Class Course Planner Business Hoare Street€¦ · Freedom ride to Mabo – a journey in obtaining fair rights Course Planner Wk2 Assimilation The rationale for the Stolen Generation

7 Humanities and Social Science

Class Course Planner – Business

Term 3, 2020

Trinity Bay SHS Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: HUM071A / B / C / D / E / F / G / J / K / L / M / N / P / Q Teacher/s: Various Key Vocabulary: needs, wants, economy, market, business, consumer, producer, interdependence, right Core Skills: explain, describe, propose, present evidence-based conclusions

Term Week

Curriculum Intent Assessment Feedback

T3 Wk01 Jul 13th – 17th Fri 17h Public Hol

Introduction to Business

Introduction to economics and business. How do you interact with businesses as a consumer?

Investigate the interdependence of consumers and producers.

SKILL: Writing PEEL paragraphs using business terminology.

Course Planner

T3 Wk02 Jul 20nd – 24th

Markets and trends

Consumers’ and producers’ wants and needs

Changing demands of consumers; how do consumers change the market?

SKILL: Online research into trends, taking notes and attributing sources.

T3 Wk03 Jul 27th – Aug 31st

Trends and relationships

Case Study: Examine trends in the Australian food market in 2020

SKILL: Using business terminology in successful PEEL paragraphs

T3 Wk04 Aug 3th – 7th

Assessment

Revise the interdependence of consumers and producers

PEEL paragraph assessment

PEEL Exam


Consumer rights and responsibilities

What are the consumer guarantees and rights?

Introduce group assignment.

SKILL: Working as a team on group projects

Exam results and feedback

T3 Wk06 Aug 17th – 21st

Complete assessment booklet

Research for assessment




Complete group research

T3 Wk08 Aug 31st – Sep 4th SFD Friday 4th September

Creative product

Continue working on group creative product

SKILL: Presenting in a group

T3 Wk09 Sep 7th – 11th

Creative product

Present group product Multimodal

group product

T3 Wk10 Sep 14th – 18th

Review

Changing world of business and technology

Achievement ladder and feedback

Assignment Results and Feedback

8 Humanities and Social Science

Class Course Planner – Business

Term 3, 2020


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au

Class: Year 8 Economics & Business

Unit: World of work

Teachers: Various

Key Terms: Needs, wants, market, consumer, producer, employment, labour, finance, entitlement,

intervene, redundant, automation, rent, interest, wages, profit, casualisation, technological

disruption, globalisation

Core Skills: explain, describe, propose alternatives, evaluate, justify, present evidence-based conclusions

Term Week Curriculum Intent Assessment

x 3 Feedback

x 3 W1 13-17 July

Introduction to economics and businesses

What is economics and business: Review content from year 7. Complete pre-test.

What is a market?

Pre-test Course Planner

W2 20-24 July

Government as a participant in the market

How markets operate in Australia: 4 sector flow of income model

Reasons the government influences market operations in Australia

W3 27-31 July

The labour market

Why and how do people work?

Present influences on the way people work

Revision/catch up

W4 3-7 August

Assessment

Revision

Assessment

Knowledge and Understanding

Exam

Exam feedback

W5 10-14 August

Trends for work in the future

Factors that may affect work into the future

Research skills

W6 17-21 August

Case Study

How has the TV industry changed due to technology?

Research skills

Task sheet and exemplar

W7 24-28 August

Assessment: Research Assignment

In-class work on assignment

W8 31 Aug-4 Sep

Assessment

In-class work on assignment Research

Assignment Due

W9 7-11 September

Entrepreneurship activities

Catch-up on assignment

Case studies of successful entrepreneurs

Feedback on Assignment

W10 14-18 September

Review

Unit reflections

Achievement ladder and feedback

Achievement

Ladder

HUMANITIES: GEOGRAPHY

Class Course Planner – 2020

Semester 2 – Term 3

Trinity Bay SHS PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au

Class: Year 9 Humanities – Geography

Teacher/s: Various

Vocabulary List: Biome, Tundra, Rainforest, Terrestrial, Aquatic, Agriculture, Climate, Climograph, Pristine, Cultivated,

Precipitation, Arctic, Alpine, Equator, Economic, Distribution, Food Security, Diversity, Infrastructure, Panama-Disease,

Crops

Term Curriculum Intent Assessment Feedback

W1 13th July – 17th July

What are biomes and where can we find them?

