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: Hajra Ahmed
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YEAR 10 TEACHERS 10 Teacher
English
Ms Sevinc Ofli
Mathematics
Ms Hajra Ahmed
Science
Ms Hadeel Almadhoun
Tarbiyyah
Ms Shokria Niazmand
History
Ms Soumiaa Alman
PE
Ms Sadaf Baig
TAjweed
Ms Fouzia Abdullah and Ms Taahira Siddique
Careers
Zuleyha Kip
Electives Biology Chemistry
Ms Safiye Kirca Ms Sadaf Baig
VCE Subjects General Math Mathematical Methods (CAS)
Nergis Zeybek Adiilah Raheman
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. 2
QUR’ANIC STUDIES OVERVIEW The subject of Tajweed covers a broad range of topics relating to correcting and perfecting the recitation of Quran. The aim is to help our children recite the book of Allah in the same manner as was recited by the Prophet (S.A.W) and his blessed companions. Over the semester, students in Year 10 focus on learning the theory pertaining to various rules of recitation, such as Ikhfaa, Idghaam, Ithaar, and Iqlaab. They are also taught the characteristics of the letters and point of articulation alongside rules pertaining to elongation of vowels (Madd) and rules of stopping (Sukoon and Waqf). Furthermore, students are also taught the various etiquettes pertaining to the recitation of the Quran. Along with the theoretical aspects of recitation, students are assessed on their ability to practically demonstrate the incorporation of these rules into their usual recital. AIM:
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” classes. To encourage the students to memorize selected “Surahs” and “Masnoon Duas” (prayers) that has been emphasized 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). To ensure students are familiar and acquainted with the rules of Tajweed in theory as well as practical application.
SCOPE AND SEQUENCE FOR YEAR 10 TAJWEED CURRICULUM COVERAGE
TERM 1 TAJWEED ETIQUETTES AND CONDUCT TOWARDS QU’RAN ISTIA’THAH AND BASMALAH
MAKHAARIJ
TERM 2
TERM 3 RULE OF MEDD
TERM 4 RULES OF
SIFAATUL HUROOF
RULE OF LETTER “RA”
TAFKHEEM AND TARQEEQ
RULE OF LETTER “LAAM”
RULES OF LETTER ‘RA’
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RULE OF NUN SAKIN AND TANWIN RULE OF IDGHAM RULE OF MEEM SAKIN
RULE OF “HAMZAH WASL”
RULES OF LETTER ‘LAAM’ RULES OF HAMZAH WASL RULES OF WAQAF AND SAKTAH SPECIAL RULES IN QUR’AN AYATUL SAJDAH
LESSON STRUCTURE
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. Teacher will go over the new theory component of the Tajweed curriculum at the start of the week using various teaching and learning strategies. Students are given exercises to complete as well as pre-reading task for upcoming topics. Once the new concept has been introduced, students are expected to incorporate them in their recitation. They are practically assessed on their ability to implement these concepts in their Qur’anic recitation at least twice a week. At the end of a chapter, students are given formal quiz alongside Common Assessment Task. At the end of semester 1 and 2 students will sit for a written exam. Oral recitation from random passages from the Qur’an at the end of each term will also contribute towards the overall assessment mark. HOMEWORK AND STUDY
Homework will be given 4 times a week whereby students are expected to do pre-reading of topics to be covered for the week alongside supplementary activities to strengthen their understanding of the theoretical component of Tajweed. Students are also expected to spend time daily to keep up with their Naathirah as well as implementing the Tajweed rules learnt in their daily recitation. ASSESSMENT
Assessment is broken down between the theory components alongside practical reading test as shown below: SEMESTER SEMESTER ASSESSMENT ITEMS TERM 1 TERM 2 1 2
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QUIZ 1 AND 2
30%
20%
30%
20%
WRITTEN COMON ASSESSMENT TASK
30%
20%
30%
20%
PRACTICAL READING TEST
40%
20%
40%
20%
WRITTEN EXAM
N/A
40%
N/A
40%
TOTAL
100%
100%
100%
100%
BENCHMARK
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
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. 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.”
