Post on 06-Jul-2020
Mary MacKillop Catholic College
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Stage 4
(Year 7)
Assessment Handbook
Issued February 2018
Mary MacKillop Catholic College
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TABLE OF CONTENTS
Contents Page No:
Student Agreement 3
Essential Information 4
NESA 5
An overview of Courses for Stage 4 5
Students with Special Education Needs 6
NESA Assessment Model 7
Homework and Study Requirements 7
Some terms used in Assessments 9
Glossary of Key Words 9
What are your Responsibilities? 10
What Happens if I do not complete a Task? 10
Student Assessment Appeals 11
Assessment Appeal Process 13
Extended Absences 14
Sample Warning Letter 15
Reporting 16
Assessment Schedules 20
Mary MacKillop Catholic College
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Student Agreement
In receiving this Stage 4 (Year 7) Assessment Handbook you have taken on the responsibility
to follow the procedures outlined. As a student of Mary MacKillop Catholic College, I agree that: ● I am to complete and present all Assessment Tasks by the due date; and to be present for those
Assessment Tasks held at the College
● If I am unable to attend the College on the day of an Assessment Task I will phone the College
and explain my absence
● If I fail to hand in an Assessment Task by the due date I may be penalised.
● If I am absent from any Assessment Task (test, exam or assignment) I will report to the
Coordinator of Learning KLA immediately on return to school and submit an Assessment Appeal
Form
● If I am unable to complete an Assessment Task for reasons of injury, ill-health or misadventure,
I will submit an Assessment Appeal Form ● A zero score will be recorded for any Assessment Task, which I miss and for which an
acceptable reason is not given
● It is my responsibility to consult with the relevant Coordinator of Learning (KLA) if I
experience problems in interpreting the College Assessment Handbook, or in fulfilling the course
requirements
● Any Assessment tasks I submit will be ALL MY OWN WORK. If I use information from any
source it will be correctly referenced (as per the guidelines in the College diary.
Mary MacKillop Catholic College
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Essential Information
Principal Ms G. Pussich Assistant Principal Mr P. Grana Leader of Learning – Catholic Life and Religious Education Mrs A. Flanagan Leader of Learning – Student Learning Miss M. Israel Leader of Learning – Professional Learning Mrs J. Verlinden Leader of Learning – Community Engagement Mrs N. Gesson Coordinator of Learning – Resources and Organisation Mr D. Thomas
Assistant Coordinator of Learning - Religious Education Mr A. Ndaira Coordinator of Learning – English Mrs K. Gomes Assistant Coordinator of Learning - English Ms M. Fassoulas Coordinator of Learning – Mathematics Mrs S. Waugh Assistant Coordinator of Learning – Mathematics Ms L. Trinder Coordinator of Learning – Science Mrs H. Wastie Assistant Coordinator of Learning – Science Mrs J. Hamama Coordinator of Learning – TAS Ms R. Carroll Coordinator of Learning – HSIE Mr J. Rooney Assistant Coordinator of Learning - HSIE Ms N. Pavisic Coordinator of Learning – PDHPE Mr S. Whiley Coordinator of Learning – CAPA Ms S. Veljanovski Coordinator of Learning – LOTE Mr D. Thomas Coordinator of Learning – Diverse Learning Needs Mrs C. Rugg Coordinator of Learning – Saturday School of Community Languages, Open High School, Distance Education and Outside Tutors
Miss M. Israel
Coordinator of Learning – Pathway and Partnerships Mrs M. Pedavoli Coordinator of Learning – Innovative Technologies & Information
Literacy Mrs M. Thomson
Coordinators of Learning (Year / House):
Coordinator of Learning - Year 12 Mrs E. Orlando
Coordinator of Learning - Year 11 Ms S. Boustani
Coordinator of Learning - Year 10 Mrs L. Toohey
Coordinator of Learning - Year 9 Ms M. Messina
Coordinator of Learning - Year 8 Ms P. Gagliano
Coordinator of Learning - Year 7 Mr M. Andrejev
College Office Hours: The College Office is open for enrolment, fees and general business from 8.00 am until 4.00 pm. Teachers
can be contacted between these times. Street Address: 5 Carnarvon Street, Wakeley NSW 2176 Postal Address: Locked Bag 64, Wetherill Park BDC 1851 Phone: (02) 9725 4322 Fax: (02) 9725 4393
Email: info@mmcwakeley.catholic.edu.au
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The NSW Education Standards Authority (NESA) replaced the Board of Studies, Teaching and
Educational Standards NSW (BOSTES) on 1 January 2017.