Identify the characteristics of biomes, their distribution and the links between biomes and climate

Analyse climographs to identify biomes based on temperature and rainfall

Course Planner


The human impact on biomes in the Asia-Pacific

Examine the human impact of agricultural practices on biomes in the Asia-Pacific region

Explain the environmental, social and economic impact of slash and burn agriculture

W3 27th July – 31st July

The global human impact on biomes

Understand the development of agriculture internationally and the link between wealth and agricultural practices

Understand the spatial distribution and importance of rainforests globally and the impact of humans

W4 3rd Aug – 7th Aug

Consolidation

Review, reinforce and extend learning

Undertake an online knowledge exam on ‘The Learning Place’.

Online Knowledge Exam

W5 10th Aug – 14th Aug

Food Security in Australia

Explain the meaning of ‘food security’ and Australia’s position as a global food producer

Identify the natural and human challenges to food security in Australia such as drought, flood, disease, plus domestic and international transport

W6 17th Aug – 21st Aug

Biosecurity Case Study: Electric Ants or Asian Honey Bees

Analyse sources to explain the impact of Electric Ants or Asian Honey Bees both globally and then in North Queensland

Introduce and use a decision-making matrix to analyse the social, economic and environmental impacts of the chosen biosecurity hazard


Case Study: Panama Disease and Banana Farming

Analyse sources to identify the impact of Panama Disease on Banana farms

In a decision-making matrix identify the social, economic and environmental impacts of this disease if left untreated

W8 31st Aug – 4th Sept

Responding to Panama Disease

Examine the current strategies used by the Department of Agriculture and Fisheries (DAF) to control and prevent panama disease

Evaluate the current strategies to identify their social, economic and environmental impacts

W9 7th Sept – 11th Sept

Consolidation & Exam

Students complete a response to stimulus exam in class according to conditions outlined on the exam task sheet.

Response to Stimulus Exam

W10 14st Sept – 18th Sept

Communicating and reflecting on challenges for food security

Investigate the response of countries overseas to food insecurity

Predict the future potential impact of technology

Achievement Ladder

Class Course Planner – 2020 Term 3


PO Box 5071

Ph. 40 375 222


Class: Year 10 Aboriginal and Torres Strait Islander Studies: Rights and Freedoms, Peoples and Movements

Teacher: Mr Barnett & Ms Idai

Term

Week Curriculum Intent Assessment x 3 Feedback x 3

Wk1 Crossing cultures

A history of Indigenous relationships with Europeans

Examples of racism in a young nation

Freedom ride to Mabo – a journey in obtaining fair rights

Course Planner

Wk2 Assimilation

The rationale for the Stolen Generation

The spread of European cultures throughout the world: “White Man’s Burden”

Wk3 Reconciliation

Government changing its policies to respect Indigenous culture

The long wait for an apology

Programs to change the future

Wk4 Land Rights / Native Title

How do land rights differ to native title?

How is native title determined?

Wk5 Afro-American Comparison

What did Martin Luther King want?

What did Rosa Parks do that changed history?

Why do Afro-Americans still fear the police?

Do equal rights before the law eradicate prejudice?

Wk6 Native American (Indians) Comparison

Pilgrims, Thanksgiving, Indian Wars, Reservations

Have the Indians had as raw a deal as Aborigines?

Are Indigenous land rights respected more in Australia than the US?

