Caring, Learning, Connecting

Telephone (02) 4579 6800

Email: hawkesbury-h.school@det.nsw.edu.au

Hawkesbury High School

Year 7 Assessment Procedures and

Course Assessment Schedules

2019

2 | P a g e

Contents

Introduction ............................................................................................................................................................ 3 Assessment Policy and Procedures ......................................................................................................................... 4 Frequently Asked Questions ................................................................................................................................... 7 Application for Special Consideration for Illness or Misadventure ........................................................................ 9 ALARM: How to answer written response questions PEEL .............................................................................. 10 A Glossary of Key Directive Verbs ......................................................................................................................... 11 Assessment Task Planner ...................................................................................................................................... 13 What are your Study Habits Like? ......................................................................................................................... 14 Organising Your Time ............................................................................................................................................ 15 Constructing a Study Timetable ............................................................................................................................ 15 Weekly Study Timetable ....................................................................................................................................... 16 Revision Strategies ................................................................................................................................................ 17 English……………………………………………….……. .......................................................................................................... 18 HSIE – Geography………………………..…. ................................................................................................................... 19 HSIE – History ........................................................................................................................................................ 20 Japanese………………………………………………. ............................................................................................................. 21 Mathematics………………………………………………….… ................................................................................................. 22 Music……………………………………………….... ............................................................................................................... 23 PDHPE…………………………………………….…… .............................................................................................................. 24 Science………………………………………………..…… ......................................................................................................... 25 Technology Mandatory……………………………………………. ......................................................................................... 26 Visual Arts……………………………………………..…… ....................................................................................................... 27 7C – English / HSIE / Maths / Science……………………………. .................................................................................... 28

3 | P a g e

Introduction

Assessment is the broad name for the collection and evaluation of evidence of a student's learning. It is integral to teaching and learning and has multiple purposes. Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources. Assessment:

• Provides opportunities for teachers to gather evidence about student achievement in relation to syllabus outcomes.

• Enables students to demonstrate what they know and can do.

• Clarifies student understanding of concepts and promotes deeper understanding.

• Provides evidence that current understanding is a suitable basis for future learning.

Hawkesbury High promotes an integrated approach to teaching, learning and assessment. Assessment for learning, assessment as learning and assessment of learning are approaches that can be used individually or together, formally or informally, to gather evidence about student achievement and to improve student learning.

These approaches include:

• Self-assessment and peer assessment.

• Strategies for students to actively monitor and evaluate their own learning.

• Feedback, together with evidence, to help teachers and students decide whether students are ready for the next phase of learning.

A key to better assessment information is the re-thinking of assessment as the process of establishing where learners are in their learning at the time of assessment. This process can be undertaken at various levels of diagnostic detail to identify starting points for action and to monitor learning progress over time.

This Assessment Schedule is a useful guide for all students – it can assist them to effectively plan ahead and take responsibility for managing their own learning. I trust that this Assessment Schedule will be a useful tool for all students at Hawkesbury High School.

Mr I Maric

Principal

2019

4 | P a g e

Assessment Policy and Procedures

In a standards-referenced framework, teachers will make professional judgements about student achievement at key points in the learning cycle, typically at the end of each semester. The school will then report on the levels of knowledge, understanding and skill demonstrated by students.

What is the purpose of assessment?

Assessment: • Provides opportunities for teachers to gather evidence about student achievement in relation

to syllabus outcomes. • Enables students to demonstrate what they know and can do. • Clarifies student understanding of concepts and promotes deeper understanding. • Provides evidence that current understanding and skills are a suitable basis for future learning.

Unsatisfactory Progress and Attendance

Poor attendance and unsatisfactory progress are closely linked. Students’ attendance in each course needs to meet satisfactory levels in order to complete sufficient course outcomes. Where attendance and/or course outcomes completion are of concern, the student will be notified in writing and letters will be sent home.

Assessment Programs

Each school has to develop an Assessment Program for each course. In practical terms, this means that the school is required to:

• Inform students of the requirement in each course. • Set tasks that will measure student performance in each specified component of the course

and focus on outcomes. • Keep records of each student’s performance on each task. • Provide students with information on their progress.

Students with Special Needs

Assessment Tasks may need to be modified or altered for students with special needs. This process will be done in consultation with the Head Teacher Support and Support Teacher Learning Assistance.

Notification of Assessment Tasks

You will be notified in writing at least 14 calendar days prior to the due date of Assessment Tasks. The due date and information for all Assessment Tasks will be given to you on our Assessment Task Notice Cover Sheet which will be issued when you are notified of the task. Any variation to the published Assessment schedule must be made at least 14 days prior to the due date of the original task. The teacher’s register must be signed by the student on receipt of the task and on submission of the task.

Absence When Task is Notified or Due

Whenever a student is absent from school, it is their responsibility to ensure that they know what work has been missed and to catch up on that work. The same conditions apply if they are absent when an Assessment Task is notified or due for submission or completion. Students are not entitled to any automatic extension of time for the task. If a student has a prolonged absence, you may submit

5 | P a g e

to the Principal an application for Consideration/Extension. This includes travel or family holidays where an application for extended leave must be made with the Principal at least two weeks before the anticipated travel/leave dates.