NESA will set and monitor quality teaching, learning, assessment and school standards. This
includes responsibility, across NSW public, Catholic and independent schools, for:
Kindergarten to Year 12 curriculum
Accreditation of teachers and teaching degrees
The internationally recognised HSC
School registration and home schooling
An Overview of Courses for Stage 4
Key Learning
Area Mandatory Courses
English All students study English, Mathematics and Science in Years 7, 8, 9
and 10. By the end of Year 10 all students must complete 400 hours in
each of these subjects. Mathematics
Science
Key Learning
Area Mandatory Courses
Creative Arts All students study 100-hour courses in each of Visual Arts and Music.
Human Society
and Its
Environment
(HSIE)
In Stage 4 (Years 7–8) all students study 100-hour courses in each of
History and Geography.
Languages
All students must study 100 hours in one language over one
continuous 12-month period at some stage during Years 7–10.
Personal
Development,
Health and
Physical Education
(PDHPE)
All students must study 300 hours of PDHPE across Years 7, 8, 9 and
10.
Technological and
Applied Studies
(TAS)
All students study Technology (mandatory) for 200 hours, usually in
Stage 4 (Years 7–8.)
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NESA Assessment Model
Homework and Study Requirements for Stage 4
Mary MacKillop Catholic College views the setting and completion of Home Study as an integral
part of the educational process. The College believes that this involvement reinforces and enriches
the curriculum, encourages excellence, develops organisation and time management skills, and the
capacity to assume self-responsibility for learning. Students are encouraged to realise that high
aspirations and consistent effort in school and home study maximise the likelihood of success.
Home study should be overseen and supported by both parent and teacher groups.
‘Homework is purposeful out-of-class learning that seeks to enhance the extent to which each
child benefits from the school’s educational program’
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Why is Homework so Important?
THE PARENT’S ROLE IS TO: provide an environment for the child where supervision, encouragement and help are
provided
respect the child’s knowledge and skills
communicate with the teacher and sign the homework
THE STUDENT’S ROLE IS TO: accept responsibility for the completion of the homework and complete tasks to the best of
their ability
ask for help from teacher and family if necessary
use their diary to record and organise their homework
What Can Parents / Caregivers Do to Help?
Take an active interest in your child's homework
Support your child in setting aside time each day for homework
Provide a dedicated place for homework and study if possible
Assist teachers to monitor homework by signing completed work if requested, and be aware
of the amount of homework set.
Communicate with teachers any concerns about the nature of homework or your child's
approach to homework.
Encourage your children to read and take an interest in current events.
Alert the school to any domestic circumstances or extra-curricular activities, which may
need to be taken into consideration when homework is being set or marked.
Some Useful Tips for Homework
When you get home from school, take a break (not too long)
After a day at school, you will probably forget some or most of what your teachers have
taught you. Therefore, you should revise your notes on the same day, giving you a better
start. This will refresh your memory and ensure your homework is correct. This method
requires less time to be spent on homework
Do not start each night with the same subject
Have a ten-minute break between subjects
Do not do you study or homework in front of the TV or whilst listening to the radio. You
need to concentrate and not allow for any types of distractions
When you have finished your homework, prepare for the next school day. Revise the
subjects for the day. It is a good idea to read the text or notes supplied in advance. This will
assist your understanding.
