YEAR 8 ASSESSMENT POLICY INTRODUCTION...YEAR 8 ASSESSMENT POLICY INTRODUCTION This Assessment...

YEAR 8 ASSESSMENT

POLICY

INTRODUCTION

This Assessment Schedule booklet is designed to give students and parents a guideline as to approximate due dates, assessment task content and task type throughout the Semester 2.

Important parts of being successful and engaged in high school are time management, preparation and organisational skills. To assist in developing these skills each student has been issued with a student diary. Please ensure that your child records assessment task due dates and information in their diary.

Assessment is the process of identifying, gathering and interpreting information about learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.

Typically this process is referred to as ‘Assessment for Learning’ and is designed to enhance teaching and, ultimately, improve learning outcomes for students.

The NSW Education Standards Authority (NESA) summarises Assessment for Learning for K-10 as: An essential and integrated part of teaching and learning Reflecting a belief that all students can improve Involving the setting of learning goals with students Helping students know and recognise the standards to which they are aiming Involving students in self and peer assessment Providing feedback that helps students understand the next steps in learning and planning how to

achieve these goals Involving teachers, students and parents in reflecting on assessment data

At Berkeley Vale Campus we believe in and adhere to the ‘Principles of Assessment’.

These are that assessment should be: Relevant Appropriate to stage level Fair Accurate in providing an insight into student skills Able to provide useful information to direct teaching and learning Able to be integrated into the teaching and learning cycle Ale to draw on a wide range of evidence Be manageable for students and teachers

Assessments at a glance - Planning Grid – Term 3 2020

Faculty / Week 1 2 3 4 5 6 7 8 9 10

CAPA (Includes Music and Visual Arts)

Music

Japanese

ENGLISH

HSIE

HUMMANITIES

MATHEMATICS

PDHPE

SCIENCE

TECHNOLOGY MANDATORY

Assessments at a glance - Planning Grid – Term 4 2020

Faculty / Week 1 2 3 4 5 6 7 8 9 10

CAPA (Includes Music and Visual Arts)

Visual Arts

ENGLISH

HSIE

MATHEMATICS

PDHPE

SCIENCE

TECHNOLOGY MANDATORY

CAPA

Includes: Music Visual Arts

Title: Japanese Culture Research task Teacher Name:

Year: 8 Stage: 4 Task Number: 3 Weighting: 30%

Syllabus Outcomes: LJA4-9U Identifies that language use reflects cultural ideas, values and beliefs

Task Description: You will investigate and research an aspect of Japanese traditional or modern culture from the list below.

You can choose from one of the following topics: festivals, traditional dress, martial arts, Japanese fashion, myths and folktales, anime (animation), manga, religion, customs and etiquette, robotics, ikebana or tea ceremony.

Once you have selected your topic you must do the following:

1. You will present to the class 5ummarizi visual images, diagrams, maps, photos, artwork or using models, diorama, PowerPoint, Prezi etc.

2. You should demonstrate your understanding of the topic using in depth information 3. You are required to provide a handout of two x A4 pages 5ummarizing your research findings 4. You must use palm cards and NOT read from the PowerPoint 5. You must include references for websites, images and books used 6. Please submit your PowerPoint presentation and handouts via Google Classroom

Assessment Task Support Information: Recommended websites

http://www.gojapango.com/culture/culture.html http://web-japan.org/kidsweb/explore/culture/ http://www.jnto.go.jp/eng/indepth/cultural/experience/ http://www.everyculture.com/Ja-Ma/Japan.html http://www.japan-zone.com/culture/ http://facts-about-japan.com/japanese-culture.html

To do well in this assessment task I must: • Present my research in a creative and informative way • Demonstrate my thorough understanding of my chosen topic • Utilise ICT and correctly reference websites, books and image • Speak about my chosen topic clearly and succinctly (10 mins max)

BERKELEY VALE CAMPUS JAPANESE ASSESSMENT

Due Date: Week 8 Term 3

http://www.gojapango.com/culture/culture.htmlhttp://web-japan.org/kidsweb/explore/culture/http://www.jnto.go.jp/eng/indepth/cultural/experience/http://www.everyculture.com/Ja-Ma/Japan.htmlhttp://www.japan-zone.com/culture/http://facts-about-japan.com/japanese-culture.html

Grade Marking Criteria

A

• Has an extensive understanding of the topic and presents the information in an interesting and creative manner

• Has utilised research skills which demonstrate extensive knowledge of the topic • Clearly and succinctly spoken presentation about the chosen topic, using the time

allocated • Has incorporated a variety of imagery and use of ICT programs to support the topic

and engages the audience during the presentation of the information • Uses a variety of resources and books, all referenced

B

• Has a thorough understanding of the topic and presents the information in an interesting manner

• Has utilised research skills which demonstrate thorough knowledge of the topic • Clearly spoken information about the chosen topic, using the time allocated • Has incorporated imagery and use of ICT programs to support the topic and engages

the audience during the presentation of the information • Lists most references; website, resources and books used

C

• Has a good understanding of the topic • Has utilised research skills which demonstrate sound knowledge of the topic • Has incorporated some imagery and use of ICT programs to support the topic • The topic is spoken about • Lists a few references; website, resources and books used

D

• Has a basic understanding of the topic and presents some information • Has utilised research skills which demonstrate basic knowledge of the topic • The topic is spoken about briefly • Has incorporated a few images and some use of ICT programs to support the topic • Lists one website or book source

E

• Has made little or no attempt to research the chosen topic • Information is inaccurate or too scarce • Spoken presentation is too brief or lacks accurate information • No references are recorded and presentation is lacking creativity or depth

Grade:

Title: Musical Literacy 2 Teacher Name:


Syllabus Outcomes: 4.8 Performs in a range of musical styles demonstrating an understanding of musical concepts 4.10 Demonstrates an understanding of musical concepts through listening, observing, responding,

discriminating, analysing, discussing and recording musical ideas

Task Description: Create a PowerPoint for a musical artist of your choice. You must include:

1. A biography of the musical artist in your own words 2. Musical style – describe the musical style e.g. Rock/Jazz/Pop 3. The instruments that are usually included in the artist’s music 4. Name 5 of the artist’s songs and their release dates 5. Choose your favourite song by the artist that is school appropriate, and discuss how the artist has

maintained interest throughout the song? You may choose to discuss the differences between two sections rather than the changes throughout the whole song

You may use the following questions to guide you: a) Does the artist use different Instruments in different sections? Why? b) Does the artist use different rhythms? Why? c) Are there significant changes in the shape of the melody? (You may draw a diagram to support your

answer) d) Do the dynamics change? (Describe the volume changes ) e) How many layers of sound are there in each of the sections?

You must include appropriate pictures and ONE musical example. Please include the audio file or cut and paste the YouTube URL link of your chosen song. All written work must be in your own words and use a maximum of 10 slides.

