Public Version of 2016 MYP Scope and Sequence
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

 
View only
 
 
ABCDEFGHIJKLMN
1
GradeTermSubjectTeacherUnit TitleOverviewKey conceptRelated Concept 1Related Concept 2Related Concept 3Inquiry statementGlobal contextSummative AssessmentAustralian Curriculum
2
7 - 82Arts-Dramadjarvis@distimor.orgWhat’s the Focus?Through an inquiry into playbuilding students will develop their teamworking skills, understanding the role of the audience, expression and presentation of their art.Communication (arts, design, LA, L&L, PHE)AudienceExpressionn/aStudents understand that working together as a team requires good communication skills and as performers want to express themselves clearly to connect with their audience.Identities and relationshipsCriterion C
Student will document and record the process of their playbuilding performance. They will use the playbuilding process as follows
• Choose the topic• Generate Ideas• Scaffold Ideas (include plot, characters, settings, emotion)• Script and performance development• Reflect
All work and artistic intentions will be recorded daily in their DW’s. DW’s will be handed in to mark.

Criterion D
Students will write a reflection of their own performance and demonstrate how they have made connections and transferred their understanding of how playbuilding techniques have influenced the success of their artwork and been the vehicle to demonstrate their own creativity. They will also and evaluate both their own work and that of a peer’s answering guided questions from the teacher.
Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)*Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)*Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)*Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions,(ACADRM043)*Perform devised and scripted drama maintaining commitment to role (ACADRM044)
3
7 - 82Arts – Visual Artsphayes@distimor.orgImpressionismTechnology changed the visual arts at the end of the nineteenth century, principly the use of the camera.

Identity (arts)



innovationpresentationinterpretationDevelopments in technology can influence how the visual artist sees the world.
Personal and cultural expression
Using all the skills practised in the formative assessments transpose the example given into a pointilist art work using a realistic colour pallette then transpose the next work into an opposite colour scheme. The third example will be a pixelization of the example given.Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
4
72Designphayes@distimor.orgTetra PakHow would LDV approach this design problem?Communication design




Sustainable developmentAdaptationinnovationWaste from one product can be used as a resource for another, which results in developing a resource neutral process.
Globalisation and sustainability
An evaluation and report on the effectiveness of Tetra Pak and the systems that it supports and produces. Analysis of the recycled products made during the term as well as understanding the innovative aspects of the product.Materials and innovations
5
72Physical and Health Educationjmcphee@distimor.orgNutrition ChoicesThroughout this unit students learn about the importance of nutrition and how scientific and technical innovations have changed the food we eat.ChangeEnvironmentChoicen/aStudents will understand that changes in science and technical innovations impact nutritional choices.Scientific and Technical innovationsCriteria B: Students are to design and implement a nutrition plan that works towards a specific goal. They are to include; breakfast, lunch, dinner, snacks and drinks every day.

Students will need to implement the plan to complete assessment B.






1) Students will list the food/drinks on the plan and state a reason for the intended plan. E.g working towards a sporting competition or need more energy at school.
2) Explain the benefits of the food chosen in the plan.
3) Students would need to reflect back on the plan to see if it was effective.

Every consecutive week Ultimate Frisbee Lessons.

Criteria C: Students will be assessed on their ultimate Frisbee ability in a game situation. Students will have spent time on their Frisbee skills, technique and team strategies leading up to the assessment.

Criteria D) Students are to reflect on their ultimate Frisbee performance.

describe and demonstrate interpersonal skills.
Outlines goals and applies strategies for future performances
explains and evaluates performance.
Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)

Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

Develop skills to evaluate health information and express health concerns (ACPPS076)

Plan and use health practices, behaviours and resources to enhance the health, safety and wellbeing of their communities (ACPPS077)

Practise, apply and transfer movement concepts and strategies(ACPMP082)

Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans(ACPMP083)

Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance (ACPMP084)

Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
6
72Individuals and Societiesceaton@distimor.orgWater in the WorldIn this unit students are learning the geographical skills of reading, interpreting and creating maps. Students will then use these skills to investigate local water sources and the variety of ways water is used. Thus learning about the finite nature of water. Finally the students will investigate the different perspectives that people and cultures have of the same water source.
Time, place and space
CultureDiversityExpressionStudents understand that the cultural significance of water is perceived and expressed differently across time, place and space.

