YEAR 7 SOCIAL SCIENCES EXTENSION 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.

In the Year 7 Extension Course, the application of all Questioning and Researching, Communicating and Reflecting and Analysis skills are further developed along with the building of Evaluating skills. These skills include:

Draw evidence based conclusions by evaluating information and/or data ‐to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments,issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships.

YEAR 7 SOCIAL SCIENCE ASSESSMENT SCHEDULE

Throughout 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 Liveability Report 12%

Week 8 Term 1 Recycled Water Task 12%

Week 5 Term 2 Australia’s Constitution Letter Task 12%

Week 8 Term 2 Semester 1 Exam 14%

Week 4 Term 3 Source Analysis Task 12%

Week 8 Term 3 Ancient China Research Task 12%

Week 5 Term 4 Economics Entrepreneurs Task 12%

Week 8 Term 4 Semester 2 Exam 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 EXTENSION 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 evaluation of how these factors influence people’s decisions

about where to live.Definition of LiveabilityAccount for the ways in which various factors affect 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 and evaluate how these may impact liveability in their areaStudents to evaluate 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 Cities and evaluate liveability factors in each city which contribute. to their rankingEvaluate how liveability factors have led to many Australian cities featuring on this list.Students to investigate Melbourne, Sydney and Perth and compare and contrast liveability factors in these cities.Identify and evaluate 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.

Evaluate liveability factors in these cities and some of the differences in these.

Evaluate strategies being implemented to enhance liveability in these cities.

5 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)

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

ASSESSMENT:LIVEABILITY REPORT

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 resources.Identify sources of water in the world and evaluate how this may affect places differently.

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.Evaluate 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

Definition of water scarcity and why it is a problem.Identify example of water scarcity and how this is being addressed

ASSESSMENT:WATER RECYCLING PERSUASIVE SPEECH

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)

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.

(Written)

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 governmentInvestigation 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)

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

Understanding of the concept of Separation of Powers and why it prevents a concentration of power.Understanding of why balance of power is necessaryAnalysis 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.Explanation 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 ReferendumAnalysis of why Referenda are held and what they are designed to doCase Study of 1967 Referendum

ASSESSMENT TASK: LETTER EXPLAINING THE CONSTITUTION

5 How Australia's legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial, and right to legal representation (ACHCK050)

Application of how the legal system aims to provide justice.Explanation 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)

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

EXAM REVISION7 EXAM WEEK EXAM WEEK SEMESTER

ONE EXAM

8 EXAM WEEK EXAM WEEK SEMESTER ONE EXAM

9 The importance of conserving the remains

Introduction to History Explanation of early

of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)

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)

Understanding of Mungo Man and the importance of this archaeological discovery in conserving the remains of the ancient past and understanding Aboriginal and Torres Strait Islander heritage

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 written sources (ACDSEH029)

Comprehensive definition of HistoryExplains concept of Time – BC & AD on timelinesExplains what Primary and Secondary Sources are and how they can be used.Comprehensive 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)

Explains 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, 1.53 The importance of

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

Explains how and why artefacts are conserved.Explains how artefacts are used to give us information about how people lived in the past.REFERENCE: History Alive 7 ebook 1.6

SOURCE ANALYSIS TASK

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

Introduction to Ancient ChinaExplains 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)

Explains 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 history 

Explains the teachings and influence of Confucius.REFERENCE: History Alive 7 ebook 8.5

CONFUCIUS MUSEUM FACTSHEET ASSIGNMENT DUE END OF WEEK 7

7 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 

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

CONFUCIUS MUSEUM FACTSHEET ASSIGNMENT DUE END OF WEEK 7

8 Roles of key groups Explains the

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

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

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

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

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)

Definition of economics, needs, wants, goods, services and scarcityBarter and Money – Kingdom of Mocha

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

How businesses respond to the demands of consumers (ACHEK017)

Factors of Production – land, labour, capital and enterprise Explains the differenent between renewable and non-renewable resourcesThe economic problem cartoon Definition of a Scarcity and the Economic Problem

3 Why businesses might set a certain price for a product and how they might adjust the price according

Definition of demand and supplyUnderstanding of laws of demand and supplyDrawing of demand and

to demand (ACHEK017)

How businesses respond to the demands of consumers (ACHEK017)

supply curvesExplanation of how equilibrium price determines price in markets

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

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

Understanding of the labour market and what essential skills are required in being able to find work

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)

Understanding of stock market and shares and how this generates income.Understanding of rental market.Understanding how owning a business can generate income.

Definition of superannuation and explanation of how this generates income after retirement.Your dream job profile

6 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)

Explains how specialisation, including entrepreneurial activity, brings multiple interrelated benefits for individuals and the economy.

Case studies of successful entrepreneurs – Walt Disney, Ingvar Kamprad

7 Characteristics of entrepreneurs, including the behaviours and skills

The best and worst of Shark Tank

SHART TANK ASSIGNMEN

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

Students are to design their own product or APP

T 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 are to design their own product or APP

SHARK TANK 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 Shark Tank Presentations

Exam Revision

10 REVISION OF ALL CONTENT

Exam Revision END OF YEAR EXAM