Year 7 Assessment Booklet - Finished - 2019 · Year 7 students will complete assessment tasks as...

1

ROBERT

Year 7 Assessment Booklet 2019

Issued: January 2019

Robert Townson High School

2

Contents:

Section 1: School Assessment

Principal’s Introduction 3 Purpose of Assessment 4 School responsibilities 4 Faculty responsibilities 5 Student responsibilities 6

Section 2: Application Forms

Application for Special Consideration 8 Application for Special Provisions 10

Section 3: Course Overviews and Assessment tasks

English 12

Human Society and its Environment o History o Geography

13

Languages - German 15

Mathematics 16

Science 17

Personal Development, Health and Physical Education

19

Technology Mandatory 20

Visual Arts 22

3

PRINCIPAL’S INTRODUCTION

This booklet will assist Year 7 students and their parents/carers to stay up‐to‐date with assessment requirements in 2019. Outlined in this booklet is the school’s assessment policy and information about the responsibilities of the school, faculties and students when completing course assessment.

We encourage students and parents to read this booklet carefully to ensure they are aware of procedures for:

- Missing an assessment task due to illness or personal circumstances. - Submitting an assessment task late (i.e. after the duedate) - Not making a serious attempt during an assessment task - Copying someone else’s work and submitting it as your own

We encourage all students to complete work by the due date, including homework tasks issued by their classroom teachers. This will help students to develop skills in organisation and prepare them for the later years of high school.

If a student is experiencing difficulty completing a task, they are encouraged to talk to their classroom teacher before the due date to seek assistance. Alternatively, parents/carers are also able to contact the school and speak with teachers.

Students will receive a copy of this booklet at the start of Term 1, when staff will also explain how to use the booklet. A copy of this booklet is also available on the school’s website, should the paper copy be misplaced.

If additional questions arise or support for a student is required throughout the year, we encourage parents/carers to contact the school on 9824‐7777:

Deputy Principal – Yr 7 Ms Leah McKeown

Year 7 Advisor Ms Mary Hernandez

Head Teacher Welfare Ms Nicole Park (Relieving) / Ms Erin Griffiths

Best of luck during your first year at Robert Townson High School.

Warren Parkes Principal

4

STAGE 4 ASSESSMENT POLICY

Purpose of Assessment

Year 7 students will complete assessment tasks as part of their studies in each subject. Assessment allows students to show their knowledge and understanding in a variety of ways, and reflects both their achievement and improvement over time.

Students' marks are to be tallied at the end of each semester or rotation, and a final mark for each course out of 100 is determined for reporting purposes each semester. This mark is then used to assign grades on student reports using the following grade distribution table as a guide.

A 85‐100

B 70‐84

C 45‐69

D 30‐44

E 0‐29

School Responsibilities:

1. Each faculty will set a maximum number of four assessment tasks for their subject that are outlined to students at the start of the year in the Year 7 Assessment Booklet. Written notification of each specific task is provided to students by teachers at least a fortnight before the task.

2. Class work may also be used for assessment purposes and could include informal

class tasks, homework tasks, bookwork, exercises and collaborative/group work. It should not include: marks for neatness of bookwork, marks based on student attendance and observation/participation marks.

3. Assessment tasks will be returned to students with marks and feedback, once a task has been completed. This is will be within a two week period and could include marker’s notes, oral feedback and individual written feedback.

4. For speaking, performance and presentation tasks, individuals/groups will be

5

selected at random to set the order of presentation. All students should be prepared to present on the first day of the task to ensure fairness.

5. If a student is concerned about a mark they have received, they should speak to the teacher who marked the task. If there is still concern, the Head Teacher of the subject should be approached to resolve the issue. If the issue cannot be resolved, the student can appeal to the Assessment and Reporting team for review.

6. Parents/carers will be informed in writing by the school if their child receives a zero mark in an assessment task or exam, clearly explaining the reasons for the mark of zero. Letters of concern may also be sent if a student is not submitting work or is causing concern in the classroom.

Faculty Responsibilities:

1. Provide students with an assessment task outline at least two weeks before the task due date, using the school‐wide assessment task proforma. This will include details such as task description, weighting, outcomes assessed, a marking rubric and a due date. It should clearly explain what students are required to do to demonstrate their learning.

2. All students should sign for receipt of assessment tasks on the Assessment Task record sheet. A hard copy should be retained by each faculty.

3. If a due date is changed, faculties will inform students in writing.

4. Notify parents of zero marks or other concerns with a student’s assessment task

within two weeks of the task. e.g. copying another student’s work, disruption of an task.

