October 2019 Page 1 of 15

Ripley Valley State Secondary

College Learning Policy

Student Version

Implemented from January 2020

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Contents

Introduction ................................................................................................................................................. 3

Assessment .................................................................................................................................................. 3

Drafting Process ........................................................................................................................................... 5

Late Submission ........................................................................................................................................... 7

Academic Integrity ....................................................................................................................................... 7

Reporting ..................................................................................................................................................... 8

Access Arrangements and Reasonable Adjustments (AARA) ...................................................................... 9

Requesting an Extension ............................................................................................................................ 10

Appendix 1: AARA Evidence Template....................................................................................................... 11

Appendix 2: Extension Request Form (prior to due date) ......................................................................... 12

Appendix 3: Extension Request Form (late submission)............................................................................ 14

Glossary ...................................................................................................................................................... 16

References ................................................................................................................................................. 16

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Introduction

The Ripley Valley State Secondary College Learning Policy outlines the College’s expectations

of teachers, students and parents/carers during the Teaching, Learning and Assessing Cycle.

The education of our students is our core business and is supported by the College’s culture of

high expectations of student behaviour and achievement.

Assessment

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make

informed judgments about the achievement or capabilities of individuals and cohorts. (QCAA, 2018)

Formative Summative Purpose Collection of information about:

student understanding of concepts

retention of knowledge

Used to assess student progress at the completion of a unit of work

Use Ongoing through unit of work Informs Reporting to Parents/Carers

Student Complete during lesson under teacher/teacher aide instruction

Informed of Assessment at beginning of Unit

Receive Assessment Task Sheet

Complete Assessment as per information on task sheet

Receive and act upon feed forward and feedback from teacher at completion of unit

Staff action Used to:

inform needs of learners

select differentiation strategies

select content needing to be taught in further detail

Teach required content and genre for Unit

Inform students of assessment and provide task sheet

Collect and provide feedback on student assessment work at drafting juncture

Mark student assessment providing both feed forward and feedback

Complete Report to parent/carer

Parent/carer notification

Notified of any progress concerns based upon formative tasks

Assessment Planner available via Daymap

Notified of any progress concerns during assessment cycle

Report Card

Possible Techniques

Cloze Exercises Checking for Understanding Physical Movement Strategies Exit Slips

Examination Extended Response Investigation Performance Product Project Practical Demonstration

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RVSSC Junior Assessment Task Sheet

The Years 7-9 Task Sheet will state the following information:

Subject

Unit

Topic

Technique

Task

Context

Purpose

Conditions of assessment

Due date

Draft due date

Length of assessment

Instructions

Authentication Strategies Task Sheets will be available electronically via Daymap once released to students. They will remain accessible during the assessment period.

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Assessment Due Dates

In order to support students in the development of time management strategies and task

completion a set due date will be clearly stated on Assessment Task Sheets.

Assessment is required to be submitted via the upload facility within Daymap by 4:00pm on the due

date. Parents/carers, students and the school will be able to track submissions within Daymap to

ensure assessment has been received.

Some subjects require students to complete spoken/signed assessment and multimodal

presentations. For this assessment technique there will be a script due date and a performance due

date. Where an assessment task specifies a live presentation students will be required to present in

front of the class during lessons that are scheduled for presentations. Alternative arrangements are

to be negotiated with the Curriculum HoD and teacher for students who are unable to complete a

live presentation in front of the class. These negotiations must be completed using the AARA

Evidence Template (Appendix 1) and agreed upon prior to the assessment due date.

Examinations will be held during the timetabled lesson for the curriculum area.

Drafting Process

Assessment Task Sheets will include information for students, parents/carers and teachers about

checkpoints leading into assessment completion. These checkpoints are designed to support

students in the management of their time and progress towards task completion. As part of this

process, students will be required to submit a draft of their assessment to the subject teacher.

The purpose of viewing a draft is to provide a student with feedback so that they can improve their

response. Providing feedback on a draft is a consultative process, not a marking process. Teachers

should not allocate a notional result for draft student responses.

Years 7 – 9

Level of feedback provided

Indicate most textual errors

Summary of feedback to class

Maximum number of drafts

Two

Contact with parent/carer

If the student is showing insufficient progress towards the assessment at the drafting juncture

Late submission of drafts

Students are required to submit a draft; late drafts may not receive written feedback

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Late Submission

When a student submits a response to an assessment instrument after the day of the set due date, a

result will be allocated using evidence available on or before the due date. This could be based upon

class work, drafts, rehearsal notes, photographs of the student work in progress or teacher

observations. (QCAA, 2018)

Where there is no evidence of student work, an N result will be allocated. This may result in a

student not receiving an overall subject result for the unit of work.

Students with a legitimate reason for late submission must refer to Requesting an Extension and

have an approved extension for late work to be accepted after the day of the set due date.

Academic Integrity

Academic misconduct incorporates a broad range of behaviours in which students inappropriately

and falsely demonstrate their learning. Academic misconduct may be considered along a continuum

of breaches that range in the significance of misconduct and intent.

