriculum Review and

Improvement

Achieved Curriculum

Intended Curriculum

Experienced Curriculum

Intended Curriculum

Curriculum Pathways

Australian Curriculum P-10QSSCVETASDAN

School Curriculum Plan

Experienced Curriculum

Achieved Curriculum

Curriculum Review and Improvement

Aligned assessments

Data Analysis

Improvement of ILMs

Peer Coaching

Literacy (Writing Focus)Numeracy

Formative Assessment...as learning...to direct learning(data analysis)

ILMs

FeedbackValidation of assessment tools and processes

Summative Assessment

Confirmation/Moderation of Judgement

Assessment of Learning

Reporting


8 Intended Curriculum

Purpose

The intended curriculum within our school is drawn from authoritive sources specific to each sector of schooling. By having a direct alignment to these approved syllabus sources, our school ensures that a direct line from intentions to outcomes is visible and that recognition of achievement can readily be available.

For example, the Australian Curriculum provides schools, teachers, tutors, parents, students and the broader community with a clear understanding of what students should learn, regardless of where they live or what school system they are in.

The Australian Curriculum provides the framework for learning across the Preparatory Year to Year 10. It provides a clear structure in terms of:

• eight key learning areas—English, Mathematics, Science, Humanities and Social Sciences, Health and Physical Education, Languages, Technologies and the Arts

• seven general capabilities—literacy, numeracy, information and communication technology capability, critical and creative thinking, personal and social capability, intercultural understanding, and ethical understanding

• three cross-curriculum priorities—sustainability, Asia and Australia’s engagement with Asia and Aboriginal and Torres Strait Islander histories and cultures.

Within Queensland, this has been contextualised to provide curriculum content, suggested learning/teaching strategies and an achievement standard in each subject that all students should be meeting.

The Senior Secondary Curriculum within our school is drawn from the selected syllabus documents provided by the Queensland Curriculum and Assessment Authority (QCAA). This is part of the broader educational initiative within Queensland to revitalise the senior assessment and tertiary entrance processes.

Where students may need a more individualised curriculum, our school makes use of the ASDAN framework. This curriculum (framework, content, programmes and leading to accreditation forms) endeavours to provide a framework that supports a learner to discover and build their abilities to enhance their life choices. The focus on the curriculum is to build the personal, social and work-related abilities of learners who may face barriers in conventional learning contexts. The ASDAN curriculum is sourced from the United Kingdom (www.asdan.org.uk) and recognised by Queensland’s Department of Education.

The unit plans for the various intended curriculum frameworks can be accessed through the school’s Internet and Intranets. Team leaders will provide direction as to where specific unit, lesson plans and resources may be accessed.

In Years 1- 10, our school has mapped our Independent Learning Materials to Version 8 of the Australian Curriculum. The ILMs were also subject to change to align the proposed learning to focus on the syllabus, reduce ‘busy work’/excessive repetition and align approaches to our pedagogical expectations. To this end, the ILMs now reflect the needs of our students and school.

Review, alignment and production of these ILMs is conducted within the school; it is a school responsibility.

Overview

Unit and Lesson Plans

Independent Learning Materials

9

Our Curriculum

Intended Curriculum

The teaching approach promoted within our school is the Hunter - Instructional Theory into Practice teaching model - it focuses on getting students ready to learn, instruction delivery, checking for understanding and independent practice. The model consists of seven steps or stages within a lesson. The steps in the beginning and ending portions could be varied and changed in sequence, while the portion in the middle is generally considered to be held in-situ for delivery.

The stages promoted by Hunter and that have influenced much of the preceding research into sound lesson design and delivery are:

1) Stated Objectives Letting students know where they are going. Giving them a sense of where they are headed belays the feeling of being a hostage in a learning experience. This step gives students direction and informs them what they are supposed to accomplish by the end of the lesson.

2) Anticipatory SetGetting students ready and/or excited to accept instruction. Giving directions is really part of the procedural dialogue of a lesson, but are not an Anticipatory Set. An “anticipatory” set means doing something that creates a sense of anticipation and expectancy in the students — an activity, a game, a focused discussion, viewing a film or video clip, a virtual field trip, or reflective exercise, etc. This step prepares the learner to receive instruction similar in some ways to operant conditioning. These two stages could be varied and changed in order. The next three stages are associated with direct instruction and checking for understanding; these involve assessing whether students understand what has just been demonstrated or presented.