Feedback to students of Assessment marks

Teachers will return marked assessment tasks within 3 weeks of due date and prior to the due date of any subsequent assessable task. Teachers will provide effective oral and written feedback to students, either individually or in groups, to allow monitoring and improvement of learning.

Extensions to Due Dates

An extension to the due date of an assignment may be approved, by the Principal or Deputy Principal only, in cases of severe illness or other exceptional circumstances. Approval for an extension must be sought at least one week in advance of the due date. A medical certificate will be required in cases of illness. For an extension you must complete an Application for Special Consideration/Illness Misadventure. This is available from the classroom teacher. You must submit this form to the teacher of that subject who will make a recommendation on the application. The Head Teacher will then submit it to the Principal for consideration.

If an extension is not granted, you must submit the task by the due date. Unless prior application for an extension has been approved by the Principal, the late submission of a task will result in zero marks being awarded for that task. Approval will not be automatically granted for holidays taken during scheduled formal examinations or when assessment tasks are due for submission. A separate application for extended leave must be made directly with the Principal at least two weeks prior to the anticipated travel/leave dates.

Illness/Misadventure

There are occasionally special circumstances where a student cannot hand a task in by the set time due to illness or for another exceptional reason. In this case the faculty Head Teacher confers with the Principal as to whether alternative arrangements are made. If, because of a valid reason you cannot attend school on the day when an Assessment Task is to be done/submitted you should telephone the school and speak to the Deputy Principal. If illness is offered as an excuse a Doctor’s Certificate must be provided. If misadventure is offered, evidence acceptable to the Principal must be provided.

a) If a student knows he or she will be absent on the day that a task is due, the task must be submitted before the due date. This includes students who are involved in sporting events, excursions or work placement.

b) If you are suspended from school when assessment tasks are due you must: • Not attend school for the duration of your suspension. • Submit out-of-school assessment tasks either by mail or by delivery to the Front Office. • Miss your in-school assessment task for which you will be given an alternative task

or an estimate.

Receiving an estimate

In all cases of misadventure, it is always the best idea to complete the task or attempt the exam. An estimate mark can only ever match your current assessment mark and will never improve your result above this.

6 | P a g e

Non-Attempt of Tasks

When a student does not attempt a task or submits a task after the due date without a valid reason:

• A Zero mark will be awarded for the task. • The task will be recorded as a non-attempt. • Parents/carers will be informed by letter. • It may be necessary to invoke the 50% regulation.

Non-Genuine Attempt of Tasks

Students must make a genuine attempt at all Assessment Tasks. If, in the opinion of the class teacher, a student makes a non-genuine attempt at a task, that task will be treated in the same manner as a non-attempt of the task. A non-genuine attempt is when a student submits an assessment task which shows little or no thought/effort, which is generally incomplete or which has been answered frivolously. A genuine attempt is the presentation of an assessment task which meets the requirements of the set task and which has been done to the best of the student’s ability.

Malpractice in Assessment Tasks

Malpractice when completing assessment tasks or examinations may include the following:

a) Copying and Non-Original Work (plagiarism) – where there is evidence of copying, or where outside sources are used and not acknowledged, marks will be deducted in proportion to the extent of non-original or unacknowledged work.

b) Cheating – if a student is found to be cheating (or assisting others to cheat) in any assessment task, they will score zero for the task, parents/guardians will be informed and the Principal or Head Teacher may take further action as appropriate.

c) Examinations – you must follow the school rules for examinations. If you break these rules, or if you cheat in the examinations in any way, your paper will be cancelled and you will be reported to the Principal. The Principal may determine that you received a zero mark for your examination paper.

d) On the date of an assessment task (other than examinations) you must arrive to school on time and attend all lessons prior to the task. Any lateness to school on the day of an assessment task must be explained and supported with appropriate evidence – in most cases a medical certificate.

Appeals procedure

Students may seek a review of internal assessment in the case of procedural problems, in particular, computational errors, incorrect weightings or non-compliance with the school’s assessment policy. An assessment review should focus on the school’s procedures for determining the final assessment mark. Students are not entitled to seek a review of teachers’ judgements of the worth of individual performance in assessment tasks. The marks or grades awarded will not be subject to review as part of this process. Any disputes over an individual task must be resolved at the time the task is returned.

7 | P a g e

Frequently Asked Questions

How can I best manage my assessment tasks?

• Be aware of due dates. Keep an up-to-date diary of all assessment tasks and other commitments.

• Use a wall calendar or small whiteboard in an area such as your family room or your kitchen to note due dates if you want others in your household to help you remember deadlines.

• Start tasks early so that you can ask for help if you need it. • Break tasks into a series of smaller steps and set deadlines for completing each step. • Record the sources of information you use as you find them so that acknowledgements do not

become a major task at the end. • Frequently save and back up any work completed on a computer. The failure of technology is

generally not an acceptable excuse for submitting your work late. • Keep all your earlier drafts and copies of your resources. • Keep a copy of any work you submit for marking.

