Year 7 Term 1 Learning Overviews

Religious Education

Unit Title: What it Means to be Catholic

Unit Overview: In this unit students’ explore what it means to be ‘Catholic’. They identify key beliefs, values and practices of the Catholic Tradition and explore how these influence the life of Catholic communities. They examine the organisational structure of the Catholic Church and identify significant people and events within it. This unit also explores the different expressions of Catholicism found in Eastern Catholic Churches. Students will be encouraged to draw on their own experience of belonging in a Catholic community and to consider the contribution they can make to the life of the Church.

Unit Title: Stewards of Creation

Unit Overview: In this unit, students explore the Psalm; The earth is the Lord's and all that is in it, the world, and those who live in it. The Scriptures and the Creed, inform our beliefs about God, creation and humanity. In this unit students will examine our belief that God is the source of all creation, and that all human beings have been called to stewardship. Students will be encouraged to explore positive ways to show care for all of God’s creation. This unit of work will be closely linked to the Interdisciplinary Unit with PDHPE & Science where students will work collaboratively to design a Sustainable product. Students will learn about how energy changes and the Earth’s renewable resources. Students will focus on Pope Francis’ Laudato Si and how this is guiding the ways in which Catholics see their humanity in action.

English

Unit Title: Breaking the Rules- Film Study: Lego Movie

Unit Overview: All texts are connected, either through genre or via intertextuality. To make connections is to make meaning for both as readers and writers. Once writers understand these connections and know “the rules”, they can be purposefully broken to make more entertaining, moving and thought-provoking texts that challenge the way we see our world. In this unit, students are explicitly taught the genre of Satire and the concept of intertextuality and its associated vocabulary, applying this understanding in the close study of an appropriation of a film that manipulates genre in distinctive ways. Students identify, investigate, interpret and analyse the satiric comment made in a range of texts as well as the intertextual connections employed within exts to shape meaning. In doing so, they will reflect on how texts can be adapted, appropriated and transformed for different contexts, purposes and audiences. They apply what they are learning in an ongoing way by experimenting with such adaptations, appropriations and transformations in their own writing (NB this is an ideal point of connection to Windows into Worlds). Students apply and demonstrate what they have learned by composing a persuasive multimodal response about the satiric features of the text they have studied.

Mathematics

Unit Title: Computation with Integers and Fractions & Decimals.

Unit Overview: Students will consolidate and develop confidence with fractions and decimals and their ability to work with integers. They will also learn how to apply quick mental strategies with the four operations and explore a variety of mathematical terminology and symbols to compare and order integers.

Science

Unit Title: Catch Me If You Can!

Unit Overview: Students will learn about a variety of techniques used to separate mixtures, and plan and perform investigations using these techniques in order to solve crimes. This unit will introduce students to the lab, and the equipment used within the lab, giving students lots of opportunities to perform practicals.

HSIE Geography

Unit Title: Landscapes and Landform

Unit Overview: Students explore landscapes and landforms using examples from Australia and throughout the world. They explain processes that create landscapes and shape individual landforms and they describe the value of landscapes and landforms to different people. Students examine issues of landscape degradation and ways to manage and protect landscapes and landforms. Students also investigate a natural hazard associated with landscapes and people’s responses to that hazard.

HSIE History

Unit Title: Investigating the Ancient Past - including The Ancient World Overview

Unit Overview: Students will begin by briefly outlining the theory that people moved out of Africa 200,000 years ago, the will explore the evidence for the emergence and establishment of ancient societies and the key features of ancient societies. Students will engage in an exploration of how historians and archaeologists investigate history, including investigation and archival research. They will study the range of sources that can be used in an historical investigation, including archaeological and written sources. Students will use these sources and methods to investigate one historical controversy or mystery that has challenged historians and archaeologists. A focus on Australia will also be undertaken and students will explore the nature of sources for ancient Australia and what they reveal about Australia’s past. They will learn about the importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander peoples.

Unit Title: The Mediterranean World - Ancient Egypt

Unit Overview: Throughout this unit, students will learn about Ancient Egypt- one of the greatest civilisations of the Ancient world. It was an important political, economic and cultural power and, for a time, the most important power in the Mediterranean and western Asian world. Students will learn about the structure of Egyptian society and the influence of law and religion. They will examine the beliefs and values of Ancient Egyptians, including funerary customs. Students will build on their understanding of history and archaeology during this investigation into the Ancient world.

