a parents’ guide to year 8 assessment

A Parents’ Guide to Year 8 Assessment

2019

This booklet is also available from the Cheltenham Girls' High School website http://www.cheltenham-h.schools.nsw.edu.au/curriculum-activities/assessment-reporting

http://www.cheltenham-h.schools.nsw.edu.au/curriculum-activities/assessment-reporting

The table below is a summary of the teachers on each class. The classes are further divided in Technology and Visual Arts and students in classes: ● C, H and E can be in TAS/VA 1, 2, 3 or 4 ● L, T and N can be in TAS/VA 5, 6, 7 or 8 ● A, M and G can be in TAS/VA 9, 10, 11 or 12

Class English (7) Maths (8) Geography (5) Science LOTE (5) Music (2) PDHPE (4) SPORT (3) Technology (5) Visual Arts (3)

8C

Miss N Hawton (5) Mrs R Fowell (2)

Mr R Abdur Mrs C McEvoy (3) Ms H Latif (2)

Mr L Tsui Mr D Gonzalez Mrs L Lander Miss E Barratt Mrs R Marangon 1 Ms K Roberson (4) Mrs K Murray (1) 2 Mrs K Murray (3) Mrs S Gunst (2) 3 Mr N Clarke 4 Miss P Faustorilla

1 Mrs L Latty (2) Ms J Page (1) 2 Mr J Beerden 3 Mr C Freeman 4 Ms N Labuschagne

8H

Mrs J Quan (4) Mr M Lam (3)

Mr J Lau Ms A Giritharan (3) Ms K McManus (2)

Ms A Yap Ms J Bhoyroo (4) Ms C watson (1)

Mrs L Lander Ms R McLachlan Mrs K Vanden Hogen

8E

Mr C Cassar Mrs T Chung Mrs E Naidoo (4) Ms J Collett (1)

Ms S Bernardi (4) XSCI (2) Mrs K Ganga (1)

Ms E Truong (4) Ms C Watson (1)

Mrs S Katz Mrs J McInerney (3) Mrs S Houghton (1)

Mrs J McInerney (1)) Mrs S Houghton (2)

8L

Mrs C Narsai Mr T Tooma (4) Mrs J Bates (3)

Ms H Latif (4)

Ms T Macmillan (1)

Mr MP Lam Mr D Gonzalez

Mrs S Katz Ms E Coggins Mrs R Marangon

5 Mr N Clarke 6 Mrs V Sethi 7 Miss P Faustorilla 8 Mrs s Glanville (2) Mrs S Gunst (3)

5 Mrs L Latty (2) Ms J Page (1) 6 Mr J Beerden 7 Mr C Freeman 8 Ms N Labuschagne (2) Ms J Page (1)

8T

Ms O McAtamney Mr M Li (4) Mrs K Lovett (3)

Ms H Latif (4)

Ms T Macmillan (1)

Mrs A Saunders (5) Ms J O’Connor (2)

Ms J Bhoyroo Mrs S Widmer (1) Mrs L Lander (1)

Ms N Roberts Ms N Roberts

8N

Mrs K Moore

Mrs A Vancuylenburg

Mrs E Naidoo Ms N Shahettin Ms E Truong Mrs S Widmer (1) Mrs L Lander (1)

Mrs K Vanden Hogen

Mrs T Spring (2) Ms R McLachlan (1)

8A

Mr A Tsambouniaris Mr W Lee Mrs E Naidoo Ms N Shahettin

Mr D Gonzalez

Mr G Hughson Mr B Gavathas Ms R McLachlan 9 Mrs V Sethi 10 Miss P Faustorilla 11 Ms E McMunnigall 12 Mr P Wilson (3) Mrs S Gunst (2)

9 Mrs L Latty 10 Mr J Beerden 11 Mr C Freeman 12 Labuschagne (2) Ms J Page (1)

8M

Mr A Tsambouniaris Mrs K Parkinson Ms K Okis (4) Ms H Latif (1)

Ms A Yap

Ms J Bhoyroo (3) Ms A Doumani (2)

Mr G Hughson Mrs T Mowll Mrs R Marangon

8G

Ms O McAtamney (4) Mrs R Fowell (3)

Mr A Truong Mrs P Govan Ms J O’Connor (5) Mrs S Naidu (2)

Mr D Gonzalez (3) Mrs A Doumani (2)

Mr G Hughson Mrs T Spring Ms N Roberts

The number in brackets next to the subject is the total number of periods in a two week cycle whilst the number next to the teacher is how many of those periods are with each teacher.