Short response

exam – online

Online feedback

Wk7 Indian Comparison

How was India subjugated by British rule?

How did Gandhi obtain independence?

Should Indigenous Australians have self-determination?

Wk8 Maori Comparison

Maori Wars, Treaty of Waitangi, modern comparison

Prep for exam

Short response –

practice exam

Feedback on

practice exam

Wk9 Assessment

Response to

Stimulus

examination

Wk10 Student conference and unit reflection

Reconciliation – the way forward

Achievement

ladder and

student

conference

Class Course Planner

2020 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 10 Ancient History – Mycenaean Empire

Teacher: Mr Scott

Term

Week

Curriculum Intent: Students investigate Mycenaean Greece

and explore the remaining sources and how they have been

interpreted. Students develop historiographical skills and

investigate how people lived in the Ancient World through an

examination of the evidence of the social, political and

economic institutions, and other significant features of society.

Assessment x 3 Feedback x 3

T 3

Wk1

Timeline

Archaeologists

Relevant written sources and their authors Homeric tradition, Later Greek writers, Roman writers,

Mycenaean records

Course

Planner

T 3

Wk2

Archaeological sources

Palace and burial sites of Mycenaean Greece 1600BCE

T 3

Wk3

Archaeological sources cont.

Linear B tablets – Government, administration and

society

T3

Wk4

Archaeological sources cont. Frescoes & Linear B tablets – People & Everyday Life

T 3

Wk5

Revision of concepts and information

Economy Agriculture, Industry, Trade

T3

Wk6

Religious beliefs and practices

Death and burial I – Chamber and tholos tombs

T3

Wk7

Death and burial II – Grave Circles A & B

T3

Wk8

Conflict and warfare Evidence of conflict

Theories about Mycenaean decline

T 3

Wk9

Revision of concepts, information and skills

How to write an extended written response to stimulus

Extended

Written

Response to

Stimulus

T 3

Wk10

Exam Achievement

Ladder

Class Course Planner 2020

Semester 2 - Term 3


PO Box 5071

Ph. 40 375 222


Class: Year 10 Social & Community Studies

Teachers: Mr. Terry

Unit: “Health & Wellbeing” Key Terms: health, wellbeing, lifestyle, benefits, nutrition, nutrients, functions, calories, kilojoules, recommendations,

recreation, leisure , exercise, relaxation, sedentary, obesity, stress, emotional, physical

Core Skills: summarise, analyse, research, construct, reflect, predict

Term Week

Curriculum Intent Assessment

x 3 Feedback

x 3 T3 Wk1

PERSONAL: Health & Wellbeing • Unit overview and key terms • Health and wellbeing • Benefits of a healthy lifestyle • Factors that contribute to a healthy lifestyle • Self-evaluation of own eating habits and exercise • Healthy eating pyramid and the 5 food groups

T3 Wk2 PERSONAL: Food & Nutrition • Food labelling, nutrients and functions of food • Food intake (calories, kilojoules, sugar, fat, high GI, low GI) • Special dietary needs (religious, cultural, etc) • Traditional Aboriginal and Torres Strait Islander food sources • Food choices (nutrition, normal routine and eating out)

T3 Wk3 PERSONAL: Making Healthy Options • Impacts of unhealthy eating • Meal planning • Analyse the time Australians spend at work and recreation • Recreation and leisure options and interests (exercise VS relaxation)

Quiz Quiz Feedback

T3 Wk4 PERSONAL & INTERPERSONAL: Physical Activity & Stress • Long term impacts of a sedentary lifestyle (critical thinking). • Emotional and physical impacts of stress • Stress management • Levels of physical activity (light, moderate and vigorous) • Exercise based recreation activities with peers

T3 Wk5 COMMUNITY • Interpret and evaluate statistical reports about Australian obesity and health

conditions potentially relating to lifestyle choices • Economic impacts of poor community health • Fostering respect for marginalised groups in society (e.g. disability as a barrier to

recreation or remote access to healthy eating)