Personal and cultural expression
Criterion B: Investigating
Reading and interpreting maps
Task: Become an expert in interpreting a specific type of thematic map. Formulate three questions to guide the investigation. Use at least two sources to help understand the map. Develop a 5-7 minute presentation that explains to the class; how to read the information on the map, and how these maps can be relevant in the real world.
Evaluate the process and the results of the investigation.

Criterion D: Thinking Critically
Showing empathy for a culture and/lifestyle that is threatened or enhanced by change.
Task: Choose a freshwater source of personal significance. Imagine a major development was going to take place that would significantly change the access to this source.
Choose two different characters. Empathise with these people. Identify and present the different perspectives through drama or writing.
Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041)
Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048) & (ACHGS056)
Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049) & (ACHGS057)
Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050) & (ACHGS058)
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054) & (ACHGS062)
7
72Mathematicsjgreen@distimor.orgThe maths of art or the art of maths?!This unit explores concepts of form and shape within measurement and geometry through the medium of art, and in particular 3-D representation and geometric artwork. Students will explore area, volume, transformations, angle properties, as well as triangle side and angle properties.Form (maths)PatternsSpaceJustificationStudents understand that form and shape enhance creativity.Personal and cultural expressionYour 3-D name! Students will create the letters of their name using only rectangles, triangles, and parallelograms. They will calculate the area of their names and then create a 3D model of their name (like the Hollywood sign), find the volume and then create a front, side, and plan elevation view of their name. Criterion A and B due <INSERT DATE>
Individually students will create a piece of art using angle properties, parallel lines, as well as side and angle properties of triangles. Then in groups of four students will present to the class their artwork and explain the personal and cultural expression embedded in the artwork alongside the mathematics. Criterion C and D due <INSERT DATE>
Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving (ACMMG159)

Calculate volumes of rectangular prisms (ACMMG160)

Draw different views of prisms and solids formed from combinations of prisms (ACMMG161)

Describe translations, reflections in an axis and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181)

Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)

Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)

Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)

Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)
8
72Sciencejcurry@distimor.orgOrganismsIn this unit students analyse the relationships within internal organs and also the relationships of species and their environment and their effects on survival.Relationships (maths, PHE, sci)InteractionFormn/aStudents understand how organisms interact together within the food web and how we can work toward the sustainability of our environments.Globalisation and sustainabilityTask 1: Description: Students are to investigate how scientists are working to prevent the extinction of certain species and what the implications of this are - Criteria D
Task 2: Unit Test - Criteria A
There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)
Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)
9
82Physical and Health Educationjmcphee@distimor.orgValuing DiversityThis unit students will learn about the importance of being aware of and accepting diversity in the community and promoting inclusivity.CommunicationPerspectiveInteractionsn/aStudents understand that communicating and interacting with others help in understanding and accepting differences.Fairness and developmentCriterion A: Part 1: students are to explain why it’s important to live in a word of diversity.

Part 2 :Students are to choose an area of diversity that contrasts them ( e.g. age, gender, religion, culture etc) and interview someone (4 questions) based on ONE area of diversity.
Part 3: Students are to reflect on their answers from the interview and write what they learnt from the interview.
Criterion C: students hockey skills will be assessed

Criterion D: students will reflect on the sporting performance and how they could improve on it
Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)

Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
10
82Individuals and Societiesrhunter@distimor.orgHi-tech vs Aztec: Pre-Columbian America and the Spanish ConquestPre-Columbian American societies, focusing mainly on Mesoamerica (Olmec, Maya. Aztec) and South America (Inca), discovery of the Americas by Columbus, Spanish ConquestChangeCausalityConflictn/aDrastic and sudden change to culture can lead to great opportunities or inequalities in fairness and development.Fairness and developmentCreative writing. Part A: Imagine you are a native American [Aztec, Maya, Inca] living ten years before European contact. What would your life have been like? Part A to be commenced in week 4

Part B: Imagine you are a native American living ten years after European contact. What would your life have been like?