Criteria For Marking: You will be assessed on how well you:

• Research a Musical Artist using a variety of resources • Demonstrate your presentation skills using PowerPoint • Analyse a piece of music

Assessment Task Support Information: Glossary/Definition of Terms Biography: A detailed report of someone’s life Musical style: A description of how a band or artist’s music sounds and what genre of music it applies to e.g. rock, jazz, popular

To do well in this assessment task I must: • Start early • Use the task description as a check list and make sure you complete all steps • Ask your teacher for feedback or assistance if required • Research your artist or band using a wide variety of websites • Include some interesting facts about the band or artist • Make your presentation look interesting using colours, special effects and pictures • Clearly label the section of the song you are discussing

BERKELEY VALE CAMPUS MUSIC ASSESSMENT

TASK

Due Date: Term 3 Week 6


A • All questions are answered accurately and are highly detailed, demonstrating depth

and variety of research • Outstanding use of PowerPoint. All information is presented in a visually appealing

way with a clear colour pallet, creative use of backgrounds and headings. The presentation includes at least 4 relevant pictures and a variety of special effects

• The sections of music discussed are clearly labeled and easy to find with the related audio or YouTube URL link included

• Highly detailed and accurate aural analysis

B

• All questions are answered with detail, demonstrating thorough research techniques Information is mostly accurate and clear

• Good use of PowerPoint including some special effects. Information is presented neatly and is mostly visually appealing with at least 3 pictures

• A Relevant music example is provided and labeled • Detailed and mostly accurate aural analysis

C

• All questions are answered to a sound standard with some detail, demonstrating sound research techniques

• Sound use of PowerPoint including some attempt to make the presentation visually appealing Information is presented neatly with at least 2 pictures

• The music example is provided • Sound aural analysis with some good points

D

• Questions are mostly complete, with some evidence of research • Basic use of PowerPoint. Presentation is mostly plain. Only 1 picture is provided • Provided a musical example, which was not relevant • Basic aural analysis with inconsistent or mostly unclear information

E

• Very limited research skills and incomplete questions • Limited use of PowerPoint. Presentation is poor. No pictures are included and

little attempt is made to make it visually appealing • No music example is provided • Limited attempt in aural analysis

Grade:

BERKELEY VALE CAMPUS VISUAL ARTS

ASSESSMENT TASK


Title: Water Teacher Name:


Syllabus Outcomes: 4.1 Uses a range of strategies to explore different art making conventions and procedures to make artworks 4.2 Explores the function of and the relationships between artist – artwork – world – audience 4.6 Selects different materials and techniques to make artworks

Task Description: Practical Task- Water Portfolio All the work will be completed in your Visual Arts diary in class. The following activities will make up the portfolio.

1. Water title page 2. Van Gogh water paintings 3. Water and Pebbles watercolour activity 4. Brett Whitely extension drawing 5. Surfboard design

Assessment Task Support Information: • Your teacher will provide you with all the information to assist you in completing the task • Your teacher will provide you with examples you can use to create your work

To do well in this assessment task I must: • Complete all the set activities in class • Complete all the work in my Visual Arts diary and ensure everything is up to date • Ensure all worksheets are pasted in


A

• The water portfolio demonstrates a sophisticated approach to composition • The finished artworks display sophisticated techniques • The artworks demonstrates a sophisticated and sustained level of artmaking practice with

strong conceptual basis • Visual Arts diary documentation reveals sophisticated investigations into subject matter

B

• The water portfolio demonstrates a creative approach to composition • The finished artworks display quality techniques • The artworks demonstrate a thorough and sustained level of artmaking practice • Visual Arts diary documentation reveals thorough investigations into subject matter

C

• The water portfolio demonstrates care in organising composition and presentation • The finished artwork displays sound techniques • The artworks demonstrate a sound and reasonably sustained level of artmaking practice • Visual Arts diary documentation reveals sound investigations into subject matter

D

• The water portfolio satisfies basic course requirements • The artworks demonstrate basic techniques • The artworks demonstrate a basic level of artmaking practice • Visual Arts diary documentation reveals developing investigations into subject matter

E

• The water portfolio artworks demonstrate limited consideration to composition • The artworks display lack of care and effort • The artworks demonstrate an elementary level of artmaking practice • Visual Arts diary documentation reveals limited investigations into subject matter

Grade:

English

Title: Dramatic Performance and Reflection Teacher Name:


Syllabus Outcomes: EN4-4B Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence EN4-5C Thinks imaginatively, creatively, interpretively and critically about information, ideas and

arguments to respond to and compose texts EN4-9E Purposefully reflects on, assesses and adapts their individual and collaborative skills with

increasing independence and effectiveness

Task Description: There are two (2) parts to this task Part A: Dramatic Improvisation (15%) In a group of four (4) people you will perform a dramatic scene. You will be required to participate to the best of your ability to demonstrate your:

• Technique - Movement, vocal clarity, timing, teamwork • Narrative – Ability to look at the storyline, plot and character development • Entertainment – Ability to look for strong dramatic and comedic moments, engaging characters

and strengthening the performance including general stagecraft

Part B: Listening (5%) During the performances of your peers, you will be assessed on your participation as an audience member. You will be required to demonstrate your respectful listening skills.

Assessment Task Support Information: • You will be given time in class to develop your performance skills • Preparation for the performance will take place in the classroom over a couple of weeks • You will be explicitly taught improvisational skills and the scene during class • A listening sheet will be provided and explicitly scaffolded for students by classroom teachers

To do well in this assessment task you must: • Creative versatile characters for the duration of the performance • Use the space of the stage in an interesting way • Try not to stay in the same place the whole time • Ensure you do not block other performers on the stage • Project your voice confidently so all audience members can hear • Listen attentively and respectfully to all performances, responding appropriately as an

audience member

BERKELEY VALE CAMPUS ENGLISH ASSESSMENT TASK


Part A: Improvisation – Marking Criteria EN4- 4B/5C A 5 B 4 C 3 D 2 E 1 TECHNIQUE

/5

• Exceptional dramatic skills demonstrated (accepting, extending, yielding, advancing, naming, strong ending)

• Excellent teamwork

• Thorough dramatic skills demonstrated (accepting, extending, yielding, advancing, naming, clear ending)

• Great teamwork

• Sound dramatic skills demonstrated (accepting, extending, yielding, advancing, naming)

• Good teamwork

• Basic dramatic skills demonstrated Offers made and accepted

• Some teamwork

• Little/No dramatic skills demonstrated Offers were largely blocked

• No real extending or advancing of the scene

• No teamwork • Game rules largely ignored

NARRATIVE

/5

• Sophisticated and exemplary story (scenes built)

• Characters were rich and changed

• Great orientation, complication, resolution

• Inventive and Exemplary use of prompt

• Substantial story • A character was changed • Had strong orientation,

complication and/or resolution

• Substantial use of prompt

• Adequate story • Characters slightly changed • Had a clear orientation,

complication and/or resolution

• Good use of prompt

• Limited story • Characters changed little • Had orientation,

complication and/or resolution of some kind

• Some use of prompt

• Minimal or no story (did not make sense, difficult to follow)

• Characters unchanged/did little • Did not have clear orientation,

complication or resolution • Poor use of prompt

ENTERTAINMENT

/5

• Great pacing to the scene(we were fascinated by the characters and their journey)

• Strong dramatic or comic moments

• Highly engaging characters • Strong physicality, acting and

stagecraft • Sophisticated manipulation of

audience engagement, originality.