3) Modelled PracticeMaking sure students get it right the first time depends on the knowledge or processes to be shown or demonstrated by the teacher, who has mastered what is to be demonstrated or shown. In addition to the teacher, prepared students can certainly model the focused skill, process or concept for peers. A video or multi-media element may even be used for this section.

4) Checking UnderstandingTeachers monitor student communication and language, ask questions, analyse responses and interactions in order to determine whether or not students are making sense of the material being presented. This portion takes place as teaching or instruction is being given. It would include active questioning, rephrasing of ideas and concepts and other forms of active student response. This is a whole group process; one in which the teacher carefully monitors the actions of the learners to make sure they are duplicating the skill, process, procedure, or knowledge use correctly.

5) Guided PracticeThis stage takes place after teaching/instruction has occurred; it is the checking for understanding to make sure students have it right. The question here is; can they replicate what the teacher wants them to do correctly? Students are given the opportunity to apply or practice what they have just learned and receive immediate feedback at individual levels.The final two stages are related to independent practice; these two components can be interchanged.

Framework For Delivery


10 Intended Curriculum

Framework For Delivery Continued

Instructional Strategies: Parts of a Lesson - Framework for delivering lessons

6) Independent PracticeAfter students appear to understand the new knowledge or master the skill, they are given the opportunity to further apply or practice this in similar contexts. This may occur within the on-line lesson or be provided as additional or extension activities, but there should be a short period of time between instruction and practice and between practice and feedback. Essentially they are completing a learning task by themselves.

7) ClosureWhat did they accomplish? What did they learn? Go over it again if necessary.

Part 1

Part 2

Part 3

Part 4Part 5

Part 6

Part 7

PreparatoryStated

Objectives

Anticipatory

Modelled Practice

Checking Understanding

Guided Practice

Independent Practice

Closure

Check the welfare of

the students

Parts of a Lesson

The impact of effective teaching and learning practices on learner achievement is becoming clearer through a range of research that endeavours to separate myth and evidence based practices. Regardless of family circumstances, socio-economic status or forms of learning delivery, it is possible to identify effective teaching strategies that incorporate ongoing assessment based strategies.

According to Hattie’s work (2003, 2009), the greatest influences within an instructional approach to achieve positive learning growth available to our school are:

Influence Effect Size

Providing Formative Evaluation 0.90

Teacher Clarity 0.75

Teacher - Student Relationships 0.72

Feedback 0.73

Spaced and Massed Practice of Tasks 0.71

Direct Instruction(The highest of the specific teaching strategies)

0.59

(Note: An effect size of 0.4 is considered significant; effect size over 0.5 is considered exceptional)

Instructional Strategies

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Our Curriculum

The ‘Experienced Curriculum’ is the formal learning experienced by students through their learning programmes. This area is concerned with the meaningful connection between parts of the intended curriculum (both overt and covert) and the student.

This section of our curriculum plan outlines the broad topics and structure of this formal learning.