What are my rights and responsibilities as a student?

Every student has rights and responsibilities when it comes to assessment. All students have the following rights:

• To be informed of the assessment policies of the school and NESA. • To receive clear guidelines relating to requirements of each assessment task. • To be informed in advance of the due date for each assessment task. • To receive feedback that assists them to review their work. • To query the mark for an individual task at the time it is returned to them.

All students have the following responsibilities:

• To become familiar with and follow the school’s assessment policies. • To complete all set tasks on time, or talk to their teachers about what to do if they cannot

meet a deadline. • Not to engage in behaviour which could be considered malpractice, cheating, or plagiarism,

and ensure that all assessment work is their own or acknowledge the contribution of others. • To follow up any concerns with tasks at the time they are marked and returned.

What is Plagiarism?

Plagiarism is when you claim that you have written, created or developed a piece of work that someone else originated. Plagiarism is a form of cheating, it is dishonest and it will negatively impact on your results.

Q: Is it plagiarism if I copy someone else’s work exactly and claim it as my own? YES.

Q: Is it plagiarism if I change some of the words or sentences in the passage I am copying? YES – using someone else’s thoughts and words without acknowledgement.

Q: Is it plagiarism if I memorise a story or essay written by someone else, and then produce all or parts of it in my exam? YES.

Q: Is it plagiarism if someone else proof reads my work and changes my final draft? NO – it is not plagiarism if someone corrects your spelling or grammar. However, if

8 | P a g e

someone makes major changes to the wording of the draft, the final version is no longer your own work.

Q: Is it plagiarism if I get ideas from my reading and research and use them to support and develop my own ideas, but acknowledge the original source when I hand my work in? NO – it is legitimate to build on others’ ideas provided you don’t claim them as your own.

Q: Is it plagiarism if I quote from a source and indicate this using quotation marks, footnotes and then acknowledge the source in my text and / or bibliography? NO – you have acknowledged you are presenting someone else’s ideas.

What if I don’t complete or submit a task?

If a student fails to attend or submit a task on the due date published then:

a. The student is offered an appeal form to document the reason. b. If the appeal is successful, the student makes an alternative arrangement with the teacher to

complete the task. c. If the appeal is accepted the task is marked and included in the assessment. d. If the reason on the appeal is not accepted the task is marked, feedback is given, but zero mark

is recorded.

In genuine cases of illness or misadventure, you should follow the misadventure procedure.

School Procedures for illness or misadventure appeals

Collect an Appeal or Misadventure Form from the Class Teacher or the Head Teacher of the subject involved on the first day back at school after an absence or on the day that you become aware that you will be unable to submit the task on the due date.

• Return the completed form to the Class Teacher for their recommendation. • It is expected that a medical certificate will be provided for an illness. • The Head Teacher concerned will recommend either an extension of time, the setting of an

alternative task; the award of an estimate, or that the appeal not be upheld.

9 | P a g e

APPLICATION FOR SPECIAL CONSIDERATION FOR ILLNESS OR MISADVENTURE

If illness or misadventure prevents a student from completing an ASSESSMENT TASK on or before the due date the school must be advised immediately the situation is known (before the due date if possible) and on the day of returning to school this form must be collected from the classroom teacher.

PART A – To be completed by the student and signed by the parent BEFORE completion by teachers

STUDENT NAME: ………………………………………..………………………….……………….. Year:……………….

COURSE: ………………………………………………………………..… CLASS: ………………

TEACHER:………………….…………………

ASSESSMENT TASK: ……………………………………………….…………………………..……………………………

DATE SET: ……./……./……. DATE DUE: ……./……/…….

DATE SCHOOL ADVISED OF MISADVENTURE: …../…../….. CONTACT NAME: …………………….…..……….

Reasons for consideration. Please attach supporting documents (e.g. Medical certificates, supporting comments, etc.) Note that in case of an application on medical grounds a medical certificate MUST accompany the application.

Signature of Student: …………………………… Signature of Parent:………………………………………………..

PART B – To be completed by the class teacher BEFORE the application is submitted to Head Teacher

Teacher’s recommendation based on the student’s reasons:

Signature of Class Teacher:………………………………… Date: …………

PART C – Decision of Head Teacher / Deputy Principal

Estimate based on late completion of the task

Estimate based on all other assessment tasks

Estimate based on a substitute task set & completed Extension of time granted until

Zero mark for late submission

Non-serious attempt

N Award warning to be issued

Other action:

____________________________________________

Signature of Head Teacher ………………………………….. Date …../…../…..

Signature of Deputy Principal ………………………………. Date …../…../…..