• Good pacing to the scene (we were interested in the characters and their journey)

• Solid dramatic or comic moments

• Engaging characters • Good physicality, acting and

stagecraft

• Some pacing to the scene (we want to see what happens next)

• Some dramatic or comic moments

• Some engaging characters • Adequate audience

engagement • Adequate physicality, acting

and stagecraft

• Limited pacing • A dramatic or comic

moment • Mildly engaging characters • Limited physicality, acting

and stagecraft

• No real pace to scene • No dramatic or comic moments • No engaging characters • Minimal or no physicality, acting

or stagecraft

Part B: Listening – Marking Criteria Criteria A 5 B 4 C 3 D 2 E 1

EN4 – 9E During performances you must demonstrate the ability to: Use active listening and respond appropriately during performances

*Consistent outstanding listening skills during performances *An excellent member of the audience *Suggested excellent prompts

*Thorough listening skills during performances *An excellent member of the audience *Suggested satisfactory prompts

*Mostly sustained listening during performances. *May at times be inconsistent or distracted as an audience member *Suggest some prompts

*Basic listening skills during performances. *Distracted audience member for majority of presentation *Suggested a prompt

*Little/no listening skills during performances *Distracted and distracting others from the performances. *No prompt suggestions

Title: Yearly Examination Teacher Name:


Syllabus Outcomes: EN4-1A Responds to and composes texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure EN4-3B Uses and describes language forms, features and structures of texts appropriate to a range of

purposes, audiences and contexts EN4-8D Identifies, considers and appreciates cultural expression in texts

Task Description: Students are required to complete a Literacy Examination which will include the following:

PART A: Spelling and Language Conventions 5% *(Multiple Choice)

PART B: Reading Comprehension 10% (Multiple Choice and Short Answer)

PART C: Writing - Narrative OR Persuasive Writing 10% (45 minutes) You will be asked to compose a short story or a persuasive argument based upon a printed prompt

* Part A, B and C will be completed as one examination – No breaks between testing. ** Part C - Writing will be marked in accordance with NAPLAN Criteria and will not be shown to students prior to examination.

Assessment Task Information: • Spelling, language conventions and reading comprehension will be revised prior to examination • Writing scaffolds for persuasive and narrative will be modelled in class • Students are encouraged to draft and refine their writing at home to prepare for examination

To do well in this assessment task you must: • Use your time effectively to complete all components of the examination in a two-hour period • Demonstrate your knowledge and understanding of spelling and grammar • Read and comprehend information from an unseen text in order to create inferences, sequence

information and demonstrate language techniques • Compose a narrative OR persuasive argument that adheres to appropriate structure, conventions

and engages the reading audience

BERKELEY VALE CAMPUS ENGLISH ASSESSMENT


Humanities

Title: Essay Teacher Name:


Syllabus Outcomes: HU2 Responds to and composes texts in different media using a widening range of skills and strategies HU3 Develops understanding and knowledge of how history and archaeology provide insight into the

formation and transformation of diverse environments and cultures past and present HU4 Develops and demonstrates the skills of analysis in English, Geography and History to identify and

explain a range of perspectives

Task Description:

“Knowledge of the past can shape the way we see the world”

Explain this statement in relation to Jackie French’s novel ‘Walking the Boundaries’. In your response explore how Martin’s understanding of the past changed the way her perceived the world.

Assessment Task Support Information

• Preparation for the essay will be explicitly scaffolded and guided by the teacher in class • Drafting for this assessment task will take place in class and at home • The final essay will be completed under test conditions during Week 9

To do well in this assessment task I must: • Compose a well-structured extended response with an introduction, body and conclusion • Use language appropriate for purpose • Use textual evidence to support your argument • Discuss the statement and reflect on your understanding of the core text

BERKELEY VALE CAMPUS HUMANITIES ASSESSMENT TASK

Due Date: Term 3, Week 8

NAME:

CLASS:

CRITERIA What will this look like at an A

grade.

What will this look like at a B

grade?

What will this look like at a C

grade?

What will this look like at a D

grade?

What will this look like at an E

grade?

The response is effectively structured with a clear introduction, body and conclusion.

Composes a sophisticated response with skillfull structure (clear introduction, body, and conclusion).

Composes an effective response with thorough structure (clear introduction, body, and conclusion).

Composes a response with sound structure (introduction, body, and conclusion. One area may be lacking).

Composes a response with basic structure (introduction, body and conclusion. Lacking in two areas.

Attempts to compose a response with little/no structure evident.

The response clearly makes connections between the statement and the text.

Makes perceptive connections between the statement and the text.

Makes strong connections between the statement and the text.

Makes some connections between the statement and the text.

Connections between statement and text are basic.

No connections made between statement and text.

The response uses textual evidence to support ideas.

Effectively uses textual evidence to support ideas.

Uses textual evidence to support ideas.

Some textual evidence used to support ideas.

Limited textual evidence used.

No reference to text.

The response uses appropriate language, grammar, punctuation and spelling.

Consistent use of correct spelling, grammar and punctuation.

Effective and sophisticated language choices used to enhance response.

Mostly uses correct spelling, grammar and punctuation.

Effective language choices used to enhance response.

Inconsistent use of correct spelling, grammar and punctuation.

Sound language choices used. May not enhance the response.

Limited use of correct spelling, grammar and punctuation.

Basic language choices.

Elementary use of language, grammar, spelling and punctuation.

The composer clearly demonstrates how the text has enriched their understanding of aboriginal culture.

Extensive understanding of Aboriginal culture and reflects a deep understanding of the core text.

High level of understanding of Aboriginal culture and reflects a well- developed understanding of the core text.

Substantial understanding of Aboriginal culture and reflects an understanding of the core text.

Satisfactory understanding of Aboriginal culture and reflects a basic understanding of the core text.

Little to no understanding of Aboriginal culture and reflects an underdeveloped understanding of the core text.