A Message from the Principal .

Dear Parents,

In this booklet you will find information about each of the Key Learning Areas studied in Secondary School. You will also find the contact details for each of these areas, including your daughter’s subject classroom teacher’s name. I encourage you to take the time to read the booklet through from cover to cover and to discuss its contents with your daughter.

Should you have questions about assessment and reporting in the junior school, you are invited in the first instance to contact the Head Teacher of the subject. Contact may be made via mail, fax (9869 8521), email ([email protected] ) or a telephone call (9876 4481). Parents do need to be aware however, that immediate access to Head Teachers is rarely possible as they too have teaching duties. Often it is best to contact the school and set up a mutually convenient time to discuss any issues.

The progression through secondary school can present many challenges to students and their families; by providing information about assessment tasks and processes, together with each faculty’s perspective on homework, I hope that we can all work together to ensure a smooth transition.

My thanks go to each of the KLA Head Teachers for their assistance in the preparation of this booklet.

Yours truly,

Mrs Suellen Lawrence Principal

mailto:[email protected]

mailto:[email protected]

Curriculum in the Junior School

All students in secondary schools in NSW follow the syllabuses set by the NSW Education Standards Authority (NESA). These syllabuses have been written to ensure that students have access to a high-quality modern curriculum that prepares them for life, the world of work and further study.

The Years 7–10 syllabuses are based on a belief that students learn best in an environment of high but realistic expectations. As well as being clearer about the essential learning that all students must do, the new syllabuses allow for content to be added to meet locally identified needs and interests.

The Parents Page on the NESA website contains more information that might be useful to you. It has links to descriptions of all the syllabuses, the syllabuses in full, support documents, and requirements for each phase of your daughters schooling. The website can be found at: http://educationstandards.nsw.edu.au/wps/portal/nesa/parents)

Key Learning Areas

These are broad categories of subjects. The Years 7–10 curriculum is organised in eight Key Learning Areas (KLAs): English; Mathematics; Science; Human Society and Its Environment; Personal Development, Health and Physical Education; Creative Arts; Technology; and Languages.

Stage This is a period of learning, typically of two years’ duration. Stage 4 refers to Years 7 and 8. Stage 5 refers to Years 9 and 10.

http://educationstandards.nsw.edu.au/wps/portal/nesa/parents

Validation of Assessment 4 Learning and Individual Development (VALID)

The Validation of Assessment 4 Learning and Individual Development (VALID) program has been developed to build on the strengths of the Essential Secondary Science Assessment (ESSA) program. VALID delivers online assessments for the Science KLA in Years 6, 8 and 10: VALID Science and Technology 6, VALID Science 8 and VALID Science 10.

VALID provides schools, and communities of schools, with a reliable way to validate school-based assessment and track student achievement over time. The program provides valuable data for teaching and learning as well as data to support the implementation and reporting against the school plan.

VALID Science 8 is mandatory for NSW public schools and all student responses will be marked through a process external to the school.

NSW schools can elect to have their cohort participate in the end-of-stage assessment for Year 6 and Year 10. Teachers at participating schools will undertake registered online marker training and then complete in-school marking of their students' responses.

The VALID program:

provides an opportunity for schools to validate school-based assessments

provides NESA-registered professional learning for teachers to increase their capabilities in making consistent judgements using assessment frameworks

allows schools to map student achievement using syllabus-based assessment frameworks which span Stages 2 to 5

assists schools with their school planning by providing valid diagnostic data relating to student achievements

VALID Science 8 Exam Date

●CGHS Year 8 students will undertake the VALID exam on Friday 1st November. Further details will be provided closer to the examination time

NSW Curriculum

The Board’s mandatory curriculum requirements for a Record of School Achievement and the related elective courses are listed below. All time allocations are indicative of the time expected for a typical student to achieve the objectives and outcomes of the course. Key Learning Area

Mandatory Courses

English All students study English, Mathematics and Science in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 400 hours in each of these subjects.

Mathematics

Science

Key Learning Area Mandatory Courses Possible Elective Courses in

Years 9 & 10

Creative Arts All students study 100-hour courses in each of Visual Arts and Music. At CGHS all student study Non-Elective Music in Yrs. 9 & 10.

