james busby high school year 7 assessment booklet …

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JAMES BUSBY HIGH SCHOOL

YEAR 7

ASSESSMENT BOOKLET

2018

James Busby High School

envisages a future for education

committed to quality teaching

and learning in every classroom.

Our students will experience an

inclusive education with

opportunities to develop into

confident and creative global

citizens. Our teachers will

provide an innovative curriculum

that enables quality and

dignified access to learning

opportunities for a diverse

student body.

An Introduction to an Important Concept – Assessment Tasks

Welcome to James Busby High School and welcome to the next stage of your educational life as a high school student. You will find some things are the same as they were in Primary School, but there will also be many differences. One of the main differences will be in the way that you are tested and assessed. While you will have many pieces of homework and many projects and assignments to do across all of your subjects, you will notice that you will be required to complete a number of “special tasks” across English, Mathematics, Science, History, Geography, PDHPE, Design and Technology, LOTE, Music and Visual Arts. These “special tasks” are technically known as “Assessment Tasks”, and these are the tasks that will be used to determine your final marks and grades at the end of the year. While all tasks and activities must be attempted throughout the year, Assessment Tasks are the most important tasks you will be asked to complete, and you must do so with your absolute best effort. The purpose of these Assessment Tasks is to allow you to demonstrate the skills and knowledge that you have developed throughout the year. Under no circumstances must you hand an Assessment Task in late or fail to submit an Assessment Task. If you do fail to submit an Assessment Task on time, you will receive a zero and contact will be made with your parent / guardian via a letter or telephone call. You will have 3-4 Assessment Tasks in each of your Year 7 subjects.

What is the Purpose of this Booklet?

This booklet sets out the ways in which you will be assessed throughout Year 7 in all subjects.

The first pages are the school’s policy on assessment in Year 7. The remaining pages are the assessment schedules for each subject. These pages contain information about: ▪ the assessment tasks ▪ when they will be held ▪ what percentage the task comprises in comparison to the total year’s mark ▪ which outcomes are being assessed by the task.

These tasks are the only means by which students can gain marks throughout Year 7. The grade on your half yearly and yearly report will be based on your success in these tasks.

It is recommended that you take note of the dates when the tasks for each subject will be held and transfer them to your calendar.

What Do I Need to Do to Meet Year 7 Requirements?

To meet Year 7 requirements, students must have satisfactorily completed NSW Educational Standards Authority (NESA) approved courses of study:

The satisfactory completion of a course requires principals to have sufficient evidence that the student has: ▪ followed the course developed or endorsed by the Board; ▪ applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and; ▪ achieved some or all of the course outcomes.

NESA provides the syllabus (what is to be taught) for all subjects from Kindergarten to Year 12 as well as organising the major examination in year 12 called the Higher School Certificate. All schools in NSW, both private and government, must teach the syllabuses provided by NESA.

ASSESSMENT PROCEDURES

What is an Assessment Task? An assessment task is a formal teaching/learning assignment set by the class teacher. Assessment tasks set out in this booklet are the only means by which students aggregate marks to determine the successful completion of a course. These marks are reported by the school twice a year in formal Reports.

What Forms Can Assessment Tasks Take? Assessment Tasks can take a number of forms including, examinations in class, written assignments, research tasks, essays or extended responses, activities observed and assessed by your teacher, experiments, demonstrations or role plays. In summary, they can be written or performance activities.

How Will I Know about Assessment Tasks? Students will be given at least two weeks written notice of an Assessment Task and the outcomes to be assessed by the task. This will be in the form of an official JBHS “Notification of Assessment” form.

It is the student’s responsibility to be alert to the notification of tasks. In case of absence from school, students will need to check with their teachers on the first day of their return regarding the issuing of tasks.

How are my Final Grades Achieved at James Busby High School? ▪ Students are set assessment tasks across the course, which incorporate the knowledge,

skills, objectives and outcomes of the specific syllabus. ▪ Teachers accumulate assessment information (cumulative assessment) from their

assessment tasks. ▪ Student performance on set tasks is marked, monitored, tracked and recorded. ▪ Teachers then use individual Course Performance Descriptors (CPDs) to make

professional judgments on student performance across the course. They equate student performance across the course against the most relevant CPD for each student.

▪ A division of students according to the CPDs is then determined. Grades are then allocated according to this professional judgment. What are Course Performance Descriptors (CPD)?