T3 Wk6 ASSESSMENT (Investigation) • Vocab checklists • Steps to creating a meal plan • Select recreation activities for incorporation into assessment • Planning and research • Summarise research (nutrition and recreation)

T3 Wk7 ASSESSMENT (Investigation) • Develop weekly meal plan • Develop weekly exercise plan

T3 Wk8 ASSESSMENT (Investigation) • Finish meal and exercise plans • Complete short response questions • Submit draft

Assessment Draft Due

Draft Feedback

T3 Wk9 ASSESSMENT (Investigation) • Apply teacher feedback • Improve and finalise assessment

Assessment Due

T3 Wk10 END OF TERM ACTIVITIES • Reflection on unit and learning • Achievement ladder and goal setting

Achievement

Ladder

Class Course Planner

2020 Semester 2, Term 3

ANCIENT HISTORY

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 11A

Teacher: MRS VIKKI BLYTH

Term 3

Week

Curriculum Intent – Personalities in their times Unit 2

(Hatshepsut - Case Study & Akhenaten – Exam )

Assessment

x 3

Feedback

x 3

Wk 1

Ancient Egypt – Context (Beyond the Old Kingdom)

Timeline of Dynasties/Kingdoms/Dates

Course

Planner

Wk 2 Family Tree of Hatshepsut, Role of the Regent, Other strong female Queens, Hatshepsut’s succession

Contestability and the reliability of evidence Mortuary temple at Deir el-Bahri; birth scenes – source analysis

Wk 3 Hatshepsut’s claim to the throne and her succession

Source analysis – Coronation Scene, Divine Birth, Obelisks at Karnak

Wk 4 The many roles of Hatshepsut as Pharaoh Hatshepsut the Builder

Hatshepsut the Administrator

Hatshepsut the Warrior

Wk 5 Akhenaten (The Rebel King) Family Tree, Role of the Pharaoh, Akhenaten’s father

Wk 6 Worship of the Aten New style of architecture

Wk 7 Akhenaten’s artistic portrayal

Gender roles turned on their head

Wk 8 Politics during Akhenaten’s reign Diplomacy and Leadership

Wk 9 Exam Revision Short Response to

Historical

Evidence

Exam Block

Wk 10 Introduction to Alexander the Great Achievement

Ladder

Note, that this term, FA3 has been cancelled due to the time lost during Term 2 from the closure of schools in response to Covid 19. All criteria will have been assessed in FA1, 2 & 4 and so students will not be disadvantaged going into Year 12.

11 SENIOR GEOGRAPHY


Semester 2, Term 3

Unit 2, Topic 1: Responding to Challenges

Facing a Place in Australia.


Ph. 40 375 222


Teacher: Mrs Newton

Term Curriculum Intent Assessment


Place-making in the Tropics

Recap prior knowledge.

Investigate the aims of the Far North Queensland Regional Plan 2009-2031.

Examine how development within the Cairns Regional Council area is assessed against Cairns Plan 2016.

Briefly investigate other broad scale planning (e.g. Sustainable Planning Act 2009, Wet Tropics Management Authority).

Use spatial technologies (Cairns Plan v1.2 2016 Interactive Mapping)

Course Planner


Field Trip

Students conduct a field study of the sustainability and liveability of Smithfield.

Students work on their report in and outside of class.

PAYMENTS DUE MONDAY 22nd JULY

Field Trip: Thursday 25th July Assessment handed out: Monday 22nd July

W3 27th July – 31st July

Assessment

Students work on their report in and outside of class


Assessment

Students work on their report in and outside of class

Draft is due by the last lesson of this week.


Assessment

Draft field trip report returned to students

Students use draft feedback and work on their report in and outside of class

Draft Field Report due: Monday 12th Aug


Assessment

Field trip report is due by the last lesson of this week.