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Study
If you are to perform at your best and achieve good results you will need to develop some good
study skills.
What is Study?
Study is more than doing your homework Study is about remembering and memorising Study means that you have to be an active learner.
There are three main types of study activities:
1. Revising work so that you will understand it better and remember it in the future. 2. Memorising special pieces of information such as Maths formulas and lists of names; and 3. Practicing skills such as playing a musical instrument, giving a speech, typing, drawing.
When and Where to Study
Study when your mind is fresh - not after you have completed all your homework and
assignments - set aside a special time. Set aside a special place where you can concentrate – not in front of the TV . It’s best to work at a table or desk – don’t lie down! Choose one subject and topic at a time – don’t be too ambitious –but do plan to make time
for all your subjects. One hour per topic is an ideal amount of time. After half an hour, take a short break (5 minutes) this will help you to stay focused.
What You Will Need
A clear uncluttered desk or table
Your textbook or your folder of notes
Paper and pens (different coloured pens) to make lists and test yourself
Your Voice! Saying things out loud helps you to remember
Perhaps a friend: Working (not gossiping) together can be helpful. Test each other. See who
can remember the most.
Quick tips to manage your time better:
Create a daily 'to do' list List goals and set priorities Do 'A's' first (Most important things) Handle each piece of paper only once Do it now Ask yourself 'What is the best use of my time right now?
Some Common Terms Used in Assessment Glossary of Key Words
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What are your Responsibilities
● To familiarise yourself with the general College Policies as outlined in this Handbook
● To speak with the Coordinator of Learning if you are in any doubt about the requirements of
the Assessment Policy
● To cooperate with the process of Assessment
● To inform the College if you are to be absent on the day of an assessment task
● In the case of becoming ill during an examination or an in-class assessment task, you should
inform the teacher who is supervising, even if you are able to complete the task. At the earliest
possible opportunity, you should consult the CoL KLA and request consideration.
● To not plagiarise others' work
Plagiarism occurs when a person passes off the work or ideas of another or others as their
own. Plagiarism can arise when students hand in work that they have copied or downloaded.
You will receive zero marks for any work that you have plagiarised.
● To not engage in cheating, malpractice or dishonesty
It is dishonest to have someone else actually do your work eg a tutor or friend and for you to
pass this work off as your own.
Cheating, malpractice or dishonesty will lead to a zero mark!
How do I Submit my Work?
● All Assessment Tasks are to be submitted before 8.50 am on the due date. Assessments
submitted after the due time will be considered late and receive zero marks. You will need to fill
out an Assessment Appeal Form and give it to the CoL KLA as soon as you get to school
● Assignments should include an appropriate cover sheet, stating your name, teacher and
subject. Do not hand tasks to any other member of staff.
● Task papers should be firmly stapled together or otherwise secured
● All submission parameters (e.g. hard copy or e-version etc) will be specified on your
Assessment Notification. You must adhere to these parameters
● Parent submission will only be accepted at the College Reception and after an appropriate
form is filled in.
What Happens if I Do Not Complete a Task?
1. If you are absent on the due date for submission of an Assessment Task:
● You are still responsible for ensuring that the work is submitted on time. If at all
possible arrange for someone else to deliver the task to school before the due time of
8.50am
● It is your responsibility to finish your Assessment Task by the due date and time. It is
your responsibility if it is anticipated that work will not be completed on time, to
negotiate well in advance of the due date, by filling out an Assessment Appeal Form
● A medical certificate may not be accepted as excusing late submission of tasks where
the task was issued well in advance of the illness and the medical certificate shows
that the student was not incapacitated for a large part of that time. You should submit
whatever progress work has been completed at that time eg drafts, plans, rough work
etc. This will be assessed by the teacher and may be awarded marks.
