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YEAR 8

ASSESSMENT HANDBOOK

2020

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CONTENTS

Assessment Schedule and Handbook 3 Assistance with Assessment Tasks 3 Submission of Assessment and Late Policy 3 Accident, Misadventure and Extension Requests 4 Malpractice in Assessment Tasks 4 Misbehaviour and Electronic Devices during Assessment Tasks 4 Non-serious or Unsatisfactory attempts of Assessment Tasks 4 Failing to Submit Assessment Tasks 5 Examination Rules 5 Program of Improvement 6 Special Provisions 7 Appeal Requests 7 Calendar of Assessment for Year 8 2020 8 My Assessment Calendar 2020 9 Drama 10 English 11 Geography 12 History 13 Languages Other Than English 14 Mathematics 15 Performing Arts: Dance 17 Performing Arts: Instrumental 18 Performing Arts: Visual Art 19 Performing Arts: Vocal 20 PDHPE 21 Science 22 Technology Mandatory 24 Visual Arts 25 Appendix: Variation Forms – Accident, Misadventure, Extension, Appeal 26

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Assessment Schedules and Handbook

The use of a schedule separates the times for assessment so that there is less pressure for

students to complete tasks and examinations concurrently. The schedule outlines the

nature of the assessment, its weighting, and NESA syllabus outcomes identified by the

school’s faculty.

Throughout the year you will receive written notifications for each assessment task. This

will include the details of what the task requires, weighting, due date, outcomes, and

marking criteria. You will receive these at least two weeks in advance of the due date.

Assistance with Assessment Tasks

If you are having trouble completing your assessment tasks don’t hesitate to ask for help.

The following people are available to assist you:

• Your teacher

• The Head Teacher of the subject

• The Learning and Support Teachers

• The Head Teacher of Teaching and Learning

• The teachers who can be found in the Homework Hub after school from 3-4pm.

Submission of Assessment and Late Policy

Students are expected to submit their assessment tasks during the period the class meets on the

due date. Students submitting assessment tasks at the staff room should only submit these tasks

to their teacher or a nominated representative from the faculty. If the task is collected by anyone

else the student MUST ask for a signed submission receipt.

Students who wish to submit their assessment task in the due date but later than the class time

MUST negotiate an alternative time with their class teacher. Late penalties will apply after this.

Year 7-10 will lose 10% of the final mark for every consecutive school day that the assessment task

remains outstanding. This will occur for 3 consecutive school days. On the 4th day the student will

receive zero for the task.

Year 11-12 students will receive a zero for failing to submit their assessment task by the due date

unless they have a doctor’s certificate stating the nature of their absence. This is in line with

NESA’s ACE manual.

If you are absent on the due date you must submit the assessment task with a doctor’s certificate

on the first day that you return to school, whether you have the class or not. Failure to supply a

doctor’s certificate may result in a zero being awarded for the task.

Students are to submit a hard copy of the assessment task. USBs or emails will only be accepted in

exceptional circumstances or with the approval of a class teacher or Head Teacher of the course.

Technology failure including printing issues, USB or file issues, or email issues, does not

constitute a valid reason for an extension or for not submitting or completing an assessment task

by the due date.

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Accident, Misadventure and Extension Requests

Requests for extensions should be made in writing and submitted to the faculty Head Teacher at

least one week before the due date.

Students completing a VET subject have a mandatory 35 hour Work Placement. Whilst students

have the responsibility of maintaining their coursework in their absence, they are entitled to

receive and extension of one week for assessments that are issued during a Work Placement to

ensure they have enough time to complete the task.

Accident and Misadventure requests can be made by student on the day a task is due. Students

need to discuss their reasons for Accident and Misadventure with the Principal or the Deputy.

Once granted, students will be given an estimate for their performance in the missed task by

averaging their performance on other assessment tasks conducted in the course. Students have

the right to appeal to the Principal if an Accident and Misadventure Request or an Extension

Request has been denied.

Malpractice in Assessment Tasks

Claims of malpractice including plagiarism and cheating must be proven before mark reduction can

occur. Students may only receive marks on their own work and the teacher will only mark the

sections that have not been plagiarised and will mark according to the marking criteria.

Students who have completely plagiarised their assessment will receive a zero and a letter or

concern (Years 7-9) or an N Award Warning Letter (Year 10-12). Students must show ethical

scholarship by learning how to summarise and write in their own words.

Misbehaviour and electronic devices during Assessment Tasks

In 2017, NESA issued a memo stating that students in the HSC are not to bring electronic devices

into HSC examinations and may receive a zero for contravening this policy. To reinforce this

message students will not be allowed to use electronic devices, unless prescribed in the

assessment task, at any time in class whilst an assessment is running.

Students need to learn how to manage their behaviour during times when they have finished their

examination. Students are encouraged to review and edit their papers to use up the allotted time

appropriately.

Students who misbehave during assessment tasks will be given an appropriate consequence for

their actions. Students who are ejected from an assessment task should have their paper removed

and the time they left the assessment recorded on the top of their paper including details of the

disruption. A suitable penalty with your Head Teacher should be negotiated afterwards.