Experienced Curriculum P-10

Structure

Preamble

Preparatory Year 2020

Preparatory Year 2021-2024

English, Mathematics, Science, HASS, HPE combinedUnit 1 Prep begins

Unit 2 The world of imagination

Unit 3 Looking for a sign

Unit 4 Get the message

Unit 5 Stories to share

Unit 6 Retelling my stories

Unit 7 Retelling stories I’ve read

Unit 8 Stories to tell

Unit 9 Retell and celebrate

Unit 11 Time for a rhyme

Unit 12 A rhyme to share

Unit 14 Pictures tell stories

Unit 15 Sharing favourite stories

Unit 16 Let’s explore stories

Unit 17 Understanding stories

Unit 18 Exploring characters in stories

Unit 19 Thinking about our happy world

Subject Number of UnitsScience 4

HASS 2

Mathematics 4

English 4

Literacy 4

Health and Physical Education 4

Movement 4

Arts - Dance 1

Arts - Visual 1

Digital Technology 1

Design and Technology 1


12 Experienced Curriculum P-10

EnglishUnit 1 Exploring emotion in picture books

Unit 2 Explaining how a story works

Unit 3 Exploring characters in stories

Unit 4 Engaging with poetry

Unit 5 Examining the language of communication - questioning

Unit 6 Retelling cultural stories

Unit 7 Creating digital procedural texts

Unit 8 Creating digital texts

Year 1

MathematicsUnit 1 Using units of measurement; Number and place value

Unit 2 Data representation and interpretation; Chance; Number and place value

Unit 3Patterns and algebra; Number and place value; Using units of measurement; Location and transformation

Unit 4Shape; Number and place value; Fractions and decimals; Money and financial mathe-matics

Unit 5Using units of measurement; Patterns and algebra; Number and place value; Fractions and decimals; Shape

Unit 6Using units of measurement; Patterns and algebra; Number and place value; Money and financial mathematics; Location and transformation

Unit 7Fractions and decimals; Number and place value; Chance; Data representation and interpretation

Unit 8Data representation; Using units of measurement; Number and place value; Patterns and algebra

ScienceUnit 1 Living adventure

Unit 2 Material madness

Unit 3 Changes around me

Unit 4 Light and sound

HASSUnit 1 My changing life

Unit 2 My changing world

Health and Physical EducationUnit 1 Good choices, healthy me

The ArtsUnit 1 Colours of my world

TechnologiesUnit 1 Spin it!

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Our Curriculum


EnglishUnit 1 Reading, writing and preforming poetry

Unit 2 Stories of families and friends

Unit 3 Exploring characters

Unit 4 Responding persuasively to narratives

Unit 5 Exploring procedural text

Unit 6 Exploring informative texts

Unit 7 Exploring plot and characterisation in stories

Unit 8 Exploring narrative texts

Year 2

ScienceUnit 1 Mix, make and use

Unit 2 Toy factory

Unit 3 Good to grow

Unit 4 Save planet Earth

HASSUnit 1 Present connections to places

Unit 2 Impacts of technology over time

Health and Physical EducationUnit 1 Staying safe

The ArtsUnit 1 Re-inventing objects


Unit 2 Number and place value; Data representation and interpretation; Chance

Unit 3 Shape; Number and place value; Patterns and algebra; Fractions and decimals; Using units of measurement

Unit 4 Number and place value; Location and transformation; Money and financial mathemat-ics; Using units of measurement

Unit 5 Number and place value; Fractions and decimals; Using units of measurement; Loca-tion and transformation

Unit 6 Number and place value; Money and financial mathematics; Using units of measure-ment (time)

Unit 7 Data representation and interpretation; Chance; Shape; Number and place value; Using units of measurement

Unit 8 Location and transformation; Patterns and algebra; Fractions and decimals; Number and place value


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EnglishUnit 1 Analysing and creating persuasive texts

Unit 2 Investigating characters

Unit 3 Exploring personal experiences through events

Unit 4 Exploring procedures

Unit 5 Examining stories from different perspectives

Unit 6 Examining imaginative texts

Unit 7 Engaging with poetry

Unit 8 Reading, responding to and writing people’s stories

Year 3

ScienceUnit 1 Is it living?

Unit 2 Spinning Earth

Unit 3 Hot stuff

Unit 4 What’s the matter?

HASSUnit 1 Our unique communities

Unit 2 Exploring places near and far


Unit 2 Number and place value; Data representation and interpretation; Chance

Unit 3 Shape; Number and place value; Patterns and algebra; Fractions and decimals

Unit 4Number and place value; Location and transformation; Geometric reasoning; Money and financial mathematics

Unit 5Number and place value; Money and financial mathematics; Fractions and decimals; Location and transformation

Unit 6 Using units of measurement; Patterns and algebra; Number and place value

Unit 7Number and place value; Fractions and decimals; Location and transformation; Data representation and interpretation; Chance

Unit 8Geometric reasoning; Shape; Money and financial mathematics; Using units of measurement; Number and place value


Health and Physical EducationUnit 1 Take care

TechnologiesUnit 1 Repurpose it!