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2. If you are absent on the day of a test or exam you should follow one of these courses of
action:
● If you know you will be away, inform the teacher or KLA Coordinator in advance so that
alternate arrangements may be made if the absence is thought to be justifiable;
● If you are taken suddenly ill or are subject to misadventure, you should telephone the
school on the morning that the task was due and ask that the KLA Coordinator be
notified that you will be absent and give a short explanation of the circumstances
● If it is during the Half Yearly or Yearly Examination Period, contact the CoL Year as
soon as possible, before the examination is to commence.
3. When you return to school
On your return to school, before going to your first lesson, submit your Assessment Appeal
Form (see link below) including all the necessary evidence to support your case. You must
carefully follow all the instructions on this form and after filling it in, get your parents to sign it and
hand it in to the Coordinator of Learning KLA. You should submit whatever progress work has
been completed at that time eg drafts, plans, rough work etc. This will be assessed by the teacher
and will be awarded marks, however not recorded until the results of the appeal are finalised. The
Assessment Appeal Committee consisting of the LoL Student Learning, the CoL KLA concerned
and the CoL Year will decide whether to uphold or deny your appeal. The Assessment Appeal
Committee’s decision will be sent to you as soon as possible (via CLC or mailed home). If you are
not satisfied with the Appeal Committee’s decision, you can appeal to the Principal by re-submitting
your appeal, along with the decision and reason from the Appeals Committee.
4. If you are absent from an assessment task, or if you fail to hand it in by the due date, without
justification, you will receive a zero mark. If you do not follow the correct procedures as stated
above you will receive a zero mark. The following may be regarded as reasons justifying absence or
inadvertent late submission. The onus of proof is on the student.
1. ILLNESS - if there is proof in the form of a Medical Certificate from a Registered
Practitioner
2. MISADVENTURE - such as public transport delays or car breakdowns (in this case, the
student will be asked to provide proof of the circumstances leading to the delay).
a. Failure of computer systems, incompatibility of systems, file errors and printer errors
are NOT an acceptable reason for failing to submit work on time.
3. ACCIDENT - meaning some injury, this physically or emotionally prevents the student
from completing the task, exam or test. Proof via a Medical Certificate, Police Report or
other statutory body will be required at all time.
Mary MacKillop Catholic College
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STUDENT ASSESSMENT APPEAL FORM
2018 Illness / Misadventure Appeal Form
This form has been developed to assist you in applying for consideration in the event that:
● You are prevented from attending an assessment task (class test or formal exam); or
● You are prevented from submitting a task on time because of illness or misadventure; or
● You consider that your performance in a task has been affected by illness or misadventure
immediately before or during an assessment period.
You may NOT submit an appeal on the basis of:
● Difficulties in preparation or loss of preparation time eg as a result of long term illness
during the year.
● Alleged deficiencies in tuition
● Long term illness unless you suffer a flare-up or exacerbation of the condition during the
assessment period
● Issues with technology
● Misreading an examination timetable or exam instructions.
General Instructions
● You should attend every examination session.
● Do not miss an exam merely because you do not feel able to do your best.
● Your appeal must be lodged with the CoL KLA as soon as you return to school.
● You will be notified of the outcome of your appeal as soon as possible, but no later than 5
school days
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Mary MacKillop Catholic College
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Mary MacKillop Catholic College
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Extended Absences An absence from school for an extended period of time is of extreme concern, as a student may fail
to meet the outcomes of courses. NESA has indicated that students will find it difficult to achieve outcomes of a course if absent for
more than 4 weeks. For this reason the College cannot approve absences for an extended period of
time, unless a guarantee is given that the student will be engaged in some form of schooling while
absent for example a private tutor or enrolment at a school whilst overseas. It is the parent’s responsibility to provide documentation that this will or has been done. If this is not
done the student may have to repeat her current year of study. Assessment tasks missed due to
extended absences that have not been approved will receive zero marks.
As per the Education Act, any student who requests an extended absence from school must do so via
application to the College Principal who has the right to deny any request. (The application forms
are available at Student Services.)