Note: copy to student / original to Central File

10 | P a g e

ALARM: How to answer written response questions PEEL ALARM CONTENT YOUR VIEWS

Question Level BASIC Small marks (2-4)

SOUND Medium Marks (5-7)

THOROUGH Lots of Marks (8-10)

If you see these verbs…

Name and Define List, Name, What is it, Which, Define, Quote, Repeat, Label, State

Describe Outline, Present, Complete, Characteristics of, Distinguish, Classify

Explain Why, How (justify), What are the ceases, what is the impact, give reasons, what effect, account for, clarify, support with examples, demonstrate

Analyse Arguments for/against, compare & contrast, discuss, how has this affected, what impact, which factors, analyse

Critically Analyse Demonstrate, examine, what implications, apply, propose strategies for, conclude

Evaluate Recommend, support with evidence, To what extent, investigate, assess, suggest why, predict

You need to do these steps

1. What is it? (each content/ syllabus area) Examples…

1. What is it?

1. What is it?

1. What is it? Examples…

1. What is it? How well does it do it? Examples…

1. What is it? How well does it do it? Examples…

2. What does it do? (features, characteristics,) Examples…

2. What does it do?

2. What does it do?

2. What does it do?

2. What does it do?

3. Why/How does it do it? Examples…

3. Why/How does it do it?

3. Why/How does it do it?

3. Why/How does it do it?

4. What does it lead to?

4. What does it lead to?

4. What does it lead to?

5. How well does it do it?

5. How well does it do it?

6. What do you think?

Point Explain/Analyse Examples Link back to question

Do a brief introduction if the question asks you to address 2 or more things. Get to the POINT promptly in what you are answering (topic sentence) Provide an EXPLANATION or ANALYSIS of the content being questioned Use EXAMPLES to support what you are saying LINK back to the question or outcomes

Paragraph 1 USE THE STRUCTURE LISTED ABOVE PEEL Paragraph 2…etc Conclusion Restate what you said in the intro. Make it obvious that you have answered the question

CONCEPT CONTENT

11 | P a g e

A Glossary of Key Directive Verbs

• This glossary of key words has been developed to help provide a common language and consistent meaning in tasks and examinations.

• Using the glossary will help you understand what is expected in answers to questions in examinations assessment tasks.

Key Word Definition – What you have to do Account Account for: state reasons for, report on. Give an account of: narrate a series of events or

transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgment about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/ evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to analyse/evaluation

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences

between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

12 | P a g e

Explain Relate cause and effect; make the relationships between things evident; provide why

and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or

action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

13 | P a g e

Assessment Task Planner

This Assessment Task Planner is provided to assist you to organise your workload to meet your assessment responsibilities. Consult the assessment schedules on the pages that follow, and fill in the planner to show the times for assessment tasks for your courses.

Term 1, 2019

1

2 3 4 5

6 7 8 9

10 11

Term 2, 2019 1 2 3

4 5 6

7 8 9

10

Term 3, 2019 1 2 3

4 5 6 7

8 9

10 Term 4, 2019

1 2

3 4 5 6

14 | P a g e

What are your Study Habits Like?

Answer the questions below by placing a tick in the appropriate columns.

1 = Always Me 2 = Sometimes Me 3 = Never Me

My Approach to My Study 1 2 3

I do assignments as soon as I get them.

I leave things to the last minute.

I can never finish things on time.

I couldn’t be bothered about examinations.

I will work if someone pushed me.

I prepare thoroughly for examinations.

I study only when I need to.

I study best in front of the TV.

I have a good balance between study and leisure time.

I need to be told what to do.

I use my study time effectively.

I study best by myself in a quiet place.

I learn best by reading.

I learn best by listening.

I learn best by writing notes.

I learn best form pictures or diagrams.

I am keen to improve on past results and perform at my best.

To Do

• Study your responses.

• Use a highlighter/coloured pen to go through and mark your current habits that need improving.

• Make a note of the good habits you already have and ensure you maintain these and build on them.

15 | P a g e

Organising Your Time

• Studying requires considerable effort.

• A planned approach towards your study will help all your tasks become more manageable.

• You must be prepared to make a commitment towards your studies and being well organised will help your confidence.

• A paper or electronic dairy and a weekly study timetable will help you to be more efficient and complete all your tasks on time.

• A diary can be beneficial if used in the correct way.

• Enter all commitments, events and assessment tasks so that you are thoroughly prepared for all important deadlines. Using your assessment booklet to find correct dates for tasks and exams is very important.

TO DO: Write down some items that should be included in your diary: ____________________________________________________________ _______________________________________________________ ____________________________________________________________

Constructing a Study Timetable

When you construct a study timetable the following steps should be followed:

1) Decide on how much time you need for homework and/or assignments (make sure this is scheduled before you start extra study sessions).

2) Decide on how long your study sessions will be.

3) Allow for a break between each study session.

4) Decide on how many study sessions will be required for each subject each week.

5) Write in your regular leisure, sporting, work and social commitments into their appropriate time.

6) Make sure you place your weakest subject first, straight after homework/assignments, so that you are fresh and alert.

7) Allow some free time when you return home from school, before bed and during the weekend.