5. Ensure consistency and fairness in the assessment task process. Teachers are not to arrange for students to complete tasks early due to vacation/holiday leave or estimate marks in these situations.

6. Retain a student sample (low/mid/high) for each formal assessment task:

Common/Year Tasks ‐ 3 samples of each range

Class/Small Cohort Tasks – 1 sample of each range

6

7. It is the Head Teacher’s responsibility to ensure task dates are set in Term 1 and added to the School calendar on Sentral. Failure to submit tasks dates may result in tasks being unable to run on preferred date due to calendar clashes.

8. All tasks should be based on the skills and content that has been explicitly taught and developed in class. All tasks should have clear links to course outcomes that are also reflected in faculty teaching programs and registers.

9. It is the Head Teachers’ responsibility to oversee the review of assessment tasks each

year to ensure their academic rigor and currency with NESA requirements.

Student Responsibilities:

1. Students absent from assessment tasks completed in class on a due date will receive zero marks unless they have a medical illness or an extenuating personal circumstance. If a student misses a task, they should complete the forms provided in this booklet and submit them to the Head Teacher of the subject the next day at School.

2. If a student misses an assessment task, they should be prepared to sit the task on the day they return to School. If a student's reason for absence is accepted, then the Head Teacher may set the same task (provided that this does not disadvantage other students) or set an alternate task. In exceptional circumstances, the Principal or Deputy Principal may direct that an estimate be given.

3. If an assessment task involves handing in an assignment/task, students must hand this on the due date at the start of the timetabled period. If a student submits a task late, without an request for special consideration, they will lose marks:

1 day late 25% mark deduction 2 days late 50% mark deduction

After 2 days A mark of zero is awarded

4. Students who anticipate that they will be absent on the date of a task (e.g. when involved in representative sport, religious holiday, festival etc.) must notify their teacher at least three days in advance, in writing, countersigned by a parent or guardian. If the student misses a task because of a participation in a school program or medical reason, a request for special consideration must be submitted.

7

5. Students absent for long periods due to illness for exams or assessment tasks should ring the school, and then submit a completed request for special consideration with a medical certificate to the Front Office.

6. In exceptional circumstances of medical or family emergencies, and where documentation is provided, a student may apply for an extension through the ‘Request for Special Consideration’ form.

7. Vacation leave is not considered exempt leave by the Department of Education, Students who are absent from an in‐class task will receive zero marks. Any assignments must be submitted before the student leaves or a mark of zero will also beawarded.

8. Students must ensure work submitted is their own, original work. If working in a group this must be the group’s original work. No student should copy another student’s work, ask another student to complete a task for them or present work they obtain from external sources as their own e.g. tutor’s work, internet, past student work. Students who do so will receive a mark of zero. If this occurs, parents will be notified via a letter of concern.

9. Students must behave appropriately during assessment tasks and exams, and follow teacher instructions. Using mobile phones, disrupting others and cheating will be referred to the Head Teacher who may award a mark of zero.

10. Students must make a serious attempt at all tasks. This means: - attempting the majority of questions and sections of an exam paper/task - avoiding inappropriate, off task comments and/or drawings.

11. Teachers will inform absent students of assessment information, but students who are absent when assessment information is handed out are responsible for finding out that information.

8

ROBERT TOWNSON HIGH SCHOOL

Application for Special Consideration – Illness/Misadventure ‐ Year 7 and 8

Students

Student Name: _

Roll Call: _

Please outline below the circumstances for absence from an assessment task or submitting a task late. Please attach any medical certificates to this form as evidence of illness.

…………………………………………………….…………………………………………………………………………………………………….

………………………………….……………………………………………………………………………………………………………………

…………………….…………………………………………………………………………………………….………………………………………

………………………………………………….………………………………………………………………………………………………………

………………………………………………………………………………….………………………………………………………………………

Signature of Parent/Carer:

Date:

This should be forwarded to the Head Teacher of the Subject

9

Head Teacher / Deputy Principal Review

Date Received:

Outcome:

Extension granted. Revised due date:

Estimate to be given.

Mark of zero to be awarded.

Marks deducted.

Refer to Assessment and Reporting team.

Other:

Head Teacher/Deputy Principal Name:

Signature:

Completed request should be placed in the student file in the Front Office.

10

Robert Townson High School Application for Special Provisions

Please read and refer to the Robert Townson High School Disability Provisions Policy on the school

website.