Achievement of Course Outcomes and the School Report For internal school reporting purposes, a student may be recorded as not having achieved the
outcomes of a task if the student fails to submit or sit for the task on the due date AND has not
provided a justifiable reason for missing the task. The student will have the opportunity to sit for or
submit the task within a reasonable time, as determined by the Coordinator of Learning (KLA) (but
not more than 3 days after the date it was due). In this case, having received zero for the task,
the student, may be assessed as meeting some of the outcomes. Failure to make-up for a missed
assessment task (if requested by the Coordinator of Learning (KLA)) will result in the non-
achievement of the outcomes for that task. Malpractice
● Do not plagiarise other peoples' work. Plagiarism occurs when a person passes off the work
or ideas of another or others as their own. Plagiarism can arise when students hand in work that
they have copied or downloaded. You will receive zero marks for any work that you have
plagiarised. ● Do not engage in cheating, malpractice or dishonesty. It is dishonest to have someone else
actually do your work eg a tutor or friend and for you to pass this work on as your own. ● Cheating, malpractice or dishonesty will lead to a zero mark.
Student Appeals Against Final Grade
Students may appeal in writing to the Appeals Committee via an Assessment Appeal Form, only
because the final grade awarded was inconsistent with the grades awarded for assessment tasks
during the year. The Assessment Appeal Committee consisting of the LoL Student Learning, the CoL KLA
concerned and the CoL Year will decide whether to uphold or deny your appeal. The Assessment
Appeal Committee’s decision will be sent to you as soon as possible (via CLC or mailed home). If
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you are not satisfied with the Appeal Committee’s decision, you can appeal to the Principal by re-
submitting your appeal, along with the decision and reason from the Appeals Committee.
The marks or grades awarded for individual tasks will not be subject to review as part of this appeal
process. Any concern students may have about the marks or grades awarded on an individual task
should be resolved at the time the work is returned by the teacher. Appeals should be resolved within the school; however, where the appeal cannot be resolved within
the school, the student will have the right of appeal to the Board of Studies.
Sample Stage 4 Warning Letter
Students with Special Education Needs
Syllabuses developed by NESA for each stage of learning, Early Stage 1 to Stage 5, are inclusive of
the full range of learners. Most students with special education needs will meet curriculum requirements by participating fully
in learning experiences based on the regular syllabus outcomes and content. Collaborative curriculum planning will determine the most appropriate curriculum options for all
students with special education needs in keeping with their learning needs, strengths, goals and
interests. Some students may require additional support, including adjustments to teaching, learning and
assessment activities. Standards Syllabuses provide guidance about what students are expected to achieve in the following ways:
the outcome statements and the specific content (described in terms of ‘Students learn
about…’ and ‘Students learn to…’) make clear what is to be learnt
the Stage Statements provide succinct summaries of what a typical student will know and be
able to do by the end of each Stage.
In addition, for each subject a separate document titled Descriptions of Levels of Achievement has
been developed. These contain summary statements that assist in making judgements about where a
student is at in their learning and what they must do to progress to the next level of achievement.
NESA – Assessment The NESA K–10 syllabuses for the Australian curriculum continue to promote a standards-
referenced approach to assessing and reporting student achievement in NSW and the importance of
assessment for, as and of learning as essential components of good teaching and learning.
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Reporting
Reporting is the provision of information about a student’s progress to a variety of interested parties
including: ● The student’s themselves
● Parents
● Other teachers
● Employers
● The wider community
Formal Reporting
At present, the College prepares reports for all students twice a year. Reports are prepared under College
guidelines using outcomes based reports that are standards referenced and relate directly to formal and
informal tasks completed by students.
Academic reports also indicate the achievement of sound learning practices in each subject. This enables
parents to know whether the student is demonstrating satisfactory attitudes to learning. Students need to be
self-motivated and properly prepared for lessons, capable of working with others and responsive to a learning
environment.
The Areas for Assessment in a course and Learning Practices are ticked in accordance with the varying levels
of achievement outlined in the Assessment Handbooks. Some departments make progress reports on a more regular basis. Information on the progress of a student
can be sought at any time during the academic year by contacting the relevant CoL Year or CoL KLA and at
Parent Teacher night.