Non-serious or Unsatisfactory attempts of Assessment Tasks

Students must make a satisfactory attempt at an Assessment Task. Assessments are designed so

all students should be able to attempt at least 50% of the task.

Once a submission has been deemed as a non-serious attempt, the teacher will issue you with a

Letter of Concern (Year 7-9) or N Award Warning Letter (Year 10-12). Refer to the N-Award Process

Flow Chart for further information.

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Failing to Submit Assessment Tasks

When students fail to submit assessments or are not working in a sustained and diligent manner in

class either an N Award Warning Letter or a Letter of Concern will be issued depending on the

student’s year group.

Year 7-9 will received a Letter of Concern. Year 10-12 will receive either a ROSA N Award Warning

Letter or an HSC N Award Warning Letter. Staff will follow the N-Award Process Flow Chart.

Students are still required to submit a satisfactory attempt of the assessment, even though a zero

will be rewarded. Students may be placed on a Program of Improvement if they fail to satisfy the

course completion requirements. This may led to them being N-Determined in a course and NESA

will be notified appropriately, which may make students ineligible to receive the ROSA, the HSC, or

AQF Vet Qualifications for their course.

Students may also be placed on Loss of Privileges, which could impact on their ability to attend

school events like Formals, Picnics and Graduation Assembly.

Examination Rules

Besides the general rules of assessment as set out in the Assessment Handbook, students must

observe the following rules before, during, and after examinations:

• Follow the instructions of supervising staff at all times both outside and inside the examination area.

• Be prepared by taking a toilet break before the examination commences. Students may be escorted to the

toilet by a supervising teacher during examinations.

• Turn off all electronic devices including phones, digital devices and screens prior to entering the examination

area. Electronic devices including head phones must be kept in bags at all times and may not be in the

examination room at all.

• Be on time for examinations. Late arrivals must be able to explain a serious misadventure to the supervising

teacher to be allowed to sit for the examination.

• Assemble ten (10) minutes before the commencement of the examination in the area directly outside the

examination room.

• Leave bags, books, folders, pencil cases and notes in the allocated space for the duration of the examination.

Students will not be allowed to access these during the course of the examination.

• Do not talk once you have entered the examination area.

• Provide your own working writing implements and calculators. Students will not be allowed to borrow

equipment from others or from the school during examinations.

• Do not bring any paper into the examination room as writing booklets will be provided.

• Wear full school uniform during examination sessions.

• Inform the Head Teacher of the subject on the morning of, or prior to, the examination if you will be absent

and arrange a new time to complete the examination in. Students who fail to do this may face similar penalties

as per the Assessment Handbook.

• Provide a doctor’s certificate to justify any absence from an examination. This certificate must be signed by the

appropriate Head Teacher as a copy will be held on file for future reference.

• You will be expected to stay in the examination room until the end of the scheduled period of time for your

examination

• Respect the rights of others by behaving appropriately at all times in the examination room.

• Students may bring in a bottle of water in an unlabelled clear bottle.

• Students must follow the directions/instructions as set out on the examination papers.

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Consequences of breaching these Examination Rules

Students who transgress any of the rule some or all of the following consequences:

1. Directed to leave the examination room immediately;

2. Have zero awarded for their paper/or;

3. Face further disciplinary measures as deemed appropriate by the Principal

Program of Improvement

The Program of Improvement Team will be targeting students at risk of not satisfactorily

completing their HSC courses. Hopefully through early intervention strategies students will be able

to successfully complete their course requirements.

However, after recommendations from the Program of Improvement Team, the Principal may

determine that a student has not satisfactorily met HSC course completion requirements by failing

to:

• Work in a sustained and diligent manner on class work and/or assessment tasks,

• Successfully complete 50% or more of the final assessment marks for the course,

• Achieve all or some of course outcomes as a result of attendance less than 85%, or

• Redeem a Program of Improvement.

Students at risk of not meeting course completion requirements will be interviewed by the Deputy

Principal or Head Teacher of Teaching and Learning. Parents will be notified by letter and/or phone

call that their child will be placed on a Program of Improvement.

The Program of Improvement will clearly:

• Identify the student’s non completed assessment tasks or course work in each course,

• Provide directions on how to meet the requirements of the Program of Improvement

• Outline a due date for the assessment tasks with at least two weeks notification from the

date of issue of the Program of Improvement documentation, and;

• Nominate measures that have been put in place to assist the student (IE. The Homework

Hub, tutor availability during Study Periods).

After that time, if the student fails to satisfactorily complete the Program of Improvement, the

Principal will:

• Issue a Final N-Determination Letter to the student and their parent,

• Notify the NSW Education Standards Authority (NESA) via the Schools Online website,

• Advise the student of the Final N-Determination, its consequences, and the student’s right

to a school review and subsequent appeal to the NSW Education Standards Authority using

the form supplied by NESA,

• Calculate an assessment mark incorporating the marks for those tasks submitted and a zero

for each task not submitted, and

• Keep a digital and hard copy of this information required in the case of an appeal to NESA.

