Senior Coordinator: Mouna Abdelhay Level Coordinator: Karam

Transcription

Vision
Darul Ulum College envisions and works towards achieving success in an Islamic environment
by drawing its strength and guidance from the Holy Quran and teachings of the Prophet
Mohammad (may the peace and blessing of Allah be bestowed upon him).
Mission Statements
Darul Ulum College of Victoria is an Islamic independent school which is committed to:
1. Providing quality education in an Islamic atmosphere which prioritises the development
of religious and ethical consciousness in students.
2. Establishing a faithful learning community which embraces both Islamic and Australian
values of freedom of speech and religion; openness and tolerance to difference and
diversity and the equality of civil rights, through excellence in teaching and learning.
3. Integrating academic and personal skills with principles inspired by the Quran, Sunnah
and Australian values that can empower students to make positive contributions to the
wider community.
4. Enabling students to pursue higher education and vocational endeavours as confident and
active members of the Australian multicultural society.
5. Promoting intellectual, social, emotional, physical and spiritual development through
programs that cater for a broad range of abilities and interests.
6. Supporting participation and the achievement of ‘personal best’ to boost self-esteem and
personal wellbeing.
7. Offering students a diversity of enriching activities and stimulating challenges outside the
central academic program.
8. Creating and enhancing a culture of continuous improvement.
Principal: Abdurrahman Gokler
Senior Coordinator: Mouna Abdelhay
Level Coordinator: Karam Barakat
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YEAR 7 TEACHERS
7A Teachers
7C Teachers
English
Ms RESHIDE SELIMI
Ms AYSEGUL VELIDEDEOGLU
Mathematics
Ms ADIILAH RAHEMAN
Ms NERGIS ZEYBEK
Science
Ms SAFIYE KIRCA
Ms SAFIYE KIRCA
Tarbiyyah
Ms NAJWA IBRAHIM
Ms NAJWA IBRAHIM
Humanities
Ms KARAM BARAKAT
Ms AYSEGUL VELIDEDEOGLU
Essential Reading
Ms RESHIDE SELIMI
Ms BANU SEZGIN
ART
Ms NERGIS ZEYBEK
Ms FARZANA KHAN
Technologies
Ms NERGIS ZEYBEK
Ms NERGIS ZEYBEK
PE
Ms AISHA BAHARIN
Ms AISHA BAHARIN
Arabic
Ms HANAN ELHUSSEIN
Ms NAJWA IBRAHIM
YCDI
Ms KARAM BARAKAT
Ms AISHA BAHARIN
Qur’an
Ms Fouzia Abdullah, Ms Aniza Baharin, Ms Taahira Siddique
Curriculum @ DUCV
Darul Ulum College of Victoria has undertaken a community declaration that the curriculum
provided to its students is guaranteed irrespective of the external factors. Where students are in
need of special education, an inclusive curriculum will be made accessible to meet their specific
needs.
The curriculum at Darul Ulum College of Victoria is organized to cater for the intellectual,
physical, social, emotional and spiritual development of all students. The College curriculum is
seen as a process rather than as a product.
The curriculum provides a broad, balanced and relevant education that ensures continuity, offers
a challenge and progression yet takes individual differences into account.
The school is committed to the implementation of Australian Curriculum/AusVELS throughout
all dimensions/learning areas and across all year levels.
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QUR’ANIC STUDIES
OVERVIEW
In the subject of Qur’anic Studies, students begin by learning how to read, pronounce, and join the
Arabic alphabet. They also learn how to apply the “Tajweed” rules in their recitation and read with
correct rhythm and balance; together with appropriate breathing management. Students start from
basics using the “Iqra” series, and with a lot of practice, they work their way towards reading the Holy
Qur’an confidently and fluently with minimal assistance. Upon completion of the Holy Quran, students
begin memorizing certain “Surahs”.
AIM:
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To gain the pleasure of Allah (SWT) and revive the “Sunnah” (tradition) of Prophet Muhammad
(SAW).
To ensure correct recitation of Qur’an, so that when it is recited in “Salaat”(Prayers), the
recitation will be correct and Salaat will be valid.
To encourage and provide opportunity for the students to do khatam (completion) of the Qur’an
whilst they are studying at DUCV; as it is the right of the Qur’an that, a minimum of 2 complete
recitation should be done within a year.
To provide the students with the theory of correct “Qur’an” recitation method through
“Tajweed” lessons.
To encourage the students to memorize selected “Surahs” and “Masnoon Duas” (prayers) that
has been emphasised by our Prophet (SAW) and make it as part of their daily routine.
To provide skills for the students to be able to help others in reading the Qur’an in line with the
“Hadith” (tradition) which has been quoted; “The best amongst you is he who learns the Qur’an
and teaches it.” Through this, they would be able to be of service to the community at large in
the medium of spreading the words of Allah (SWT).
SCOPE AND SEQUENCE FOR YEAR 7 (N17-N20)
SCOPE AND SEQUENCE FOR YEAR 7
CURRICULUM
COVERAGE
TERM 1 (N17)
Naathirah
Maryam 1 --- >
Al Hajj 46
TERM 2 (N18)
Naathirah
Al Hajj 47 --- >
Ash-Shu’araa 60
TERM 3 (N19)
TERM 4 (N20)
Naathirah AshShu’araa 61 --->Al
Ankabut 45
Naathirah Al
Ankabut 46 -- >
Sabaa Ayah 48
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ADVANCE STUDENTS WILL MOVE ONTO THE YEAR 8 CURRICULUM (N21-24) (NAATHIRAH OF SURAH
FAATIR TILL END OF TAHRIIM)
NEW STUDENTS CURRICULUM
Term
Term 1
Term 2
Term 3
Term 4
Yr 1
Yr 2
L 1 - L 4 (Iqra
1-6)
L 5 - L 8 (Annaba’ till AlMursalaat)
L1 - Iq 1 & 2
N1
(An-Naba’
till Al-Fajr
Ayah 22)
L2 - Iq 3 & 4