The ArtsUnit 1 Let’s celebrate

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Our Curriculum

EnglishUnit 1 Investigating author’s language in a familiar narrative

Unit 2 Examining humour in poetry

Unit 3 Examining traditional stories from Asia

Unit 4 Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories

Unit 5 Exploring recounts set in the past

Unit 6 Exploring a quest novel

Unit 7 Examining persuasion in advertisements

Unit 8 Examining persuasion in product packaging

Year 4

ScienceUnit 1 Here today, gone tomorrow

Unit 2 Ready, set, grow!

Unit 3 Material use

Unit 4 Fast forces!

HASSUnit 1 Early exploration and settlement

Unit 2 Sustainable use of places

Mathematics

Unit 1Number and place value; Fractions and decimals; Using units of measurement (time); Using units of measurement

Unit 2Number and place value; Patterns and algebra; Chance; Data representation and interpretation

Unit 3 Number and place value; Fractions and decimals; Shape

Unit 4Location and transformation; Geometric reasoning; Number and place value; Money and financial mathematics

Unit 5Money and financial mathematics; Number and place value; Fractions and decimals; Location and transformation

Unit 6Using units of measurement; Shape; Fractions and decimals; Patterns and algebra; Number and place value

Unit 7Fractions and decimals; Chance; Data representation and interpretation; Patterns and algebra; Number and place value

Unit 8Money and financial mathematics; Shape; Using units of measurement; Fractions and decimals; Number and place value


Health and Physical EducationUnit 1 Making healthy choices

The ArtsUnit 1 On the cover


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EnglishUnit 1 Examining literary texts (fantasy novel)

Unit 2 Creating fantasy characters

Unit 3 Examining media texts

Unit 4 Examining characters in animated film

Unit 5 Appreciating poetry

Unit 6 Responding to poetry

Unit 7 Exploring narrative through novels and film

Unit 8 Reviewing narrative film

ScienceUnit 1 Survival in the environment

Unit 2 Our place in the solar system

Unit 3 Now you see it

Unit 4 Matter matters

MathematicsUnit 1 Number and place value; Fractions and decimals; Data representation and interpretation

Unit 2 Chance; Number and place value; Fractions and decimals; Using units of measurement

Unit 3 Number and place value; Fractions and decimals; Location and transformation; Shape

Unit 4Geometric reasoning; Location and transformation; Shape; Number and place value; Patterns and algebra; Data representation and interpretation

Unit 5 Money and financial mathematics; Location and transformation; Number and place value

Unit 6 Using units of measurement; Fractions and decimals; Patterns and algebra; Number and place value

Unit 7Chance; Data representation and interpretation; Using units of measurement; Number and place value

Unit 8Money and financial mathematics; Geometric reasoning; Location and transformation; Fractions and decimals; Number and place value

HASSUnit 1 People and the environment

Unit 2 Managing Australian communities

Unit 3 Communities in colonial Australia (1800s)

Unit 4 Participating in Australian communities

Unit 5 Australian communities of the future


LanguagesUnit 1 What’s In a name? (Japanese & Chinese)

Unit 2 What’s a family? (Japanese & Chinese)

Unit 3 What are personal spaces? (Japanese & Chinese)

Unit 4 How do you play? (Japanese & Chinese)

Year 5

Health and Physical EducationUnit 1 What makes me, me?

The ArtsUnit 1 The animal within

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Our Curriculum

EnglishUnit 1 Short stories

Unit 2 Writing a short story

Unit 3 Examining advertising in the media

Unit 4 Exploring news reports in the media

Unit 5 Interpreting literary texts

Unit 6 Exploring literary texts by the same author

Unit 7 Comparing texts

Unit 8 Transforming a text

Year 6

ScienceUnit 1 Making changes

Unit 2 Energy and electricity

Unit 3 Our changing world

Unit 4 Life on Earth

HASSUnit 1 Australia in the past

Unit 2 Australians as global citizens

Unit 3 Australia in a diverse world

Unit 4 Making decisions to benefit my community

LanguagesUnit 1 Happy days (Japanese & Chinese)

Unit 2 Time for bed (Japanese & Chinese)

Unit 3 Where is the bathroom? (Japanese & Chinese)