8) Unprogrammed time on the weekend will allow you time to complete study sessions or assessment tasks that you may not have time to complete due to unexpected extras.

16 | P a g e

Weekly Study Timetable

Weekday Times Monday Tuesday Wednesday Thursday Friday Weekend Times Saturday Sunday

6.00am - 8.30am

9.00am – 10.00am

8.50am – 3.00pm

SCHOOL HOURS

10.00am – 11.00am

11.00am – 12.00pm

4.00pm – 5.00pm

12.00pm – 1.00pm

5.00pm – 6.00pm

1.00pm – 2.00pm

6.00pm – 6.30pm

2.00pm – 3.00pm

6.30pm – 7.00pm

3.00pm – 4.00pm

7.00pm – 8.00pm

4.00pm – 5.00pm

8.00pm – 9.00pm

5.00pm – 6.00pm

9.00pm – 10.00pm

6.00pm onwards

17 | P a g e

Revision Strategies

A good revision mentality requires creative, interactive study techniques, a high degree of motivation, time management, working well with others, writing skills and being able to use your powers of selectivity, critical thinking and memory.

Have a revision mentality for the whole year

Make your notes clear, visual, colourful, dynamic, and memorable. Leave lots of space to add new information later in the term. Make up key index cards of key information as you go along. Go over you your work at regular intervals so that you have less work to do at the last minute. Use time carefully Start as early in the year as possible. Draw up a priority organiser. Make a timetable for revision. Keep a positive mindset Work on your motivation and your attitude towards exams, reward yourself whenever you achieve a goal (even if it’s a small one). Don’t punish yourself by expecting to be perfect, congratulate yourself for your improvements. Work with others Arrange revision sessions with friends. Use memory triggers Devise memory triggers, e.g. key word lists or diagrams. Learn by heart essential information only, such as dates, names and formulae. Revise by ear Record yourself answering questions- listening to your own voice may help memory. Stay healthy Sleep, relax and take plenty of breaks. Use exam papers from former years Check which questions come up regularly. Brainstorm answers to past questions. Make outline plans for as many questions as you can. Time yourself writing some of these, to build writing speed and for general practice. Discuss questions with others. Work out plans together. Consider in advanced what detail needs to be left out of exam answers.

18 | P a g e

Course Name: English – Stage 4 Year: 7

Course outcomes:

EN4-1A - Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure. EN4-2A - Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies. EN4-3B - Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts. EN4-4B - Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence. EN4-5C - Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts. EN4-6C - Identifies and explains connections between and among texts. EN4-7D - Demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it. EN4-8D - Identifies, considers and appreciates cultural expression in texts. EN4-9E - Uses, reflects on and assesses their individual and collaborative skills for learning.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Belonging Portfolio Task - Variety of teacher identified tasks such as

comprehension, scaffolded analysis, creative writing and reflection tasks.

EN4-1A EN4-3B EN4-5C EN4-7D EN4-9E

Ongoing

Poetry & Nature Portfolio Task - Variety of teacher identified tasks

such as composing and analysing poems, poetic reading/literature circle & reflection statement.

EN4-2A EN4-4B EN4-6C EN4-8D

Ongoing

Hero's Journey Portfolio Task - Variety of teacher identified tasks

such as analysis of text, classwork booklet & scaffolded comparative response.

EN4-1A EN4-3B EN4-5C EN4-6C EN4-8D

Ongoing

Something to say Portfolio Task - Variety of teacher identified tasks

such as a research task, speech with audience participation & classwork booklet.

EN4-7D EN4-9E

Ongoing

19 | P a g e

Course Name: HSIE – Stage 4 Year: 7

Course outcomes:

GEOGRAPHY- Semester 1

GE4-1 - Locates and describes the diverse features and characteristics of a range of places and environments. GE4-2 - Describes processes and influences that form and transform places and environments. GE4-3 - Explains how interactions and connections between people, places and environments result in change. GE4-4 - Examines perspectives of people and organisations on a range of geographical issues. GE4-5 - Discusses management of places and environments for their sustainability. GE4-6 - Explains differences in human wellbeing. GE4-7 - Acquires and processes geographical information by selecting and using geographical tools for

inquiry. GE4-8 - Communicates geographical information using a variety of strategies.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Interconnections Progressive Learning Tasks - Describe geographical processes. - Use geographical tools. - Outline perspectives on geographical issues. - Communicate geographic information in a

variety of forms.

GE4-2 GE4-3 GE4-4 GE4-5 GE4-7 GE4-8

Ongoing Term 1

Water and the World Progressive Learning Tasks - Describe geographical processes. - Use geographical tools. - Outline perspectives on geographical issues. - Communicate geographic information in a

variety of forms.