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Special Provisions

Students may require special provisions to support them throughout an assessment task. These

provisions may include:

• Assistive technology - This generally does not include access to computers or laptops

• Reader and Writer Support

• Additional time to support students with additional needs

• Coloured papers

• Different sized font papers

Students requiring special provisions for assessment must speak to their Year Adviser and class

teachers before the assessment task is due so these teachers can ensure that the processes are in

place to best support you. This will ensure students receive equitable treatment under the

Assessment Policy.

Special provisions will require an interview with a member of the Learning and Support Team and

will involve some testing and a formal application to NESA, especially in Years 11 and Year 12.

Appeal Requests

Appeal Requests can be made when you have:

• Sought and been denied an Accident and Misadventure Request,

• Sought and been denied an Assessment Extension Request,

• Been issued with a N-Award Warning,

• Failed to complete a Program of Improvement and have been awarded an N-Determination

for a course, or

• Had an accident or misadventure during the HSC examination period.

School Based Assessment Appeals

Your appeal request must be made with 48 hours of receiving a rejection from the relevant faculty

Head Teacher, or been issued an N-Award Warning. Appeal requests should only be made in

circumstances where you truly believe the Head Teacher has not considered all the facts in your

case.

You are to complete an Appeal request form and submit it to the Principal, with a copy of the

Accident and Misadventure Request or Assessment Extension Request or Notification of Final N-

Determination Award. It is at the Principal’s discretion whether to uphold your appeal to deny it

after careful consideration of all the circumstances surrounding your appeal request.

Appeals for Accident and Misadventure during the actual HSC period

If you need to submit an appeal for Accident or Misadventure during the HSC examination period

you will need to see the Principal or the HSC Presiding Officer to obtain a NESA Accident and

Misadventure Appeal form and a copy of the Illness/Misadventure Information Guide for Students.

You will be required to submit supporting documentation to substantiate your request. See the

Illness/Misadventure Information Guide for Students for more information regarding this process.

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Assessment Calendar for Year 8 (2020)

Term 1 2020 WK 1-3

4 PA-INS T1

5 GEO T1-1, HIS T1-1

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7 GEO T1-2, HIS T1-2

8 PA-INS T1A, PA-VOC T1A, TAS T1, PDHPE T1

9 VA T1

10 SCI T1, ENG T1

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Term 2 2020 1

2 GEO T2, HIS T2

3 DRA T1, PA-DANCE T2, PA-VA T1 Half-Yearly Exams: GEO T3, HIS T3, LOTE T2, SCI T2, MAT T1, ENG T2 4

5

6 VA T2

7

8 TAS T1, PDHPE T2

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10 PA-INS T1B, PA-VOC T1B, DRA T2

Term 3 2020 1

2

3 MAT T2

4

5 GEO T1, HIS T1, PA-INS T2, PA-VOC T2

6 LOTE T3, PA-VA T2, SCI T3

7 VALID Testing

8 PA-DANCE T3, TAS T3, PDHPE T3, VA T3

9 DRA T3

10 PA-INS T1C, PA-VOC T1C, ENG T3,

Term 4 2020 1 PA-INS T1D, PA-VOC T1D

2 GEO T2, HIS T2

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4 PA-DANCE T4, PA-DANCE T5, PA-VA T4

Yearly Exams: GEO T3, HIS T3, LOTE T4, SCI T4, MAT T3, ENG T4, PDHPE T4 5

6 DRA T4

7 VA T4

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9

10

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My Assessment Calendar for Year 8 (2020)

Term 1 2020 WK 1-3

4

5

6

7

8

9

10

11

Term 2 2020 1

2

3

4

5

6

7

8

9

10

Term 3 2020 1

2

3

4

5

6

7

8

9

10

Term 4 2020 1

2

3

4

5

6

7

8

9

10

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YEAR 8 DRAMA HEAD TEACHER: MR. SIMPSON

OBJECTIVES OUTCOMES

Demonstrate practical skills in the Performing Arts

A student: 4.1.1 identifies and explores the elements of drama to develop

belief and clarity in character, role, situation and action 4.1.2 improvises and play builds through group-devised processes 4.1.3 devises and enacts drama using scripted and unscripted

material 4.1.4 explores a range of ways to structure dramatic work in

collaboration with others.

Demonstrate knowledge and understanding in the Performing

Arts

4.2.1 uses performance skills to communicate dramatic meaning 4.2.2 experiments with performance spaces and production

elements appropriate to purpose and audience 4.2.3 explores and uses aspects of dramatic forms, performance

styles, theatrical conventions and technologies to create dramatic meaning.

Critically analyse and evaluate Performing Arts programs

4.3.1 identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama

4.3.2 recognises the function of drama and theatre in reflecting social and cultural aspects of human experience

4.3.3 describes the contribution of individuals and groups in drama using relevant drama terminology.