Title: Individual Research Task - Vikings Teacher Name:


Syllabus Outcomes: HT4 - 3 Describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4 - 5 Identifies the meaning, purpose and content of historical sources 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 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

Task Description: Individual research task. This task needs to be handed in on the BVC Year 8 HSIE Google Classroom under the classwork menu. The class code is vk5gbdf. You are to conduct an individual research task and create a Viking artefact on an historical Viking concept. You are to choose from one of the following concepts:

Longhouse Weaponry Rune stones Long boat Armour (not a shield.) Jewellery

The purpose of this task is to show how well you are able to do the follow things: a) research and produce a Viking artefact that relates to your written task b) information used in your written task to explain the significance of your artefact c) how well you communicate the information

Each person will receive a booklet containing planning and research activities. Each component must be completed and will contribute to your final assessment mark.

NOTE: The largest dimension of your artefact is 30cm x 30cm. Please do not go any bigger than this.

Assessment task support information: • Preparation and research will take place in class and at home • A modified scaffold will be provided for students who find researching on their own difficult • The library is open at lunch and recess everyday as well as Wednesday afternoons for you to access the

computer and printer • Any materials required to create the museum display are to be provided by the student. If sufficient amount of

notification and letter from parents the teacher can assist students with materials for a basic creative piece

To do well in this task I must: • Follow instructions carefully and accurately • Communicate at a high level • Show you have detailed knowledge and understanding of the Vikings and your chosen artefact • Create a highly detailed artefact with a high level of care and effort • Complete all parts of the project

Checklist of what needs to be submitted: • Booklet • All questions answered • Map of Scandinavia attached to the booklet - Labelled • Viking artefact • Is your artifact detailed

BERKELEY VALE CAMPUS HISTORY ASSESSMENT TASK


Year 8 Vikings Assessment Mark Criteria- To get this mark your essay will …

A

• Demonstrates an extensive, accurate and detailed knowledge of Viking exploration and society

• Demonstrates an extensive, accurate and detailed knowledge of the Viking artefact usefulness and purpose

• Artefact is made to an exceptionally high standard, completed and with great care and effort

• Uses an extensive range of appropriate historical terms and concepts when communicating an understanding of the Vikings

B

• Demonstrates a thorough and accurate knowledge of Viking exploration • Demonstrates a thorough and accurate knowledge of the Viking artefact

usefulness and purpose • Museum display and artefact is made to a high standard, completed and with

great care and effort • Uses a thorough range of appropriate historical terms and concepts when

communicating an understanding of the Vikings

C

• Demonstrates a sound knowledge of Viking exploration • Demonstrates a sound knowledge of the Viking artefact usefulness and purpose • Museum display and artefact is made to an satisfactory standard,

completed and with some care and effort • Uses a sound range of appropriate historical terms and concepts when


D

• Demonstrates a basic knowledge of Viking exploration and description of a Viking artefact

• Demonstrates a basic knowledge of the Viking artefact usefulness and purpose • Museum display and artefact is made to an basic standard, completed with

minimal care and effort • Uses a basic range of appropriate historical terms and concepts when


E

• Demonstrates an elementary knowledge of Viking exploration • Demonstrates a limited knowledge of the Viking artefact usefulness and purpose • Museum display and artefact is made (or brought) to an elementary

standard, completed with little care and effort • Uses an elementary range of historical terms and concepts when


0 • Non-attempt

Title: Yearly Exam History Teacher Name:


Syllabus Outcomes: HT4 - 2 Describes major periods of historical time and sequences events, people and societies from the past HT4 - 4 Describes and explains the causes and effects of events and development of past societies over time HT4 - 6 Uses evidence from sources support historical narratives and explanations HT4 - 7 Identifies and describes different contexts, perspectives and interpretations of the past 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

Task Description: Online Yearly Examination. What is an Examination? An examination is a formal assessment that consists of multiple choice, short answer and long answer responses. Why are you being assessed this way? Your exam will help the teacher see how you learn and identify the knowledge and skills you develop during your study of water in the world and interconnections. They will be able to make a better judgement of your learning by looking at everything you do. What are you assessed on?

1. Your knowledge and understanding of content on the Vikings and Japan under the Shoguns (20 marks) This includes:

a) Multiple choice questions b) Short answer response question

2. Interpretation of sources (20 Marks)

This includes: a) Multiple choice questions b) Short answer response question

3. Communication style and technique (10 Marks)

This includes: a) Uses appropriate terminology b) Use of correct paragraph and sentence structure

Assessment Task Support Information: Equipment required: Enrolment in the BVC Year 8 HSIE Google classroom, a pen and a calculator

To do well in this assessment task I must: • Revise the content you learnt about Vikings and Japan under the Shogun • Practice response writing • Revise how to read maps, graphs and tables

BERKELEY VALE CAMPUS HISTORY ASSESSMENT TASK


MARKING RANGE

A

• All answers completed to an outstanding level and is very organised with correct writing structure • Extensive understanding and use of historical skills and source analysis • Demonstrates extensive knowledge and understanding of course content • Extensive understanding detailed description of historical information • Outstanding level of written (spelling, paragraphing, grammar, punctuation) and

visual communication

B

• Most answers completed to a high level and is organised with mostly correct writing structure • Thorough understanding and use of historical skills and source analysis • Demonstrates high level of knowledge and understanding of course content • Thorough detailed description of historical information • High level of written (spelling, paragraphing, grammar, punctuation) and visual communication

C

• Most answers completed and is somewhat organised with correct writing structure • Demonstrates sound understanding and use of historical skills and source analysis • Demonstrates sound knowledge and understanding of course content • Detailed description of historical information • Sound level of written (spelling, paragraphing, grammar, punctuation) and visual communication

D

• Some answers completed to a basic level and lacks writing structure • Basic understanding and use of historical skills and source analysis • Demonstrates basic knowledge and understanding of course content • Description of historical information • Basic level of written (spelling, paragraphing, grammar, punctuation), and visual communication

E

• Very little attempt in answers and is very unorganised with writing structure • Limited understanding and use of historical skill and source analysis • Limited knowledge and understanding of course content • Limited description of historical information • Limited or no written (spelling, paragraphing, grammar, punctuation), and visual communication

0 Assessment not attempted – N Award Warning

Total /50

Mathematics

Title: Probability, Length, Area and Volume. Teacher Name:


Syllabus Outcomes: MA4-21SP Represents probabilities of simple and compound events. MA4-12MG Calculates the perimeters of plane shapes and the circumference of circles. 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

Task Description: The test is a pen and paper one involving multiple choice, short answer questions and others requiring longer responses. The level of student’s responses will determine the level of achievement.

Assessment Task Support Information: Equipment required to complete this task: Pen, Calculator. Websites that can assist you include: MathsOnline, Khan Academy

To do well in this assessment task I must: • Complete all classwork and homework • Have all completed work marked and analyse errors • Complete all revision sheets before test • Answer all sections • Understand terminology • Use conversion tables effectively • Manipulate formulas confidently

BERKELEY VALE CAMPUS MATHEMATICS

ASSESSMENT TASK


Title: Equations and Statistics Teacher Name:


Syllabus Outcomes: In class test MA4-1WN Communicates and connects mathematical ideas using appropriate terminology, diagrams and Symbols MA4-10NA Uses algebraic techniques to solve linear and simple quadratic equations MA4-19SP Collects, represents and interprets single sets of data, using appropriate statistical displays

Task Description: The test is a pen and paper one involving short answer questions and others requiring longer responses. The level of student’s responses will determine the level of achievement.