1. Student details

Full Name

Date of application

Nature of request Short term circumstances

(<10 weeks duration)

Ongoing circumstance

(>10 weeks duration)

2. Details of disability

Please describe the disability/illness and the effect it has on the student’s performance

Has this disability/illness been diagnosed by a medical professional? Yes / No

Has documentation been provided to the school? Yes / No

3. Details of request

Select the types of provisions applied for (refer to school policy).

Note that provisions granted are determined by NESA guidelines.

Small group supervision Alternative test format (font, sizing etc)

Rest breaks/medical breaks Assistive technology

Specialised furniture/lighting** Support person (eg: sign interpreter)

Coloured paper** Reading/writing support

Additional time

**Please provide further details here

4. Signatures

Student Date

Parent/Carer Date

11

5. School Use

Provision granted

Evidence sighted/held at school

Start date Expiry date

Learning Support Signature

Deputy Principal Signature

12

Subject: English

COURSE OVERVIEW:

TERM CONTENT/TOPIC

Term 1, 2019 What’s Your Story? – Non‐fiction, biography and autobiography

Term 2, 2019 Are You Talking To Me? – Fiction, film and media

Term 3, 2109 Genre Study (Gothic) – Freak Out

Term 4, 2019 Words Around The World – Poetry and drama

NESA REQUIREMENTS

COMPONENTS WEIGHTING

Assessment – based on two per semester 50%

Classwork – based on selected outcomes each semester 50%

Total 100%

ASSESSMENT SCHEDULE

TASK COMPONENT/

TOPIC

OUTCOME TASK

DESCRIPTION

TASK FORMAT

(i.e. In Class,

Submit, Exam)

WEIGHTING TERM/

WEEK

1 Be Heard task –

biography

(speaking)

1, 5, 7 Speaking task

with visual

presentation

Submit and

present in class

20% Term 1,

Week 8

2 Reading Task 1, 2, 9 Multiple In class 15% Term 2,

Writing Task choice reading

task and 15%

Week 4

Creative

writing

3 Writing Task 4, 6 Creative

writing based

on stimulus

In class 20% Term 3,

Week 4

4 Listening Task 3, 8 Multiple In class 15% Term 4,

Reading Task choice reading

task and 15%

Week 4

Creative

writing

100%

13

Subject : Geography

Course Overview

Term 1 and 2 Landscapes and Landforms

Term 3 and 4 Places and Liveability

Assessment Schedule

Task No

Component/

Topic

Outcomes Task Description

Task Format (i.e In Class, Submit, Exam)

Weighting Date (Term, Week)

1

Landscapes and Landforms AND Places and Liveability

GE4-1, GE4- 2, GE4-3, GE4-4, GE4- 5, GE4-6, GE4-7, GE4- 8

Homework and Classwork

In Class 20%

Terms 1-4 Throughout the course

2

Landscapes and Landforms

GE4-1, GE4- 2, GE4-4, GE4-5, GE4- 7, GE4-8

Research Task

Submit

20%

Week 8, Term 1

3

Landscapes and Landforms

GE4-1, GE4- 2, GE4-4, GE4-5, GE4- 7, GE4-8

Numeracy Skills Test

In Class

20%

Week 5,

Term 2

4

Places and Liveability

GE4-1, GE4- 3, GE4-4, GE4-6, GE4- 7, GE4-8

Literacy Task: Writing

In Class

20%

Week 8, Term 3

5

Landscapes and Landforms AND Places and Liveability

GE4-1,GE4- 2, GE4- 3,GE4-4, GE4-5,GE4- 6, GE4-7, GE4-8

Multiple Choice, Short Answer Questions

Exam- In class

20%

Term 4 as per school calendar

14

Subject : History

Course Overview

Term 1 Overview and Depth Study 1: Investigating the Ancient Past

Term 2 Depth Study 2: The Mediterranean World – Egypt

Term 3 Depth Study 3: The Asian World – China Depth

Term 4 Project Based Learning unit of work on the Ancient World

Assessment Schedule

Task No

Component/ Topic

Outcomes Task Description

Task Format Weighting Date (Term, Week)