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE Term 2, WK3 Term 2, WK10 Term 3, WK9 Term 4, WK6

OUTCOMES 4.1.1- 4.1.4, 4.2.1- 4.3.3

4.1.4, 4.2.1-4.2.3, 4.3.1-4.3.3

4.3.1-4.3.3 4.1.1 - 4.1.4 4.2.1-4.2.3

Syllabus Components

Component Weighting

MIME & Chorus Work

Scene Work and Reflection

Scene Work

History of Theatre

Presentation

Improvisation & Group

Performance Log

Slapstick & Physical Comedy

Performance

MAKING 30% 10% 5% 10% 5%

PERFORMING 50% 10% 5% 15% 20%

APPRECIATING 20% 5% 10% 5%

TOTAL 100% 25% 20% 30% 25%

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YEAR 8 ENGLISH HEAD TEACHER: MS. BRYANT

OBJECTIVES OUTCOMES

Through responding and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: A. Communicate through speaking, listening, reading, writing, viewing and representing

A student:

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expressions and pleasure

• EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

B. Use language to shape and make meaning according to purpose, audience and context

• EN4-3B uses and describes language forms, features and structures if texts appropriate to a range of purposes, audiences and contexts

• EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

C. Thinks in ways that are imaginative, creative, interpretative and critical

• EN4-5C thinks imaginatively, creatively, interpretatively and critically about information, ideas and arguments to respond to and compose texts

• EN4-6C identifies and explains connections between and among texts

D. Express themselves and their relationships with other and their world

• EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

• EN4-8D identifies, considers and appreciates cultural expression in texts

E. Learn and reflect on their learning through their study of English

• EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE Term 1, WK10

Term 2, WK3-4

Term 3, WK 10 Term 4, WK4-5,

OUTCOMES EN4-3B, EN4-4B, EN4-8D

EN4-1A, EN4-7D

EN4-5C, EN4-6C

EN4-2A, EN4-9E

Syllabus Components

Component Weighting

Text Types Environmental

Study

Half-Yearly Exam

Novel Study Yearly Exam

TOTAL 100% 25% 25% 25% 25%

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YEAR 8 GEOGRAPHY (Semester Course) HEAD TEACHER: MS. HARDAKER

Objectives Students will:

Stage 4 Outcomes

A student:

Students:

• develop knowledge and understanding of the features and characteristics of places and

environments across a range of scales

• develop knowledge and understanding of interactions between people, places and

environments

GE4-1 locates and describes the diverse features and characteristics of a

range of places and environments

GE4-2 describes processes and influences that form and transform places

and environments

GE4-3 explains how interactions and connections between people, places

and environments result in change

GE4-4 examines perspectives of people and organisations on a range of

geographical issues

GE4-5 discusses management of places and environments for their

sustainability

GE4-6 explains differences in human wellbeing

• apply geographical tools for geographical inquiry

• develop skills to acquire, process and communicate geographical information

GE4-7 acquires and processes geographical information by selecting and

using geographical tools for inquiry

GE4-8 communicates geographical information using a variety of

strategies

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE T1/3, WK5&7

T2/4, WK2

T2, WK3-4 or

T4, WK4-5 PROGRESSIVE

OUTCOMES 4-1, 4-2, 4-3, 4-5,

4-7, 4-8 4-7, 4-8 ALL ALL

Syllabus component

Component Weighting

Research Task Skills Booklet Final Exam Classwork and

Participation Mark

Acquiring geographical information

30% 15%

10% 5%

Processing Geographical information

35% 5%

10% 15% 5%

Communicating geographical information

35%

10%

5% 10% 10%

Total 100% 30% 25% 25% 20%

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YEAR 8 HISTORY (Semester Course) HEAD TEACHER: MS. HARDAKER

OBJECTIVES OUTCOMES

Students:

• develop knowledge and understanding of the nature of history and significant changes and developments from the past, the modern world and Australia

• develop knowledge and understanding of ideas, movements, people and events that shaped past civilisations, the modern world and Australia.

A student: HT4-1 describes the nature of history and archaeology and explains their contribution to an understanding of the past HT4-2 describes major periods of historical time and sequences events, people and societies from the past HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-4 describes and explains the causes and effects of events and developments of past societies over time

• develop skills to undertake the process of historical inquiry.

HT4-5 identifies the meaning, purpose and context of historical sources HT4-6 uses evidence from sources to support historical narratives, explanations HT4-7 identifies and describes different contexts, perspectives and interpretations of the past HT4-8 locates, selects and organises information from sources to develop an historical inquiry

• develop skills to communicate their understanding of history.

HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE T1/3, WK5&7

T2/4, WK2

T2, WK3-4 or

T4, WK4-5 PROGRESSIVE

OUTCOMES 4-1, 4-2, 4-3, 4-5,

4-7, 4-8 4-7, 4-8 ALL ALL

Syllabus component

Component Weighting

Research Task Skills Booklet Final Exam Classwork and

Participation Mark

Historical Tools 25% 5%

10% 5% 5%

Source Material 20% 5% 5% 5% 5%

Collecting, analysing, and organising

historical information 30% 15% 10% 5%

Communication 25% 5% 5% 10% 5%

TOTAL 100% 30% 20% 30% 20%

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YEAR 8 LANGUAGES OTHER THAN ENGLISH HEAD TEACHER: MS. HARDAKER

OBJECTIVES OUTCOMES

Interacting – exchanging

information, ideas and opinions, and socialising, planning and negotiating

A student: LIT4-1C uses Italian/Spanish to interact with others to exchange information,

ideas and opinions, and make plans

Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts

LIT4-2C identifies main ideas in, and obtains information from texts

LIT4-3C organises and responds to information and ideas in texts for different

audiences

Composing – creating spoken, written, bilingual, digital and/or multimodal texts

LIT4-4C applies a range of linguistic structures to compose texts in Italian,

using a range of formats for different audiences

Systems of language – understanding the language system, including sound, writing, grammar, text structure; and how language changes over time and place