N2
(Al-Fajr
Ayah 23 till
An-Nas)
L 3 - Iq 5
N3
(Al-Mulk till
Al-Jin Ayah
28)
L 4 - Iq 6
N 4( Al-Jin
Ayah 29 till
end of
Mursalaat)
Yr 3
Yr 4
L 13 - L 16
L 9 - L 12 (Al(Al-Anfaal
Baqarah till
Ayah 9 till
Al-Anfaal
end of AtAyah 8)
Tahreem)
N 13, 14 &
15
(Al-Anfaal
N5&6
Ayah 9 till
(Al-Baqarah An-Nahl
Ayah 1-165) Ayah 64)
N 16, 17 &
18
N7&8
(An-Nahl
(Al-Baqarah Ayah 65 till
Ayah 166- Ash-Shuara’
286)
Ayah 60)
N 19, 20 &
21
N 9 & 10
(Ash-Shuara’
(Al-Imran till Ayah 61 till
Al-Maidah Az-Zumar
Ayah 36)
Ayah 67)
N 22, 23 &
N 11 & 12
24
(Al-Maidah (Az-Zumar
Ayah 37 till Ayah 68 till
Al-Anfaal
end of AtAyah 8)
Tahreem)
Yr 5
Hifz 1
(As-Sajdah, AlMulk, Yasin,
Juz Amma)
Sajdah & Mulk
Yaseen
An-Naas till AlBuruj
Al-Inshiqaq till
An-Naba’
LESSON STRUCTURE
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Students are grouped according to their level of achievement at the start of the year.
At the start of each term, students will be given a Parent and Student Course Outline detailing
the expected curriculum coverage and assessment schedule and weightage for the term.
Classes begin with recitation of “Dua”. One hadith on virtues of “Quran” is recited at the start of
class.
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Lesson will be taught and listened to in a whole group setting with every student in the group
listening to the same lesson read by their peers according to the weekly curriculum coverage.
Each student will recite the same lesson or portion of the lesson in turn. Students who are not
reading are to listen attentively and actively involved in giving constructive feedback on
their peers’ recitation at the end of the recitation. Not reading students will be tested
on their set homework which comprises of either memorization of translation of
selected passage from the Qur’an, “Masnoon Dua”, hadith or worksheet activities
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Students that are new/ behind curriculum will have a catch up curriculum to work on alongside
being exposed to the mainstream curriculum.
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Students that are behind curriculum will be given a course outline that will aim towards
closing the gap to the expected curriculum level.
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With the group reading structure, it is expected that students get tested daily for their recitation
or at least 4 times a week.
Audios, graphic presentations, power point presentations, charts, Tajweed Booklets, are used as
supporting materials, as well as an English translation of the “Quran”.
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HOMEWORK AND STUDY
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Daily lesson are given in class which needs to be read and revised together with previous lessons
for 15 minutes daily.
For non- reading students, recitation and memorisation of “Masnoon Dua” , translation of ayah
for selected passage, hadith and worksheet activities will form part of the daily given lesson for
the period that students are not reading.
Weak students will have their lessons supplemented with selected pages from the Iqra books, to
build up their fluency and confidence.
ASSESSMENT
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Daily lessons will be assessed by the teacher whenever time permits and marks assigned,
ranging from Excellent, Very Good, Good or More Practice/Repeat.
Students’ behavior in class will also be assessed and this will contribute towards their On Task.
The total number of “Excellent” received in daily testing of lessons will contribute towards the
Qur’an Incentive program award.
Overall term/ semester assessment breakdown will be as below:
ASSESSMENT ITEMS
TERM 1
SEMESTER
1
TERM 2
SEMESTER
2
CLASSWORK READING
20%
20%
20%
20%
20%
20%
20%
20%
(ONGOING Week 1-7)
MID TERM
ASSESSMENT
5
(WEEK 4 )
PRACTICAL READING
TEST
30%
30%
30%
30%
CONTENT COVERAGE
by end of Term
30%
30%
30%
30%
TOTAL
100%
100%
100%
100%
(Week 7)
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Test/exam marks will be marked down if students are behind curriculum for their expected
level. Test and exam marks weightage are out of 100% and are divided between Fluency,
Makhaarij and Tajweed, for Iqra and Naathirah students. For students doing Hifz, strength of
memorisation will also contribute towards the weightage.
Students completing Iqra 3, Iqra 6, Naathirah and Hifz Curriculum will be tested by an appointed
member from the Qur’an department and will receive a certificate on successful completion of
these levels.
BENCHMARK
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Students who fall below 60% in their assessment tasks and/or overall term/ semester
achievement will be deemed as, at risk students. These students will be listed under the Student
Learning Adjustment Record and a 8 week term intervention program will be organized for the
students and parents notified. At the end of the term, their progress will be evaluated to
determine whether further intervention or referral is needed.
Teachers will work with students to achieve 20% growth by the end of the school’s year for
students who achieved 60% and above in their semester 2 mark in the previous year. For
students who achieved less than 60% in the semester 2 mark in the previous year, a growth of 510% is expected from these students.
New students or students falling behind curriculum will have discussion with their teacher
and/or coordinator, to come up with a plan to bring them up to curriculum level.
Weak students and students that failed their lessons for 3 consecutive days will be seen by the