Dance

Drama

Music

Photographic and

Digital Media

Visual Arts

Visual Design

Human Society and Its Environment (HSIE)

In Stage 4 (Years 7–8) all students study 100-hour courses in each of History and Geography. At CGHS Year 7 students study History and Year 8 students study Geography.

In Stage 5 (Years 9–10) all students study 100- hours each of Australian History and Australian Geography.

By the end of Year 10 all students must complete 400 hours of History and Geography combined.

Aboriginal Studies

Commerce

International Studies

Elective History

Elective Geography

Languages All students must study 100 hours in one language over one continuous 12-month period at some stage during Years 7–10.

At CGHS this is covered in Year 8.

French

Japanese

Italian

Spanish

Personal Development, Health and Physical Education (PDHPE)

All students study PDHPE in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 300 hours of PDHPE.

Physical Activity and Sports Studies (PASS)

Child Studies

Technology All students study Technology (mandatory) for 200 hours, usually in Stage 4 (Years 7–8.)

Design and Technology

Food Technology

Graphics Technology

Industrial Technology

Information and Software Technology

Textiles Technology

Assessment

In good teaching, assessment is built into the learning process rather than being a separate event.

The teacher monitors the responses of students as they do activities that have been designed to

show what they have learnt. These activities also provide opportunities for feedback on what has

been achieved and what needs to be done for students to progress in their learning. In some

cases it is possible for students to monitor their own learning or to benefit from peer feedback.

Reporting to Parents Each year you will receive two written reports during the year on your daughter’s achievements at school. The Half Yearly Report is a cumulative report whilst the Yearly Report covers the whole year’s work. The information contained in this report is a summary of her achievement and is one of a number of ways Cheltenham Girls High School communicates with you about her progress.

We will provide opportunities for you to meet with your daughter’s teachers to discuss ways to work together to help her. Each Faculty has its own junior assessment policy which specifies the areas to be assessed for each reporting period. Parent teacher meetings are advertised in the Calendar section of the school website: http://www.cheltenham-h.schools.nsw.edu.au . Parents should contact the Head Teacher listed in the first instance if support or clarification is required.

We report your daughter’s progress to you using the following five point scale:

A – Outstanding Achievement: The student has an extensive knowledge and understanding of

the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B – High Achievement: The student has a thorough knowledge and understanding of

the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C – Sound Achievement: 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 – Basic Achievement: 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 – Limited Achievement: 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

Due to the timing of Half-Yearly Reports, some subjects may not include all Semester 1 Assessment Tasks. The Yearly Report covers the whole year and will include all Assessment Tasks.

http://www.cheltenham-h.schools.nsw.edu.au/

Presentation of Submitted Assessment Tasks

If an assessment task is not handed in at the nominated time on the scheduled date without a

reason accepted by the classroom teacher, the mark awarded will be reduced as follows: -

Assessment task handed in: Penalty

At specified time but student absent some/all of day due

before specified time

20% of available marks

Any time after specified time but on the day due 20% of available marks

Day following due date 20% of available marks

Subsequent day 40% of available marks



Subsequent day and thereafter 100% of available marks

Worked Examples:

Assessment task submitted Penalty

On due day but after specified time 20% of marks

On due day, at specified time but student has partial/full

day absence

20% of marks

Tuesday but due Monday 20% of marks

Wednesday but due Monday 40% of marks

Thursday but due Monday 60% of marks

Friday but due Monday 80% of marks

Next Monday but due previous Monday (i.e. a week late) 100% of marks

Year 8 Assessment Schedule 2019

English

1. Topic Components

Topic Time (Weeks)

approx.

Representing Australia 11

Overcoming Adversity 10

Introducing the Bard 10

Genre Study (no formal assessment)

10

2. Assessment Schedule

Task Task Name

Description How it will be assessed Weighting

(%) Due date

1 Creative Creative Writing Students will write a short creative piece which explores a character’s engagement with an Australian setting.

10

Term 1, Week 5

2 Multimoda

l Multimodal Campaign

Students will design a short video advertising a specific location for tourism in Australia. Students will consider the forms and features of the text-type in order to persuade an audience.

30 Term 2, Week 1

3 Writing Essay Students will compose an essay in class based on the concept of Overcoming Adversity on the text studied in class.