LIT4-5U applies Italian pronunciation and intonation patterns

LIT4-6U applies features of Italian grammatical structures and sentence

patterns to convey information and ideas

LIT4-7U identifies variations in linguistic and structural features of texts

The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity

LIT4-8U identifies that language use reflects cultural ideas, values and beliefs

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE PROGRESSIVE T2, WK3-4 T3, WK6 T4, WK4

OUTCOMES UL.1, UL.3,

MLC.1 UL.2, UL.4 MLC2, MB1 UL.2, UL.4

Syllabus Components

Component Weighting

In Class Vocabulary Acquisition

Half-Yearly Exam

Listening Task Yearly

Listening and Responding

25% 5% 20%

Reading and Responding

35% 15% 20%

Speaking 20% 20 %

Writing 20% 10% 10%

TOTAL 100% 25% 25% 20% 30%

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YEAR 8 MATHEMATICS HEAD TEACHER: MR. CAMPBELL

OBJECTIVES OUTCOMES

Students will: Working Mathematically develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematics concepts, choosing and applying problem solving skills and mathematical techniques, communication and reasoning

Communicating Problem Solving Reasoning

Students MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4.2WM applies appropriate mathematical techniques to solve problems MA4-3WM recognises and explains mathematical relationships using reasoning

Number and Algebra Develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisations

Computation with Integers Financial Mathematics Ratios and Rates Algebraic Techniques Indices Equations

MA4-4NA compares, orders and calculate with integers, applying, a range of strategies to aid computation MA4-6NA solves financial problems involving purchasing goods MA4-7NA operates with ratios and rates, and explores their graphical representation MA4-8NA generalises number properties to operate with algebraic expressions MA4-9NA operates with positive integers and zero indices of numerical bases. MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations.

Measurement and Geometry Identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems

Area Volume Properties of Geometrical Figures

MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determine congruent triangles to find unknown side lengths and angles

Statistics and Probability Collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgments

Single Variable Data Probability

MA4-20SP uses single sets of data using measures of location and range MA4-21SP represents probability of simple and compound events

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YEAR 8 MATHEMATICS CONTINUED

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3

DATE DUE Term 2, WK3-4

Term 3, WK3 Term 4, WK4-5

OUTCOMES

MA4-1WM MA4-2WM MA4-3WM MA4-8NA MA4-9NA

MA4-13MG MA4-20SP

MA4-1WM MA4-2WM MA4-3WM MA4-7NA

MA4-1WM MA4-2WM MA4-3WM MA4-4NA MA4-6NA MA4-7NA MA4-8NA MA4-9MA MA4-10NA MA4-13MG MA4-14MG MA4-17MG MA4-20SP MA4-21SP

Syllabus Components Component Weighting

Half Yearly Exam

Released Test Yearly

Examination

TOTAL 100% 30% 25% 45%

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YEAR 8 PERFORMING ARTS: DANCE (Semester Course) HEAD TEACHER: MR. SIMPSON

OBJECTIVES OUTCOMES

Students will: 1. develop knowledge, understanding and skills about dance as an artform through dance performance as a means of developing dance technique and performance quality to communicate ideas

A student 4.1.1 demonstrates an understanding of safe dance practice and

appropriate dance technique in the performance of combinations, sequences and dances

4.1.2 demonstrates aspects of the elements of dance in dance performance

4.1.3 demonstrates an understanding of aspects of performance quality through the performance of locomotor and non-locomotor combinations, sequences and dances

2. develop knowledge, understanding and skills about dance as an artform through dance composition as a means of creating and structuring movement to express and communicate ideas=

4.2.1 identifies and explores aspects of the elements of dance in response to a range of stimuli 4.2.2 composes dance movement, using the elements of dance, that communicates ideas

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

DATE DUE

Term 1,

WK8

Term 2, WK4

Term 3, WK8

Term 4, WK4

Term 4, WK4

OUTCOMES 4.1.1 4.2.1 4.2.1 4.1.1 4.2.1

Syllabus Components

Component Weighting

Practical Test

Composition Task

Examination Practical Test Composition

Task

Performance 50% 25% 25%

Composition Assignment

40% 25% 15%

Listening 10% 10%

TOTAL 100% 25% 25% 10% 25% 15%

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YEAR 8 PERFORMING ARTS – INSTRUMENTAL HEAD TEACHER: MR. SIMPSON

OBJECTIVES OUTCOMES

Students will: 1. Develop knowledge understanding and skills

in the musical concepts through performing as a means of self expression

A student:

• Demonstrates skills in the Performing Arts

2. Develop knowledge understanding and skills in the musical concepts through composing as a means of self expression, musical creation and problem solving

• Critically analyses and evaluates Performing Arts Programs

3. Develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness.

• Demonstrates knowledge and understanding in the Performing Arts

YEAR 8 ASSESSMENT TASK 1 TASK 2

DATE DUE

PART A: Term 1, WK4 PART B: Term 2, WK10 PART C: Term 3, WK10 PART D: Term 4, WK1

Term 3, WK5

OUTCOMES 4.1-4.3

4.10-4.12 4.10-4.11

Syllabus Components Component Weighting

In Class Performance Performance

Listening

Performance 70% 70%

Musicology/ Composition

30% 30%

TOTAL 100% 70% 30%

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YEAR 8 PERFORMING ARTS – VISUAL ART HEAD TEACHER: MR. SIMPSON

OBJECTIVES Area of Content OUTCOMES

Students will: 1. develop knowledge,

understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames

Practice A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks

Conceptual framework

4.2 explores the function of and relationships between artist – artwork – world – audience

Frames 4.3 makes artworks that involve some understanding of the Frames

Representation 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts

Conceptual strength and meaning

4.5 investigates ways to develop meaning in their artworks

Resolution 4.6 selects different materials and techniques to make artworks

Critical and historical studies

OBJECTIVES Area of Content OUTCOMES

Students will: 2. develop knowledge,

understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames

Practice A student: 4.7 explores aspects of practice in critical and historical interpretations of art

Conceptual framework

4.8 explores the function of and relationships between the artist – artwork – world – audience

Frames 4.9 begins to acknowledge that art can be interpreted from different points of view

Representation 4.10 recognises that art criticism and art history construct meanings

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3

DATE DUE Term 2, WK3-4 Term 3, WK6 Term 4, WK4

OUTCOMES 4.1-4.6 4.7-4.10 4.1-4.6

Syllabus Components

Component Weighting

Artmaking and VAPD

Critical and Historical Study

Artmaking and VAPD

Practice 70% 40% 30%

Critical/ Historical study

30% 30%

TOTAL 100% 40% 30% 30%

20

YEAR 8 PERFORMING ARTS – VOCAL HEAD TEACHER: MR. SIMPSON

OBJECTIVES OUTCOMES

Students will: 1. develop knowledge understanding and

skills in the musical concepts through performing as a means of self expression

A student: Demonstrates skills in the Performing Arts

2. develop knowledge understanding and skills in the musical concepts through composing as a means of self expression, musical creation and problem solving

Critically analyse and evaluate Performing Arts Programs

3. Develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness.

Demonstrate knowledge and understanding in the Performing Arts.

YEAR 8 ASSESSMENT TASK 1 TASK 2

DATE DUE

PART A: Term 1, WK4 PART B: Term 2, WK10 PART C: Term 3, WK10 PART D: Term 4, WK1

Term 3, WK5

OUTCOMES 4.1-4.3

4.10-4.12 4.10-4.11

Syllabus Components Component Weighting

In Class Performance Performance

Listening

Performance 70% 70%

Musicology/ Composition

30% 30%

TOTAL 100% 70% 30%

21

YEAR 8 PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION HEAD TEACHER: MR. SAFADI

OBJECTIVES OUTCOMES

Knowledge and understanding • PD4-1 examines and evaluates strategies to manage current future challenges

• PD4-2 examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others

• PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships

• PD4-4 refines, applies and transfers movement skills in a variety of dynamic physical activity contexts

• PD4-5 transfers and adapts solutions to complex movement challenges

• PD4-6 recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and participation in physical activity

• PD4-7 investigates health practices, behaviours and resource sot promote health, safety, wellbeing and physically active communities

• PD4-8 plans for and participates in activities that encourage health and a lifetime of physical activity

Skills • PDe-9 practises self-management skills in familiar and unfamiliar scenario

• PDe-10 use interpersonal skills to effectively interact with others

• PDe11 demonstrates how the body moves in relation to space, time, objects, effort and people

YEAR 8 ASSESSMENT

TASK 1

TASK 2

TASK 3 TASK 4

PROGRESSIVE

DATE DUE T1, WK8 T2, WK8 T3, WK8 T4, WK5

Ongoing

OUTCOMES All All All All

All

Syllabus Components

Component Weighting

Task 1 Task 2 Task 3

Task 4

Ongoing

TOTAL 100% 20% 20% 20% 20%

20%

22

YEAR 8 SCIENCE HEAD TEACHER: MR. CHOUKAIR

OBJECTIVES OUTCOMES Values and Attitudes Students will:

• develop an appreciation of the contribution of science to finding solutions to personal, social and global issues relevant to their lives now and in the future

• develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens

• develop interest and positive, informed values and attitudes towards science and technology

• recognise the importance and relevance of science and technology in their lives now and for their future

A Student: SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.

SC4-2VA shows a willingness to engage in finding solutions to science -related personal, social and global uses, including shaping sustainable futures.