Level of Achievement Descriptors
GRADE
MEASURE OF
ACHIEVEMENT
ACHIEVEMENT DESCRIPTORS
A Very High
The student has an extensive knowledge and understanding of the
content and can readily apply this knowledge. In addition, the student
has achieved a very high level of competence in the processes and
skills and can apply these skills to new situations
B High
The student has a thorough knowledge and understanding of the
content and a high level of competence in the processes and skills. In
addition, the student is able to apply this knowledge and these skills to
most situations.
C Adequate The student has a sound knowledge and understanding of the main
areas of content and has achieved an adequate level of competence in
the processes and skills.
D Limited The student has a basic knowledge and understanding of the content
and has achieved a limited level of competence in the processes and
skills.
E Very Limited The student has an elementary knowledge and understanding in few
areas of the content and has achieved very limited competence in
some of the processes and skills.
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The Overall Course Grade
Assessing student achievement is the process of collecting information on student performance
in tasks relevant to the outcomes of a course. The Overall Course Grade on the school report
reflects the overall achievement of the outcomes in the Areas for Assessment for the semester.
Although there is a close correlation between the levels of achievement obtained and the grade
awarded, each Area for Assessment may not receive the same emphasis. As a result the Overall
Course Grade and the Levels of Achievement may differ.
Description of the Learning Practices Reported On
LP1: Demonstrates self- discipline, motivation and enthusiasm for learning
Evidenced by:
-ability to work independently in order to improve levels of achievement
-active involvement during lessons
-positive response to teacher instruction, guidance and feedback
-curiosity about the subject
LP2: Organises time and equipment
Evidenced by:
- punctuality
- bringing necessary equipment to class
- proper maintenance of books and folders
- maximisation of time during learning activities
- meeting of assessment deadlines
LP3: Completes set tasks including class work, homework and assessment tasks Evidenced by:
- completion of tasks set as homework and assignments
- completion of learning activities during lessons
- utilisation of resource teachers to assist completion of tasks (where eligible)
LP4: Works collaboratively with others Evidenced by:
- ability to work productively with peers during group tasks
- contribution to discussion
- ability to listen to the views of peers and teacher
- response to teacher instruction and advice
- cooperative behaviour during class activities
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Measures of Learning Practices used on the school report
Always In all cases the student has endeavoured to meet the requirement of the learning practice.
(with the exception of illness and/or misadventure)
Usually In most cases the student has met the requirements of the learning practice.
Sometimes The student has occasionally met the requirements of the learning practice.
Rarely The student has hardly ever met the requirements of the learning practice.
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February 2018
Dear Student, Parents/Guardians
This handbook has information in it relevant to the Year 7 course for 2017.
Please read the information carefully
Download the relevant forms you may need throughout the year
Ensure you are subscribed to the Year 7 Assessment calendar (through Connect@MMCC or
the Skoolbag app. For those who have electronic family calendars, link them so a complete
view is ready at hand
Set up an appropriate study space
Discuss the timing of Assessment tasks with any known family commitments , work out a
compromise to minimise anxiety
Communicate with each other to ensure a smooth transition into Stage 4
Communicate with the College through the classroom teacher or CLC teacher via the
College diary (or a phone call) to discuss initial concerns.
Act on the Levels of Intervention (Level 1 with CLC teacher) before talking to the
Coordinators of Learning, Leader of Learning or the Assistant Principal or Principal
Yours sincerely
Ms Gilda Pussich Miss Michelle Israel
Principal Leader of Learning
Student Learning
=======================================================================
REPLY SLIP (to Mr Andrejev)
We have read the Stage 4 Assessment Handbook 2018 and understand the requirements
needed to satisfactorily complete the course.