Part B to be commenced in week 6
Final project to be completed by week 7


https://docs.google.com/document/d/1OWgpNQuNiF2i8_bepQda2w5Gm76G_Puno9Ttaw31iRs/edit
Pre-Columbian life in the Americas, including social organisation, city life and beliefs. (ACDSEH016)
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074)
The impact of the conquest on the Aztecs OR Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe (ACDSEH075)
The longer-term effects of colonisation, including slavery, population changes and lack of control over resources (ACDSEH076)
11
82Mathematicsjgreen@distimor.orgAlgebra then and now! This unit introduces students to the basics of algebra and then develops the skills of expansion, factorisation and simplification of algebraic expressions. Students explore the topic of algebra through the design of a creative and unique algebraic codebreaker and a research report which compares modern and historical modelling of real-life with algebra.

Relationships (maths, PHE, sci)ModelsRepresentationJustificationStudents understand the relationship between algebra and number that has led to the evolution of models to represent real-life applicationsOrientation in space and timeCreate a codebreaker that involves the use of expansion, factorisation, and simplification of algebraic expressions using all four operations (Criterion A and B). Students will work on the codebreaker in class and it will be due on <INSERT DATE>
Research project - individual written report and group presentation. Students will address the following questions in their research: ‘What have been the major turning points in algebraic knowledge throughout history? How is algebra advancing human knowledge and technological innovation? Students will work on this research project in class and will hand the report on <INSERT DATE> and will present on <INSERT DATE>
Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)

Factorise algebraic expressions by identifying numerical factors (ACMNA191)

Simplify algebraic expressions involving the four operations (ACMNA192)

Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
12
82Sciencejcurry@distimor.orgLiving Systems and CellsIn this unit students will learn about the human body and the interactions of organs and cells.Systems (design, I&S, sci)FunctionInteractionStudents understand how cells and organs within the human body function and interact together to sustain life.Scientific and technical innovationTask 1: Description: Designing and investigating effects of exercise on pulse rate - Criteria: B
Week no.: 3
Task 2: Description: Carrying out the practical activity - Criteria: C
Week no.: 4
Task 3: Unit Test - Criteria: A
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
13
82Designphayes@distimor.orgWhat would Leo do?Leonardo D.V. was a genius at many areas of the sciences, engineering and the visual arts! What can we learn from him and his skills and apply them to the 21 century?Development