30 Term 2, Week 9

4 Speaking Speech in class Students will present a speech from the point of view of one of the characters from the play studied in class. They will be given a question and the speech will need to address the given question.

30 Term 3 Week 10

Total /100


French 1. Topic Components

Topic Time (Weeks)

approx

Greetings and Introductions/cardinal numbers 0-20/asking someone’s name/asking/saying your nationality/ 9 weeks

Asking who someone is/asking/giving your age/Describing yourself and others/talking about clothes, fashion 6 weeks

Asking/giving your address/ asking, saying what languages you speak/understanding personal documents/understanding public signs, using cardinal numbers 21-60

4 weeks

Describing your family/describing your relationship with others/possessive adjectives 8 weeks

Describing animals and your pets/reading/writing simple advertisements 7 weeks

Asking/saying what subjects you have/saying the time/understanding school timetables/talking about marks in school subjects/asking, answering questions in class/giving/following classroom instructions/asking for and giving the date

7 weeks


Task Task Name Description How it will be assessed Weighting (%)

Due date

1 Speaking and Writing

Speech introducing oneself in French

Students will conduct a dialogue in French introducing themselves and talking to someone they don’t know. They will also submit the script.

30 Term 1 Wk 8

2 Speaking Practice during class Students will have the opportunity to practice and demonstrate speaking skills throughout the year

10 Semester 1

3 Classwork Bookwork Students’ workbooks containing listening, reading and writing tasks will be checked regularly

10 Semester 1

4 Listening, Reading and Writing

Family/describing people

Students will listen to various situations in French based on family, school and school subjects, school timetable and animals. They will read and answer questions based on similar topics.

30 Term 3 Wk 8

5

Speaking Practice during class Students will have the opportunity to practice and demonstrate speaking skills throughout the year

10 Semester 2

6

Classwork Bookwork Students’ workbooks containing listening, reading and writing tasks will be checked regularly

10 Semester 2

Total /100


Geography

1. Topic Components

Topic Time (Weeks) approx

Discovering Geography 1

Landscapes & Landforms 10

Place & Livability 10

Water in the World 10

Interconnections 10


Task Task Name Description How it will be assessed Weighting

(%)

Due date

1

Literacy Task &

Comprehension

Students will be asked questions about interpreting & analysing information from a recent, topical newspaper article

This is a 50 minute in class task, which will include reading time.

20

First lesson of Week 5B, Term 1

2

Skills Test

A variety of geography skills such as latitude & longitude, direction, distance & scale will be tested

This is 50 minute in class task. 20

First lesson of Week 11B, Term 1

3

Fieldwork - Blue

Mountains

Students will attend the excursion, complete worksheets on the day & completed an in class short answer task based on the fieldwork & relevant coursework

Students will be given time in class to review the excursion material before attempting the 50 in class task.

20 First lesson Week 5B, Term 3

4

End of course Content Test

Students’ knowledge of the course content will be tested in a variety of ways which may include place geography, objective response & short answer questions

This is a 60 minute in class task. Questions will be based on content covering the whole year

30

First lesson Week 10B, Term 3

5

Class Component

Students will be assessed on a variety of tasks that take place within the class such as mini research tasks, skills sheets, DVD reports or other tasks designed by the teacher

Each semester a minimum of three (3) different types of classwork will be collected & marked by the teacher. These work samples will be at the discretion of each individual teacher

10

Throughout the year

Total /100

Note: See the Scope & sequence for an explanation of which tasks are included in the Half Yearly 1 & Yearly reports 2 reports.


Italian 1. Topic Components

1. Topic Components Time (Weeks)

approx

Getting to know one another 6

Likes and dislikes 6

My family 6

Free time and sport 6

The world: countries, nationalities, languages 6

Going out and getting there 6

Food and eating out in Italy 5



Due date

1 Speaking and Writing

Create a situation in simple Italian

In class students will present a dialogue and submit the script 30 Term 1 Wk 8

2 Classwork Student’s bookwork Students’ bookwork checked regularly 10 Semester1

3 Speaking Practice during class

Students will have the opportunity to practice and demonstrate speaking skills throughout the year

10 Semester1

4

Listening, Reading and writing

Class test on Students will listen to short pieces of dialogue and answer corresponding questions. Students will read a short passage and answer corresponding questions and will answer questions in Italian.