1

All topics HT4‐9 & HT4‐10 HTLS‐11, HTLS‐12 & HTLS‐13

Homework and Classwork

In Class

20% Terms 1‐4 Throughout the course

2

Overview and Depth Study 1: Investigating the Ancient Past

HT4‐5, HT4‐6, HT4‐8, HT4.9 & HT4‐10

HTLS‐7, HTLS‐8, HTLS‐ 10, HTLS‐11, HTLS‐12 & HTLS‐13

Persuasive Writing Task

In Class 20%

Week 9, Term 1

3

Depth Study 2: The Mediterranean World – Egypt

HT4‐2, HT4‐6, HT4‐9 & HT4.10 HTLS‐2, HTLS‐8, HTLS‐ 11, HTLS‐12 & HTLS‐13

Half Yearly Examination ‐ Historical Skills Test

Examination 20%

Term 2 – as per school calendar

4

All topics HT4‐1, HT4.6, HT4.8, HT4.9 & HT4.10 HTLS‐1, HTLS‐8, HTLS‐ 10, HTLS‐11, HTLS‐12 & HTLS‐13

Research Assignment

Submit 20%

Week 4, Term 3

5

Depth Study 3: The Asian World – China Depth

HT4‐2, HT4‐3, HT4‐6, HT4‐9 & HT4‐10 HTLS‐2, HTLS‐3, HTLS‐ 4, HTLS‐5, HTLS‐8, HTLS‐11, HTLS‐12 & HTLS‐13

Final Examination

Examination

20%

Term 4 ‐ as per school calendar

15

Subject: German

Course Overview

Term 1 Overview: Where is German spoken? Exchanging greetings and classroom routines.

Term 2 Introductions and interactions. Basic exchanging of information.

Term 3 Researching, obtaining and providing information.

Term 4 Communicating ideas, opinions and plans.

Assessment Schedule

Task

No

Component/

Topic

Outcomes Task

Description

Task Format

(i.e In Class,

Exam)

Weighting Date (Term,

Week)

1

German sphere

+ greetings /

routines

ACLGEC 103

ACLGEC 104

ACLGEC 105

ACLGEU 114 & 117

Class Test:

Listening

/Written

In Class 25% Term 1,

Weeks 8 ‐ 9

2

Introductions

and

Interactions /

Basic Info

ACLGEC 120 / 121 / 122

ACLGEC 123 / 124 / 126

ACLGEU 134 / 135 / 136

Class Test:

Listening

/Written


Weeks 3 ‐ 4

3

Researching,

obtaining and

providing Info

LGE3‐1C LGE3‐2C LGE3‐3C

LGE3‐5U / 6U /7U

ACLGEU 151

Class Test:

Listening

/Written


Weeks 3 ‐ 4

4

Communicating

Ideas, Opinions

& Plans

LGE4‐2C LGE4‐3C LGE4‐4C

LGE4‐5U LGE4‐8U

ACLGEC 157

Yearly

Examination

Examination 25% Term 4 ‐ as

per school

calendar

100%

16

Subject: Mathematics

COURSE OVERVIEW:

TERM CONTENT/TOPIC

Term 1, 2019 Computation with integers, indices, angle relationships

Term 2, 2019 Fractions, Decimals, length and area

Term 3, 2109 Algebraic techniques, percentages, time

Term 4, 2019 Data collection and representation , data analysis

ASSESSMENT SCHEDULE

TASK COMPONENT/

TOPIC OUTCOMES TASK DESCRIPTION TASK FORMAT

(i.e. In Class, Submit, Exam)

WEIGHTING TERM/ WEEK

1. Computation with integers, indices

MA4‐4NA MA4‐9NA

Topic test in class 15% T1/ Wk 6

2. Angle relationships

MA4‐18MG Assignment submit 10% T1/Wk 10

3. Fractions and decimals

MA4‐5NA Topic test In class 15% T2/Wk 6

4. Length and area MA4‐12MG MA4‐13MG

Topic test In class 15% T2/Wk 10

5. Algebraic techniques

MA4‐8NA Topic test In class 15% T3/Wk 4

6. Percentages MA4‐5NA Topic test In class 10% T3/Wk 7

7. Time MA4‐15MG Assignment Submit 10% T4/Wk 4

8. Data representation

MA4‐19SP Assignment Submit 10% T4/Wk 6

100%

17

Subject: Science

COURSE OVERVIEW:

TERM CONTENT/TOPIC

Term 1, 2019 Science Rulz , What’s the Matter

Term 2, 2019 Energize me

Term 3, 2109 Mix it up, Classification

Term 4, 2019 Web of life

NESA REQUIREMENTS

COMPONENTS WEIGHTING

Knowledge and Understanding of Science 50%

Skills in Working Scientifically 50%

Total 100%

ASSESSMENT SCHEDULE

Semester 1

TASK COMPONENT/

TOPIC

OUTCOMES TASK DESCRIPTION TASK FORMAT

(i.e. In Class,

Submit, Exam)