coordinator in conjunction with their teacher, to discuss strategies to overcome the problem.
REQUIREMENTS AND RECOMMENDATIONS
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Daily monitoring of student’s lessons at home by the parents.
A set time on a daily basis for Qur’an recitation at home, preferably with other members of the
household.
Reading of some “Hadiths” (narrations) on the virtues of reading and memorizing the Holy
Qur’an amongst family members, to encourage and create eagerness for the recitation of the
holy Quran.
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Dua by the parents, as quoted in the tradition that: “Prayers by a parent in respect of their child
goes up to Allah (SWT) unchecked.”
Tarbiyyah
Objectives:
The purpose of Islamic Studies is to mould a thinking, believing and practicing Muslim. By the time a
child graduates from high school, he or she should be a fully-functional Muslim. He or she should be
aware of Allah's presence in their life, how to practice Islam, why they are alive, what will happen to
them after they die, what Islamic beliefs and teachings are and how to explain them to others, how to
interact with others Islamically, the basic history of the Blessed Prophet sallallahu alaihi wasallam, how
to understand halal and haram, how to be the best human being, what the general flow of Muslim history
has been and finally, how to implement the Shari'ah in their public and private lives.
Scope and Sequence:
Term 1
Term 2
Term 3
Term 4
Islamic History
Aqaaid
Aqaaid
Islamic History
Fiqh
Fiqh
Akhlaaq wal Adaab
Akhlaaq wal Adaab
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Masah on Khuff
Istinja
Fasting
Qadaa of Fasting
I’tikaaf
Allah, the Majestic
Shirk
Prophethood
Bid’ah
Repentance from
sin
Memorization of
duas
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Qurban
Aqeeqah
Hunting
Umrah
Interpretations
of religious
matters
Taqleed
Signs of
Qiyaamah
Destruction of
Ka’bah
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A detailed
narrative on the life
of The first Khalifa
of Islam, Abu
Bakar (RA)
Pride
Humility
Anger
Guarding the
tongue
Modesty
Dressing
Memorization of
duas
Memorization of
duas
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Ahadeeth
A detailed
narrative on
the life of The
second
Khalifa of
Islam, Omar
(RA)
Greed
Treatment of
orphans
Muslim
brotherhood
Importance of
Salah in
congregation
Consistency
in performing
deeds
Memorization
of duas
Assessment:
Quiz 1: 20% Quiz 2: 20% Memorisation: 20% Common Assessment Task/Exam: 40%
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Recommendations:
It is highly recommended that students memorize/revise and practice the masnoon duas on a daily basis.
Moreover, they should try to put into practice whatever they learn straight after learning.
Languages
Arabic YEAR 7
Overview
Students begin to understand and use the Arabic language within the world of teenage experience, on
topics related to general interest, topics drawn from other domains and the world of learning. They start
to exchange personal information, opinions, ideas, feelings and plans orally and through
correspondence. They develop their understanding that cultural diversity exists and that customs and
traditions vary within countries and over time. They also investigate the important elements that make
up a language system and the particular functions of grammatical concepts.
Term 1
Dinning at a restaurant
Term 2
Shopping
The Olympic Games
Australian animals
Term 3
Islamic Celebrations
The Arab World
Term 4
Communication modes
Assessment
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Common Assessment Tasks
Quizzes
Projects
Semester Exam
Lesson Structure
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Revision of previous lesson’s concepts
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Whole class and individual activities/ tasks
Group or pair work activities
Teacher monitoring and assisting students when assistance is required
Reflection of what students have learnt
Homework and Study
Homework is given once a week. It will mainly consist of:
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Independent reading
Memorizing dialogues to perform role-plays
Solving various types of exercises and activities
Writing essays, assignments and/or projects
Benchmark
All students are to show academic growth for all subjects.
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Those achieving less than 60% to show minimum of 20 % growth
Those achieving above 60% to show minimum of 5% to 10% growth
Parent involvement
Parents/ guardians are urged to contact and liaise with their child’s teacher throughout the year.
Appointments with individual teachers can be made by contacting the office. Alternatively, the class
teacher may be directly contacted via the following emails:
Class Teachers: Ms Nagwa Ibrahim & Ms Hanan Elhussein
All parents are expected to observe their child’s progress in this subject and may seek advice from
individual teachers as to how they can assist in the learning of their child.
Resources
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Arabic Text books: activities prepared by the teacher, readers, stories and word games.
ESL activity books
Dictionaries
Arabic readers
Charts/Posters
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HUMANITIES
Overview
Students will study various topics in the areas of History, Geography, Civics & Citizenship and
Economics & Business. In history, students will focus on how past events have shaped the world we
know today by looking at evidence from ancient times to understand what life was like then. They study