▪ A set of Course Performance Descriptors is an assessment and reporting tool to assist teachers across the state in making sound and consistent judgments about overall student achievement at the end of a course.

▪ Course Performance Descriptors are a series of positive statements which summarise observable and measurable features of student achievement and assist teachers to award final (Board of Studies) grades to students based on descriptions of typical achievement from elementary to excellent.

▪ Course Performance Descriptors describe the main features of a typical student’s performance at the end of Stage 5 studies. The Areas of Assessment (at the top of the page on each set of performance descriptors) consist of the knowledge and skills objectives from the syllabus. Attitudes and values are not assessed for grading purposes.

▪ The five vertical columns in the descriptors describe different levels of student performance.

▪ The corresponding grade for that descriptor is then awarded to the student. ▪ Copies of all Course Performance Descriptors are available on the Board of Studies’

website www.boardofstudies.nsw.edu.au. ▪ An example of generic Course Performance Descriptors is found below. This pattern is

modified and supplemented to develop Course Performance descriptors for each course.

Grade (TYPICAL

mark range) Achievement Descriptor

A (100-85)

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 (84-70)

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 (69-50)

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 (49-30)

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 (29-0)

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.

What Will Happen if a Task is not Completed or Submitted Late? When a task has not been completed or is submitted late, the following procedures will be implemented in all courses in all subjects:

Where there is no valid reason for non-completion of an Assessment Task/Examination, a zero will be recorded for that task and a Curriculum Warning Letter will be issued.

The Principal and relevant Head Teacher will require the following in order to decide whether the student’s reason is valid:

▪ PRIOR NOTIFICATION of absence from the task. Other than exceptional cases (e.g. accident on the way to school) the school/ class teacher must be contacted BEFORE the task takes place, in person, by phone, letter or email.

OR ▪ A WRITTEN STATEMENT from the student’s parent/carer explaining the absence or

a DOCTOR’S CERTIFICATE where illness is involved.

This documentation will be handed to the Head Teacher of the course involved. All cases will be considered on their merits.

http://www.boardofstudies.nsw.edu.au/

Provided the Principal and Head Teacher considers that a student has a valid reason for non-completion of an Assessment Task, then the following may be considered: ▪ an extension of time; or ▪ the awarding of a mark based on completion of the original task or a substitute task; or ▪ where neither is feasible, the Principal or Head Teacher may authorise the use of an

estimate for that task

What about Malpractice?

Malpractice is dishonest behaviour by a student which provides an unfair advantage over others.

a. Assessment Tasks Examples of malpractice in Assessment Tasks are: ▪ Copying, buying, stealing or borrowing someone else’s work in part or whole and

presenting it as your own. ▪ Using materials from books, journals, CDs or the internet without acknowledging the

source ▪ Submitting work that contains a large contribution from another person, such as a

parent, a coach or subject expert, that is not acknowledged ▪ Paying someone to write or prepare material that is associated with a task, such as

process diaries, logs or journals.

b. Examinations A zero mark will be recorded for malpractice in those examinations which are Assessment Tasks. Malpractice is defined as failure to comply with examination requirements: ▪ failure to follow a supervisor’s instructions ▪ communicating with other students during the examination ▪ disturbing the work of other students or the examination itself ▪ cheating by reference to other’s work or to prepared work brought into the examination No books, papers, notes, MP3 players, mobile phones or equipment, other than that permitted by the supervising teacher, may be taken into the examination room. Approved electronic translators for specifically identified students will be allowed.

What do I have to do to Satisfactorily Complete a Course?

The satisfactory completion of a course requires the Principal to have sufficient evidence that a student has: ▪ followed the course developed or endorsed by the Board of Studies ▪ applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school ▪ achieved some or all of the course outcomes

Indicators of possible failure to apply yourself with ‘diligence and sustained effort’ or possible failure to fulfill course requirements to the school’s satisfaction include:

▪ An excessive number or reoccurring patterns of absences or lateness to school, particularly if these are unexplained

▪ An excessive rate of absences from or lateness to classes in one or more courses ▪ Poor achievement in class tests, assignments etc. caused by lack of application ▪ Poor classroom behaviour (this inhibits your own, and others’ learning) ▪ Failure to submit assessment items ▪ Failure to complete class-work and homework ▪ Proven case of copying, plagiarism or cheating.