Field Trip Report due: Friday 23rd Aug


TOPIC 2: Challenges Facing a Megacity What and where are megacities?

Explain how the urbanisation and the continuation of rural to urban migration has resulted in the rise of global megacities.

Explore population growth over time plus compare and contrast patterns between developed and developing countries.

Predict future growth trends for current and future megacities.

Use spatial technologies to map the location of megacities over time (e.g. ScribbleMaps, ArcGIS with UN population data)

W8 31st Aug – 3rd Sep

The impacts of megacities

Investigate how the growth of megacities can positively or negatively impact human wellbeing and the surrounding environment.

Examine accessibility to fresh food and water (e.g. Beijing/Mexico City), air pollution (e.g. Beijing/New Delhi), Groundwater pollution and subsidence (e.g. Bangkok/Jakarta), urban heat island (e.g. Los Angeles/New York), conflict and crime (e.g. Cairo/Rio de Janeiro).

Explore rates of growth, population densities, land use, formal and informal economies and infrastructure in various megacities.

Use spatial technologies to visually investigate like in a megacity (e.g. Google & Baidu Streetview)

W9 7th Sep – 11st Sep

The impacts of megacities – Jakarta Investigation

Investigate how the rapid growth of Jakarta, Indonesia is affecting the wellbeing and quality of life of its residents and environment.

Describe the spatial pattern and distribution of land use and/or resulting ecological hazards in Jakarta, using data provided, by creating a choropleth map following BOLTSS.

Examine Jakarta’s risk and resilience to natural hazards and disasters such as earthquakes, volcanos and flash flooding.

W10 14th Sep – 18th Sep

Planning for sustainable megacities

Examine how sustainable development differs across the globe from Australia due a variety of factors such as economic structure, natural and ecological hazards and biome.

Compare and contrast how public and private enterprise are responding to the impacts outlined in Week Two.

Feedback Ladder Tracker

Class Course Planner AHS

2020 Semester 4

Term 3 Unit 4


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 12A Ancient History

Teacher: Mrs. Vikki Blyth

Term

Week

In Unit 4, you will investigate Ancient Rome in the period towards the end of the republic, with a particular emphasis on the nature and exercise of power and authority in that society, and how it was challenged in times of conflict. You will also studied Tiberius Gracchus and Gaius Gracchus who had a significant impact on that society. In this study, you will develop an understanding of the importance of human agency, as demonstrated by the possible motivations and actions of individuals. Key Inquiry:

How was power and authority gained, maintained and challenged in the Ancient World?

How does this understanding inform our modern perspectives on power?

Assessment

x 3

Feedback

x 3

T Wk1 Contextual study – comprehend terms, concepts and issues in relation to: Rome at the end of the Republic

Course

Planner

T Wk2 Contextual study - analyse evidence from historical sources to show understanding of: key events of the time period key archaeological and written sources for the period

•

T Wk3 Contextual study - analyse evidence from historical sources to show understanding of: the nature and range of sources for the period and the identification of key

issues related to the investigation of sources, e.g. authentication,

excavation, reconstruction and/or conservation, incompleteness and/or

fragmentary nature

T Wk4 Contextual study – comprehend issues in relation to: the civil war and the breakdown of the Republic key figures

T Wk5 Depth study – IA4

comprehend terms, concepts and issues in relation to how power was

exercised and the change and development after the breakdown of the

Republic

analyse evidence from historical sources to show understanding

synthesise evidence from historical sources to form a historical argument

evaluate evidence from historical sources to make judgments about

the limitations, reliability and usefulness of sources

changing interpretations of sources over time and their influence on

understanding of the period

T Wk6 Primary Source analysis

AUGUSTUS


AUGUSTUS


AUGUSTUS


AUGUSTUS

T Wk10 External Exam revision

12 SENIOR GEOGRAPHY


Semester 2, Term 3


Ph. 40 375 222


Teacher: Mr Martin

Term Curriculum Intent Assessment

Unit 3, Topic 2 – Responding to Local Land Cover Change (continued) W1 13th July – 17th July

IA3 Assessment

Students work on their IA3 report in and outside of class. Show Day: Friday 17th July.