30 Term 3 Wk 7

5

Speaking Practice during class

Students will have the opportunity to practice and demonstrate speaking skills throughout the year

10 Semester 2

6

Classwork Student’s bookwork Students’ bookwork checked regularly 10 Semester 2

Total /100


Japanese

1. Topic Components

Topic Time (Weeks) approximately

Obento Deluxe Unit 1 - Unit 3 11





Task Task Name Description How it will be assessed Weighting

(%) Due date

1

Speaking and Writing Students will conduct a dialogue in Japanese introducing themselves and speaking with someone they do not know. Script will be written using hiragana, katakana and kanji (where applicable)

Students will follow marking criteria to prepare an interview. Students will also submit the script. Students will be assessed on how they apply a range of linguistic structures to express own ideas in writing.

20 Term 1 Week 10

2 Unit quiz Students will complete quizzes throughout the

year based on unit of work Students will be allocated a mark for their quiz results (3 quizzes)

20 Semester

1

3 Classwork Students complete bookwork throughout the

Semester Students will be allocated a mark for complete bookwork. 10

Semester1

4

Listening, Reading and Writing

Students will be given information in English and will respond in Japanese, and vice versa.

Exam that poses a series of questions. Students will respond appropriately using a range of skills.

20 Term 3 Week 9

5 Unit quiz Students will complete quizzes throughout the

year based on unit of work Students will be allocated a mark for their quiz results for both the Semester 1 and 2 reports.

20 Semester

2

6

Classwork Students complete bookwork throughout the year

Students will be allocated a mark for complete bookwork for both the Semester 1 and 2 reports. 10

Semester 2

Total / /100


Mathematics

1. Topic Components


Measurement and Pythagoras 4

Statistics 4

Algebra and Indices 5

Properties of Geometric Figures 4

Equations 5

Percentages and Financial Mathematics 4

Rates and Ratios 3

Linear Relationships 5

Congruence and Similarity 4


Task Task

Name

Description How it will be assessed Weighting

(%)

Due

date

1 Common Test 1

In these tasks students will complete a 50 minute in class test based on the topics that have been completed prior to the test. The test will be comprised of multiple choice and short answer items.

Student responses will be marked, and the marks allocated according to the break down as indicated on the paper. It is usual for questions worth a single mark to require an answer only and that questions worth more will require some mathematical reasoning to be shown.

20 Week 5

Term 2

2 Common

Test 2

30 Week 1

Term 4

3 Common Project

Students will complete a project/ investigation based on the topics that have been completed prior to the project.

This project will be submitted as a written response and a presentation. Students will be assessed in relation to the marking criteria issued. Part of this assessment requires students to carry out a self-evaluation as well as conducting peer assessment during the presentation period.

20 Week 10 Term 1

4 Class Assessment

This is determined by several class-

based tasks e.g. assignments, topic

tests, presentations. There will be a

minimum of 3 class tasks each

semester.

Several different techniques maybe used to assess the quality of the student’s responses but essentially, they will be criterion based. The criteria for each assessment should be made available to student when the task is distributed.

30 Ongoing

Total /100


Music

1. Topic Components


Musical literacy Term 1- Term 2,week 3

Guitar skills/ picking

Listening

Term 1- Term 2,week 3

Term 1-Term 2, week3

Guitar skills/ strumming Term 2, Term 3, week10

Musical literacy Term 2, Term 3,week 10

Listening Term 2, Term 3 week 10

Presentation Day Preparation Term 4



Due date

1 Performance Guitar picking Solo performance of either “Mary had a Little Lamb”, “Lightly Row” or “Playing With Life” to demonstrate their picking skill. (Individual assessment of accuracy and technique)

20 Term 1 Week 10

2 Listening Rhythm and melody dictation A four bar rhythm is played six times. Students notate the rhythm on manuscript. (Time signature and the beat are provided). A 4 bar melody is played six times. Students notate the pitch on manuscript. (Rhythm provided)

15

Term 1 Week 11

3 Literacy The treble clef, simple guitar tablature, parts of the guitar

The spelling and meaning of musical terminology, reading notes of the treble clef, reading of guitar to and transferring to the treble clef. 15

Term 1 Week 11

4 Performance Guitar strumming Students will perform “My Highland Goat” to demonstrate their ability to play guitar chord progressions. (Individual assessment of accuracy and technique)

20 Term 3 Week 8

5 Listening Rhythm and melody dictation Riffs and the role of the bass guitar

Unprepared listening- a song will be played three times whilst following the written notation. Students will be assessed on their understanding of terms associated with this topic and their ability to recognize rhythmic patterns and tone colours. (Written response)

15

Term 3 Week 10

6 Literacy The bass clef, accidentals, formation of chords, chord symbols, extension of guitar tab

Spelling of terminology, reading notes on the bass clef, reading of guitar symbols, reading of guitar tab and transferring to the treble clef

15

Term 3 Week 10

Total /100

Year 8 Assessment Schedule 2019 PDHPE

1. Topic Components

Topic Timing (approx.)