If at any stage during the course it appears that a student will not achieve a sufficient number of course outcomes, a Curriculum Warning Letter will be sent. The purpose of such a letter is

(i) to give students a warning in time for them to correct the problem, and/or

(ii) to clarify their current status regarding an unsatisfactory designation.

Please remember that staff are here to help you. If you have any questions or concerns, or if you are confused by ANY material presented in this booklet or given to you during your time at James Busby High School, please ask.

If you have any questions about this booklet, please see the Head Teacher Secondary Studies (Mr Costa – Office A4).

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YEAR 7 DESIGN AND TECHNOLOGY – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Semester 1 Classes Term 1 Semester 2 Classes Term 3

Week 6


Week 2


Week 6


Week 6

Syllabus Components

Presentation of Research Design Project Design Project Tests & Tasks

Task Type

Design Based Assignment Folio Work Practical Project Presentation / Marketing

Outcomes

4.4.1, 4.5.1, 4.6.3

4.1.1, 4.1.2, 4.4.1, 4.2.1 4.5.1, 4.3.1, 4.3.2

4.1.1, 4.1.2, 4.4.1, 4.2.1 4.5.1, 4.3.1, 4.3.2

4.6.1, 4.6.2

Weighting

Total Weighting 15 25 35 25 100

Stage 4 Year 7 Design and Technology Course Outcomes: A Student:

4.1.1 identifies and describes a range of design concepts and processes

4.1.2 describes and follows a process of design when developing design ideas and solutions

4.2.1 describes the impact of past, current and emerging technologies on the individual, society and environments

4.3.1 describes the work and responsibilities of designers and the factors affecting their work

4.3.2 describes designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design.

4.4.1 identifies innovative, enterprising and creative design ideas and solutions

4.5.1 communicates design ideas and solutions using a range of techniques.

4.6.1 uses management strategies when developing design solutions.

4.6.2 applies risk management practices and works safely in developing quality design solutions

4.6.3 uses a range of technologies appropriately and safely in the development of quality design solutions.

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YEAR 7 ENGLISH – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 7

Term 2 Week 7

Term 3 Week 7

Term 4 Week 2

Syllabus Content & Modes

Unit 1 Non-Fiction (Writing/Listening/Viewing)

Unit 2 Shakespearean Drama (Speaking/Representing)

Unit 3 Poetry (Reading/Writing)

Unit 4 Novel (Reading/Writing)

Task Type

NAPLAN Writing Task (Persuasive response in relation to a

piece of stimulus)

Speech and PowerPoint Presentation

(Shakespearean drama studied)

Class Test (Seen and unseen texts -

short ans. & multiple choice)

Creative Writing (A personal letter from

a character in the novel)

Outcomes

EN4-1A, EN4-2A, EN4-3B, EN4-4B

EN4-1A, EN4-3B EN4-4B, EN4-5C, EN4-6C EN4-1A, EN4-7D, EN4-8D

Weighting


Stage 4 Year 7 English Course Outcomes: A Student:

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.

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YEAR 7 HSIE – ASSESSMENT SCHEDULE 2018

1 2 3 1 2 3

Task Date Term 1 Week 5

Term 1 Week 10

Term 2 Week 4

Term3 Week 7

Term 4 Week 2

Term 4 Week 4

Syllabus Content

Investigating the Ancient Past

The Mediterranean World (Egypt)

Entire Course Landscapes and

landforms

Place and Liveability

Entire Course

Task Type

Personal/Family/Famous History

Report

Research PP – Egyptian Pharaoh

Yearly Exam

Research/ PowerPoint

Field Work Report

Yearly Exam

Outcomes 4-1, 4-6, 4-8, 4-10

4-2, 4-3, 4-6, 4-9, 4-10

4-1, 4-2, 4-4, 4-5, 4-7, 4-9

4-1, 4-2, 4-3, 4-7, 4-8

4-1, 4-3, 4-7, 4-8

4-1, 4-2, 4-3, 4-4, 4-5 4-6

Total Weighting 30 30 40 100 30 30 40 100

Stage 4 History Course Outcomes: A Student:

HT 4-1 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 asses the motives and actions 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 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.

Stage 4 Geography Course Outcome: A Student:

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.