Assessment Task Support Information: • Equipment required to complete this task: Pen, Calculator

Websites that can assist you include: MathsOnline, Khan Academy

To do well in this assessment task I must: • Complete all classwork and homework • Have all completed work marked and analyse errors • Complete all revision sheets before test • Answer all sections • Understand all terminology • Solve 1 step, 2 step, 3 step equations, and equations with pronumerals both sides,

equations involving fractions, equations involving brackets

BERKELEY VALE CAMPUS MATHEMATICS

ASSESSMENT TASK


Title: Relationships Teacher Name:


Syllabus Outcomes:

PD4-3 Investigates effective strategies to promote inclusivity, equality and respectful relationships PD4-9 Demonstrates self-management skills to effectively manage complex situations

Task Description: Part A – Philosophical Chairs Preparation - completed at home (10 marks) Students will need to complete a prewriting activity (Philosophical Chairs preparation sheet) stating points for AND against the following TWO topics. They will need to bring their completed preparation sheet to class on the day of the Philosophical Chairs Activity. The two topics to be discussed are: 1. Sexting is the biggest issue facing teens. 2. Discrimination is still an issue in Australia. Students will be marked on their understanding of how each statement may affect both individuals and the community, their ability to make an educated judgement after looking at the topic from both sides, evidence of critical thinking through the depth of their ideas and the strategies they could use if exposed to the situation.

Part B – Philosophical Chairs Activity – completed in class (10 marks) Students will participate in the Philosophical Chairs Activity in class. They will be marked on how active they are during the discussion, their ability to reflect on how the topic may affect the individual and the community and their ability to manage exposure to the complex situation. Students will also be marked on the respect they show toward their peers.

Part C – Reflection – completed in class (5 marks) Complete the Philosophical Chairs Written Evaluation Sheet in class at the end of the activity. 1. What was the most frustrating thing about today’s discussion? (1 mark) 2. How could you have overcome your frustration? (1 mark) 3. Explain one more point that you could have added to the class discussion. (1 mark) 4. How did today’s activity increase your understanding of the impact of sexting and discrimination? (2 marks)

Assessment Task Support Information: • Write the due date in your diary. You will need to have your prewriting activity completed by then • Use the Philosophical Chairs preparation sheet attached to complete the prewriting activity

To do well in this assessment task I must: • Fill out my Philosophical Chairs preparation sheet at home and return to my teacher • Participate in the Philosophical Chairs discussion in class • Respect the opinions of my peers • Use appropriate terminology in writing and when speaking

BERKELEY VALE CAMPUS PDHPE ASSESSMENT TASK



A

• Student demonstrates an extensive understanding of the issues relating to equality and developing respectful relationships

• Completes a comprehensive prewriting activity for each topic and outlines points for and against both statements

• Actively engages in Philosophical Chairs activity and presents their ideas and rebuttals in a respectful manner

• Outlines strategies to help themselves and others manage each challenging situation

• Evaluation sheet provides effective feedback • Expresses written ideas in a clear and coherent way

B

• Student demonstrates a thorough understanding of the issues relating to equality and developing respectful relationships

• Completes a detailed prewriting activity for both statements • Actively participates in Philosophical Chairs activity and presents their ideas in

a respectful manner • Outlines strategies to manage each challenging situation • Evaluation sheet provides effective feedback • Expresses written ideas in a clear and coherent way

C

• Student demonstrates a sound understanding of the issues relating to equality and developing respectful relationships

• Completes prewriting activity and outlines at least one point for and against each statement

• Participates in Philosophical Chairs activity and respects peers’ opinions • Identifies how each topic could affect equality and respectful relationships • Supports or rebuts others suggestions on how to manage each situation • Attempts to provide constructive feedback in evaluation • Attempts to express ideas in a clear and coherent way

D

• Student demonstrates a basic understanding of the issues relating to equality and developing respectful relationships

• Completes points for or against on at least one topic • Choses a side in Philosophical Chairs but does not engage in activity • No attempt to offer suggestions on how each complex situation can be

managed • Basic evaluation completed

E

• Student demonstrates an elementary understanding of the issues relating to equality and developing respectful relationships

• Prewriting activity not attempted • Does not engage in Philosophical Chairs activity • Elementary attempt to evaluate the Philosophical Chairs activity

Title: Square Dancing Teacher Name:


Syllabus Outcomes:

PD4-10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts

PD4-11 Demonstrates how movement skills and concepts can be adapted and transferred to enhance and perform movement sequences

Task Description: Students will complete a range of dances throughout the unit and will be formally assessed on their participation, performance and etiquette. Participation aims to encourage enjoyment in dance and focus upon lifelong participation. Students are encouraged to move confidently and interact with other students. Students will need to adhere to the most up to date government guidelines in relation to the hygiene regulations.

Participation – 10 marks

• Students will be required to perform the Bonanza and Summer time and will be marked on their diligence, sustained effort, correct technique and knowledge of dance steps

• Students will be required to participate fully each lesson and will be given an overall participation mark at the end of the unit

• Within each dance students are required to demonstrate the following skills: o Timing/Rhythm o Stance and posture o Competence in repeating movements consistently with a variety of partners

Performance – 10 marks • Students will be required to choreograph and perform an original sequence incorporating the Bonanza and

Summertime steps as well as the other dance movements learnt throughout the term • In pairs/small groups, you will need to create a 2-3 minute dance sequence. This sequence will need to contain

at least ten dance PHRASES that you have learnt during the dance unit Dance Etiquette- 5 marks

• Students will be marked on their dance etiquette each lesson and will be given an overall mark at the end of the unit

• Students with a Students with a medical certificate for a prolonged injury will be given an alternate task

Assessment Task Support Information: Equipment required to complete this task:

• Practical sports uniform • Dances will increase in difficulty throughout the unit • Basic steps will be taught first

Websites that can assist you include: https://videosquaredancelessons.com/lessons/ To do well in this assessment task I must:

• Bring my practical uniform to all PE lessons • Participate in all lessons • Behave appropriately, demonstrating correct dance etiquette • Demonstrate my knowledge and coordination of steps

BERKELEY VALE CAMPUS PDHPE ASSESSMENT TASK



A

• Displays outstanding style, accuracy and advanced technique in the performance of square dances

• Displays creative ability and improvisation in dance • Encourages cohesiveness within group and selects and applies effective communication skills • Always performs a range of movement skills with confidence, variation and rhythm • Always displays outstanding dance etiquette • Always participates to the best of their ability

B

• Displays a high level of style, accuracy and advanced technique in the performance of square dances

• Consistently displays rhythmic sense in performance of dance movements • Demonstrates a high knowledge of steps when performing selected square dances • Performs a range of movement skills with confidence • Consistently performs a range of movement skills with confidence, variation and rhythm • Always displays a high level of dance etiquette • Participates to the best of their ability .