the people, events and ideas that changed societies in Ancient Egypt and Ancient China.
In geography, students look at sustainable use of water as a resource and will investigate the interaction
of human activities with the resource. Students will also examine factors that influence liveability and
how it is perceived.
In Civics and Citizenship, students explore how the Australia’s system of government aims to protect all
Australians; the Australian Constitution and how its features, principles and values shape Australia’s
democracy and how the rights of individuals are protected through the justice system.
In Economics & Business, students explore what it means to be a consumer, a worker and a producer in
the market and the relationships between these groups; the characteristics of successful businesses and
how entrepreneurial behaviour contributes to business success.
Term 1
Term 2
History:
Depth Study 1:
Investigating the
ancient past
Geography:
1. Unit 2.- Place and
Liveability
History
2. Depth Study 2: The
Mediterranean World Ancient Egypt
Term 3
Geography:
1. Unit 1- Water in the
World
Economics
2. Consumer, Market &
Business
Term 4
Civics and Citizenship1. Australian government &
rights
History:
2. Depth Study 3: The Asian
World Ancient China
Assessment: Various assessment tasks will be used throughout the year based on Knowledge and
Understanding and Inquiry / Skills. These include:
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Common Assessment Tasks (Unit test , Skills)
Classwork activities ( Quizzes)
Projects- based on practical work, oral or written work/investigations / findings, research
assignment.
End of Semester examinations
Lesson Structure
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Revision of previous lesson’s concepts
Whole class and individual activities/ tasks
Group or pair work activities
Teacher monitoring and assisting students when assistance is required
Reflection of what students have learnt
Homework and Study
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To complete a variety of set homework tasks (ranging from completing class work to providing
research for projects or assessment tasks) once or twice a week as per teacher’s instructions. By
due date.
Duration of completing homework tasks: 15- 30 min per task.
Duration of study time for Humanities- 30 minutes once per week.
Students are required to use their School Diary to record all homework, work requirement and
assessment task submission dates
Students are required to maintain and complete a glossary of words relating to each topic of
study.
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Benchmark
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Students are required to receive 60% or above in all set assessment tasks.
Requirements and Recommendations
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To have all textbooks and student workbooks at all times during class.
To revise content taught in class the same night to ensure a greater level of understanding is
achieved.
To supervise and monitor your child’s progress and homework tasks written in diary.
Students can be encouraged by parents to read around these subjects, and visits to the local
library and reputable internet sites are an invaluable way of gaining in depth knowledge and
context to any period.
SCIENCE
Through the learning of Science, students are provided with the opportunity to develop an
understanding of important concepts. Science knowledge can develop through collaboration and
connecting ideas across the discipline. Students comprehend the contribution of Science to our culture
and society and its application in our lives. Science and technology contribute to finding solutions to a
range of contemporary issues. These solutions may impact on other areas of society.
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The Science Curriculum at Darul Ulum College aims to improve students’ inquiry skills, general
knowledge, scientific literacy and their understanding of Science as a human endeavour by highlighting
different approaches to a scientific view of the World.
Science Curriculum
STRANDS
SUBSTRANDS
SCIENCE
UNDERSTANDING
 Biological
 Chemical
 Physical
 Earth and
Space Sciences
SCIENCE INQUIRY
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Questioning and
predicting
Planning and
conducting
Processing and
analysing data and
information
Evaluating and
communicating
SCIENCE AS A HUMAN
ENDEVOUR
 The nature and
development of
Science
 Use and influence of
Science
Lesson Structure
Science lessons at Darul Ulum College are taught using an integrated inquiry model. The lessons aim to
engage students with hands on experience and activities that encourage them to ask questions and with
support, discover ways of finding answers to their enquiries. Incursions that focus on assisting students
make sense of the Science in their lives and around them are organised and complement, as well as
contribute to the teaching of Science.
Scope and Sequence
Throughout Science students make observations to reveal patterns and relationships to make
predictions about phenomena. Students construct and use a range of representations including
graphs, and models to represent and analyse patterns or relationships using digital technologies.
YEAR 7 SCOPE AND
TERM 1
CH 1: Investigating
science
CH 5: Habitats and
Interactions
Homework/Study
TERM 2
CH 6: Classifications
Ch 8: Machines
SEQUENCE
TERM 3
CH 2: Physical and
Chemical
properties of
substances
CH 4: Mixtures
TERM 4
CH 3: Earth
Resources
CH 9: Earth in Space
Homework is an integral part of the student’s education. Through homework activities the student is able