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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 Akhlaaq wal Adaab
Aqeedah and Fiqh
Aqeedah and Fiqh
Seerah Ahadeeth
Aqaaid
Aqaaid
Fiqh
False Beliefs which have crept in and caused dissension among the ummat The Original Quran Beleifs on Rasulullah (Sallalahu alaihi wasallam) The Sabaies beief on the Sahabah (RA) Difference of Sabaies beliefs The reality of Fasting The cause which obligates Ramadan Its ruling and the conditions that render it obligatory
Seerah Aqaaid concerning the Sahaba Aqaaid concerning the Sahaba Aqeedah regarding the ranks of Sayyidina Abu Bakr (RA) Aqeedah regarding the ranks of Sayyidina Abu Bakr (RA) Aqeedah regarding the ranks of Umar (RA) Aqeedah regarding the ranks of Uthman (RA) Aqeedah regarding the ranks of Ali (RA
Fiqh
The meaning of Zakah Its ruling and upon whom is it obligatory Conditions that obligate its payment Conditions that obligate its payment Conditions that validate its performance
Akhlaaq wal Adaab Permission granted by the messenger of God (SAW) to his companions to emigrate to Medina Hijrah The arrival in Quba Brief portrait of the Prophet’s stay in the home of Abu Ayyub Construction of the Mosque Brother hood among muslims Drafting of a Covenant between Muslims and non-muslims The battle of Badr The farewell Pilgirmage The Messenger’s sickness
Dealing with various diseases of the heart such as greed, miserliness, backbiting, love for worldly things, jealousy, malice, and hatred. Etiquettes of Dua Etiquettes of Wudu and Ghusl
Ahadeeth
Students read and understand various Ahadeeth (traditions of the Prophet (SAW)). The Ahadeeth cover topics such as how to shake hands, virtue of reciting the Quran, importance of controlling the tongue and displaying good character. Memorization of duas
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Conditions that obligate one to fast The conditions that validate the fasting of Ramadan The pillar of Fasting and the outcome of Fasting Types of Fasts Intention of Fasting That which does not nullify the fast What nullifies the fast requiring expiation and a make-up day The Expiation That which is recommended when fasting
The types of wealth on which Zakat must be paid The nisab on gold and silver Zakah on Merchandise of trade Recipients of Zakah Sadaqatul fitr When is it necessary to pay The types of things that can be used to pay and the required amount The recipients of Sadaqatul Fitr Memorization of duas
Memorization of duas
Memorization of duas
Assessment: Quiz 1: 20% Quiz 2: 20% Memorisation: 20% Common Assessment Task/Exam: 40% 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 10 Subject 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 7
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 1) Environment
Term 2 1) Means of Transport
Term 3 1)Islamic Celebrations
2) Media
2) Arabic Proverbs
2) Travelling in an Arab Country
Term 4
Revision
Assessment:
Common Assessment Tasks Quizzes Projects Semester Exam
Lesson Structure:
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: Homework is given once a week. It will mainly consist of:
Independent reading Memorizing dialogues to perform role-plays Solving various types of exercises and activities Writing essays, assignments and/or projects.
Benchmarks 8
All students are to show academic growth for all subjects.
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 Teacher: Ms Hanan Elhussein (
[email protected]) 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
Arabic Text books: activities prepared by the teacher, readers, stories and word games. ESL activity books Dictionaries Arabic readers Charts/Posters
YEAR 10 HISTORY Subject Overview: The history content involves two strands: Historical Knowledge and Understanding and Historical Skills. Students use the process of historical inquiry to develop transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources. During the 2 periods of study, students will engage in : World War II: (1939-45) – focussing on the causes, significant events, particular Australian WWII experiences, the impact and significance of this conflict. Rights and Freedoms: (1945 – present) – focussing on the origins and identification of human rights and examines modern case studies pertaining to civil rights and race relations in the USA and Australia.
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The Globalising World: (1945-present) – investigating one major global influence (Migration Experience) that has shaped Australian society in depth using a variety of primary and secondary sources.
Term 1
Term 2
1. Overview of inter-war period 2. Depth Study 1: World War II
1. The Modern World And Australia Since WWII 2.
Term 3
Term 4
1.Depth Study 2: Rights 1. Depth Study 3 and Freedoms Migration Experiences 2. Depth Study 3 The Globalising World- 2. Muslims in the Migration Experiences 21st Century
Assessment: Students will complete a range of assessment tasks throughout the year, these may include: • Essay
Common Assessment Tasks (Unit test & Skills)
• Research Assignment
Classwork activities ( Quizzes )
Exam
• Oral Presentation
Lesson Structure:
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: 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. Duration of completing homework tasks: 30-45 min per task. Duration of study time for Humanities- 45 minutes once per week. Students MUST ensure all set homework tasks are completed by due date. 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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Benchmarks
Students are required to receive 60% or above in all set assessment tasks.
Requirements and Recommendations
To have textbook and workbook 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. 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
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
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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.