Unit 4 My town (Japanese & Chinese)

Mathematics

Unit 1Number and place value; Fractions and decimals; Chance; Data representation and interpretation

Unit 2Using units of measurement; Number and place value; Fractions and decimals; Money and financial mathematics

Unit 3 Fractions and decimals; Shape and using units of measurement; Number and place value

Unit 4 Patterns and algebra; Number and place value; Geometric reasoning; Fractions and decimals

Unit 5 Money and financial mathematics; Number and place value; Location and transformation

Unit 6 Patterns and algebra; Fractions and decimals; Using units of measurement

Unit 7 Data representation and interpretation; Chance; Number and place value

Unit 8Data representation and interpretation; Fractions and decimals; Using units of measurement; Location and transformation; Geometric reasoning


Health and Physical EducationUnit 1 Preparing for change

The ArtsUnit 1 Grand shelter designs


18

EnglishUnit 1 Persuasion in advertisements & speeches

Unit 2 Reading and creating life writing: Biographies

Unit 3 Reading and creating life writing: Literary memoirs

Unit 4 Reading and interpreting literature about Australia and Australians

Unit 5 Examining representations of Australia and Australians in literature

Unit 6 Exploring poetry and songs

ScienceUnit 1 Water – waste not, want not

Unit 2 Water – waste not, want not (continued)

Unit 3 Moving right along

Unit 4 Moving right along – applications in real systems

Unit 5 Heavenly bodies

Unit 6 Sensational seasons

Unit 7 Organising organisms

Unit 8 Affecting organisms

HistoryUnit 1 Investigating the ancient past

Unit 2 Ancient Rome

Unit 3 China

GeographyUnit 1 Water in the world

Unit 2 Place and liveability

LanguagesUnit 1 Science is fun! (Japanese) How do I express myself? (Chinese)

Unit 2 Going fishing (Japanese) What is friendship? (Chinese)

Unit 3 Lets make some plans (Japanese) What’s for dinner? (Chinese)

Unit 4 On the road (Japanese) What is community? (Chinese)

MathematicsUnit 1 Number and place value; Real numbers

Unit 2 Geometric reasoning; Using units of measurement

Unit 3 Patterns and algebra; Linear and non-linear relationships

Unit 4 Real numbers; Chance

Unit 5 Real numbers; Money and financial mathematics

Unit 6 Number and place value; Real numbers; Patterns and algebra

Unit 7 Data representation and interpretation

Unit 8 Geometric reasoning; Location and transformation

Year 7


19

Our Curriculum

Year 7 - Continued


Health and Physical EducationUnit 1 First aid

Economics and BusinessUnit 1 Seeking individual and business success in the market

ArtUnit 1 Who are you?

Design and TechnologyUnit 1 Food and fibre

Unit 2 Project work

Civics and CitizenshipUnit 1 Australia’s legal and political system in a diverse society


20

EnglishUnit 1 Representing human experience

Unit 2 Understanding how texts communicate ideas about values

Unit 3 Representations of teens in texts

Unit 4 Expressing viewpoints on ethical issues in drama texts

Unit 5 Creating short stories

Unit 6 Analysing digital texts

Year 8

ScienceUnit 1 Particles matter

Unit 2 Chemistry of common substances

Unit 3 Rocks never die

Unit 4 Rock my world

Unit 5 Energy in my life

Unit 6 What’s up

Unit 7 Building blocks of life

Unit 8 Survival

MathematicsUnit 1 Number and place value; Real numbers

Unit 2 Real numbers; Chance

Unit 3 Number and place value; Patterns and algebra

Unit 4 Using units of measurement


Unit 6 Using units of measurement; Linear and non-linear relationships

Unit 7 Linear and non-linear relationships; Geometric reasoning

Unit 8 Using units of measurement; Geometric reasoning

HistoryUnit 1 Japan under the Shoguns

Unit 2 The Spanish conquest of the Americas

Unit 3 Medieval Europe

GeographyUnit 1 Landforms and lifeforms

Unit 2 Changing nations

LanguagesUnit 1 Sports (Japanese) How do we celebrate communty? (Chinese)

Unit 2 It’s raining! (Japanese) A meaningful day? (Chinese)

Unit 3 A day in my life (Japanese) Memorable places (Chinese)

Unit 4 Party time! (Japanese) Traditional stories (Chinese)


21

Our Curriculum

Year 8 - Continued


Health and Physical EducationUnit 1 Big decisions

Economics and BusinessUnit 1 Responding to business opportunities in the Australian market

ArtUnit 1 Where have you been?