PDHPE

Unit Title: Changes In My World and Initiative / Challenge Activities

Unit Overview: Students explore current and future changes and challenges and strategies for individuals to manage these and seek help. They examine and demonstrate the role help-seeking strategies and behaviours play in supporting themselves and others whilst investigating and formulating effective strategies to promote inclusivity, equality and respectful relationships. In practical lessons students will participate in a range of initiative / challenge activities.

Course requirements:

Hat and drink bottle for all PE Lessons

Creative and Performing Arts

Visual Arts

Unit Title: In The Beginning

Unit Overview: This unit will apply the style and techniques of Op Art in their art making. Students will focus on the elements of design and investigate how artists such as Bridget Riley has utilised them in their artwork.

Students will engage with a range of materials and techniques associated with Op Art to produce a body of work encompassing 2D and 3D artworks. They will respond to a variety of art works and complete a written analysis of a selected artwork.

Music

Unit Title: Introduction to Music

Unit Overview: This unit introduces students to an overview of the study of Music. Students will progress through a variety of activities (performances, compositions and listening/aural activities) that will introduce them to the foundations of rhythm and music notation. Students will apply and develop these skills through playing a selection of melodies on the keyboard.

Technologies

Unit Title: What is Technology?-Introduction Unit

All classes

Unit Overview: Technology is a broad, unique subject that encompasses many facets of society. This unit introduces students to the term technology, what it entails and develops an understanding of the design process, underpinning the fundamentals of Stage 4 Technology units.

These Units are Semesterised: Half will do these in Semester one and the other half in Semester two.

Unit Title: Robot Olympics

Unit Overview: The Digital Technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and decompose real-world problems, and implement and evaluate digital solutions. Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey.

This unit involves students using Microbit technology and mBots to produce solutions for a specific problem.

Unit Title: My Design Rules

Unit Overview: This unit of work involves students designing, producing and evaluating their own design using timber technologies to meet a design situation/brief provided by the school. They learn about a range of methods to communicate designs, including CAD and develop presentation techniques. Students learn about the tools, equipment and materials they use at the same time as developing their research skills. After teacher demonstrations ,students complete Onguard tests and demonstrate their own skills by completing a personalised material product.

St Francis Future Me Project

Students will work on their e-learning portfolio together.

The Portfolio tells a story about the growth of students’ as a learner by documenting the processes of learning making them ready to provide information about themselves which can be used in their future endeavours.

Students will:

Showcase learning and achievements in KLA & PC areas
reflect on the learning process
identify how their skills have changed
celebrate accomplishments
establish goals to improve on your learning

Pastoral Learning Time

What Makes a good friend?

Learning Intention:Students examine healthy relationships by developing an understanding of what makes a good friend, and by learning skills to identify warning signs for negative relationships.

Success Criteria:

identify how a good friend makes them feel
identify warning signs of negative friendships
describe what makes a good friend
examine friendships and determine whether they are healthy or not.

Making friends and building connections

Learning Intention: Students examine ways to form new connections and relationships.

Success Criteria:

describe a variety of ways to make new friends
Identify some reasons why friends are important

Building community and belonging

Learning Intention: With its motto 'Everyone belongs', Harmony day reminds us to appreciate everyone, regardless of their background or circumstances.

Success Criteria:

Students will acknowledge the meaning and significance of Harmony Day.
Students will be exposed to and learn about key Harmony Day themes such as immigration, cultural diversity and acceptance.
Students will recognise ways in which they can contribute to Harmony Day, their community and beyond.

What is your ‘character,’ as a friend?

Learning Intention: What is your character as a friend?

Students will identify their own character and friendship strengths and how to be a respectful friend.

Success Criteria:

What is their character and how do they build character?
Acknowledge the type of friend you are.
Identify examples of positive interactions?
Identify examples of unfriendly behaviour?
Describe the impact on individuals of mean behaviour?

Building Resilience

Learning Intention: Building Resilience

For students to examine what resilience is and what they need to become resilient in High School.

Success Criteria:

Students are able to explain what resilience is.
Students are able to examine examples of resilience and explain what it looks like.
Students can create an effective ‘resilience backpack.’

Achieving resilience, through setting a goal.

Learning Intention: Achieving resilience, through setting a goal.

For students to highlight a goal and break it down into smaller achievable steps, whilst examining how they might feel achieving this

goal.

Success Criteria:

Students are able to explain what resilience looks like.
Students are able to set achievable goals.
Students are able to explain resilience and the impact on a person’s well-being.

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