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YEAR 7 LOTE (JAPANESE/ITALIAN)– ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 7

Term 2 Week 3

Term 3 Week 4

Term 4 Week 1

Syllabus Content/Modes

Introduction to Italy or Japan Italian: Family Sports

Jap: Homes, Countries, Nat. Ital.: School, Eating, Drinking

Japanese: School Life Ital: Festivals & Celebrations Jap: Hiragana, Leisure, Entert

Task Type & Modes

Writing Task Travel Brochure

(Reading / Writing)

½ Yearly Examination (Speaking / Reading / Writing / Listening)

Speaking Task Self-Introduction Task

(Speaking / Writing)

Examination (Speaking / Reading / Writing / Listening)

Outcomes

4MBC1, 4MBC2, 4MLC1

4UL1, 4UL2, 4UL3, 4UL4

4MLC1, 4MLC2, 4UL4, 4MBC1

4UL1, 4UL2, 4UL3, 4UL4

Weighting


Stage 4 Year 7 LOTE Course Outcomes: A Student:

4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately

4.UL.2 demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately

4.UL.3 establishes and maintains communication in familiar situations

4.UL.4 applies a range of linguistic structures to express own ideas in writing

4.MLC.1 demonstrates understanding of the importance of appropriate use of language in diverse contexts

4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Japanese

4.MBC.1 demonstrates understanding of the interdependence of language and culture

4.MBC.2 demonstrates knowledge of key features of the culture of Japanese/French/Italian-speaking communities.

13

YEAR 7 MATHEMATICS – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 6

Term 2 Week 7

Term 3 Week 7

Term 4 Week 6

Syllabus Content

Topics covered to task date. Topics covered to task date. Topics covered to task date. Topics covered to task date.

Task Type Assignment -

Research Investigation Half Yearly Examination Class Test Yearly Examination

Outcomes MA4-4NA, MA4-12MG,

MA4-13MG MA4-5NA, MA4-15MG

MA4-5NA, MA4-9NA, MA4-8NA, MA4-5NA

MA4-18MG, MA4-11NA

Weighting

Total Weighting 25 25 25 25 100 Note: The outcomes assessed in each task will be finalised and provided to each student through a formal assessment task notification at least 2 weeks prior to the task date.

A final cumulative result that considers performance in all 4 tasks is used to determine the appropriate class placement in the following year.

Stage 4 Year 7 Mathematics Course Outcomes: A Student: MA4-1WM: communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols- communicating (C)

MA4-2WM: applies appropriate mathematical techniques to solve problems – problem solving (PS)

MA4-3WM: recognises and explains mathematical relationships using reasoning – reasoning (R)

MA4-4NA: compares orders and calculates with integers, applying a range of strategies to aid computation

MA4-5NA: operates with fractions, decimals and percentages

MA4-6NA: solves financial problems involving purchasing goods

MA4-7NA: operates with ratios and rates, and explores their graphical representation

MA4-8NA: generalises number properties to operate with algebraic expressions

MA4-9NA: operates with positive-integer and zero indices of numerical bases

MA4-10NA: uses algebraic techniques to solve simple linear and quadratic equations

MA4-11NA: creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane

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

MA4-14MG: uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume

MA4-15MG: performs calculations of time that involve mixed units, and interprets time zones

MA4-16MG: applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems

MA4-17MG: classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles

MA4-18MG: identifies and uses angle relationships, including those related to transversals on sets of parallel lines

MA4-19SP: collects, represents and interprets single sets of data, using appropriate statistical displays

MA4-20SP: analyses single sets of data using measures of location, and range

MA4-21SP: represents probabilities of simple and compound events.

14

YEAR 7 MUSIC – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 9

Term 2 Week 6

Term 3 Week 8

Term 4 Week 6

Syllabus Content & Components

Composition Aural/Musicology Performance

(Practical – no LST Support) Aural/Musicology

Task Type

Graphic Notation Composition

Orchestral Instrument Research / PowerPoint

Keyboard Performance Yearly Examination:

Aural and Theory

Outcomes

4.4,4.5,4.6,4.12 4.9,4.10,4.11,4.12 4.1,4.2,4.3,4.12 4.7,4.8,4.9,4.10,4.12

Weighting


Stage 4 Year 7 Music Course Outcomes: A Student:

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 contexts

4.11 Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform

4.12 Demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences

15

YEAR 7 PDHPE – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 4

Term 2 Week 8

Term 3 Week 8

Term 4 Week 6

Syllabus Content

Gymnastics Puberty Blues Net / Court Games

Getting to Know You, Relationships & Safety First

Task Type

Gymnastics Routine Lifecycle Timeline: Research Net/Court Games: Practical Topic Test

Outcomes

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

Weighting


Stage 4 Year 7 PDHPE Course Outcomes: A Student: 4.1 describes and analyses the influences on a sense of self

4.2 identifies and selects strategies that enhance their ability to cope and feel supported

4.3 describes the qualities of positive relationships and strategies to address the abuse of power

4.4 demonstrates and refines movement skills in a range of contexts and environments

4.5 combines the features and elements of movement composition to perform in a range of contexts and environments

4.6 describes the nature of health and analyses how health issues may impact on young people

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm

4.8 describes how to access and assess health information, products and services

4.9 describes the benefits of a balanced lifestyle and participation in physical activity

4.10 explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity

4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions

4.13 demonstrates cooperation and support of others in social, recreational and other group contexts

4.14 engages successfully in a wide range of movement situations that displays an understanding of how and why people move

4.15 devises, applies and monitors plans to achieve short-term and long-term goals

4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them.

16

YEAR 7 SCIENCE – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date Term 1 Week 5

Term 2 Week 4

Term 3 Week 8

Term 4 Week 6

Syllabus Content

Topic 1: Think Like Einstein Topic 1: Think Like Einstein Topic 2: Kitchen Chemistry

Topic 3: Cell Town

Components from ALL topics up to date of task

Entire Course

Task Type

Research Task Knowledge & Understanding (10) Skills in Working Scientifically (10)

½ Yearly Examination Knowledge & Understanding (10) Skills in Working Scientifically (10)

Practical Assessment Knowledge & Understanding (5)

Skills in Working Scientifically (25)

Yearly Examination Knowledge & Understanding (25) Skills in Working Scientifically (5)

Outcomes SC4-1, SC4-7, SC4-9 SC4-7, SC4-14, SC4-16 SC4-5, SC4-6, SC4-7 SC4-12, SC4-14, SC4-16, SC4-17

Weighting


Stage 4 Year 7 Science Course Outcomes: A Student: SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

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

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

considerations

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.

17

YEAR 7 TECHNOLOGY MANDATORY (HOME ECONOMICS) – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date


Weeks 2-9 (Ongoing Practical)


Weeks 1-5 (Ongoing Project)


Week 2


Week 6

Syllabus Content

Products: Food Design/Fashion Design




Task Type

Design Development Design Project Research Task Evaluation

Outcomes

4.2.1 4.1.1, 4.3.2, 4.5.1, 4.6.1 4.1.3, 4.3.1, 4.4.1 4.6.1

Weighting


Stage 4 Year 7 Technology Mandatory (Home Economics) Course Outcomes: A Student:

4.1.1 applies design processes that respond to needs and opportunities in each design project

4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications

4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life

4.2.1 generates and communicates creative design ideas and solutions

4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources

4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects

4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

4.4.1 explains the impact of innovation and emerging technologies on society and the environment

4.5.1 applies management processes to successfully complete design projects

4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project

4.6.1 applies appropriate evaluation techniques throughout each design project

4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects.

18

YEAR 7 VISUAL ARTS – ASSESSMENT SCHEDULE 2018

1 2 3 4

Task Date

Term 1 Week 10

Term 2 Week 10

Term 4 Week 1

Term 4 Week 6

Syllabus Content & Components

Art Making Art Making Art Making Entire Course:

Art making Critical and Historical

Task Type

Still Life Collage Grimm Lino Prints Hybrid Animals in Clay Yearly Examination

Outcomes

4.1,4.2,4.3,4.4,4.5,4.6 4.1,4.3,4.5,4.6 4.1,4.2,4.3,4.4,4.5,4.6

4.1,4.2,4.3,4.4,4.5, 4.6,4.7,4.8,4.9,4.10

Weighting


Stage 4 Year 7 Visual Arts Course Outcomes: A Student:

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.

20

Use this to help you plan the work required

throughout the preliminary course. Ensure that,

▪ You give each task time

▪ Plan what is required

▪ Clarify with the head teacher,

check with the teacher for

assistance

▪ Ask for feedback

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ASSESSMENT FREE WEEK




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james busby high school year 7 assessment booklet …

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