The points in this letter (above) have been acted on and have reached a satisfactory
conclusion (where relevant)
Any questions that still need to be answered will be directed to the appropriate member of
staff
Student’s Name: Signature:
Parent/Guardian Name: Signature:
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SECTION TWO
YEAR 7
ASSESSMENT SCHEDULES
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2018 Religious Education - Catholic Studies
Task 1 Task 2 Task 3
40% 30% 30%
Group Presentation
Examination
Scripture Analysis
Research
Written Submission In-class
7B What it means to be
Catholic
7A Sacred Scripture 7C Stewardship, A Way of
Life
Due Date Term 1- Week 9 Term 3- Week 4 Term 4- Week 2
Area for Assessment
Knowledge and understanding of course content
Source-based Skills
Investigation and research
Communication of information, ideas and issues in
appropriate forms
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English-2018
Task 1 Task 2 Task 3 Task 4
Term 1
Week 8
In-class
Term 2
Week 5
In-class
Term 3
Week 7
Recorded- Hand in
Term 4
Week 3
In-class
Narrative Written/Visual
Exposition
Speech Poetry Analysis
Area for Assessment 2A, 3B, 4B 1A, 5C, 7D 2A, 3B, 8,D, 9E 2A, 3B, 6C, 9E
One –
Reading, listening, viewing, writing, speaking and
representing.
Reference - Outcomes: 1 and 2
Two –
Communicating, context and analysing language
Reference - Outcomes: 3 and 4
Three -
Interpretative, imaginative and critical thinking
Reference - Outcomes: 5 and 6
Four –
Expressing views
Reference - Outcomes 7, 8 and 9.
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Geography - 2018
Weighting Task 1 Task 2
Research Task:
Submission
Skills Test
In Class
Timing
Term 1
Week 8
Term 3
Week 8
Term 2
Week 4
Term 4
Week 4
Outcomes
GE4-1, GE4-2, GE4-4,
GE4-5, GE4-7, GE4-8
GE4-1, GE4-3, GE4-4,
GE4-6, GE4-7, GE4-8
Area for Assessment
Geographical knowledge
Geographical tools and skills
Communication of information, ideas and issues in appropriate forms
Timing 100% 50% 50%
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. History - 2018
Weighting Task 1 Task 2
Investigating the Ancient Past:
Research Task
Ancient Egypt:
In Class Response
Timing
Term 1, Week 8
Term 3, Week 8
Term 2, Week 4
Term 4, Week 4
Outcomes
HT4-1, HT4-5, HT4-6, HT4-9, HT4-8,
HT4-10
HT4-2, HT4-3, HT4-6, HT4-9,
HT4-10
Area for Assessment
Historical Knowledge and Understanding
Research and Historical Inquiry Skills
Communication of information, ideas and issues in
appropriate forms
Total 100% 50% 50%
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Mathematics - 2018
Task 1 Task 2 Task 3 Task 4
Number Operations
Data Collection & Representation;
Position; Time; Angle
Relationships
Integers; Shapes & Solids
Introduction to Algebra; Introduction to
Fractions & Decimals; Length &
Perimeter; Indices
Timing Term 1, Week 5 Term 2, Week 5 Term 3, Week 5 Term 4, Week 4
Area for
Assessment
Working
Mathematically
MA4-1WM
MA4-2WM
MA4-3WM
MA4-1WM
MA4-2WM
MA4-3WM
MA4-1WM
MA4-2WM
MA4-3WM
MA4-1WM
MA4-2WM
MA4-3WM
Number and
Algebra
MA3-4NA, MA3-5NA,
MA3-6NA, MA4-4NA
MA3-4NA, MA4-4NA,
MA3-8NA, MA4-8NA,
MA4-9NA
MA3-7NA, MA4-5NA,
Measurement &
Geometry MA3-17MG, MA3-13MG, MA4-
15MG, MA3-16MG, MA4-18MG MA3-14MG,MA3-15MG MA3-9MG, MA4-12MG
Statistics &
Probability MA3-18SP, MA4-19SP
Total 20% 30% 20% 30%
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Music - 2018
Weighting Task 1 Task 2
Area for Assessment
Composition
& Performance
Submission of portfolio
In-Class performance of Practical component
Timing
Term 1 Week 7
Term 3 Week 7
Term 2 Week 4
Term 4 Week 4
Outcomes
Performance - 4.1
Composition - 4.4, 4.6
Performance - 4.1, 4.3
Composition - 4.4, 4.5
Listening - 4.7, 4.8, 4.9
Composing 30% 15% 15%
Listening 35%
35%
Performing 35% 15% 20%
Total 100% 30% 70%
Mary MacKillop Catholic College
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PDHPE - 2018
Weighting Task 1 Task 2 Task 3
Area for Assessment Changes and Challenges
Get Healthy
Get Active
Practical Tasks
(Net/Court Games,
Invasion games)
Timing Term 2
Week 2
Term 4
Week 2
At the end of Term 1 and
3.