to develop appropriate study habits and skills that are essential for growth and academic achievement. For
this reason, Science Homework is set for once per week. However, the subject material covered must be
reviewed daily.
Assessment
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Levels of achievement will be reported for the following assessment items:
 Practical work
 Topic tests/Common Assessment Tasks (CATS)
 Written work
 Problem solving/inquiry activities
 Research /Extended Investigations
 End of semester examinations
Teachers use a range of formal and informal assessments to enable the attainment of the
outcomes.
Benchmarks and Recommendations
Darul Ulum College aims to engage students in Science topics and then establish learning
experiences where students are given the opportunity to explore and explain their
understandings. It is encouraged that parents support students in seeking answers to their
questions and assist them in making sense of the environment and Science in their daily lives
through research and discussion.
MATHEMATICS
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of
integers. They make the connections between whole numbers and index notation and the relationship
between perfect squares and square roots. They solve problems involving percentages and all four
operations with fractions and decimals. They compare the cost of items to make financial decisions.
Students represent numbers using variables. They connect the laws and properties for numbers to
algebra. They interpret simple linear representations and model authentic information. Students
describe different views of three-dimensional objects. They represent transformations in the Cartesian
plane. They solve simple numerical problems involving angles formed by a transversal crossing two
parallel lines. Students identify issues involving the collection of continuous data. They describe the
relationship between the median and mean in data displays.
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as
a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic
expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian
plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of
rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed
by a transversal crossing parallel line. Students determine the sample space for simple experiments with
equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median
and range for data sets. They construct stem-and-leaf plots and dot-plots.
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Topics
Term 1
Term 2
Term 3
Term 4
1. Numeracy 1
8. Algebra
11. Numeracy 2
14. Representing and
Interpreting data
2. Positive Integers
10. Probability
12. Positive and
Negative Integers
15. Coordinates and
Cartesian Plane
13. Linear Equations
16. Transformations
3. Indices and
5. Geometry
Primes
4. Rational Numbers 9. Measurement
17. Views of 3-D
shapes
6. Decimals
18. Money
7. Percentages
Homework and study
Students will be given 20 minutes Mathematics homework every night. Students are encouraged to selfstudy for 30 minutes and revise the concepts covered in class.
Assessments
Semester
Assessment
Weightage
Common Assessment Tasks
30%
Quizzes
20%
Projects
10%
Exam
40%
TOTAL
100%
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Health and Physical Education
Overview of the Curriculum – Year 7
The Health and physical education (H & PE) curriculum is organised into two strands –Personal,
social and community health and Movement and physical activity. Students proficiently perform
complex movement and manipulative skills. They maintain regular participation in moderate to
vigorous activity and they combine motor skills, strategic thinking and tactical knowledge to
improve individual and team performance. In addition, they demonstrate skills to make informed
decisions, and propose and implement actions that promote their own and others’ health, safety
and wellbeing.
Term
Movement and physical activity
topics
Personal, social and community Health
topics
1
Handball / Sports day preparations.
1. Introduction to P.E – three activities
2
Hockey
2. Bullying
3
Baseball
3. Personal Hygiene Tips
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4
Basketball
4. Fitness Tests
Scope and Sequence: Year 7
Lesson structure
Health and PE at DUCV are conducted in both indoor and outdoor settings. The lessons begin
with five minute warm- ups and students are taught a range of skills. They participate in a
variety of team and individual games and activities, using and building on skills and strategies
from other sports as well as continuing to develop new, sport-specific, skills. The lessons end
with cool down activities in order to help the students relax.
Assessment
Assessments range from the following:
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Quiz’s
Textbook activities
Projects
Rubrics – Sports skill
Checklists
Resources
A range of sporting equipment are regularly used during H & PE lessons, depending on the
nature and focus of each lesson. The school Gymnasium (MPH) is also used in most lessons.
Requirements and recommendations
Due to occupational Health and Safety (OH & S) requirements, students are required to wear
runners and the school’s full sports uniform during all Health & PE lessons.
English
Year 7
Level 7 Description
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In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and
community members in a range of face-to-face and online/virtual environments. They
experience learning in both familiar and unfamiliar contexts that relate to the school
curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view,
