YEAR 7 SOCIAL SCIENCES COURSE ONE 2020IRENE MCCORMACK CATHOLIC COLLEGE

YEAR 7 SOCIAL SCIENCES

Term One – Geography: The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the nature of water as a natural resource. The concept of place is expanded through students' investigation of the liveability of their own place. They apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations.

Term Two – Civics & Citizenship: Students continue to build on their understanding of the concepts of the Westminster system and democracy by examining the key features of Australia's democracy, and how it is shaped through the Australian Constitution and constitutional change. The concepts of justice, rights and responsibilities are further developed through a focus on Australia's legal system.

Term Three – History: Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the ancient past, and why and where the earliest societies developed.

Term Four – Economics: An understanding of the concepts making choices and allocation is further developed through a focus on the interdependence of consumers and producers in the market, the characteristics of successful businesses, including how entrepreneurial behaviour contributes to business success. Work and work futures are introduced, as students consider why people work. Students focus on national issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate.

DIFFERENTIATION IN HASS CURRICULUM – YEAR 7

All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: Humanities and Social Sciences. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. In order to cater for the diverse needs of students across Western Australia and to personalise their learning, the skills required in understanding the curriculum content differ in each course. These skills will be the focus of lesson activities and assessments in each course.

In Year 7 Course 1, the building of key skills of Questioning and Researching and Communicating and Reflecting are the focus of lessons and assessment. These skills are:

Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives

Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon, speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or encyclopaedia)

Use appropriate ethical protocols to plan and conduct an inquiry (e.g. use specific formats for acknowledging other people’s information)

Represent information and/or data using appropriate formats to suit audience and purpose(e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers)

Develop texts, particularly descriptions and explanations, using appropriate subject‐specific terminology and concepts that use evidence to support findings, conclusions and/or arguments,from a range of sources.

Reflect on learning to review original understandings.

YEAR 7 SOCIAL SCIENCE ASSESSMENT SCHEDULEThroughout the year, you will be marked on the following assessments. Each of these will contribute to your overall mark. You are required to keep your assessments in your assessment folder.

TERM/WEEK ASSESSMENT WEIGHTING

Week 4 Term 1 Continents & Liveability Booklet 12%

Week 8 Term 1 Recycled Water Task 12%

Week 4 Term 2 Australia’s Constitution Task 12%

Week 8 Term 2 End of Semester 1 Task 14%

Week 4 Term 3 Source Analysis 12%

Week 8 Term 3 Qin Dynasty Task 12%

Week 4 Term 4 Economics Entrepreneurs Task 12%

Week 8 Term 4 End of Year Task 14%

HOW TO ENSURE YOU ACHIEVE THE BEST RESULTS POSSIBLE IN SOCIAL SCIENCES:

1. BRING REQUIRED MATERIALS TO CLASS:

An exercise book for you to complete set activities A pencil case with pens, pencils, coloured pencils, glue and scissors A display folder for each topic (one per term) A display folder in which to keep all assessments Your computer with ebooks, charged and ready for use. Your school planner

2. BE EFFECTIVELY ORGANISED:

Bring all materials needed File handouts in date order in your display folder Date your work in your exercise book Answer all activity questions in full sentence answer File all Assessments in your Assessment folder and keep track of

your results on SEQTA Keep up to date with lessons on SEQTA, especially if you are absent

– it is your responsibility to catch up missed work! Write in homework and assessment due dates in your planner Create a study and homework routine and stick to it!

3. COMPLETE ALL ASSESSMENTS TO THE BEST OF YOUR ABILITY:

Plan your assessments and write notes in point form under headings

Explain all answers to questions in as much detail as you can, giving examples or using diagrams to help where possible

Always include a bibliography to reference your work Always check your work carefully and hand in by the due date

IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCE YEAR 7 COURSE 1 GEOGRAPHY PROGRAM 2020

OVERVIEW:In Year 7, Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History.

In Geography, the concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the nature of water as a natural resource. The concept of place is expanded through students' investigation of the liveability of their own place. They apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations.

In Civics, students continue to build on their understanding of the concepts of the Westminster system and democracy by examining the key features of Australia's democracy, and how it is shaped through the Australian Constitution and constitutional change. The concepts of justice, rights and responsibilities are further developed through a focus on Australia's legal system.

In History, students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the ancient past, and why and where the earliest societies developed.

In Economics, an understanding of the concepts making choices and allocation is further developed through a focus on the interdependence of consumers and producers in the market, the characteristics of successful businesses, including how specialisation and entrepreneurial behaviour contributes to business success. Work and work futures are introduced, as students consider why people work. Students focus on national issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate.