WEIGHTING TERM/

WEEK

1 Working

Scientifically

outcomes

WS5, WS6, WS7 Practical/Skills

Test 1

Conduct short

practical tasks,

written test

25% Term 1

2 Topics 1 and

2

PW3, PW4 Vocabulary Book Take home and

submit

10% Term 1

and 2

3 Topics 1 or 2 PW3, PW4, WS4,

WS5, WS8, WS9

Topic Tests In class test 15% Terms 1

and 2

4 Topics 1 and

2

PW3, PW4, WS5,

WS8, WS9

Assignments/

Homework

Take home and

submit

10% Terms 1

and 2

5 Topics 1 and

2

PW3, PW4, WS4,

WS5, WS7, WS8,

WS9

Bookwork Books submitted

and marked

10% Terms 1

and 2

6 Topics 1 and

2

PW3, PW4, WS4,

WS5, WS7, WS8,

WS9

Half Yearly Exam Sit down

examination

30% Term 2

100%

18

Semester 2

TASK COMPONENT/

TOPIC


(i.e. In Class,

Submit, Exam)

WEIGHTING TERM/

WEEK

1 Working

Scientifically

outcomes

WS5, WS6, WS7 Practical/Skills

Test 2

Conduct short

practical tasks,

written test

20% Term 3

2 Topics 3 to 5 LW1, CW1, CW2,

CW3

Vocabulary Book Take home and

submit

10% Terms 2

− 4

3 Topics 3, 4 or

5

LW1, CW1, CW2,

CW3, WS4, WS5,

WS8, WS9

Topic Tests In class test 25% Terms 2

− 4


CW3, WS5, WS8,

WS 9

Assignments/

Homework

Take home and

submit

10% Terms 2‐

4


CW3, WS4, WS5,

WS7, WS8, WS9

Bookwork Books submitted

and marked

10% Terms 2

− 4


CW3, WS4, WS5,

WS7, WS8, WS9

Yearly Exam Sit down

examination

25% Term 4

100%

19

Subject: PDHPE

COURSE OVERVIEW:

TERM CONTENT/TOPIC

Term 1, 2019 Theory ‐ A Healthy Life Practical ‐ Fitness Assessment & Analysis

Term 2, 2019 Theory ‐ Growing and Changing Practical ‐ Athletics and Cross Country

Term 3, 2109 Theory – Relationships Practical – Invasion Games

Term 4, 2019 Theory – Safety Practical – Striking and Fielding

NESA Requirements

Components Weight

Theory component 50%

Practical component 50%

Total 100%

ASSESSMENT SCHEDULE

Semester One

TASK COMPONENT/

TOPIC


WEIGHTING TERM/

WK

1 A Healthy Life PD4‐6 PD4‐6

Website design Submit 25% Term 1 Wk

10

2 Growing and Changing

PD4‐9 Topic test Complete in

class 25%

Term 2 Wk 10

3 PPA 1.

PD 4‐4, PD 4‐5, PD 4‐10, PD 4‐11

Variety of practical assessment formats

PPA 50% Ongoing

100%

20

Semester Two

TASK COMPONENT/

TOPIC


WEIGHTING TERM/

WK

1 Relationships PD4‐3 PD4‐10

Topic test Complete in

class 25%

Term 3 Wk 10

2 Safety PD4‐2 Project Submit 25% Term 4 Wk

5

3 PPA 2.

PD 4‐4, PD 4‐5, PD 4‐10, PD 4‐11

Variety of practical assessment formats

PPA 50% Ongoing

100%

21

Subject: Technology Mandatory

COURSE OVERVIEW:

TERM CONTENT/TOPIC

Term 1 ‐ 4, 2019 Home Economics – E Textiles

Mixed Materials/ Digital Technologies

Term 1 – 4, 2019 Industrial Arts – My Boom Box

Digital Technologies/ Mixed Materials

Term 1 – 4, 2019 Home Economics – Buddha Bowl

Agriculture and Food Technologies

Term 1 – 4, 2019 Industrial Arts – Robotics Engineering Systems

The study of Technology Mandatory in Years 7‐8 enables students to become responsible users of

technologies and designer solutions. Through the practical application of knowledge and

understanding, students develop skills in the safe use of a range of technologies to design, produce

and evaluate solutions to identified needs and opportunities.

