(Year 7) Assessment Handbook · 2018-02-22 · In receiving this Stage 4 (Year 7) Assessment...

Mary MacKillop Catholic College

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Stage 4

(Year 7)

Assessment Handbook

Issued February 2018


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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


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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.


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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: [email protected]

mailto:[email protected]


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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

https://drive.google.com/open?id=0B-IQxEoBZOfWT3hzSjlxLVYtNFU

https://drive.google.com/open?id=0B-IQxEoBZOfWU1NtWndmOVU4STg


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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.


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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

2018%20Illness_Misadventure%20Appeal%20Form.pdf


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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.

https://drive.google.com/file/d/0B-IQxEoBZOfWVHdlX0xmOEpBWVU/view?usp=sharing

http://syllabus.bos.nsw.edu.au/curriculum-requirements/

http://syllabus.bos.nsw.edu.au/collaborative-planning/

http://syllabus.bos.nsw.edu.au/adjustments/

http://syllabus.bos.nsw.edu.au/assessment-and-reporting/


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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


Three -

Interpretative, imaginative and critical thinking


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


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


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%


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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


Page | 28

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


Page | 29

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%


Page | 30

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%


Page | 31


5 Carnarvon Street, Wakeley NSW 2176

or

Locked Bag 64, Wetherill Park BDC NSW 1851

Phone: 9725.4322

Fax: 9725.4393

Email: [email protected] www.mmcwakeley.catholic.edu.au

mailto:[email protected]

(Year 7) Assessment Handbook · 2018-02-22 · In receiving this Stage 4 (Year 7) Assessment...

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Transcript of (Year 7) Assessment Handbook · 2018-02-22 · In receiving this Stage 4 (Year 7) Assessment...