interpret, evaluate and perform a range of spoken, written and multimodal texts in which
the primary purpose is aesthetic, as well as texts designed to inform and persuade.
These include various types of media texts including newspapers, magazines and
digital texts, early adolescent novels, non-fiction, poetry and dramatic performances.
Students develop their understanding of how texts, including media texts, are influenced
by context, purpose and audience.
Literary texts that support and extend students in Levels 7 and 8 as independent
readers are drawn from a range of realistic, fantasy, speculative fiction and historical
genres and involve some challenging and unpredictable plot sequences and a range of
non-stereotypical characters. These texts explore themes of interpersonal relationships
and ethical dilemmas within real-world and fictional settings and represent a variety of
perspectives. Informative texts present technical and content information from various
sources about specialised topics. Text structures are more complex including chapters,
headings and subheadings, tables of contents, indexes and glossaries. Language
features include successive complex sentences with embedded clauses, unfamiliar
technical vocabulary, figurative and rhetorical language, and information supported by
various types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts, for
example narratives, procedures, performances, reports and discussions, and are
beginning to create literary analyses and transformations of texts.
TERM 1
TERM 2
TERM 3
TERM 4
Language:
Text: Go Grammar! 1
Grammar: Unit 15 + Unit 21
Spelling: Spelling can be taught in
context.
Punctuation: Unit 31 + 32
Language:
Text: Go Grammar! 1
Grammar: Unit 29 + Unit 6 + Unit
14
Spelling: Spelling Focus 1
Language:
Text: Go Grammar! 1
Grammar: Unit 1 + Unit 2 + Unit
12
Language:
Text: Go Grammar! 1
Grammar: Unit 17 + 18
Punctuation: Unit 37 +
Revision Test 7
* Past NAPLAN papers can be used
for teaching this area also.
Please note: the above units
reflect what MUST be taught
according to the updated
Australian Curriculum. Teachers
have the flexibility to teach units
in context of their Literature and
Literacy teaching; keeping in mind
that students will be assessed on
the stipulated skills above.
Literature:
Girls: ‘Bridge to Terabethia’
(Paterson) NOVEL
* Past NAPLAN papers can be
used for teaching this area also.
in context of Literature and
Literacy teaching; keeping in
mind that students will be
assessed on the stipulated skills
above.
Literature:
in context of Literature and
Literacy teaching; keeping in
mind that students will be
assessed on the stipulated skills
above.
Australian Curriculum.
Teachers have the flexibility to
teach units in context of
Literature and Literacy
teaching; keeping in mind that
students will be assessed on
the stipulated skills above.
Literature:
POETRY resource developed by
M. Azim and other teacher
Literature:
POETRY resource developed by
M. Azim and other teacher
17
Boys: ‘Class Acts’ (Clausen) PLAY
Literacy: THEME
Persuasive Language
Text: Insight English Skills 7
Unit 4: Print Advertisement
Unit 5: Speech ‘I have a dream…”
Please note: teacher discretion is
required for the depth in which
they choose to cover a unit.
Teachers can use resources in
addition to the text which has the
stipulated theme at its core.
Girls: ‘Bridge to Terabethia’
(Paterson) NOVEL
Boys: ‘Class Acts’ (Clausen) PLAY
Literacy: THEME
Exploring Imaginative Texts
Unit 20: Graphic novel –
Kampung Boy
Unit 3: Mystery Novel: Falling
from Grace
prepared/selected poetry
resources
prepared/selected poetry
resources
Literacy: THEME
Discovering Cultures Through
Texts
Literacy: THEME
Uncovering Current Issues
Unit 7: Poem – A Poison Tree
Unit 8: Poem – Municipal Gum
Unit 14: Internet Text
Unit 18: Newspaper Article
Please note: teacher discretion
is required for the depth in
which they choose to cover a
unit. Teachers can use
resources in addition to the
text which has the stipulated
theme at its core.
Assessments
Year 7
TERM 1
LANGUAGE:
Mode: Reading and Viewing; Writing
1 Language Test (Go Grammar!1)
(Common Assessment Task) 15%
LITERATURE:
Mode: Reading and Viewing; Writing;
Speaking and Listening
*1 CLASS PROJECT (Based on Literature)
10%
LITERACY:
Mode: Reading and Viewing:
1 Reading Comprehension Test
(Persuasive Text/Literacy Theme)
Mode: Writing:
1 Persuasive Essay (Common Assessment
Task) 40%
Mode: Speaking and Listening:
1 Persuasive Oral Presentation 20%
TERM 2
LANGUAGE:
Mode: Reading and Viewing;
Writing
(Common Assessment Task)10%
LITERATURE:
Writing; Speaking and Listening
*1 CLASS PROJECT (Based on
Literature) 10%
LITERACY:
(Narrative Text/Literacy Theme)
Mode: Writing:
1 Narrative Writing (Common
Assessment Task) 20%
1 Visual Media Analysis (Literacy
Theme) 10%
Exam 40%
TERM 3
LANGUAGE:
Mode: Reading and Viewing; Writing
LITERATURE:
Mode: Reading and Viewing; Writing;
Speaking and Listening
Literature) 10%
LITERACY:
1 Poetry Reading Comprehension
Mode: Writing:
1 Poetry Writing (Common Assessment
Task) 40%
Mode: Speaking and Listening:
1 Oral Presentation (Famous
Poet/Poetry) 20%
TERM 4
LANGUAGE:
Writing
LITERATURE:
Writing; Speaking and Listening
Literature) 10%
LITERACY:
(Literacy Theme) (Common
Mode: Writing:
1 Text Response Essay/Poetry
Commentary (Common
1 Visual Media Analysis (Literacy
Theme) 10%
Exam 40%
ESSENTIAL READING PROGRAM
18
The College has included in its infrastructure intervention/support and
accelerated/preparation programs in the weekly curriculum for literacy and numeracy
where possible. The Essential Reading Program is one of them.
The aim of the program is:









To develop in students, a love or engagement for reading; this will also increase
their proficiency in overall literacy.
To enable students to be confident in their own reading and to share with others
their love of books.
To understand and experience the different types of genres or forms of texts and
novels.
To provide all necessary reading skills to students that will assist them to read for
meaning, reading between the lines, predicting, questioning and searching for fact
or opinion.
To allow students to become independent readers through an appropriate focus on
word, sentence and text-level knowledge.
To assess weaknesses and strengths and support students in reading.
To enhance students reading and understanding ability.
To inculcate in students an interest in words and their meaning.
Prepare a sound and strong foundation for VCE literacy to maximize student
outcomes.
Implementation of Essential Reading lessons:
1. Two periods per week have been allocated for Essential Reading at Years 7, 8 and 9 levels.
2. A specific English teacher (mainstream English teacher) will be given the task of
implementing this from Years 7 – 9.
3. Teachers conduct silent and aloud reading in the class to model reading behaviour as well as
observe students’ reading behaviour
4. Selected novels and different types of texts – as well as current issues and media articles will
be read in each class.
6. Comprehension skills to study in Essential Reading are:
 The Literal Questions: Finding information that is given directly in the text.
 The Reorganisation Questions: Reconstructing two or more literal pieces of
information contained in the text.
 The Inference Questions: Deducing information not given directly in the text.
 The Vocabulary Questions: Determining the meaning of unknown words from
context.
 The Evaluation Questions: Gathering information and drawing conclusions.
 The Reaction Questions: Expressing an opinion based on the information given in
the text.
Assessment of student reading:
Probe assessment results will inform teachers about which comprehension skills to focus
on in class. Teachers will monitor the use of the Essential Reading Student Record Booklet.
19
Program expectations from students and parents:
We ask students to read 20 - 30 minutes each night and record what they read. We would
like our parents to contribute to this program by monitoring their child's reading every
night. Reading is an ongoing homework for each night. Parents are to sign readers on a
nightly basis.
If parents observe that their child is not reading, we urge them to contact their child's
teacher or coordinator immediately.
Additionally, we can ask Essential Reading teachers to provide parents an activity that they
did with students as an example; perhaps photographs of the projects, vocabulary posters
created in class etc.
Further ways in which parents can help:
We would appreciate it if parents could make available for their child, the community
newspapers that are delivered to homes free of charge. We kindly request that the
households which do not benefit from this service, to purchase a newspaper for their child
on a weekly basis. This will enable students to learn about the issues affecting the
community at large and thus help them to become more informed individuals. Access to
newspapers will also benefit students’ reading skills. We appreciate parent support
regarding this matter.
ESSENTIAL READING OVERVIEW 2016
YEAR SEVEN
TERM 1
READING THEME FOR
THE TERM:
TERM 2
READING THEME FOR
THE TERM:
TERM 3
READING THEME FOR
THE TERM:
TERM 4
READING THEME FOR
THE TERM:
PERSUASIVE LANGUAGE
EXPLORING IMAGINATIVE
TEXTS
DISCOVERING CULTURES
THROUGH TEXTS
UNCOVERING CURRENT ISSUES
Core Text:
Excel Essential Skills
(Years 7 to 8)
Core Text:
(Years 7 to 8)
Core Text:
(Years 7 to 8)
Core Text:
(Years 7 to 8)
Unit 3: Website
Advertisement
Unit 12: Advice Article
Unit 9: Cartoon
Teacher Selected
Resources:
Unit 1: Novel Extract
Unit 7: Picture Book
Extract
Teacher Selected
Resources:
Up to teacher discretion as
long as texts selected match
with the theme for the term.
Please incorporate visual
text comprehension in your
teaching.
teaching.
Nightly Reading and
Silent Class Reading:
DUCV Principal’s
Reading Challenge
Nightly Reading and
DUCV Principal’s
Reading Challenge
Teacher Selected
Resources:
teaching.
Nightly Reading and
DUCV Principal’s
Reading Challenge
Teacher Selected
Resources:
teaching.
Nightly Reading and
DUCV Principal’s
Reading Challenge
20
Text List (TBA at the
beginning of the term)
Assessment:
Assessment:
Assessment:
Assessment:
Assessment 1:
Assessment 1:
Assessment 1:
Assessment 1:
Reading Comprehension Quiz (End of
Term) = 40% CAT
Term) = 40% CAT
Term) = 40% CAT
Term) = 40% CAT
Teacher prepared quiz or a quiz
directly from a comprehension
textbook (15 multiple choice
questions). Focus: Reading
strategies based NOT content based.
Assessment 2:
Assessment 2:
Assessment 2:
Assessment 2:
Major Classwork Activity = 30%
Teacher determined activity – may
be an in class project that takes a
lengthy period of time for students
to complete, or a shorter in class
activity which deeply assesses
student understanding/skills.
Assessment 3:
Reading Participation = 30%
Teachers to give students 10
minutes of each Essential Reading
class to do silent reading (DUCV
Principal’s Reading Challenge text).
Teacher to determine ways to assess
this task effectively. Teachers can
base their scoring judgment on
student attitude/participation and
by asking students to verbally share
their thoughts regarding their
reading.
Assessment 3:
reading.
Assessment 3:
reading.
Assessment 3:
reading.
TECHNOLOGIES
Technology education integrates both procedural and conceptual knowledge based on a holistic view
of design. Students identify needs that have personal relevance, apply design theory and use design
processes that encourage flexibility, resourcefulness and imagination in the development,
communication and production of quality solutions.
The Australian Curriculum: Technologies aims to develop the knowledge, understanding and
skills to ensure that, individually and collaboratively, students:
• are creative, innovative and enterprising when using traditional, contemporary and
emerging technologies, and understand how technologies have developed over time.
• critique and evaluate technologies processes to identify and create solutions to a range of
problems or opportunities.
21
•
•
investigate, design, plan, manage, create, produce and evaluate technologies solutions.
engage confidently with technologies and make informed, ethical and sustainable
decisions about technologies for preferred futures including personal health and
wellbeing, recreation, everyday life, the world of work and enterprise, and the
environment.
Scope and Sequence
TERM 1
TERM 2
TERM 3
TERM 4
STRANDS
Digital Technologies
knowledge and
understanding
Digital
Technologies
processes and
production skills
Topics /
Concepts
Desktop Environment
Basic Operations
Core application tasks
Research skills
Word Processing skills
Digital
Digital
Technologies
Technologies
knowledge and
processes and
understanding
production skills
Internet
Spreadsheet skills
Flow charting and Programming
Database Skills
Assessment
Assessment Break down
 Project Work 50%
 CATs 40%
 Classwork & Homework 10%
Homework Schedule
Once a week
Benchmark
Darul Ulum College has a standard benchmark for all subject
i.e. 60%
Study requirements and
recommendations
It is imperative that students complete all the set work
(Classwork, Homework, Projects, and Assignments etc.) to the
best of their ability. Students must continuously revise their
topics covered so far.
ART
Art is a special way of expressing one’s feelings and observations/ ideas. It’s a way to express about the
things you see, remember or imagine. In the art class students should be able to experience visual art both
as artists and as audience. They should be able to discover their ideas, thoughts, imaginations, feelings,
belonging and understanding as an artist and at the same time can also see how others have convey the
same. Art also address the needs of the students with artistic intelligence and provide opportunity to
develop valuable skills among the The Australian Curriculum.
The Arts aims to develop students’;