C

• Displays cooperation and satisfactory communication within their group • Displays rhythmic sense in performance of dance movements • Demonstrates a satisfactory knowledge of steps when performing selected square dances • Performs satisfactory square dance skills with confidence • Satisfactory range of movement skills with variation and rhythm • Displays appropriate dance etiquette • Usually participate to the best of their ability

D

• Displays cooperation and basic communication skills in some situations • Displays basic rhythmic sense in dance activities • Demonstrates basic knowledge of steps when performing selected square dances • Performs a range of movement skills with basic variation and rhythm • Sometimes participates to the best of their ability

E

• Displays limited cooperation and have basic communication skills • Has limited rhythmic sense • Inability to demonstrate basic moves when performing selected square dances • Displays a limited understanding of steps used when performing selected dances • Demonstrate range of movement skills with limited variation and rhythm • Limited dance etiquette displayed • Rarely participates to the best of their ability

Science

Title: Body Systems Research Task Teacher Name:


Syllabus Outcomes: SC4-WS9 A student presents ideas, findings and information to a given audience using appropriate scientific

language, text types and representations SC4-LW1 A student analyses interactions between components and processes within biological systems SC4-LW15 A student explains how biological understanding has advanced through scientific discoveries,

technological developments and the needs of society

Task Description:

You have been hired by Body Systems Australia to create an informative brochure / video / presentation / poster which explains what happens to your body when it encounters certain stimuli. For example, you have a cousin who has Coeliac Disease (allergic to gluten). If they eat food containing gluten, the villi in their small intestine become inflamed, sticky and flat which may lead to stomach pain, bloating, diarrhea and low energy.

Required Elements (tick each box when complete) 1. Functions (17 marks)

• Describe the type of intolerance / deficiency / allergic reaction that you have chosen • Name the intolerance / deficiency / allergic reaction you have chosen • Identify the major body system it affects • List TWO or more body systems connected to your chosen system and explain how they work together • List the organs the intolerance / deficiency / allergic reaction affects • Explain how it affects those organs • What would a person with this condition look / sound / feel like • What can be done to prevent it from happening?

2. Body system diagram (5 marks)

• Include an accurate and clear diagram/drawing of the system your chosen topic affects • Label all organs

3. Critical Thinking Research (5 marks)

If you chose a food intolerance above answer a question from the intolerance section; if you chose a food deficiency above answer a question from the deficiency section; and if you chose an allergic reaction above answer a question from the allergic reaction section. Using your new knowledge answer ONE of the following questions.

4. Intolerance Are there any benefits to eating gluten free food if you aren’t intolerant to gluten? If people remove high-calcium dairy foods from their diet, will that decrease bone strength? Deficiency (a)

• Do body builders obtain any benefits from taking protein supplements? • Are people who buy multivitamins wasting their money?

Allergic Reaction (b) • Do you think the school ban on spray-on deodorant is fair? • Should schools become “nut-free” due to the large number of people allergic totem?

BERKELEY VALE CAMPUS SCIENCE ASSESSMENT TASK


5. Design (10 marks)

Your research task should be: • Organised with eye-catching headings • Neatly written or typed • Show evidence of research (contain a bibliography with 2 references including the title,

website and date accessed) • Include TWO or more appropriate and relevant pictures/diagrams • Informative, creative and colourful

Assessment Task Support Information: • Equipment required to complete this task: paper, pens, coloured paper, colouring pencils • You will need to sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation e.g. medical

certificate/misadventure form

In your answer you must: • Justify your decision using examples • Refer to at least two websites/books which you collected secondary information from • Use 100 words or more • All information must be typed/written in your own words

•

To do well in this assessment task I must: • Include all information described in the marking criteria • Use appropriate terminology • Avoid plagiarism and provide appropriately detailed references for sources • Tick off each box as it is answered (if you can’t tick it you can’t receive marks for it)


A

• Student demonstrates an extensive knowledge and understanding of the chosen body system and all information is biologically correct for chosen intolerance/deficiency/allergic reaction

• Interrelationships between other systems are clearly explained • Diagram is clear with all correct labels • Overall creativity and presentation are of a very high standard • Presentation is well organised with clear headings and is neatly written or typed

with 2 or more sources in the bibliography

B

• Student demonstrates a thorough knowledge and understanding of the chosen body system and most information is biologically correct for chosen intolerance/deficiency/allergic reaction

• Interrelationships between other systems are identified and a brief description given • Diagram is clear with 1 label omitted/not corresponding with the correct organs/parts • Overall creativity and presentation is of a high standard • Presentation is organised with some headings and neatly written or typed with 2 sources

C

• Student demonstrates a sound knowledge and understanding of the chosen body system and some information is biologically correct for chosen intolerance/deficiency/allergic reaction

• Interrelationships between other systems are depicted but not clearly explained • Diagram is legible with 2-3 labels omitted/not corresponding with the correct organs/parts • Overall creativity and presentation is of an adequate standard • Presentation is missing some headings, has minimal coherency with 1 source in the

bibliography

D

• Student demonstrates a basic knowledge and understanding of the chosen body system and minimal information is biologically correct for chosen intolerance/deficiency/allergic reaction

• Interrelationships between systems are poorly depicted and explained • Diagram is legible with 3-4 labels omitted/not corresponding with the correct organs/parts • Overall creativity and presentation lacks colour, originality and effort • Presentation has one heading, lacks coherency, is untidy and bibliography is absent

E

• Student demonstrates an elementary knowledge and understanding of the chosen body system and most information is biologically incorrect

• Interrelationships between systems are not depicted or explained • Diagram is absent/illegible with no labels • Overall creativity and presentation is of a poor standard with no colour, originality or effort • Presentation has no headings, illegible and bibliography is absent

Title: Yearly Examination Teacher Name:


Syllabus Outcomes:

SC4 – 14LW Relates the structure and function of living things to their classification, survival and reproduction SC4 – 15LW Explain how new biological evidence changes people’s understanding of the world SC4 – 10PW Describes the action of unbalanced forces in everyday situations SC4 – 11PW Discuss how scientific understanding and technological developments have contributed to finding

solutions to problems involving energy transfers and transformations SC4 – 16CW Describes the observed properties and behaviour 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

Task Description: The assessment task is a written examination covering the following content from Year 8 Science.