TERM 1 CH 1: DNA and genetics CH 3:Natural selection and evolution
YEAR 10 SCOPE AND SEQUENCE TERM 2 TERM 3 CH 4: Periodic table CH 8: Motion and energy CH 5: Chemical reactions CH 9: Structures
TERM 4 CH 10: Forensic Science CH 6: Geological times
Homework/Study 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 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 12
By the end of year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports. Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and
similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges. Topics Term 1
Term 2
Term 3
Term 4
1. Indices
3. Coordinate Geometry
4. Simultaneous Linear Equations (Except 4.6)
9. Non-Linear relationships
2. Algebra and Equations
10. Deductive Geometry
7. Quadratic Expressions
17. Polynomials
11. Probability
5. Trigonometry
8. Quadratic Equations
16. Real Numbers
12. Univariate Data
6. Surface Area and Volume
13. Bivariate Data
Homework and study Students will be given 30 minutes Mathematics homework every night. Students are encouraged to selfstudy for 30 minutes and revise the concepts covered in class. Assessments
Semester 13
Assessment
Weightage
Common Assessment Tasks
30%
Classwork/Quizzes
20%
Assignments
10%
Exam
40% TOTAL
100%
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Health and Physical Education Health and Physical Education Overview of the curriculum – Year 10 The Health and physical education (H & PE) curriculum is organised into two strands –Personal, social and community health and Movement and physical activity. Students take part in sports games that maintain regular participation in moderate to vigorous physical activity. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behavior. In addition, they apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. Scope and Sequence:
Term 1
Movement and physical activity topics: Volleyball / Sports Day preparation.
Personal, social and community health topics: 1. First aid and sporting injuries.
2
Netball
2. Promoting Active lifestyles
3
Dodgeball
3. Mental Health
4
Soccer
Lesson structure H 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.
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Assessment Assessments range from the following:
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 H & PE lessons.
English Year 10 Level 10 Description In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary 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, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the differences between media texts. Literary texts that support and extend students in Levels 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a 16
synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of 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, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews. IMPORTANT INFORMATION REGARDING YEAR 10 IN 2015
For the second year in a row, year 10 students will be exposed to the VCE English curriculum structure. They will not only fulfill the standards of the Victorian Curriculum, but they will also endeavor to meet the outcomes set by the VCE. In a sense, the year 10 students will be engaging in a VCE Head Start program from the beginning of the year.
TERM 1
TERM 2
TERM 3
TERM 4
VCE ENGLISH/EAL UNIT 1 AREA OF STUDY 2: Analysing and Presenting Argument Outcome 2 Analyse how argument and persuasive language can be used to position audiences, and create their own texts intended to position audiences.
VCE ENGLISH/EAL UNIT 1 AREA OF STUDY 1: Reading and Creating Texts Outcome 1 Produce analytical and creative responses to texts.
VCE ENGLISH/EAL UNIT 2 AREA OF STUDY 1: Reading and Comparing Texts Outcome 1 Compare the presentation of ideas, issues and themes in two texts.
VCE ENGLISH/EAL UNIT 2 AREA OF STUDY 2: Analysing and Presenting Argument Outcome 2 Identify and analyse how argument and persuasive language are used in text/s that attempt to influence an audience, and create a text which presents a point of view.
Language: Text: (Teacher Reference) Go Grammar! 4
Language: Text: (Teacher Reference) Go Grammar! 4
Please refer to the content descriptors stipulated above and use the teacher reference to further support student learning in the “Language” strand.
Please refer to the content descriptors stipulated above and use the teacher reference to further support student learning in the “Language” strand.
Language: Text: (Teacher Reference) Go Grammar! 4 Please refer to the content descriptors stipulated above and use the teacher reference to further support student learning in the “Language” strand.
Literature: Teacher selected persuasive texts.
Literacy: THEME Analysing and Presenting Argument
Language: Text: (Teacher Reference) Go Grammar! 4 Please refer to the content descriptors stipulated above and use the teacher reference to further support student learning in the “Language” strand.
Literature: ‘The Thing Around Your Neck’ [SHORT STORIES] (2006) and ‘Interpreter of Maladies’ (1999)[SHORT STORIES]
Literature: ‘Twelve Angry Men’[PLAY] and ‘Ghosts of Mississippi’ [FILM]
Literature: Teacher selected persuasive texts.
Literacy: THEME 17
Text: Insight English 10 Chapter 7: Persuasive Texts Chapter 10: Speeches and Presentations Chapter 17: Speaking to an audience
Literacy: THEME Reading and Creating Texts
Supplementary Text: Insight Argument and Persuasive Language
Writing an Analytical Essay; Writing a passage Analysis; Responding Creatively to Texts].
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.
Text: Insight English 10 Chapter 12: Responding to Texts [Why Write a Text Response;
Chapter 13: Imaginative Writing Chapter 14: Reflective Writing 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.
Literacy: THEME Reading and Comparing Texts Text: Insight English 10 Chapter 4: Short Fiction Chapter 9: Film and Television Chapter 12: Responding to Texts [Writing a Comparative Essay].