AdaptationInnovationSustainabilityLeonardo Da Vinci was a genius of invention and innovation. What would he do to fix the problems of contemporary Timor?Scientific and technical innovationA conceptual drawing and diagram outlining the innovation that the student has designed in the spirit of Leo. D.V. based on research and and sketches made.
A prototype construct of the game designed in collaboration with other team members.
Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development oftechnologies and designed solutions for preferred futures (ACTDEK029)
14
9 - 102Arts-Dramadjarvis@distimor.orgImprovisationStudents develop an understanding of improvisation through application of improvisation skills in participating in class impromptu exercises and activities. Students through application and practise will build confidence in “thinking on their feet” by accepting offers made to them and then extending and advancing the story as they build on their characterization skills.Identity (arts)ExpressionRoleNarrativeStudents understand that improvisation is a skill that all performers need, use and perfect over time to express their identities they perform and is also transferable to everyday roles in life.Identities and relationshipsGroup Performance. (Criterion B)
Students will participate in a group performance in front of the class. Through this performance the students will demonstrate their understanding of the skills involved for successful improvisation. The narration of the performance will be clear through working together as a group expressing each character's identity and role in the performance.
DW Weekly Reflections Criterion D
This term students are given clear examples and questions for their weekly reflections. Teacher will formative assess weekly how each student is progressing with weekly reflections. Students are to reflect on one lesson (minimum) per week.
Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)*Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)*Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience(ACADRM051)*Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
15
92Designphayes@istimor.orgMechanisms and innovationsMechanisms and innovtionSystemsInnovationFunctionAdaptationMechanisms can be adapted for any place and time how can we as designers deconstruct existing machines to use in places with no electrical power as mechanisms for recycling usable waste, plastics.Scientific and technical innovation
An examination of terms used, conventions discovered as well as vocabulary in this unit of work. Examples of systems and innovation presented in class and students must analyse and present drawings explaining the design problems set.Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futuresand the complex design and production processes involved (ACTDEK040)
16
92Individuals and Societiesdjarvis@distimor.orgIndustrial RevolutionStudents explore the period of the industrial revolution and how it impacts on everyday life today some hundred years later.Time, place and space (I&S)Innovation and revolutionPowern/aMechanisms can be adapted for any place and time how can we as designers deconstruct existing machines to use in places with no electrical power as mechanisms for recycling usable waste, plastics.Scientific and technical innovationCriterion A
Students to record a timeline of the Industrial revolution. They are to pick 5 favourite inventions of that time and how these inventions have a direct influence of their life today.
Criterion B
Create a question that you would ask someone of your age what life was like before the and after the a significant event/invention of the Industrial Revolution.
Criterion C and Criterion D
As a group create an improvisation scene of a day in the life of living in the industrial revolution.
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain(ACDSEH017)*The population movements and changing settlement patterns during this period(ACDSEH080)*The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)*The short and long-term impacts of the Industrial Revolution, including Evaluate the reliability and usefulness of primary and secondary sources (ACHHS17)*Identify and analyse the perspectives of people from the past (ACHHS172)*Identify and analyse different historical interpretations (including their own) (ACHHS17)*Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)*Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)*global changes in landscapes, transport and communication(ACDSEH082)
17
92Mathematicsnyazdani@distimor.orgNumber, Algebra and Linear RelationshipIn this unit, students begin to learn the basics of algebra, and then apply it to investigating patterns, and understanding linear relationships.RelationshipsModelsRepresentationStudents understand that relationships between variables can be defined by equations and represented by models to depict a particular fact about our world (including in relation to space and time).Orientation in space and timeCr. A - Test on Algebra

Cr. B - Investigating Patterns
Apply index laws to numerical expressions with integer indices (ACMNA209)
Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213)
Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software (ACMNA214)
Find the midpoint and gradient of a line segment on the Cartesian plane using a range of strategies including graphing software (ACMNA294)
Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
18
92Physical and Health Educationjmcphee@distimor.comRisky ChoicesThroughout this unit students will learn about potential choices that adolescents can take that can impact on their health.ChangeChoiceRelationshipsn/aStudents understand that unhealthy choices can change mental and physical well-being, as well as impacting upon a person’s identity and relationship with others.Identities and relationshipsCritera A: The Stamford Hospital in Dili are looking at creating an awareness poster to teach people of the dangers of illegal drugs. Students have to create a poster demonstrating their knowledge of smoking.

Criteria B: Students are to plan/implement and reflect on a 40min Oztag. The plan will focus on how changes (modifications) can enhance training performance.

Criteria C: students will participate in a mini game of Oztag. Their skills, technique. movement and knowledge of the game will be assessed.

Criteria D: Student will reflect on their Auz Tag performance.
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk (ACPPS091)

Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Evaluate and apply health information from a range of sources to health decisions and situations (ACPPS095)

Critique behaviours and contextual factors that influence the health and wellbeing of their communities (ACPPS098)

Perform and refine specialised movement skills in challenging movement situations (ACPMP099)

Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels(ACPMP102)

Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103
19
92Sciencejcurry@distimor.orgEcosystems, Coordination and DiseaseThis unit looks at the interactions between components of ecosystems and coordinated body systems to respond to external environments.Systems (design, I&S, sci)InteractionEnvironmentStudents understand the ecosystems of the world, the interactions of body systems, and the influence of these interactions as a result of global fairness and development.Fairness and developmentTask 1: Description: To design an experiment which considers the effects of abiotic factors on biotic species.- Criteria: B
Week no.:
Task 2: Description: Carrying out a few of the students’ experiments in the lab - Criteria: C
Week no.:
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
20
92Language acquisition Portuguese phase 2 - 3ecardoso@distimor.orgExplorationIn this Unit, students are given the opportunity to engage with texts and analyse and draw conclusions from a study into why and how the Portuguese became sea explorers.They will draw conclusions from information and presenting them in written and oral form.CreativityPurposeThemen/aStudents will express in Portuguese their understanding of the statement “Globally, need drives creativity to achieve sustainable growth and development”.Globalisation and sustainability
Criterion A - COMPREHENDING SPOKEN and VISUAL TEXT
Students will watch and listen to a “audiovisual book”(www.cvc.instituto-camoes.pt) about the first phase of Portuguese expansion and answer to questions related to the need of creating a sustainable country through overseas discoveries and conquest.
Criterion B - COMPREHENDING WRITTEN and VISUAL TEXT
Students will read a text on Portuguese innovations in navigation technologies and compare them to 20th century state of the art inventions. Students will answer questions as to their relevance and global influence.
Criterion A
show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations
understand conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
Criterion B
show understanding of information, main ideas and supporting details, and draw conclusions
understand basic conventions including aspects of format and style, and author’s purpose for writing
engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions
Criterion C
respond appropriately to spoken and/or written and/or visual text in a range of familiar and some unfamiliar situations
interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
express ideas and feelings, and communicate information in familiar and some unfamiliar situations
communicate with a sense of audience and purpose
Criterion D
write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context
21
102Mathematicsjgreen@distimor.orgMathematical artistry or artistic maths?This unit will explore concepts of form and shape, through area, surface area and volume, to enhance creativity through the medium of art. Students will combine the logic of reasoning and applying proofs to geometric shapes as well as manipulating properties of shapes to produce artwork through the lens of personal and cultural expression.Form (maths)PatternsSpaceJustificationStudents understand that form and shape enhances creativity.Personal and cultural expressionThese assessments will be done in pairs, but students will be placed in groups of 4 so that they can use their groups for additional support and ideas.
Students will develop the concept for a potential charity of benefit to the local community and will design and create a 3D organizational logo. They will only be able to use prisms, cylinders, and composite solids to create the logo and then will calculate the surface area and volume, as well as producing the net for their logo. Criterion A and B due <INSERT DATE>
Students will design and create a piece of art using form and shape to encapsulate the mission and vision (values) of their local charity. Students will be using properties of congruence, similarity, angle properties and form and shape to produce the artwork. Students will present their artwork and will share with the class how it personally and culturally expresses the heart of the charity. Criterion C and D due <INSERT DATE>.
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids (ACMMG242)

Formulate proofs involving congruent triangles and angle properties (ACMMG243)

Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)

Solve right-angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)
22
102Physical and Health Educationjmcphee@distimor.orgFirst AidIn this unit students learn how about basic first aid management. Students will learn how science has improved our knowledge and resources to enhance first aid.Change

MovementEnvironmentn/aStudents understand how to manage and make informed decisions when applying scientific and technical innovations in a first aid situation.Scientific and technical innovationsCriterion A: students will be given a first aid scenario where they will be asked to use scientific innovations (e.g ice packs, paracetamol, bandages) to manage someone with a medical problem.

Criterion B- Students are to plan volleyball lesson. The plan needs to last for 40 minutes and concentrate on teamwork, enjoyment and attacking skills.

Criterion C- Students demonstrate their skills, technique, strategies and movement concepts over several games of volleyball.

Criterion D- students reflect on their interpersonal skills used in a game of volleyball, develop goals for future games and evaluates their performance from the game.

Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk (ACPPS091)

Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (ACPPS096)

Develop, implement and evaluate movement concepts and strategies for successful outcomes (ACPMP101)