Design and TechnologyUnit 1 Fusing cultural diversity

Unit 2 Project work

Civics and CitizenshipUnit 1 Influences that shape citizenship within Australia’s democracy


22

EnglishUnit 1 Exploring different perspectives

Unit 2 Examining representations of Australia’s peoples, histories and cultures

Unit 3 Interpreting information texts and creating speculative fiction

Unit 4 Evaluating characters in a novel

Unit 5 Examining perspectives on issues

Unit 6 Exploring ethical issues in a drama text and how language is manipulated for effect

MathematicsUnit 1 Real numbers; Linear and non-linear relationships

Unit 2 Using units of measurement

Unit 3 Patterns and algebra; Geometric reasoning

Unit 4 Pythagoras and trigonometry


Unit 6 Real numbers; Patterns and algebra; Money and financial mathematics

Unit 7 Chance

Unit 8 Real numbers; Using units of measurement; Linear and non-linear relationships

ScienceUnit 1 Energy on the move

Unit 2 Making waves

Unit 3 It’s elementary

Unit 4 Changing earth

Unit 5 My life in balance

Unit 6 Responding to change

Unit 7 Chemical patterns

Unit 8 Heat and eat

HistoryUnit 1 The industrial revolution

Unit 2 Making the nation of Australia

Unit 3 World War I

GeographyUnit 1 Biomes and food security

Unit 2 Geographies of interconnections

Year 9


Health and Physical EducationUnit 1 Health skills you need

Economics and BusinessUnit 1 Managing financial responsibilities, risks and rewards

23

Our Curriculum

Year 9 - Continued


TechnologiesUnit 1 Efficient dynamics

Unit 2 Project works

ArtsUnit 1 Developmental artwork

Civis and CitizenshipUnit 1 Investigating change in Australia's political system

LanguagesUnit 1 Talk about you and your school (Japanese) What are life stories? (Chinese)

Unit 2 Talk about time and activities (Japanese) What are social issues? (Chinese)

Unit 3 Moving a house (Japanese) How big is the generation gap? (Chinese)

Unit 4 Seasons? (Japanese) What are our global connections? (Chinese)


24

EnglishUnit 1 Evaluating representations in news media texts

Unit 2 Understanding and analysing satire

Unit 3 Responding to literary texts

Unit 4 Responding to a Shakespearean drama

Unit 5 Responding to interpretations of Shakespeare in film

Unit 6 Responding to poetry

MathematicsUnit 1 Using units of measurement; Geometric reasoning

Unit 2 Pythagoras and trigonometry

Unit 3 Chance


Unit 5 Linear and non-linear relationships

Unit 6 Patterns and algebra; Linear and non-linear relationships

Unit 7 Money and financial mathematics; Real numbers

Unit 8 Linear and non-linear relationships

ScienceUnit 1 Moving along

Unit 2 Energy of motion

Unit 3 Life blueprints

Unit 4 Life evolves

Unit 5 Chemistry isn’t magic

Unit 6 Chemical reactions matter

Unit 7 Global systems

Unit 8 The Universe

HistoryUnit 1 World War II

Unit 2 Rights and freedoms

Unit 3 Migration experiences

GeographyUnit 1 Environmental change and management

Unit 2 Geographies of human wellbeing

Certificate II in Skills for Work and Vocational PathwaysUnit 1 Units of competency focused on literacy, numeracy and Skill for Work

Year 10


25

Our Curriculum

Health and Physical EducationUnit 1 Looking after people

Economics and BusinessUnit 1 Improving business productivity and consumer decisions

TechnologiesUnit 1 Project: Optical Organ

ArtUnit 1 Media arts

Year 10 - Continued


Assessment Only Pathway - EnglishThis assessment pathway provides an assessment only pathway to a Year 10 standard (Australian Core Skills Level 3) level of achievement.