GE4-1 GE4-2 GE4-3 GE4-5 GE4-7 GE4-8

Ongoing Term 2

20 | P a g e

Course Name: HSIE – Stage 4 Year: 7

Course outcomes:

HISTORY- Semester 2 HT4-1 - Describes the nature of history and archaeology and explains their contribution to an

understanding of the past. HT4-2 - Describes major periods of historical time and sequences events, people and societies from the past. HT4-3 - Describes and assesses the motives and actions of past individuals and groups in the context of past societies. HT4-4 - Describes and explains the causes and effects of events and developments of past societies over time. HT4-5 - Identifies the meaning, purpose and context of historical sources. HT4-6 - Uses evidence from sources to support historical narratives and explanations. HT4-7 - Identifies and describes different contexts, perspectives and interpretations of the past. HT4-8 - Locates, selects and organises information from sources to develop a 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.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

The Mediterranean World (Investigating the Ancient World integrated)

Progressive Learning Tasks - Applies historical concepts. - Uses and analyses sources. - Interprets historical perspectives. - Communicates geographic information in a variety of forms.

HT4-2 HT4-4 HT4-6 HT4-7 HT4-9 HT4-10

Ongoing Term 3

The Asian World Progressive Learning Tasks - Applies historical concepts. - Uses and analyses sources. - Interprets historical perspectives. - Communicates geographic information in a

variety of forms.

HT4-2 HT4-3 HT4-4 HT4-6 HT4-7 HT4-10

Ongoing Term 4

21 | P a g e

Course Name: Japanese – Stage 4 Year: 7

Course outcomes:

LJA4-1C - Uses Japanese to interact with others to exchange information, ideas and opinions, and make plans. LJA4-2C - Identifies main ideas in, and obtains information from texts. LJA4-3C - Organises and responds to information and ideas in texts for different audiences. LJA4-4C - Applies a range of linguistic structures to compose texts in Japanese, using a range of formats for different audiences. LJA4-5U - Applies Japanese pronunciation and intonation patterns. LJA4-6U - Demonstrates understanding of key aspects of Japanese writing conventions. LJA4-7U - Applies features of Japanese grammatical structures and sentence patterns to convey information and ideas. LJA4-8U - Identifies variations in linguistic and structural features of texts. LJA4-9U - Identifies that language use reflects cultural ideas, values and beliefs.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Topic One Portfolio Tasks - Interacting. - Accessing and Responding. - Composing. - Systems of language. - The role of language and culture.

LJA4-1C LJA4-2C LJA4-4C LJA4-9U

Ongoing Term 1

Topic Two Portfolio Tasks - Interacting. - Accessing and Responding. - Composing. - Systems of language. - The role of language and culture.

LJA4-1C LJA4-4C LJA4-5U LJA4-6U LJA4-7U LJA4-9U

Ongoing Term 2

Topic Three Portfolio Tasks - Interacting. - Accessing and Responding. - Composing. - Systems of language. - The role of language and culture.

LJA4-1C LJA4-2C LJA4-3C LJA4-4C LJA4-9U

Ongoing Term 3

Topic Four Portfolio Tasks - Interacting. - Accessing and Responding. - Composing. - Systems of language. - The role of language and culture.

LJA4-1C LJA4-3C LJA4-4C LJA4-6U LJA4-7U LJA4-8U LJA4-9U

Ongoing Term 4

22 | P a g e

Course Name: Mathematics – Stage 4 Year: 7

Course outcomes:

MA4-1WM - Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols.

MA4-2WM - Applies appropriate mathematical techniques to solve problems. MA4-3WM - Recognises and explains mathematical relationships using reasoning. MA4-4NA - Compares, orders and calculates with integers, applying a range of strategies to aid computation. MA4-5NA - Operates with fractions, decimals and percentages. MA4-8NA - Generalises number properties to operate with algebraic expressions. MA4-9NA - Operates with positive-integer and zero indices of numerical bases. MA4-10NA - Uses algebraic techniques to solve simple linear and quadratic equations. MA4-12MG - Calculates the perimeters of plane shapes and the circumferences of circles. MA4-13MG - Uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area. MA4-15MG - Performs calculations of time that involve mixed units, and interprets time zones. MA4-18MG - Identifies and uses angle relationships, including those related to transversals on sets of parallel lines. MA4-21SP - Represents probabilities of simple and compound events.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Communication and Connection

- Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols.

MA4.1WM Ongoing

Positive integers Indices Fractions, decimals and percentages

- Completes an in class assignment (Open book and Summary sheet).

- Compares, orders and calculates with integers.

- Applies a range of strategies to aid computation.

- Writes numbers in index form. - Operates with fractions decimals and %.

MA4.4NA MA4.9NA MA4.5NA

Term 1 Week 10

Probability IBL task - Represents probabilities of simple and

compound events.

MA4.21SP Term 2 Week 4

Decimals and fractions Algebraic techniques

Test (Summary sheet) - Computations with decimals and fractions. - Operate with algebraic expressions.