creativity, critical thinking, aesthetic knowledge and understanding about arts practices, through
making and responding to artworks with increasing self-confidence
22




arts knowledge and skills to communicate ideas; they value and share their arts and life
experiences by representing, expressing and communicating ideas, imagination and
observations about their individual and collective worlds to others in meaningful ways
use of innovative arts practices with available and emerging technologies, to express and represent
ideas, while displaying empathy for multiple viewpoints.
understanding of Australia’s histories and traditions through the Arts, engaging with the artworks
and practices, both traditional and contemporary, of Aboriginal and Torres Strait Islander Peoples
understanding of local, regional and global cultures, and their Arts histories and traditions, through
engaging with the worlds of artists, artworks, audiences and arts professions.
Program Components
Keeping the program objective in mind the Art program will have the following components.
Components are not to be isolated but are intended to be interlinked throughout the program.
Creating and making

Exploration of Ideas

Creative expression and reflection

Development of skills and abilities
Exploring and responding

Thoughtful, guided responses to arts expressions

Critical and creative thinking about art works

Development of language and vocabulary
Cultural/Historical understanding

Role and history of the arts in cultures and societies

Factors that influence the arts and artists

Knowledge of popular artists
Above three components will be taught over 4 Terms/Year under the following subjects:
 Visual Art,
 Media Art,
 Performing Art.
Scope and Sequence- see above
23
TERM 1
Visual Art
TERM 2
Visual Art
TERM 3
Performing Art
TERM 4
Media Art
Creating and
making
Inspiration and Ideas
Role play
ADVERTISEMENTs
STRANDs
Topics / Concepts
Assessment
Breakdown
 Class Project 60%
 CATs 20%
 Folio Presentation 20%
Homework Schedule
Once a week
Benchmark
Darul Ulum College has a standard benchmark for all subject i.e.
60%
Study requirements and
recommendations
It is imperative that students complete all the set work (Classwork,
Homework, Projects, and Assignments etc.) to the best of their
ability. Students must continuously revise their topics covered so
far.
24
Homework
Homework is an essential part of our education at the school. Students have their homework
schedule to follow.
Consequence for not completing homework:
1.
2.
3.
4.
Verbal warning.
Warning recorded in the students’ diary for parents to sign.
Issuing a form for neglecting homework without a valid reason.
Call parent for a meeting to discuss the matter further.
Each night
1. Students MUST read for 20 minutes and record activity in their logbooks.
2. Practice Qur’an 30 minutes.
3. Practice their Tarbiyya duas 5 - 10 minutes.
Please contact the relevant form teacher if your child is having difficulty completing
homework or claiming she has NO homework.
25
Year 7A Homework schedule
TOTAL
Monday
Tuesday
Wednesday
Thursday
Friday
Quran (15
mins)
Quran (15 mins)
Quran (15 mins)
Quran (15
mins)
Quran (15
mins)
Reading (25
mins)
Reading (25
mins)
Reading (25 mins)
Reading (25
mins)
Reading (25
mins)
Maths (20
mins)
English (30
mins)
Maths (20 mins)
English (30
mins)
Maths (20
mins)
Tarbiyah (20
mins)
Humanities (30
mins)
Arabic (30 mins)
Science (30
mins)
Tarbiyah (20
mins)
1 hour and
20 mins
1 hour and 40
mins
1 hour and 30
mins
1 hour and 40
mins
1 hour and
20 mins
Year 7C Homework schedule
TOTAL
Monday
Tuesday
Wednesday
Thursday
Friday
Quran (15
mins)
Quran (15
mins)
Quran (15 mins)
Quran (15
mins)
Quran (15
mins)
Reading (25
mins)
Reading (25
mins)
Reading (25
mins)
Reading (25
mins)
Reading (25
mins)
Tarbiyah (20
mins)
English (30
mins)
Arabic (30 mins)
English (30
mins)
Tarbiyah (20
mins)
Maths (20
mins)
Science (30
mins)
Maths (20 mins)
Humanities (30
mins)
Maths (20
mins)
1 hour and
20 mins
1 hour and
40 mins
1 hour and 30
mins
1 hour and 40
mins
1 hour and
20 mins
26

Senior Coordinator: Mouna Abdelhay Level Coordinator: Karam

Transcription

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