‘My Body, My Temple’ - Nutrition Term 1 – Week 2-6

‘Invasions Games’ – Oz tag & touch football Term 1 – Week 7-11

‘Me, You and my Online Identity’ – Relationships and Online safety

Term 2 – Week 1-10

Volleyball Term 2 – Week 1-10

‘On The Move’ – Practical Dance Term 3 – Week 1-6

‘The Best I Can Be’ Term 3 Week 7 – Term 4 Week 6

Rhythmic Gymnastics Term 4 – Week 10



Due date

1 My Body, My Temple Test

In class test Students will complete an in class topic test on the content they have studied in this unit of work.

25% Term 1 Week 6

2 Invasion Games

Practical movement skills

Students will be assessed on their ability to execute a series of fundamental skills in a variety of different physical activity contexts. This assessment will include both teacher and peer assessment.

25% Term 1 Week 10

3 On The Move Movement skills and performance & in class response

Students will be assessed progressively throughout the term on their interpersonal skills and movement skills in the dance unit. Their final performance is also taken into consideration in this assessment. An in class task on the elements of composition will occur after the final performance.

15% Dance 10% Written

Term 3 Week 6/7

4 Best I Can Be Presentation

Presentation Students will prepare and complete the ICT task as a group presentation and will complete individual sections within the task. They will present a film as part of their assessment.

15% Group 10%

Individual

Term 4 Week 2

TOTAL 100%

Integrated Sport

Year 8 Sport is an Integrated Sports Program taught by the PDHPE faculty and in some units, teachers are supported by professional sports coaches.

Sports undertaken throughout the year include: AFL, Athletics, Aquatics, Backyard league, Bush Dancing, Line Dancing, Sports Aerobics, Tennis and interclass competitions.

Student develop skills for each sport whish are applied to many modified game situations. Year 8 participate in Sports Skills Day during Term 3 and a compulsory Aquatics Program in Term 4.

Year 8 Assessment Schedule 2019 Science

1. Topic Components

Topic Subject Context Time (Weeks) approx

8.1 Energy Physics 9

8.2 Living systems 1 Biology 5

8.3 Elements and Compounds Chemistry 7

8.4 Living Systems 2 Biology 5

8.5 The Earth’s Resources Earth Science 6

8.6 Living Systems 3 Biology 6

8.7 Skills 3


Task Task Name Description How it will be assessed Weighting (%) Due date

1 Research Project Students will undertake a second hand research task.

Students will be provided with guidelines to conduct research on a given topic. They will receive a detailed marking rubric to assist them in their investigation.

20 Term 2, Week 1

2 Practical Activity Students will follow a planned procedure to conduct a first-hand investigation.

Students’ ability to follow instructions; handle and effectively utilise laboratory equipment, analyse data efficiently, draw conclusions and are some of the scientific skills that may be tested.

30 Term 2, Week 10

3 Theory Test Students will undertake a written test for 50 minutes.

Students will be required to revise all topics covered in class. They will also be tested on the scientific processing skills acquired in science.

35 Term 3, Week 9

4 Formative Assessment

Students will be given two tasks every term

Students will be regularly tested on their skills and provided feedback to improve their working scientifically skills

10 Terms 1 to 4

5 Classwork Students’ classwork will be assessed

Students will be assessed during class activities on their organisation, recording skills, safety procedure, and ability to follow instructions and work individually or in teams are some of the skills that will be tested. This may include a topic quiz.

5 Semester

1&2

6 VALID Mandatory Stage 4 Computer based test on stage 4 science outcomes, developed by ACER

Term 4, Week 3

Total /100

Semester 1 reports will be based on Task 1, formative assessment and classwork respectively.