MA4.5NA MA4.8NA

Term 3 Week 7

23 | P a g e

Course Name: Music – Stage 4 Year: 7

Course outcomes: 4.1 - Performs in a range of musical styles demonstrating an understanding of musical concepts. 4.2 - Performs music using different forms of notation and different types of technology across a broad range of musical styles. 4.3 - Performs music demonstrating solo and/or ensemble awareness. 4.4 - Demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. 4.5 - Notates compositions using traditional and/or non-traditional notation. 4.6 - Experiments with different forms of technology in the composition process. 4.7 - Demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. 4.8 - Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. 4.9 - Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. 4.10 - Identifies the use of technology in the music selected for study, appropriate to the musical context.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Musicology - Research project. 4.7 4.8

Ongoing

Performance - Group performance. 4.1 4.2 4.3

Ongoing

Aural Skills - Listening tasks. 4.9 4.10

Ongoing

Composition - Class and individual composition. 4.4 4.5 4.6

Ongoing

24 | P a g e

Course Name: PDHPE – Stage 4 Year: 7

Course outcomes:

PD4-1 - Examines and evaluates strategies to manage current and future challenges. PD4-2 - Examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others. PD4-3 - Investigates effective strategies to promote inclusivity, equality and respectful relationships. PD4-4 - Refines, applies and transfers movement skills in a variety of dynamic physical activity contexts. PD4-5 - Transfers and adapts solutions to complex movement challenges. PD4-6 - Recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and participation in physical activity. PD4-7 - Investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities. PD4-8 - Plans for and participates in activities that encourage health and a lifetime of physical activity. PD4-9 - Demonstrates self-management skills to effectively manage complex situations. 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.

Content or Topic Evidence of Student

Progress and Learning Outcomes Assessed

Date due by

Who Am I? - Communicate 'Who we are' in a variety of forms.

- Persuasive writing task - skills, qualities and Characteristics.

- Outline key skills to effectively make decisions.

PD4-1 PD4-2 PD4-9

Ongoing - Term 1

Movement for Life - Communicates the nature of health. - Outlines the benefits of a balanced lifestyle. - Analysis of physical activity levels and extended responses.

PD4-4 PD4-5 PD4-6 PD4-11

Ongoing - Term 2

Change and Transition - Describe the process of change during puberty.

- Outline effective strategies to cope with change.

- Access and analyse support.

PD4-2 PD4-6 PD4-9 PD4-10

Ongoing - Term 3

Practical - Demonstrating Movement Competence. - Observations of attitude, participation and

performance. - Observation of collaboration skills.

PD4-4 PD4-5 PD4-10 PD4-11

Ongoing - Term 1 - 4

25 | P a g e

Course Name: Science – Stage 4 Year: 7

Course outcomes:

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

SC4-5WS - Collaboratively and individually produces a plan to investigate questions and problems. SC4-6WS - Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually. SC4-7WS - Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions. SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems. SC4-9WS - Presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations. SC4-10PW - Describes the action of unbalanced forces in everyday situations. SC4-11PW - Discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations. SC4-12ES - Describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system. SC4-13ES - Explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management. SC4-14LW - Relates the structure and function of living things to their classification, survival and reproduction. SC4-15LW - Explains how new biological evidence changes people’s understanding of the world. SC4-16CW - Describes the observed properties and 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.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Scientific literacy, numeracy, practical and working scientifically skills

Portfolio Tasks and Science Practicals - Describe using scientific terminology,

processes and tools. - Outline perspectives on science related issues. - Communicate information in a variety of

scenarios and situations.

SC4-4WS SC4-5WS SC4-6WS SC4-7WS SC4-8WS SC4-9WS

Ongoing

7.1 - Introduction To Science 7.2 - Physical Change 7.3 - Separating Substances 7.4 - Cells 7.5 - Classification & Plants 7.6 - The Earth And Its Forces Part 1-a

Portfolio Tasks and Science Practicals - Discuss using scientific information and

appropriate strategies to contribute to finding solutions to identified problems.

- Explain through the use of models and theories, advances in scientific understanding.

- Use observations, along with scientific understanding to relate to processes in everyday life.

SC4-10PW SC4-11PW SC4-12ES SC4-13ES SC4-14LW SC4-15LW SC4-16CW SC4-17CW

Ongoing

26 | P a g e

Course Name: Technology Mandatory – Stage 4 Year: 7

Course 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. TE4-3DP - Selects and safely applies a broad range of tools, materials and processes in the production of quality projects. TE4-4DP - Designs algorithms for digital solutions and implements them in a general-purpose programming language. TE4-5AG - Investigates how food and fibre are produced in managed environments. TE4-6FO - Explains how the characteristics and properties of food determine preparation techniques for healthy eating. TE4-7DI - Explains how data is represented in digital systems and transmitted in networks. TE4-8EN - Explains how force, motion and energy are used in engineered systems. TE4-9MA - Investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions. TE4-10TS - Explains how people in technology related professions contribute to society now and into the future.

Content or Topic Evidence of Student

Progress and Learning Outcomes Assessed

Date due by

Crack the Code Project - Plan, manage and design algorithms for

digital solutions and production. - Communicate ideas and solutions to

identified problems. - Explain how data is represented in digital

systems.