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
23
102Sciencejcurry@distimor.orgDNA, Genetics, Natural Selection and EvolutionThis unit covers the concept of genetic inheritance based on natural selection. Within the unit, students will collect statistical data about genetics and use mathematics to analyse it.Change (arts, I&S, PHE, sci)ChangeTransformationStudents will understand the process of development of species by transformation through evolution and natural selection, and the genetic factors that relate to this process and which define, to some extent, the cause for the difference in people’s identities and relationships.Identities and relationshipsTask 1 Criterion D: Description: Online research of a particular genetic disorder, it’s effect on one’s personality and relationships, the probability of passing it on, scientific treatments and their implications. This could be presented to the class as a series of presentations.
Task 2: Criterion C: Description: Carrying out the survey experiments and calculate probabilities and compare with theory.
The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
24
7 - 102Language acquisition Bahasa Indonesia phase 1 - 3twodo@distimor.orgJalan-jalan
(Hanging out)
Students will improve their ability in communicating through the topic “jalan-jalan”. They will listen to Indonesian popular songs, research biographical information of famous singers and present their research orally to the class. Students will write,read and perform their own songs to the classCommunication
PatternsContextn/aStudents understand that context determines patterns of language ensuring clear communicationIdentities and relationshipsSummative: Students will write and perform the lyrics of a song about
Jalan-jalan, they will write and read a review of one classmate’s work
Criterion A phase 1
identify basic facts, messages, main
ideas and supporting details in everyday situations
recognize basic conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal
Criterion A phase 2
show understanding of messages, main ideas and supporting details in familiar situations
recognize basic conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
Criterion A phase 3
show understanding of information, main ideas and supporting details,
and draw conclusions in familiar and some unfamiliar situations
understand conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal
Criterion D phase 1
write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize basic information and use a range of basic cohesive devices
use language to suit the context.
Criterion D phase 2
write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context.
Criterion D phase 3
write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context.

25
7 - 102Language acquisition Bahasa Indonesia phase 4 - 6rfynn@distimor.orgCookingThe students will learn about Indonesian cuisines from different provinces.Connections (LA, L&L)
ContextAudienceN/AStudents will understand that audience and context determine language choice.Globalization and sustainabilityWeek 5: Criteria A - Analysing pictures
Week 8: Criteria C - Presentation
Show understanding of information, main
26
7 - 82Language and literature (English)rhunter@distimor.orgPoe[try]Students are encouraged and given the opportunity to create, write and perform spoken word poetry. They are encouraged to release their inhibitions, expand their vocabulary, and implement the various poetic techniques they have been learning about over the unit. Towards the end of the unit we will look at some of the work of Poe to contrast with the contemporary poets we have been looking at.Creativity (L&L)
Self-expressionStylen/aStudents are encouraged and given the opportunity to create, write and perform spoken word poetry. They are encouraged to release their inhibitions, expand their vocabulary, and implement the various poetic techniques they have been learning about over the unit.Personal and cultural expression
Students will create a poetry ‘portfolio’- a collection of a minimum of 4 poems which they will have workshopped and edited.
Students will perform one of these poems for an open mic lunchtime/afternoon/evening event.

Link to assessment and criterion sheets:
https://docs.google.com/document/d/16qSVyHRJgbQjWMvwQTYMjBfSR782NZT8Bz9qts9qoDQ/edit#