Outcomes 4.1, 4.2, 4.6 4.6, 4.9, 4.10 4.4, 4.5, 4.9, 4.10
Area for Assessment
Self and Relationships
Individual and Community
Health
Movement Skill and
Performance
Mary MacKillop Catholic College
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Science – 2018
Task 1 Task 2 Task 3
Practical Test Guided Investigation & in-class
Response
Written Test
Weighting 30% 35% 35%
Timing Week 3 Term 2 Week 7 Term 3 Week 3 Term 4
Outcomes SC4-15LW, SC4-4WS
SC4-5WS, SC4-6WS
SC4-7WS, SC4-8WS, SC4-
9WS
SC4-12ES, SC4- 14LW, SC4-16CW
SC4- 4WS, SC4-5WS, SC4-6WS
SC4-7WS, SC4-8WS, SC4-9WS
SC4-12ES, SC4-13ES, SC4-
16CW
SC4-14LW, SC4- 4WS, SC4-
5WS
SC4-7WS , SC4-8WS, SC4-
9WS
Area for Assessment
Knowledge & Understanding
Planning & Conducting Investigations
Processing, Analysing Data & Problem -
solving
Communication
Mary MacKillop Catholic College
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Technology – 2018
Weighting Task 1 Task 2 Task 3
Design Project Work of a Designer Task Design Project
Timing Wk 6 Term 2
Wk 8 Term 2
Wk 4 Term 4
Outcomes 4.1.1, 4.1.2, 4.1.3, 4.2.1,
4.2.2, 4.3.1, 4.3.2, 4.5.1,
4.5.2, 4.6.1, 4.6.2
4.4.1 4.1.1, 4.1.2, 4.1.3, 4.2.1,
4.2.2, 4.3.1, 4.3.2, 4.5.1,
4.5.2, 4.6.1, 4.6.2
Area for Assessment
Research, experimenting,
generating ideas and
communicating.
Producing solutions using tools,
materials and techniques.
Managing and evaluating the design
processes and
solutions
The work of designers and the
impact of technologies
Total 100% 40% 20% 40%
Mary MacKillop Catholic College
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Visual Arts - 2018
Components Weighting TASK 1 TASK 2 TASK 3
Drawing Skills:
‘Lost Thing Drawing’
In Class
Written Response
Clay Work
BOW
Timing Term 1 Week 8
Term 3 Week 8
Term 1 Week 10
Term 3 Week 10
Term 2 Week 5
Term 4 Week 5
Outcomes 4.1 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.1 4.2 4.3 4.4 4.5 4.6
Area for Assessment
Artmaking 70% 35%
35%
Critical and
Historical Study
30% 30%
Total 100% 35% 30% 35%
Mary MacKillop Catholic College
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Mary MacKillop Catholic College
5 Carnarvon Street, Wakeley NSW 2176
or
Locked Bag 64, Wetherill Park BDC NSW 1851
Phone: 9725.4322
Fax: 9725.4393
Email: info@mmcwakeley.catholic.edu.au www.mmcwakeley.catholic.edu.au