Topics covered are: • Microbes • Charge • Atoms, Elements and Compounds • Inside Humans

Examination Structure: Section 1 - Multiple Choice Section 2 - Short Response Section 3 - Extended Response

Assessment Task Support Information: Equipment required to complete this task: Pen, pencil, ruler, eraser and calculator

To do well in this assessment task I must: • Answer all sections • Use appropriate terminology

Include all of the information described in the marking criteria

BERKELEY VALE CAMPUS SCIENCE ASSESSMENT TASK



A

• 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

• 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

C

• 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

• 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

• 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

TECHNOLOGY

MANDATORY

Title: Crack the Code Teacher Name:

Year: 8 Stage: 4 Task Number: Weighting: 25%

Syllabus Outcomes: TE4-4DP Designs algorithms for digital solutions and implements them in a general-purpose programming

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

Task Description Crack the code You will explore how algorithms can be useful in daily life. You will develop a basic Control Technology using pseudocode, algorithms and a flowchart to assist in the planning and development. You will also be asked to encode and decode a binary sequence. You will be marked specifically on your ability to:

1. Use pseudocode and flowcharting techniques to develop a Control Technology System presented in

class. 2. Decode a binary sequence using the ASCII table into a sentence. 3. Encode a sentence into a binary sequence.

Extension Activity: 1. Explain how colour is represented in a computer.

Assessment Task Support Information: • You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation

(e.g. Medical Certificate/Illness/Misadventure form)

To do well in this assessment task I must: • Participate in all classroom learning activities • Ensure your design and production folio is completed to a high standard • Attempt to complete all tasks

BERKELEY VALE CAMPUS TECHNOLOGY MANDATORY

ASSESSMENT TASK


A

• Independently develops Control Technology that functions as intended to fulfil the brief

• Code is structured and error free • Extensive use of pseudo coding and flowcharting techniques to develop code • Decodes a binary sequence error free • Encodes a binary sequence error free

B

• Develops a Control Technology that functions as intended to fulfil the brief • Code has structure and is mostly error free • Thorough use of pseudo coding and flowcharting techniques to develop code • Decodes a binary sequence with 1 - 2 errors • Encodes a binary sequence with 1 - 2 errors

C

• With guidance develops a Control Technology that works as intended to fulfil the brief • Code has some structure and is mostly error free • Satisfactory use of pseudo coding and flowcharting techniques to develop code • Decodes a binary sequence with 3 – 4 errors • Encodes a binary sequence with 3 – 4 errors

D

• With assistance develops a Control Technology that works as intended to fulfil the brief

• Code has little structure and contains a number of errors • Basic use of pseudo coding and flowcharting techniques to develop code • Decodes a binary sequence with 5 - 6 errors • Encodes a binary sequence with 5 - 6 errors

E

• Limited attempt to develop a Control Technology • Code has little structure and contains a number of errors • Limited use of pseudo coding and flowcharting techniques to develop code • Decodes a binary sequence with more than 7 errors • Encodes a binary sequence with more than 7 errors

Title: Engineering Our World Teacher Name:


Syllabus Outcomes: 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 TE4-8EN Explains how force, motion and energy are used in engineered systems

Task Description You will study a context of Technology Mandatory over the term. Your task will be specific to the field you are studying and will be comprised of a practical and theoretical component. You will be provided with time in class to complete the requirements, however, you may be required to conduct further research at home.

Engineered Systems

You will be marked specifically on your ability to: 1. Design and communicate responses to the design brief, in particular your kite draft and final

design ideas. 2. Plan and manage the production of designed solution including sampling and production log. 3. Research task – What forces impact upon flight and how they will affect your kite.



To do well in this assessment task I must: • Participate in all classroom learning activities • Ensure your design and production folio is completed to a high standard


ASSESSMENT TASK


A

• Extensive, unique and creative illustration and description of design ideas including sketching, colour and labelling

• Samples and production log are completed to an excellent standard • Forces comprehension task is completed and the kite fabric properties are

extensively researched to determine the impact upon flight

B

• Through, unique and creative illustration and description of design ideas including sketching and colour and labelling

• Samples and production log are completed to an high standard • Forces comprehension task is completed and the kite fabric properties are

thoroughly researched to determine the impact upon flight

C

• Sound illustration and description of design ideas including sketching • Samples and production log are completed to a sound standard • Forces comprehension task is completed and the kite fabric properties are

satisfactorily researched to determine the impact upon flight

D

• Basic illustration and description of design ideas • Samples and production log are completed to a basic standard • Forces comprehension task is minimally completed and the kite fabric properties is

basically researched

E

• Elementary illustration and description of design ideas • Samples and production log are completed to a limited standard • Forces comprehension task is incomplete and kite fabric properties research

is limited

Title: Flashing Fashion Teacher Name:


Syllabus Outcomes:

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 TE4-9MA Investigates how the characteristics and properties of tools, materials and processes affect their

use in designed solutions

Task Description You will study a context of Technology Mandatory over the term. Your task will be specific to the field you are studying and will be comprised of a practical and theoretical component. You will be provided with time in class to complete the requirements, however, you may be required to conduct further research at home.

Flashing Fashion

You will be marked specifically on your ability to: 1. Design and communicate responses to the design brief, in particular your draft and final design

ideas. 2. Plan and manage the production of designed solution including sampling and production log. 3. Research properties of materials that you will use in the production of your final product.

Assessment Task Support Information: • You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation (e.g.

Medical Certificate/Illness/Misadventure form)



ASSESSMENT TASK


A

• Extensive, unique and creative illustration and description of design ideas including sketching, colour and labelling

• Samples and production log are completed to an excellent standard • Explicit link between properties of production material and use in final product

B

• Through, unique and creative illustration and description of design ideas including sketching and colour and labelling

• Samples and production log are completed to a high standard • Good link between properties of production material and use in final product

C

• Sound illustration and description of design ideas including sketching. • Samples and production log are completed to a sound standard • Link between properties of production material and use in final product

D

• Basic illustration and description of design ideas • Samples and production log are completed to a basic standard • Basic link between properties of production material and use in final product

E

• Elementary illustration and description of design ideas • Samples and production log are completed to a limited standard • Little to no correct link between properties of production material and use in

final product

Title: Fantastic Food Teacher Name:


Syllabus Outcomes: TE4-2DP Plans and manages the production of designed solutions TE4-6FO Explains how the characteristics and properties of food determine preparation techniques for healthy

eating

Task Description: Students must complete all worksheets and submit on time. Activity 1- Students will create a daily meal plan for someone their own age using the Australian Guide to healthy eating Guidelines. Activity 2- Students will analyse an unhealthy recipe by identifying unhealthy items and making suggestions for healthy alternatives.

Activity 3- Students will compare and analyse a meal from McDonalds and Sumo Salad. They will be required to complete one paragraph explaining which option is more suitable for healthy eating.

Assessment Task Support Information: • You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation (e.g.