Criterion assessed
C [producing text]
D [using language]
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in novels, short stories, literary essays and plays (ACELT1767)
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
27
7 - 82Language acquisition Portuguese phase 1 - 2ecardoso@distimor.orgExplorationIn this Unit, students are given the opportunity to engage with texts and analyse and draw conclusions from a study into why and how the Portuguese became sea explorers.They will draw conclusions from information and presenting them in written and oral form.CreativityPurposeThemen/aStudents will express in Portuguese their understanding of the statement “Globally, need drives creativity to achieve sustainable growth and development”.Globalisation and sustainability
Criterion A - COMPREHENDING SPOKEN and VISUAL TEXT
Students will watch and listen to a “audiovisual book”(www.cvc.instituto-camoes.pt) about the first phase of Portuguese expansion and answer to questions related to the need of creating a sustainable country through overseas discoveries and conquest.
Criterion B - COMPREHENDING WRITTEN and VISUAL TEXT
Students will read a text on Portuguese innovations in navigation technologies and compare them to 20th century state of the art inventions. Students will answer questions as to their relevance and global influence.
Criterion A
show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations
understand conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
Criterion B
show understanding of information, main ideas and supporting details, and draw conclusions
understand basic conventions including aspects of format and style, and author’s purpose for writing
engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions
Criterion C
respond appropriately to spoken and/or written and/or visual text in a range of familiar and some unfamiliar situations
interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
express ideas and feelings, and communicate information in familiar and some unfamiliar situations
communicate with a sense of audience and purpose
Criterion D
write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context
28
7 - 82Language acquisition Portuguese phase 3ecardoso@distimor.orgExplorationIn this Unit, students are given the opportunity to engage with texts and analyse and draw conclusions from a study into why and how the Portuguese became sea explorers.They will draw conclusions from information and presenting them in written and oral form.CreativityPurposeThemen/aStudents will express in Portuguese their understanding of the statement “Globally, need drives creativity to achieve sustainable growth and development”.Globalisation and sustainability
Criterion A - COMPREHENDING SPOKEN and VISUAL TEXT
Students will watch and listen to a “audiovisual book”(www.cvc.instituto-camoes.pt) about the first phase of Portuguese expansion and answer to questions related to the need of creating a sustainable country through overseas discoveries and conquest.
Criterion B - COMPREHENDING WRITTEN and VISUAL TEXT
Students will read a text on Portuguese innovations in navigation technologies and compare them to 20th century state of the art inventions. Students will answer questions as to their relevance and global influence.
Criterion A
show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations
understand conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
Criterion B
show understanding of information, main ideas and supporting details, and draw conclusions
understand basic conventions including aspects of format and style, and author’s purpose for writing
engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions
Criterion C
respond appropriately to spoken and/or written and/or visual text in a range of familiar and some unfamiliar situations
interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
express ideas and feelings, and communicate information in familiar and some unfamiliar situations
communicate with a sense of audience and purpose
Criterion D
write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context
29
7 - 82Language acquisition English phase 1-3jcurry@distimor.orgWildlifeStudents will study how environment shapes the wildlife that lives there, and how we cultivate food crops and domesticate animals.Creativity (LA, L&L)ContextFunctionn/aStudents will understand that the interaction of species in ecosystems drives evolution and biodiversity.Globalisation and sustainabilityReading comprehension - Criteria C
Written Presentation - Criteria D
30
9 - 102Language acquisition English Phase 1-3jcurry@distimor.orgWildlifeStudents will study how environment shapes the wildlife that lives there, and how we cultivate food crops and domesticate animals.Creativity (LA, L&L)ContextFunctionn/aStudents will understand that the interaction of species in ecosystems drives evolution and biodiversity.Globalisation and sustainabilityReading comprehension - Criteria C
Written Presentation - Criteria D
31
7 - 82Language acquisition English phase 4 - 5jcrothers@distimor.orgFilm as NarrativeStudents will understand that film is another way to communicate stories, ideas and messages. Filmmakers are able to use and manipulate the audience into understanding and “accepting” their message through a variety of techniques both obviously and subliminally.AestheticsempathyaudienceinferenceThe Filmmaker as narrator.
Students will understand that audiences empathise with character, plot and film through a variety of sensory inferences.
Personal and cultural expression
Criterion A: Create a storyboard of the main events of the film

Criterion B: Write a letter to a character from the film explaining what you thought of their actions/decisions and offer advice as to what they should do next.
Or
Write a story about what happens to a chosen character after the film ends.

Criterion C: Write a Film Review of either “Storm Boy” or “Paper Planes”.

Phase 4
Phase 5
Objective A: Comprehending spoken and visual text

construct meaning and draw conclusions from information, main
ideas and supporting details in familiar and unfamiliar situations
Analyse
 and draw conclusions from information, main 
ideas and supporting details 
in social and some academic situations
interpret conventions
analyse conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
engage with the spoken and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.


Phase 4
Phase 5

Objective B: Comprehending written and visual text

construct meaning by identifying stated and implied information, main ideas and supporting details,
 and draw conclusions
Analyse
 and draw conclusions from information, main
ideas and supporting details
interpret basic conventions including aspects of format and style, and author’s purpose for writing
analyse basic conventions including aspects of format and style, and author’s purpose for writing
engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
engage with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.