TERM 1

WEEK

WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)

Identification of continents, oceans and countries of the world.Identifying features that make places liveable and influence people’s decisions about where to live.

Definition of LiveabilityIdentify and describe factors affecting liveability.

2 The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

Using Google Maps, students to identify services and facilities in their area.Students to identify and describe factors influencing liveability of the street they live in

3 The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

The influence of environmental quality on the liveability of places (ACHGK045)

The strategies used to enhance the liveabilityof places, especially for young people, including examples from Australia and Europe (ACHGK047)

Identify World’s Most Liveable CitiesIdentify liveability factors that have led to many Australian cities featuring on this list.Students to investigate Melbourne, Sydney and Perth and identify liveability factors in these cities.Identify and describe some of the strategies being implemented to enhance liveability.

4 The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

The influence of environmental quality on the liveability of places (ACHGK045)

The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)

Students to look at North American and European cities that are in the World’s Most Liveable Cities ranking.Identify liveability factors in these cities and some of the differences in these.Identify strategies being implemented to enhance liveability in these cities.

5 The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

Identifications of cities in Asia, Africa and South America that are lowest in the World’s Most Liveable Cities ranking.Identify liveability factors

ASSESSMENT:LIVEABILITY TEST

The influence of environmental quality on the liveability of places (ACHGK045)

in these cities.

6 The classification of environmental resources(renewable and non-renewable) (ACHGK037)The ways that flows of water connect places as it moves through the environment and the way this affects places (ACHGK038)

Definition and examples of resources used by people.Understanding of why water is the most important of these resourcesIdentify sources of water in the world

7 The quantity and variability of Australia's water resources compared with those in other continents (ACHGK039)

Understanding of quantity, sources and variability of Australia’s water sources.Identify water availability in other continents.

8-10 Water scarcity and what causes it, why it is a problem and ways of overcoming water scarcity (e.g. recycling, stormwater harvesting and reuse, desalination, inter-regional transfer of water, reducing water consumption) including studies drawn from Australia, and one from West Asia or North Africa (ACHGK040)

Definition of water scarcity and why it is a problem.Identify example of water scarcity and how this is being addressed in Niger with provision of water pumps in wells.Identification of issue of water scarcity in Australia and ways of addressing it in Perth through desalination and recycling.

ASSESSMENT:WATER RECYCLING PHOTO REPORT

TERM 2

WEEK

WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The purpose and value of the Australian Constitution (ACHCK048)

Definition of Politics and GovernmentEvaluation of why we have a governmentIdentification of what the Australian Constitution is and its

purpose and value for the country

2 The division of powers between state/territory and federal levels of government in Australia (ACHCK048)

The concept of the separation of powersbetween the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power (ACHCK048)

Identification of why there is a division of powers between Federal, State and Local governmentUnderstanding of responsibilities of each level of government

Identification of the concept of Separation of Powers and why it prevents a concentration of power.Understanding of why balance of power is necessaryUnderstanding of the powers held by the executive, legislative and judiciary and how these are carried out.

3 The different roles of the House of Representatives and the Senate in Australia's bicameral parliament(ACHCK048)

Understanding of the two Houses in Federal Parliament.Identification of why we have two houses and the role of each house.Identification of key people in Parliament and their role.

4 The process for constitutional change through a referendum and examples of attempts to change the Australian Constitution by referendum, such as the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999 (ACHCK049)

Definition of a ReferendumIdentification of why Referenda are held and what they are designed to doCase Study of 1967 Referendum

ASSESSMENT TASK: PPT EXPLAINING THE CONSTITUTION

5 How Australia's legal system aims to provide justice, including

Identification of how the legal system aims to

through the rule of law, presumption of innocence, burden of proof, right to a fair trial, and right to legal representation (ACHCK050)

provide justice.Definition of rights when arrested and charged with an offence and during a trial.

6 How citizens participate in providing justice through their roles as witnesses and jurors (ACHCK050)

Identification of roles of witnesses and jurors in a trial and how this helps provide the right to a fair trial.

EXAM REVISION7-8 EXAM WEEK EXAM WEEK SEMESTER

ONE EXAM

9 The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)

Introduction to History Explanation of early Aboriginal History and European settlement. Importance of archaeology in understanding Aboriginal history and culture.Understanding of injustices in European settlement for Aboriginal people

10 The importance of conserving the remains

of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples

(ACDSEH148)

Students to investigate the discovery of Mungo Man and understand the importance of this in understanding Aboriginal history.