Medical Certificate/Illness/Misadventure form)

To do well in this assessment task I must: • Complete the assessment task on time • Write all research in your own words • Ensure your research poster is visually appealing


ASSESSMENT TASK


A

• Exceptional meal plan meeting the daily requirements of a particular age group • Exceptional understanding of how to analyse a nutritional table and interpret

information to complete a detailed justification of a meal choice • Demonstrated extensive understanding of how to modify a recipe

B

• Thorough meal plan meeting the daily requirements of a particular age group • Thorough understanding of how to analyse a nutritional table and interpret

information to complete a detailed justification of a meal choice • Demonstrated a good understanding of how to modify a recipe

C

• Sound meal plan meeting the daily requirements of a particular age group • A sound understanding of how to analyse a nutritional table and interpret

information to complete a detailed justification of a meal choice • Demonstrated a competent understanding of how to modify a recipe

D

• Basic meal plan meeting the daily requirements of a particular age group • Basic understanding of how to analyse a nutritional table and interpret information to

complete a detailed justification of a meal choice • Demonstrated a basic understanding of how to modify a recipe

E

• Limited meal plan meeting the daily requirements of a particular age group • Limited understanding of how to analyse a nutritional table and interpret

information to complete a detailed justification of a meal choice • Demonstrated an elementary understanding of how to modify a recipe

Title: Multimedia/Graphics Teacher Name:


Syllabus Outcomes: TE4-3DP Selects and safely applies a broad range of tools, materials and processes in the production

of quality projects TE4-9MA Investigates how the characteristics and properties of tools, materials and processes affect their

use in designed solutions

Task Description You will study a context of Technology Mandatory over the term. Your task will be specific to the field you are studying and will be comprised of a practical and theoretical component. You will provided with time in class to complete the requirements, however, you may be required to conduct further research at home.

You will be marked specifically on your ability to:

1. Respond to the design brief including your ability to design and produce a prototype of your intended design solution

2. Production of quality product including your final practical project





ASSESSMENT TASK


A

• Extensive, unique and creative prototype produced in response to the design brief • The prototype is constructed accurately from the design and completed to a

professional standard according to scale • Demonstrates exceptional quality in all aspects of the final product production • Design and final product have a particularly high degree of detail and difficulty

B

• Unique and creative prototype produced in response to the design brief • The prototype is constructed accurately from the design and completed to a high

standard according to scale • Demonstrates high quality in all aspects of the final product production • Design and final product have a high degree of detail and difficulty

C

• Sound prototype produced in response to the design brief • The prototype is constructed similarly to the design and completed to a sound

standard with an attempt to incorporate scale • Demonstrates satisfactory quality in all aspects of the final product production • Design and final product have a moderate degree of detail and difficulty

D

• Basic prototype produced in response to the design brief • The prototype is constructed very simply and not to scale • Demonstrates basic quality in all aspects of the final product production • Design and final product have a minimal degree of detail and difficulty

E

• Limited prototype produced in response to the design brief • The prototype is constructed to a poor standard not to scale • Elementary quality in all aspects of the final product production • Design and final product have a limited degree of detail and difficulty

Title: Tinkering with Timber Teacher Name:


Syllabus Outcomes: 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 TE4-9MA Investigates how the characteristics and properties of tools, materials and processes affect their use in

designed solutions

Task Description Tinkering with Timber Throughout the term whilst studying Timber Technology you will be required to develop and produce a product. Whilst developing your skills within the workshop you will be required to:

1. Select 3 hand tools used in the production of your product. You will be required to

• Draw a detailed diagram of each particular tool and label the parts • Describe what the tool is used for within a timber context • List any safety requirements that need to be adhered to when using the selected tool

2. Complete an isometric drawing of a section of timber and label the following

• Length • Width • Thickness • End Grain

Extension Activity:

1. Why are forests no longer used to source timber for the use in the manufacture of products? 2. Where is timber sourced in an environmentally sustained way?

Assessment Task Support Information:

• You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation (e.g. Medical

Certificate/Illness/Misadventure form)

To do well in this assessment task I must: • Complete all parts of the assessment • Participate in all classroom learning activities • Ensure your design and production folio is completed to a high standard


ASSESSMENT TASK


A

• Independently uses appropriate techniques to plan and manage a project • Draws a very detailed diagram of tools, clearly outlining functions and safety

precautions to be adhered to • Uses isometric techniques to draw a section of timber and labels correctly

B

• With minimal support uses appropriate techniques to plan and manage a project • Draws a detailed diagram of tools, outlining functions and safety precautions to be

adhered to • Mostly uses isometric techniques to draw a section of timber and labels correctly

C

• With some support uses appropriate techniques to plan and manage a project • Draws a diagram of tools, outlining most functions and safety precautions to be

adhered to • Uses some isometric techniques to draw a section of timber and labels correctly

D

• With substantial support uses appropriate techniques to plan and manage a project • Draws a diagram of tools, outlining some functions and safety precautions to be

adhered to • Uses few isometric techniques to draw a section of timber and some labels are correct

E

• Rarely uses appropriate techniques to plan and manage a project • Poor diagram of tools, outlining some functions and safety precautions to be adhered to • Uses no isometric techniques to draw a section of timber and labels incorrectly

Title: Paddock to Plate Teacher Name:


Syllabus Outcomes: TE4-5AG Investigates how food and fibre are produced in managed environments

Task Description Paddock to Plate As part of the research component of the design and production process you will investigate how a specific type of crop is managed in the farming environment in order to mass produce food for the population. Your teacher will provide you with a range of crops you may research that you will have the opportunity to grow. You will produce an A4 research poster with your findings.

In your research you will need to:

1. List and describe the steps necessary to grow your chosen plant (including what season the plant grows in Australia and how long it takes before the plant can be harvested etc)

2. Describe what part of the plant is used (eg carrot – root, celery – stem, peas – seed etc) 3. Explain what pests or diseases the crop might be susceptible to 4. Describe how to harvest and store your crop after harvest 5. Include a fun fact about your plant 6. Include pictures of your plant before harvesting 7. Include an eye catching title

Assessment Task Support Information:

• You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation (e.g. Medical

Certificate/Illness/Misadventure form)

To do well in this assessment task I must: • Complete the assessment task on time • Write all research in your own words • Ensure your research poster is visually appealing • Email the completed poster to your teacher


ASSESSMENT TASK


A

• Exceptional description of the production of crops in managed environments • Exceptional completion of all required information • Well presented A4 research poster including pictures and fun fact

B

• Thorough description of the production of crops in managed environments • Thorough completion of all required information • Well presented A4 research poster including pictures and fun fact

C

• Sound description of the production of crops in managed environments • Sound completion of all required information • Pictures or fun fact included

D

• Basic description of the production of crops in managed environments • Some completion of some required information • Pictures or fun fact included

E

• Limited description of the production of food in managed environments • Limited completion of required information • No pictures or fun fact

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