Assessment Only Pathway - MathematicsThis assessment pathway provides an assessment only pathway to a Year 10 standard (Australian Core Skills Level 3) level of achievement.

Core English - Alternative/Flexible PathwayThis course provides a stripped course focusing on the core levels of knowledge and skills required to operate at a C rating in Year 10 standard English (Australian Core Skills Level 3).

Core Mathematics - Alternative/Flexible PathwayThis course provides a stripped course focusing on the core levels of knowledge and skills required to operate at a C rating in Year 10 standard Mathematics (Australian Core Skills Level 3).

Civics and CitizenshipUnit 1 Australia’s democracy in a global context

LanguagesUnit 1 Talk about yourself, your family, friends and school (Japanese)

Unit 2 At the restaurant and homestay (Japanese)

Unit 3 Give direction and sports hero (Japanese)

Unit 4 Part time job - Manga (Japanese)


26 Experienced Curriculum P-10

Core MathematicsYear 8 Year 9 Year 10

Group 1

Indices or PowersFractions



Group 2

IntegersDecimals and Irrational Num-bers

Talk about Triangles

Group 3

PercentagesPercentage Increase and DecreaseProfit and LossGST

When you don’t have money: Layby

Group 4

RatioRates

Electrical Maths 2- FractionsElectrical Maths - Algebra

Group 5

Area and PerimeterVolumeUnits of Time

Calculating AreaCalculating volume

Linear Equations; Linear Functions Linear Equations; Linear Functions

Group 6

Scientific and Index NotationIndex Law

Surface Area It’s About Time

Data

Group 7

Distributive LawLinear Equations

Index notation Simple interestCompound interestSurface Area of Solid ShapesVolume

Group 8

Congruence Plane Shapes Line and Angles

Group 9

Probability and Venn Diagrams Probability 1Probability 2

Group 10

Data Ratio BasicsRates and Ratios

Pythagoras’ Theorem

Group 11

Cartesian Plane BasicsDeciphering DataDeciphering Data 2

Group 12

Algebra BasicsLinear Equations

Year 10 - Continued

27

Our Curriculum

Experienced Curriculum P-10 Experienced Curriculum P-10

Education Support programmes generally make use of the ASDAN curriculum. This curriculum is mapped and reflects the Ver 8 Australian Curriculum.

The Education Support program cycles over three years. An overview of this cycle is shown below:

The modules focused on building independence include the topics: • Starting out • Money: Progression • Money computer technology • Coping with people • Current affairs • The Wider world • My future choices

Year A Year B Year C

Mathematics Mathematics Mathematics

English English English

Living Independently Living Independently Living Independently

Personal Development Program



FSK (Year 10s)Year 11/12 ONLYExperiencing Work

Year 11/12 ONLYExperiencing Work

Geography - additional subject that can be offered.

Education Support


28

Academic Courses

Applied Courses

Vocational Education and Training (VET)

Experienced Curriculum Yrs 11-12

Our school offers, under Queensland Curriculum and Assessment Authority (QCAA) accreditation, the following courses:

Our school offers, under Queensland Curriculum and Assessment Authority Registration (QCAA) accreditation, the following courses:

Our school offers, under the Australian Standards Quality Authority Registration, the following vocational qualifications:

Our school partners in the delivery of VET with community based Registered Training Organisations (RTOs).

• English • General Mathematics • Mathematical Methods • Ancient History • Geography

• Essential English • Science in Practice

• Certification I in Business • Certification II in Business • Certification III in Business • Certificate II in Skills for Work and

Vocational Pathways • Certification II in Agriculture (Beef Cattle) • Certification III in Agriculture (Beef Cattle)

• Biology • Chemistry • Psychology • Modern History

• Essential Mathematics • Social and Community Studies

• Certification II in Visual Art • Certification I in Information, Digital

Media and Technology • Certification II in Information, Digital

Media and Technology • Certification III in Education Support

Senior Secondary

29

Our Curriculum

Achieved Curriculum

Assessment

Assessment is the process of gathering information from sources clearly aligned to the objectives of our school’s accepted curriculum, in order to understand what our learners know, understand and can apply in a range of situations as a result of their learning experiences.