IA3 Assessment

Students work on their IA3 report in and outside of class.

Final submission Tuesday 21st July.

Final IA3 Data Report due Tuesday 21/07

Unit 4, Topic 2 – Global Population Change W3 27th July – 31st July

Introduction to the Unit

Define and explain demography, population distribution, population density.

Re-investigate demographic concepts and formulas.

Revisit Human Development Index (HDI).

Quantitative and qualitative indicators in Geography.

Birth/mortality/fertility rates, life expectancy, age-sex structure, migration and immigration rates, population growth, natural increase, Gross Domestic Product (GDP), Gross National Income (GNI), developed country (LEDC), developing country (MEDC).


Demographic Transition Model

Investigate the states of the demographic transition model.

Revisit population pyramids.

Continuation of Week 4 concepts.


Migrant and Immigrant

Compare and contrast migration and immigration.

Differences between an asylum seeker and refugee.

Investigate migration to USA megacities such as Chicago and New York City.


Case Study – Developed Country

Conduct a case study into a developed country which is experiencing high rates of migration; either the UK or Germany.


Case Study – Developed Country

Conduct a case study into Japan, which is experiencing an ageing and declining population.

W8 31st Aug – 4th Sept

Case Study – Transitioning Developing Country

Conduct a case study into a developing country that is rapidly developing, ether Vietnam or Morocco.

Student Free Day: Friday 4th September.

W9 7th Sept – 11th Sept

Case Study – Developing Country

Conduct a case study into a developing country such as Cambodia or Syria. Mock External Exam

Wednesday, Thursday and Friday.

Mock External Exam

W10 14st Sept – 18th Sept

Cartographic and Graphic Skills Practise

Create paper column, bar, comparative, scatter and pyramid graphs.


Semester 2: Term 3


PO Box 5071

Ph. 40 375 222


Class: Year 12 Social and Community Studies Teachers: Mr Hadgelias and Mr Scott

Term

Week Curriculum Intent Assessment x 3 Feedback x 3

T3 Wk1 Consumerism – Interpersonal Skills

Identify the changing consumer choices and values Investigate the implications of limited resources and unlimited wants

Consolidation Quiz Course Planner

T3 Wk2 Financial Institutions – Citizenship Skills

Understand the role of banks and other financial institutions

Consider the benefits of financial assistance programs

T3 Wk3 Taxation Related Issues – Citizenship Skills

Explore government financial policies and regulations

Know the extent and implications of tax avoidance and evasion

T3 Wk4 Revision and Practice Exam

Students undertake revision (teacher guided activities) Practice exam

Practice Exam Feedback on

practice exam

T3 Wk5 In-Class Exam

Students undertake revision (teacher guided activities)

Short Response

Examination

T3

Wk6

Money Management continued

Review the role of the government in the provision of financial assistance

Understand contemporary and historical requirements for the distribution of benefits and welfare payments

Examine the issues associated with welfare management (case studies)

Achievement

Ladder and

student

conference

T3

Wk7

Assessment: Genre Deconstruction & Stimulus Analysis

Investigate the arguments for and against drug and alcohol testing for welfare recipients

Investigate the elements and requirements of a comparative essay

Understand the stimulus materials

T3

Wk8

Assessment: Drafting

Draft comparative essay

Extended Response to

Stimulus Essay

T3

Wk9


Draft comparative essay

T3

Wk10


Finalise drafting of comparative essay

Draft Due

Documents

Class Course Planner Business Hoare Street€¦ · Freedom ride to Mabo – a journey in obtaining fair rights Course Planner Wk2 Assimilation The rationale for the Stolen Generation