SC4–3VA demonstrates confidence in making reasoned, evidence based decisions about the current and future use and influence of science and technology, including ethical considerations

Skills

• develop knowledge, understanding of and skills in applying the processes of Working Scientifically

• develop knowledge, understanding of and skills in applying the processes of working technologically.

SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge

SC4–5WS collaboratively and individually produces a plan to investigate identified problems and questions

SC4–6WS follows a sequence of instructions to safely undertake a range of investigation types collaborative and individually

SC4-7WS processes and analyses data from first hand investigation and secondary sources to identify tends, patterns and relations and draw conclusions

SC4- 8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems.

8C4- 9 WS presented science ideas, findings and information to a given audience, using appropriate scientific language, text types and representations

Knowledge and Understanding

• develop knowledge of the physical world, earth, space, living world, chemical; world, and understanding about the nature, development, use and influence of science

• develop knowledge of the natural environment through understanding the physical world, earth and space and the living world

• Develop knowledge and understanding of the natural environment and the made environment through the material world

• Develop knowledge and understanding of the made environment through built environments, information and products

SC4-10PW describes the action of unbalanced forces in everyday situations

SC4- 11PW discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations

SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the earth and solar system

SC4-13ES explains how advances in scientific understanding of processes that occur within and on the earth, influence the choices people make about resource use and management.

SC4- 14LW related the structue and function of living things to their classification, survival and reproduction

SC4- 15LW explains how new biological evidence changes people’s understanding of the world

SC4-16CW describes the observed properties and behavior of matter, using scientific models and theories about the motion and arrangement of particles. SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life.

23

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE T1, WK10 T2, WK3-4 T3, WK6 T4, WK4-5

OUTCOMES 2VA, 5WS, 6WS, 8WS, 9WS, 12ES

3VA, 6WS, 12ES, 14LW, 15LW, 17CW

1VA, 6WS, 9WS, 14LW

1VA, 7WS, 10PW, 12ES, 13ES, 14LW,

15LW, 16CW, 17CW

Syllabus Components

Component Weighting

Investigating the Solar

System and Beyond (STEM)

Half-Yearly Exam

Research and

application – The Periodic

Table

Yearly Exam

TOTAL 100% 25% 25% 20% 30%

24

YEAR 8 TECHNOLOGY MANDATORY HEAD TEACHER: MR. KOTYK

Objectives

Students develop knowledge and understanding of:

• practical skills with tools, materials and processes while working safely, independently and collaboratively on design projects

• thinking skills when designing and producing digital and non-digital solutions

• skills in project management and evaluation when designing and producing solutions

• how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions

• how data is used in the development and automation of digital solutions

• the role of people and technologies in developing innovative solutions for preferred futures

Outcomes

Design and Production Skills

A student:

TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities

TE4-2DP plans and manages the production of designed solutions

TE4-3DP selects and safely applies a broad range of tools, materials and processes in the production of quality projects

TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose programming language

TE4-5AG investigates how food and fibre are produced in managed environments

TE4-6FO explains how the characteristics and properties of food determine preparation techniques for healthy eating

TE4-7DI explains how data is represented in digital systems and transmitted in networks

TE4-8EN explains how force, motion and energy are used in engineered systems

TE4-9MA investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions

TE4-10TS explains how people in technology related professions contribute to society now and into the future

YEAR 8 FOCUS AREAS

for ASSESSMENT Materials Digital Technologies

TASK 1 Task 2 Task 3

DATE DUE Term 1, WK 8 Term 2, WK 8 Term 3, WK 8

OUTCOMES TE4-8EN

TE4-9MA

TE4-7DI

TE4-10TS

TE4-4DP

TE4-2DP

Syllabus Component Materials Technology –

Practical Project Digital Portfolio Coding Product

TOTAL 30 % 30 % 40 %

25

YEAR 8 VISUAL ARTS (Semester Course) HEAD TEACHER: MR. SIMPSON

Art Making

OBJECTIVES Area of Content OUTCOMES

Students will: develop knowledge, understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames

Practice A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks

Conceptual framework

4.2 explores the function of and relationships between artist – artwork – world – audience

Frames 4.3 makes artworks that involve some understanding of the frames

Representation 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts

Conceptual strength and

meaning

4.5 investigates ways to develop meaning in their artworks

Resolution 4.6 selects different materials and techniques to make artworks

Critical and historical studies

OBJECTIVES Area of Content OUTCOMES

Students will: develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames

Practice A student: 4.7 explores aspects of practice in critical and historical interpretations of art

Conceptual framework

4.8 explores the function of and relationships between the artist – artwork – world – audience

Frames 4.9 begins to acknowledge that art can be interpreted from different points of view

Representation 4.10 recognises that art criticism and art history construct meanings

Students will be required to have a Visual Arts Diary to complete their work in.

YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4

DATE DUE T 1 Wk 9 T2 Wk 6 T3 Wk 8 T4 Wk 7

OUTCOMES 4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8

4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8, 4.9

4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8

4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8, 4.10

Syllabus Components

Component Weighting

Task 1 Task 2 Task 3 Task 4

Practice 70% 10% 20% 20% 20%

Critical/ Historical

study 30% 5% 5% 10% 10%

TOTAL 100% 15% 25% 30% 30%

26

APPENDIX

VARIATION FORMS

27

Accident or Misadventure Application

Student Name: ________________________________________________ Year: ____________________

Parent Name: ________________________________________________ Phone No: ________________

Assessment Task Details:

Course Name: _______________________________________________ Teacher: __________________

Task No: ______ Weighting: ___________ Date Due: _________________

Task Title: _______________________________________________________________________________

Request Details:

Tick the appropriate box and write a brief reason for your request.

Accident Personal Crisis Illness Other

Supporting Documentation:

Tick the appropriate box and staple the supporting documentation

Note: Parent letter will only be accepted in the event of a personal crisis. Doctor’s certificate will be required for all

absences missed due to illness.

Doctor’s Certificate Parent Letter No documentation supplied

Student’s Signature: ___________________________ Teacher’s Signature: _________________________

Date Received: _______________________

28

Accident or Misadventure Application

Faculty Use Only

Teacher Section: Write Yes or No to the following questions

Did the student notify the school of their inability to attend on the DUE DATE? ______

Was the request form submitted on the student’s first day back? ______

Did the student have their assessment ready to submit on their first day back? ______

Is the student exhibiting a pattern of non-completion on the DUE DATE? ______

Have you spoken to the parent about this request? ______

Teacher Recommendation:

Tick a box and write a brief comment outlining reasons for your recommendation

Support Do not support

Head Teacher Decision:

Request Supported Request Denied

Time and date when assessment will be completed: ______________________________

Alternative Task to be given: Yes No

Estimate for Task to be given: Yes No

Comment:

Head Teacher’s Signature: __________________________________ Date: _______________

Appeals are possible if you are not satisfied with the outcome of your request. All appeals must be submitted in

writing to the Principal within 48 hours of receiving your response. A copy of the completed request form must be

attached to your letter of Appeal

29

Assessment Extension Request Application

Assessment Extension Requests must be made at least one week before the DUE DATE unless due to extenuating

circumstances.

Student Name: ________________________________ Year: ____________________

Parent Name: ________________________________ Phone No: ________________

Assessment Task Details:

Course Name: _______________________________ Teacher: __________________

Task No: ______ Weighting: ___________ DATE DUE: _________________

Task Title: _______________________________________________________________

Request Details:

Tick the appropriate box and write a brief reason for your request.

Accident Personal Crisis Illness Other ___________

Reminder: Failure of technology including printing issues DOES NOT constitute a valid reason for not submitting or

completing an Assessment Task by the DUE DATE.

Supporting Documentation:

Tick the appropriate box and staple the supporting documentation

Doctor’s Certificate Parent Letter No documentation supplied

Student’s Signature: _______________________ Teacher’s Signature: ____________________________

Date Received: _______________________

30

Assessment Extension Request Application Faculty Use Only

Teacher Section: Write Yes or No to the following questions

Did the student submit the extension request one week before the DUE DATE? ______

Is the student exhibiting a pattern of non-completion on the DUE DATE? ______

Have you spoken to the parent about this request? ______

Teacher Recommendation:

Tick a box and write a brief comment outlining reasons for your recommendation

Support Do not support

Head Teacher Decision:

Request Supported Request Denied

Time and date when assessment will be completed: ______________________________

Alternative Task to be given: Yes No

Estimate or task average to be given: Yes No

Comment:

Head Teacher’s Signature: _____________________________________________ Date: _______________

Appeals are possible if you are not satisfied with the outcome of your request. All appeals must be submitted in

writing to the Principal within 48 hours of receiving your response. A copy of the completed request form must be

attached to your letter of Appeal

31

Appeal Request Application

This form must be submitted within 48 hours of receiving a denial for Extension Request, Accident and Misadventure

Request, or receiving an N Determination Warning Letter. Attach a copy of your completed original request form and

supporting documentation.

Student Name: ________________________________________________ Year: ____________________

Parent Name: ________________________________________________ Phone No: ________________

Assessment Task Details:

Course Name: _______________________________________________ Teacher: __________________

Task No: ______ Weighting: ___________ Date Due: _________________

Task Title: _______________________________________________________________________________

Mark Awarded: __________________________________________________________________________

Grounds for Appeal: Tick the appropriate box:

Denied an Assessment Extension request

Denied an Accident and Misadventure request

Issued with a N Determination/Course Warning letter

Issued with a final N Determination letter

Please clearly state the reasons for seeking an Appeal

Student’s Signature: __________________________________ Date: _______________

Parent’s Signature: ___________________________________ Date: _______________

32

Appeal Request Application

Principal’s Use Only

Write Yes or No to the following questions

Did the student submit the appeal request within 48 hours of receiving the N Determination Letter? ______

Has the student exhibiting a pattern of non-completion on the due date? ______

Have you spoken to the Head Teacher about this request? ______

Have you spoke with the student or their parent about this request? ______

Principal’s Final Decision:

Tick a box and write a brief comment outlining reasons for your recommendation

Support Do not support

Principal’s Signature: ______________________________Date: __________________________