TE4-1DP TE4-2DP TE4-4DP TE4-7DI TE4-10TS

Ongoing

Grow and Thrive Project - Students will identify, define, research, plan,

produce, implement, test and evaluate in the food and agriculture area.

TE4-1DP TE4-2DP TE4-3DP TE4-5AG TE4-6FO TE4-10TS

Ongoing

Fast and Curious Project - Plan, manage and design algorithms for

digital solutions and production. - Communicate ideas and solutions to

identified problems. - Explain how data is represented in digital

systems.

TE4-1DP TE4-2DP TE4-7DI TE4-10TS

Ongoing

RB Racers Project - Plan, manage, design and test a project using

a range of tools and materials. - Explain how force, motion and energy are

used in conjunction within the project.

TE4-1DP TE4-2DP TE4-3DP TE4-8EN TE4-10TS

Ongoing

27 | P a g e

Course Name: Visual Arts – Stage 4 Year: 7

Course outcomes:

4.1 - Uses a range of strategies to explore different artmaking conventions and procedures to make artworks. 4.2 - Explores the function of and relationships between artist – artwork – world – audience. 4.3 - Makes artworks that involve some understanding of the frames. 4.4 - Recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts. 4.5 - Investigates ways to develop meaning in their artworks. 4.6 - Selects different materials and techniques to make artworks. 4.7 - Explores aspects of practice in critical and historical interpretations of art. 4.8 - Explores the function of and relationships between the artist – artwork – world – audience. 4.9 - Begins to acknowledge that art can be interpreted from different points of view. 4.10 - Recognises that art criticism and art history construct meanings.

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Artmaking - Artwork Portfolio. - Student Reflections. - Peer Reviews.

4.1 4.2 4.3 4.4 4.5 4.6

Ongoing

Art History and Art Criticism - Keyword/Glossary. - Artwork Interpretation/Analysis. - Classroom Exit Tickets.

4.7 4.8 4.9 4.10

Ongoing

28 | P a g e

Course Name: 7C – English / HSIE / Maths / Science Year: 7

Course outcomes:

ENGLISH EN4-2A - Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies. 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. EN4-7D - Demonstrates understanding of how texts can express aspects of their broadening world and their

relationships within it.

GEOGRAPHY GE4-3 - Explains how interactions and connections between people, places and environments result in

change. GE4-5 - Discusses management of places and environments for their sustainability. GE4-7 - Acquires and processes geographical information by selecting and using geographical tools for inquiry. GE4-8 - Communicates geographical information using a variety of strategies. HISTORY HT4-4 - Describes and explains the causes and effects of events and developments of past societies over time. HT4-6 - Uses evidence from sources to 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. MATHEMATICS MA4-1WM - Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols. MA4-2WM - Applies appropriate mathematical techniques to solve problems. MA4-3WM - Recognises and explains mathematical relationships using reasoning. SCIENCE SC4-7WS - Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions. SC4-8WS - Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems. SC4-10PW - Describes the action of unbalanced forces in everyday situations. SC4-11PW - Discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations. SC4-14LW - Explains how new biological evidence changes people's understanding of the world.

29 | P a g e

Content or Topic Evidence of Student Progress and Learning

Outcomes Assessed

Date due by

Project One (Product Design and Promotion)

- Outlines perspectives on geographical issues and uses historical sources.

- Solve a variety of real-life problems involving percentages and money.

- Develops a conclusion by summarising data from students' own investigations and secondary sources.

- Explains the different states of matter in terms of the motion and arrangement of particles.

EN4-4B GE4-5 HT4-6 MA4-2WM SC4-7WS SC4-16CW

Ongoing Term 1

Project Two (Placemaking Project)

- Describes geographical processes, historical contexts and perspectives.

- Solve related problems of fundamental importance in many everyday situations.

- Solve related problems of fundamental importance in many everyday situations.

- Explains, using cause and effect relationships, ideas and findings.

- Outlines how science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations.

EN4-2A GE4-3 HT4-7 MA4-3WM SC4-8WS SC4-11PW

Ongoing Term 2

Project Three (Progressive Portfolio)

- Communicates geographic and historical information in a variety of forms.

- Recognise, apply and communicate mathematical ideas using appropriate diagrams and symbols.

- Explains, using cause and effect relationships, ideas and findings.

- Relates the observed action of unbalanced forces that act at a distance to everyday situations.

EN4-5C GE4-8 HT4-9 MA4-1WM

SC4-8WS SC4-10PW

Ongoing Term 3

Project Four (Problem-solving Activities)

- Selects and applies geographical and historical tools for problem-solving and inquiry.

- Recognises and explains mathematical relationships using reasoning.

- Develops a conclusion by summarising data from students' own investigations and secondary sources.

- Explains how scientific knowledge changes as new evidence becomes available. Some technological developments and scientific discoveries have significantly changed people's understanding of the solar system.

EN4-7D GE4-7 HT4-4 MA4-2WM SC4-7WS SC4-14LW

Ongoing Term 4

30 | P a g e

Notes –