Spanish

1. Topic Components


Introducing the Spanish speaking world 4

Getting to know one another 6

People of the world, my family, myself 6

In the town 6

At home 6

Free time and sport 6

At school 4

Language consolidation 2


Task Task Name

Description How it will be assessed Weighting (%)

Due date

1 Reading Introducing oneself in Spanish

Students will read various items about family, school life, pets and nationalities and they will be assessed on their comprehension and textual inferences.

20 Term 1 Wk 8

2 Writing Family, people and places

Students will write an original composition in Spanish on a topic of their choice on family, self-identity and people of the world.

20 Term 2 Wk 3

3 Classwork Students’ bookwork

Students’ bookwork fortnightly checked 10 Semester1

4 Listening and Speaking

Leisure, hobbies and school

Students will present a speech and write about their hobbies, favourite sports, pastimes and daily routines. Students will listen and respond to various items in Spanish based on family, school and school subjects, school timetable and animals.

30 Term 3 Wk 8

5

Speaking Practice during class

Students will have the opportunity to practise and demonstrate speaking skills throughout the year

10 All terms

6

Classwork Students’ bookwork

Students’ bookwork fortnightly checked 10 Semester2

Total /100


Technology (TAS)

1. Topic Components


Textile Art – “The zipped Pouch” 10 weeks

Food –“Creative Café Treats” 10 weeks

Graphics- “Graphics Skill Builder” 10 weeks

Digital Technologies – “Animation” 10 weeks

Timber Technology 10 weeks


Task Name of Task How it will be assessed Weight Due Date

1 Design Product and Evaluation

Students will design a product based on a specific Technology context. Students will also submit a written evaluation of their product.

25% Term 1. Week 11

8/4/19

2 Innovation Research Task

Students will be assessed on their knowledge of a product innovation through individual research and completion of an online quiz.

25% Term 1. Hand in task and In class

online quiz Week 1 and 2

29/4/19

3 Design Product and Design Folio

Students will design a product based on a specific Technology context. They will also submit components of the design folio.

25% Term 2. Week 10

1/7/19

4 Design Product and Design Folio

Students will design a product based on a specific Technology context. They will also submit components of the design folio.

25% Term 3 Week 11 23/9/19

Total /100


Visual Arts 1. Topic Components



Habitat - Drawing/ Mixed Media 5 weeks

Habitat - Sculpture 15 weeks

Habitat - Digital Art 5 weeks

Habitat- 2D forms – Photography/Printmaking/ Painting 15 weeks


Due date

1 Semester 1 Assignment Interiors/ Exteriors

In their VAPD students will use the conceptual framework to explore and analyse a representation of an interior or exterior by a listed artist. They will also complete an art making component – their own exterior or interior painting that demonstrates their artists’ style.

Students will be assessed on their understanding of how artworks reflect the artist’s world and communicate to an audience. (Conceptual Framework). They will also be assessed on their creative application and technical skill in their submitted artwork and their ability to interpret a subject in a specific style

15 Week 1 Term2

2 Semester 1 Artmaking Habitat Natural and Urban Environments

Visual Arts Process Diary (VAPD) with Drawing and Mixed Media artworks and class tasks completed and annotated. Sculptural work in progress

Students will be assessed on how well the artwork and documentation submitted in their VAPD demonstrates their skills with application of media, understanding of aesthetic principles and their creative interpretation of the Subject Matter Summative assessment. Based on classroom observation students will be assessed on their progress with their sculptural form

25 Week 3 Term2

3 Semester 2 Assignment Curation of an exhibition

In their VAPD students will submit a curated exhibition of artworks based on a habitat theme. They will be required to write three short “Frames” analysis paragraphs on one of the artworks.

Students will be assessed on their selection, curating and presentation of the exhibition artworks based on a chosen habitat theme and how well they demonstrate an understanding of critical writing about artworks from different points of view. (Cultural and 'Subjective Frames)

15

5

Week 1 Term

4

4 Semester 2 Artmaking Habitat Habitat Natural and Urban Environments

Visual Arts Process Diary (VAPD) with all Semester 2 artworks and class tasks completed and annotated. Submission of sculptural Form constructed and decorated.

Students will be assessed on how well their artwork and documentation submitted in their VAPD demonstrates their skills with application of media, understanding of aesthetic principles and their creative interpretation of the Subject Matter.

40 Week 1 Term 4

Total /100

a parents’ guide to year 8 assessment

Documents