Our curriculum comes from a variety of endorsed sources: • Australian Curriculum P-10 (Ver 8) • ASDAN • National Training Packages (ASQA) • Senior School Syllabuses - Queensland Curriculum and Assessment Authority (QCAA)

Our assessment process also provides empirical data to refine our learning programmes and to enhance future student learning.

There are three core underpinning principles of our school’s assessment process: • Assessment must provide information about where the learner is in their learning journey and

inform teachers/tutors about future opportunities. Relationships play a vital role in learning and development, and the assessment process must build the relationship not threaten it.

• Assessment should build positive attitudes in the learner by making the judgement criteria transparent, enabling the learner to see what they have achieved and to chart their own future progress. Feedback and assisted reflection are important components of continued learning.

• Approaches to assessment should maximise collaboration and sharing of knowledge between teachers, tutors and learners.

Model of Assessment

The model of Assessment used in our school follows the process displayed below:

Learner’s intended learning outcomes from endorsed curriculums established

Assessment benchmarks indentified, e.g. Matrices , GTMJ, PCs from endorsed

curriculum

Apply teaching strategies to achieve student learning

outcomes

Assessment judgement on collected evidence using rubics

to guide decisions

Feedback to Students

Teacher and Student Reflection

Overview


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There are a number of rules or criteria to which our school’s assessment process must adhere to:

Fairness The learner must have a clear understanding of the assessment, its process and its purpose, and where it sits in terms of the learning cycle. This means that assessment should be ‘front ended’ in the leaning process. Learners should know what the learning goals and success criteria are at the start of the topic/lesson.

FlexibilityThe assessment is flexible, reflecting the learning needs of students and may be adjusted only to the limits of ‘reasonable judgement’ to cater for individual learners’ context and circumstances.

ValidityThis requires that the assessment is measured against the learning objectives/standards of the assigned learning programmes, i.e. the evidence being gathered aligned to the requested knowledge and skills of the assigned curriculum. It is the means by which the assessment tool collects relevent evidence for the specific learning objectives.

AuthenticityThis ensures the teachers have faith in the assessment process that the gathered evidence is the learners’ own work.

ReliabilityThe assessment tools and process is applied consistently across classes and interpretation of the gathered evidence is consistently interpreted and judged by teachers. The process of moderation is responsible for the ‘reliability’ and so is the process that enables teachers across classes to make consistent, defensible and evidence based judgement about learner achievement.

SufficiencyThe assessment process gathers evidence of quality, quantity and relevance that is sufficient to enable a judgement to be made of the learner’s level and progress.

Rules for our Assessment Process

Simple Rules for our Assessment Process

1. Apply the assessment tool according to its direction and ensure fairness, authenticity and reliability drive its application.

2. Use only the endorsed assessment tools in gathering evidence as these have been, through school processes and checked for validity and sufficiency.

3. When making judgements on the collective evidence, the use of moderation and the school set rubics are to drive the professional and defensible decision making of student achievement.

4. Adjustments to summative assessment must be endorsed by team leaders.

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Our Curriculum

This form of assessment occurs in both formal and informal ways across the learning continuum. Formative assessments are powerful agents of learning if accompanied by effective feedback.

These are, for the most part, formal assessment tools that provide evidence of the learners’ mastery of knowledge, attainment of skills and applications of both at a certain point in time. These assessments endeavour to provide evidence that measures what the learner has achieved against the achievement standards of the respective syllabus.

Qualities of Effective Summative Assessment TasksThe formation or refinement of assessment tasks must ensure:

• a direct alignment between what is assessed and what is the required learning outcome • it is explicit about what is required or what is sought in the task • it is provided with a clear and explicit assessment rubic (Matrix or GTMJ) • it provides opportunities for the full range of students to be challenged.

RubricsA rubric is a generic name for the set of criteria used to evaluate learner performance within an assessment task. These provide a way to inform teachers, tutors and students of what is required to be known, the standard that is expected in each rating and the clear scope and quality of work that a learner may endeavour to achieve.

Formative Assessment

Summative Assessment

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