32
9 - 102Language acquisition English phase 4 - 5jcrothers@distimor.orgTo Kill A Mockingbird: a literary study focussing on historical contextStudents will develop skills in interpreting text through the novel To Kill a Mockingbird as well as how the events of the times in which the text is written can influence the narrative. The will also consider how childhood role models, events and environment influence our thinking and help mould who we become in our adult life.Time, place and spaceempathyperceptionn/aStudents understand that orientation in time place and space influences perception and empathy.Orientation in space and time.Criterion D. Students will produce a written piece that collates the information presented in classmates’ powerpoints that explore the background to To Kill a Mockingbird.
PowerPoint Presentation: Pairs.

Criterion B. Role play “debate”: Students divide into different groups that make up Maycomb society and demonstrate through conversation and debate what their similarities and differences are and how each perceives the guilt of Tom Robinson?

Criterion A. Essay: The influence of context on narrative.If the novel had been set at a different time and a different place would the outcome of the trial of Tom Robinson have been different?

33
9 - 102Language and literature (English)rhunter@distimor.orgThe Futurists: Utopia vs DystopiaStudents examine theories of the future and study the film ‘Gattaca’ (also studying film appreciation- Media 101) in order to evaluate the prevalence and popularity of the dystopian genre.
Connections(L&L)
ContextSettingn/aStudents explore the concept of ‘utopia’ and peruse popular, historical and literary examples of this and its inverse of dystopia in a variety of mediums. Students make connections between the contemporary popularity of the dystopian genre and the context of anxieties about the world around them. They learn about production and narrative elements of films in order analyse the film, Gattaca (1996) by Andrew Niccol and develop their own ideas about what the future may bring.Orientation in space and time
Assessment A: Film review of Gattaca.

Criterion A: Analysing. Criterion D: Using Language

Students will write a review of Gattaca after viewing it.
It will:
Receive a rating out of five stars
Recommend it [or not] to others
Justify why or why not in relation to production and narrative techniques.
Describe what view of the future it presents, and whether or not you agree with it.

Here is a link to the detailed instructions and rubric:

https://docs.google.com/document/d/1XrBSzfUe2QvIIdjOG_DbFnTO1L2Bp0EOMjx96euXLgo/edit#heading=h.61l2anwrg422

Second assessment is planned depending on a variety of factors- Debate about ethical implications of genetic technologies.
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
34
9 - 102Language acquisition Portuguese phase 2 - 5This unit is focused on
History and traditions
Arts and entertainment
Visiting Portuguese speaking countries
Students will
establish and maintain spoken and written exchanges related to personal experiences
listen to, read and obtain information from written and spoken texts
produce a personal response to a text focusing on real or imaginary experiences
Aesthetics (arts)
Change (arts, I&S, PHE, sci)
Communication (arts, design, LA, L&L, PHE)
Communities (design)
Connections (LA, L&L)
Creativity (LA, L&L)
Culture (LA)
Development (design)
Form (maths)
Global interactions (I&S)
Identity (arts)
Logic (maths)
Perspective (L&L)
Relationships (maths, PHE, sci)
Time, place and space (I&S)
Systems (design, I&S, sci)
All of the related concepts for every subject can be found here.Identities and relationships
Orientation in space and time
Personal and cultural expression
Scientific and technical innovation
Globalisation and sustainability
Fairness and development
35
9 - 102Arts - Visual Artsphayes@distimor.orgSurrealism, assemblage and a sculptural visual diaryThe surrealists believed in the portrayal of reality as a waste of time. Why and how did they do that. Explain their techniques and games in realizing their inner being in art works. What new innovations did they use in their production?Identity (arts)



InterpretationVisual CultureStyleBetween the the two world wars there developed a visual culture in Europe as a reaction against the wars; but also a reaction with the development in technology and psychiatry,Surrealism.Personal and cultural expression
A major piece of work to be completed based on all the investigational work done in their folio and presnted at next terms art exhibition in their free standing visual diary.Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)

36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Loading...
 
 
 
Term 2, 2016
Term 1, 2016