ASSESSMENT SCHEDULE

TASK COMPONENT

/TOPIC


(i.e. In Class,

Submit, Exam)

WEIGHTING TERM/

WEEK

1 Buddha Bowl

Agriculture

and Food

Technologies

TE4‐1DP, TE4‐

2DP, TE4‐3DP,

TE4‐5AG, TE4‐

6FO, TE4‐10TS

Life Skills

Outcomes:

TELS‐1DP, TELS‐

2DP, TELS‐3DP,

TELS‐4DP, TELS‐

6AG, TELS‐7FO,

TELS‐11TS

Students learn about

the characteristics and

properties of food,

specifically the herbs

and/or vegetables they

grow. Students are

provided with

opportunities to

develop knowledge

and understanding

about food selection,

food storage and how

to make informed

choices when

preparing nutritious

food.

Theory (10%):

Students will

complete their

in‐class work

booklet.

Practical (15%):

Students will

grow and create

a Buddha Bowl

as well as

photograph and

digitally submit a

promotional

advertisement.

25% Term

1‐4

Week

13

22

2 E Textiles

Mixed

Material/

Digital

Technology

TE4‐1DP, TE4‐

2DP

TE4‐3DP, TE4‐

9MA

TE4‐10TS

Life Skills

outcomes: TELS‐

1DP, TELS‐2DP,

TELS‐3DP, TELS‐

4DP, TELS‐10MA,

TELS‐11TS

Students develop

knowledge and

understanding of the

characteristics and

properties of a range

of materials through

research,

experimentation and

practical investigation

and produce an

upcycled item using an

Arduino Lilly Pad and

inputs and outputs.

Theory (10%):

Students will

complete their

in‐class E Folio.

Practical (15%):

Students will up‐

cycle a textiles

item using

Inputs and

outputs and a

Arduino Lilly pad

board. Students

will learn how to

program the

board using C++

Coding.

25% Term

1‐4

Week

13

3 My Boom

Box

Mixed

Materials

TE4 2DP, TE4

3DP, TE4 9MA,

TE4 10TS

Life Skills

outcomes: TELS‐

1DP, TELS‐2DP,

TELS‐3DP, TELS‐

4DP, TELS‐10MA,

TELS‐11TS

Students are to design

and construct an MP3

Speaker. The speaker is

to be constructed with

a mixture of materials

including timber,

electronics and

polymers.

Students will also

complete a design

folio, following the

design process.

Theory (10%): Electronic Portfolio

Practical (15%): Practical Task of MP3 Speaker

25% Term

1‐4

Week

13

4 Robotics

Engineered

Systems

/Digital

Technologies

TE4‐1DP, TE4‐

2DP, TE4‐3DP,

TE4‐8EN, TE4‐

9MA, TE4‐10TS

Life Skills: TELS‐

1DP, TELS‐2DP,

TELS‐3DP, TELS‐

4DP, TELS‐

9EN, TELS‐

10MA, TELS‐

11TS

Students

investigate the

effects of

gearing on

speed and

acceleration,

and to

consider these

factors in their

vehicle design

and use

Arduino C++

coding to

Theory (10%):

Complete a

Design Folio

following

process

Practical

(15%):

Construct a

Robotic Car

25% Term 1

–4,

Week

13

23

control the

vehicle.

Students will

also complete

a design folio,

following the

design process.

100%

24

Subject: Visual Arts

Course Overview Students complete 13 weeks in Visual Arts and will study the following areas:

Artmaking Students will create a series work across a variety of mediums that may include drawing, painting, printmaking, ceramics, digital media, sculpture or mixed media. They will explore themes and create artworks that communicate these themes.

Critical and

Historical Studies

Students will study a variety of artists, exploring their ideas and the way they create artworks.

Visual Arts Diary Students will document their processes and write about the work of other artists in a Visual Arts Diary (VAD)

Assessment Schedule

Task

No

Outcomes Task Description Task Format

(i.e In Class,

Submit, Exam)

Weighting Date

(Term, Week)

1

4.1‐4.6

Practical portfolio of

work

Submit

70%

Progressivel

y

throughout

13 weeks

2

4.7‐4.10

Written tasks

Submit

20%

Week 4 and

week 9

of 13

weeks

(adjusted

for

rotation

3)

3

4.1‐4.10

Visual Arts Diary

(Bookwork)

Submit

10%

Week 12 of 13

weeks

(marked on

progress for

rotation 3)

Year 7 Assessment Booklet - Finished - 2019 · Year 7 students will complete assessment tasks as...

Documents

Transcript of Year 7 Assessment Booklet - Finished - 2019 · Year 7 students will complete assessment tasks as...