RVSSC implements a range of Authentication Strategies to support students in demonstrating

Academic Integrity. Breaches of Academic Integrity are dealt with under the RVSSC Responsible

Behaviour Plan.

Consequences may include:

receiving a result based on authenticated work only

completing an alternate task under supervised conditions at an alternate time

completing the task under supervised conditions during a lunch break

completing the task under supervised conditions at an after school detention

significant breaches may result in suspension/exclusion

See Glossary for types and definitions of Academic Integrity breaches.

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Reporting

Student results on summative assessment pieces are used to inform the official Report Card for all

students in the school. These results are reported to parents/carers on a Report Card and expressed

on a 5 point (A- E scale).

At RVSSC, reporting occurs based on the below schedule:

Term 1 Semester 1 Term 3 Semester 2 Years 7-10 Interim Report

Academic Achievement based upon progress and Term 1 summative assessment

Effort

Behaviour

Summative Report

Academic Achievement based upon completed Sem 1 Unit/s

Effort

Behaviour

Interim Report

Academic Achievement A-E based upon progress and Term 3 summative assessment

Effort Behaviour

Summative Report

Academic Achievement based upon completed Sem 2 Unit/s

Effort

Behaviour

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Access Arrangements and Reasonable Adjustments (AARA)

Access arrangements and reasonable adjustments (AARA) is the term given to support provided to

students with short and long term conditions, impairments or disability to ensure assessment can be

accessed by all students in an equitable way. The arrangements or adjustments that can be made to

the assessment task are considered on an individual basis and decisions are made in consultation

with the eligible student, parents/carers, school staff and, when applicable, the Queensland

Curriculum and Assessment Authority (QCAA).

RVSSC and the QCAA use four broad application categories for AARA eligibility:

cognitive

physical

sensory

social/emotional

see Glossary for definitions

Access arrangements:

are changes to the way an assessment task is accessed by a student

enable a student to access assessment and demonstrate their knowledge

do not change assessment conditions

eg. A student with a short term condition (broken right arm and writes with right hand) may

be permitted the use of a computer or scribe to assist in completing a written exam

eg. A student with a long term condition (Type 1 diabetes) may be permitted a break during

an exam in order to monitor blood glucose levels

Reasonable adjustments:

are changes made to assessment conditions to support the needs of a student

allow for assessment conditions to be changed due to the barriers that may be experienced

by the student with disability.

ensure the integrity of the assessment instrument is not changed

may be unique and tailored specifically for a student’s needs

eg. A student with a visual impairment may have a teacher aide assist during an exam by

reading exam questions aloud

Years 7 – 9

AARA for assessment in Years 7-10 are agreed to through conversations between the student,

parent/carer and HOD/Deputy Principal.

Students are identified by the Nationally Consistent Collection of Data (NCCD) are supported by the

HoD Inclusion who is able to assist the student with applying for AARA. The AARA Evidence

Template (Appendix 1) can be completed and agreed to with the student, parent/carer and HOD

Inclusion. This will be reviewed each year as part of the case management process.

For all other students, the AARA Evidence Template is to be completed and submitted to the HoD

prior to the assessment due date.

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Requesting an Extension

All assessment due dates are set around providing students and staff with sufficient time to receive,

mark and moderate assessment prior to Reporting timelines. Where a student is requesting an

extension of assessment due dates, RVSSC will consider these external timelines before approving

any extension. The policy for requesting an extension applies to all year levels to ensure all students

are prepared with time management skills for their adult lives.

Before the due date

Students who have experienced extenuating circumstances (eg. legitimate absences) leading into

the assessment are permitted to request an extension prior to the due date. The student must have

completed the extension request form (see Appendix 2) and provide evidence related to the

absence. The curriculum HoD will liaise with the student, parent/carer and teacher when granting

the extension.

After the due date

Students who are absent from school on the due date of an assessment task and wish to have a late

submission accepted, must present the Deputy Principal with a medical certificate or other form of

evidence related to the absence and complete the extension request form (see Appendix 3). Late

assessment will only be accepted via the Deputy Principal and an approved extension.

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Appendix 1: AARA Evidence Template

RVSSC AARA Evidence Template

This form is to be completed by the student and parent/carer and

submitted to the relevant HOD for approval.

Name:

Access class:

Subject/s:

Reason for AARA:

Evidence is attached (eg. Letter from Medical Professional): Yes/No

Student Signature: Parent/Carer Signature:

Type of AARA requested:

Contact with parent/student:

Contact with teacher:

AARA approved: Yes/No

HoD Signature:

Deputy Principal/Principal Signature:

Completed AARA request form is to be scanned and uploaded to Support: Support Provisions on One

School. The original document is to be stored in student’s file and a copy is to be distributed to all

teachers and curriculum HoDs of subjects where AARA is required.