TERM 3

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The range of sources that can be used in an historical investigation, including archaeological and

Identifies definition of HistoryIdentifies concept of Time – BC & AD on timelinesIdentifies what Primary and Secondary Sources

written sources (ACDSEH029)

are and how they can be used.Definition of ArchaeologyREFERENCE: History Alive 7 ebook 1.1, 1.2 and 1.3

2 How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)

Identifies how Archaeologists research, excavate and use the artefacts to explain how people lived in the past.Students to participate in a virtual Archaeological Dig. (Archae-Aus Incursion)REFERENCE: History Alive 7 ebook 1.4, 1.5

3 The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)

Identifies how and why artefacts are conserved.Identifies how artefacts are used to give us information about how people lived in the past.REFERENCE: History Alive 7 ebook1.6

SOURCE ANALYSIS

4 The physical features and how they influenced the civilisation that developed there (ACDSEH002; 

Introduction to Ancient ChinaIdentifies China’s Geography and mapping of major geographical features.REFERENCE: History Alive 7 ebook 8.1

5 Roles of key groups in the ancient society, and the influence of law and religion (ACDSEH032; ACDSEH035; ACDSEH038; ACDSEH041; ACDSEH042)

Identifies key achievements and influences of each of the earliest dynasties (Shang and Zhou) in Ancient China.REFERENCE: History Alive 7 ebook 8.2 and 8.3

6 The role of a significant individual in the ancient society's

Identifies the teachings and influence of Confucius.REFERENCE: History

history  Alive 7 ebook 8.57 The significant

beliefs, values and practices of the ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs 

Identifies how the teachings of Confucius formed the significant beliefs, values and practices of the Ancient Chinese.Research and creation of Assignment task.

8 Roles of key groups in the ancient society, and the influence of law and religion (ACDSEH032; ACDSEH035; ACDSEH038; ACDSEH041; ACDSEH042)

Identifies of the achievements and influence of the Qin dynastyInvestigation of the Great Wall of China and Terracotta Warriors

QIN DYNASTY POSTER

9 Roles of key groups in the ancient society, and the influence of law and religion (ACDSEH032; ACDSEH035; ACDSEH038; ACDSEH041; ACDSEH042)

Identifies the achievements and influence of the Han dynasty.Identifies Social Structure of society and roles of key groups in the society

10 The role of a significant individual in the ancient society's history 

Investigates the Legend of Mulan

TERM 4

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 How consumers rely on businesses to meet their needs and wants (ACHEK017)

Identifties the difference between needs and wantsIdentifies the difference between goods and servicesBarter and trade – Kingdom of Mocha

Define barter, trade,

market, money

2 How consumers rely on businesses to meet their needs and wants (ACHEK017)

Factors of Production – land, labour, capital and enterprise

Describes the Economic Problem – create your own comic

3 Why businesses might set a certain price for a product and how they might adjust the price according to demand (ACHEK017)

How businesses respond to the demands of consumers (ACHEK017)

Identifies current consumer trends – healthy lifestyle, environmentally friendly products, organic products

Describes the recommended retail price

4 Why individuals work (e.g. earning an income, contributing to an individual's self-esteem, material and non-material living standards, happiness) (ACHEK020)

Different types of work (e.g. full-time, part-time, casual, at home, paid, unpaid, volunteer) (ACHEK020)

Definition of work and income

Identifies why people work and the different types of work that can be undertaken

5 How people derive an income and alternative sources of income (e.g. owning a business, being a shareholder, owning a rental service) (ACHEK020)

The ways people who have retired from employment earn an income (e.g. age pension, superannuation, private savings) (ACHEK020)

Identifies the different types of ways to earn an income

Definition of superannuation and explanation of how this generates income after retirement

6 Characteristics of entrepreneurs, including the behaviours and skills

Definition of an EntrepreneurKey skills and behaviours

they bring to their businesses (e.g. establishing a shared vision; and demonstrating initiative, innovation and enterprise  (ACHEK019)

entrepreneurs have

List some benefits of entreprenual activity

Case studies of successful entrepreneurs – Walt Disney

7 Characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses (e.g. establishing a shared vision; and demonstrating initiative, innovation and enterprise (ACHEK019)

Students to begin research and planning of assignment task.

WHO WANTS TO BE AN ENTREPRENEUR ASSIGNMENT DUE END OF WEEK 8

8 Characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses (e.g. establishing a shared vision; and demonstrating initiative, innovation and enterprise (ACHEK019)

Students to design and construct assignment task.

WHO WANTS TO BE AN ENTREPRENEUR ASSIGNMENT DUE END OF WEEK 8

9 Characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses (e.g. establishing a shared vision; and demonstrating initiative, innovation and enterprise  (ACHEK019)

Students to evaluate each other’s assignment tasks.

Exam Revision

10 REVISION OF ALL CONTENT

Exam Revision END OF YEAR EXAM