Analysing and Presenting Argument Text: Insight English 10 Chapter 11: Sharing Ideas Supplementary Text: Insight Argument and Persuasive Language Chapter 7:Writing Your Analysis Chapter 8: Presenting a Point of View 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.
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 10
TERM 1 LANGUAGE: Mode: Reading and Viewing; Writing 1 Statement of Intention for Oral Presentation 10%
LITERATURE: Mode: Reading and Viewing; Writing; Speaking and Listening *1 CLASS PROJECT (Based on Persuasive Texts) 20% LITERACY: Mode: Reading and Viewing: 1 Quiz based on Argument Analysis 20% Mode: Writing: 1 Argument Analysis Essay (Common Assessment Task) 25% Mode: Speaking and Listening: 1 Point of View Oral Presentation (Common Assessment Task) 25%
TERM 2 LANGUAGE: Mode: Reading and Viewing; Writing 1 Analytical Response Planning Page (Graphic Organiser) 5% 1 Creative Response Planning Page (Graphic Organiser) 5% LITERATURE: Mode: Reading and Viewing; Writing; Speaking and Listening *1 CLASS PROJECT (Based on Literature) 10% LITERACY: Mode: Reading and Viewing: 1 Literature Quiz (‘The Thing Around Your Neck’ and ‘Interpreter of Maladies’). 10%
TERM 3 LANGUAGE: Mode: Reading and Viewing; Writing 1 Comparative Essay Planning Page (Graphic Organiser) 10%
LITERATURE: Mode: Reading and Viewing; Writing; Speaking and Listening *1 CLASS PROJECT (Based on Literature) 20% LITERACY: Mode: Reading and Viewing: 1 Literature Quiz (Twelve Angry Men and Ghosts of Mississippi) (Common Assessment Task) 20%
Mode: Writing: 1 Analytical Response to a Text (Common Assessment Task) 15%
Mode: Writing: 1 Comparative (Essay # 1) 20%
Mode: Writing: 1 Creative Response to a Text (Common Assessment Task) 15%
Mode: Writing: 1 Comparative (Essay # 2) (Common Assessment Task) 30%
TERM 4 LANGUAGE: Mode: Reading and Viewing; Writing 1 Argument Analysis Planning Page 5%
LITERATURE: Mode: Reading and Viewing; Writing; Speaking and Listening *1 CLASS PROJECT (Based on Persuasive Texts) 10% LITERACY: Mode: Reading and Viewing: 1 Quiz based on Argument Analysis (Common Assessment Task) 10% Mode: Writing: 1 Argument Analysis Essay (Common Assessment Task) 25% Mode: Writing: 1 Point of View Written Response 10%
Exam 40% Exam 40%
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Career Studies The Career Studies program is directed towards students in year 10 and is based on the learning outcomes outlined in the Victorian Careers Curriculum Framework developed by the Department of Education and Early Childhood Development. The Learning Outcomes for Year 10 Careers are divided into three categories as follows:
Self-Development 1. Understand the importance of allies (i.e. friends, family and supporters) to maintaining a positive self-concept
4. Demonstrate skills and attitudes towards learning that will help you to achieve your life and career goals
2. Assess how personal characteristics and behaviours are reflected in your life, learning and work goals
Career Exploration 5. Understand the relationship between work, community and the economy
3. Discover personal and professional benefits of developing a positive selfconcept and the consequences of developing a negative one
4. Demonstrate skills and attitudes towards learning that will help you to achieve your life and career goals
Career Management 7. Use career information effectively in the management of your Career Action Plan
8. Understand the importance of developing a range of scenarios for future career choices
9. Examine the concept that every decision is a career decision by creating and maintaining your career portfolio
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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.
Year 10A Homework schedule Monday
Tuesday
Wednesday
Thursday
Friday
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
Maths Intervention (30 mins)
Arabic (45-60 mins)
Tarbiyah (30 mins)
Maths Intervention (30 mins)
Tarbiyah (30 mins)
English (60 mins)
Humanities (4560 mins)
Maths (45 mins)
Science (45-60 mins)
Maths (45 mins)
Maths (45 mins)
2 h & 30 mins
English (45 mins)
2 h & 15 mins
1 h & 30 mins
2 h & 30 mins
1 h& 30 mins
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Year 10C Homework schedule Monday
Tuesday
Wednesday
Thursday
Friday
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
Quran (15 mins)
English (60 mins)
Arabic (45-60 mins)
Science (45-60 mins)
Tarbiyah (30 mins)
Maths (45 mins)
Humanities (45-60 mins)
Tarbiyah (30 mins)
Maths Intervention (45 mins)
English (45 mins)
Maths intervention (45 mins)
Maths (45 mins)
2 h & 15 mins
2 h & 30 mins
Maths (45 mins)
2 hours
2 h & 15 mins
1 h& 45 mins
21