Appendix 2: Extension Request Form (prior to due date)

RVSSC

Extension Request Form

(prior to due date) This form is to be completed by the student and parent/carer and submitted to the HoD for

approval. This form can only be used to request an extension on assessment prior to the due

date.

Stu

den

t:

Name:

Access class:

Subject: Teacher:

Due Date: Date request submitted:

Par

ent/

Car

er:

Reason for Extension: (evidence is to be attached)

Student Signature: Parent/Carer Signature:

Teac

her

an

d C

urr

icu

lum

Ho

D:

Contact with parent/student:

Contact with teacher:

Extension granted: Documentation attached:

Yes/No Yes/No

Revised due date:

Curriculum HoD Signature:

Completed extension request form is to be scanned and uploaded to student file on One School. The original document is to be stored in student’s file and a copy is to be attached to the student’s

work in subject folio.

How to apply for an Extension

(before the due date)

1. Students will access the RVSSC Extension Request Form (prior to due date) from

the school website or from the RVSSC Student Sharepoint.

2. Student is to complete the first section of the document.

3. Parent/carer is to assist their student with obtaining appropriate evidence (eg.

Medical Certificate), attach the evidence and complete the second section of the

document with their student.

4. The student is to submit the application form to either their subject Teacher or

curriculum HoD.

5. The teacher and curriculum HoD will discuss the application with the student (and

parent/carer, if necessary), make a decision either for/against the extension and

record this on the form.

6. The teacher/HoD notifies the student and parent/carer, and records this as a contact

in One School with the completed form uploaded as an attachment.

7. The completed form is submitted to Administration Officers to be stored in the

Student’s file.

Appendix 3: Extension Request Form (late submission)

RVSSC

Extension Request Form

(late submission) This form is to be completed by the student and parent/carer and submitted to the relevant Deputy

Principal for approval. This form can only be used to request an extension on assessment after the

due date. A teacher cannot accept late Assessment without Deputy Principal approval.

Stu

den

t:

Name:

Access Class:

Subject: Teacher:

Due Date: Date request submitted:

Par

ent/

Car

er:

Reason for Extension: (evidence is to be attached)

Student Signature:

Parent/Carer Signature:

Teac

her

/Ho

D:

Contact with parent/student:

Contact with teacher/HoD:

Dep

uty

Pri

nci

pal

: Extension granted: Documentation attached:

Yes/No

Yes/No

Revised due date:

Head of Year Signature:

Completed extension request form is to be scanned and uploaded to student file on One School

The original document is to be stored in student’s file and a copy is to be attached to the student’s

work in subject folio.

How to apply for an Extension

(after the due date)

1. Students will access the RVSSC Extension Request Form (late submission) from

the school website or from the RVSSC Student Sharepoint.

2. Student is to complete the first section of the document.

3. Parent/carer is to assist their student with obtaining appropriate evidence (eg.

Medical Certificate), attach the evidence and complete the second section of the

document with their student.

4. The student is to submit the application form to either their subject

Teacher/HoD/Deputy Principal. The teacher and curriculum HoD will discuss the

application with the student (and parent/carer, if necessary), make a

recommendation either for/against the extension and record this on the form.

5. The teacher/HoD submits the form to the relevant Deputy Principal for approval.

The DP will make a decision, notify the student and relevant staff, and record this

on the form.

6. The application is processed by Administration Officers to be stored in the Student’s

file and recorded on One School.

Glossary Academic Integrity

Example

Cheating while under supervised conditions:

Communicating with other students in an exam

Collaborating: working with other students to develop a response and then submitting it as your individual work

Colluding: letting someone copy your work or copying someone else’s work

Contract Cheating: arranging for an online service to complete all or part of your assessment response

Disclosing or receiving information about an assessment:

Removing a marking guide from a teacher’s desk and looking at it prior to an assessment

Impersonation: Having someone complete an exam or performance pretending to be you

Fabricating: Making up or listing incorrect or false references in your bibliography

Misconduct during an exam:

Distracting or disrupting others during an exam

Plagiarism or lack of referencing:

Using another person’s work – text, images, audio, video, etc – without referencing

Self-plagiarism: resubmitting work that you have already submitted as a response for assessment

AARA

Definition

Cognitive Cognitive disability may include intellectual impairment or learning disability.

Physical Physical disability may include neurological, physical or physical disfigurement.

Sensory Sensory disability may include the total or partial loss of the person’s bodily or mental functions; the malfunction, malformations or disfigurement of a part of the person’s body.

Social/emotional Social/emotional disability may include a disorder, illness or disease that affects the person’s thought processes, perception of reality, emotions or judgement, or that results in disturbed behaviour.

(Australian Government: Department of Education and Training, 2019)

References Australian Government: Department of Education and Training. (2019, January 01). Nationally

Consistent Collection of Data: School Students with Disability. Retrieved from Nationally

Consistent Collection of Data: School Students with Disability:

http://www.schooldisabilitydatapl.edu.au/home

QCAA. (2018). QCE and QCIA Policies and Procedures Handbook. Brisbane: Department of Education.