YR 7 ASSESSMENT HANDBOOK

2018

This booklet provides you with important information about

the school’s assessment policy, timing of Assessment Tasks

and the content examined for each assessable task you have

this year.

KILLARNEY HEIGHTS HIGH SCHOOL STARKEY ST, KILLARNEY HEIGHTS, NSW 2087

Phone: 02 9451 7005

Killarney Heights High School is committed to enhancing and encouraging students’ achievement of

learning outcomes. The Killarney Heights High School Assessment Policy is designed to ensure

consistency in assessment throughout the school. Our aim is to ensure that all of our students

progressively develop their skills and knowledge in a collaborative and supportive environment.

Assessment at Killarney Heights High School encourages progressive development of skills and knowledge while ensuring:

consistency across subjects and courses

fairness in marking and reporting

coordination of the assessment program to ease the load on students.

Assessment Tasks are designed to measure performance against course outcomes through a range of

Assessment Tasks and in a wider range of objectives than may be tested in an examination. Assessment

Tasks may include:

tests which may take a written, practical and oral form

class essays, research tasks, assignments, portfolios, log books

practical tasks and major works

fieldwork and projects

Teachers must be satisfied that the work presented is the student’s own, particularly in tasks that require

work to be done at home, and that any help that you have received has been acknowledged (referenced).

Malpractice (including copying someone else’s work or breaching school examination rules) is taken very

seriously at Killarney Heights High School.

To have satisfactorily completed a course, students will have:

● satisfactorily completed the Board of Studies teaching and Educational Standards requirements for all courses studied

● have a satisfactory record of attendance

● 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.

Students must follow the instructions of their teacher for each subject regarding completion and submission of all assignments.

Students must ensure that their Assessment Tasks are submitted on the due date. Any requests for an extension to the due date will be assessed by the relevant Head Teacher on a discretionary basis.

In all cases, where a student does not submit or attend an Assessment Task, they must complete an

Illness/Misadventure form. Failure to follow these procedures will result in a mark of zero being awarded.

If the student is absent for all or part of the due date

If the student is absent the day prior to the due date

If the student does not hand in or attend an assessment task on the due date

INTRODUCTION TO ASSESSMENT POLICY

SUCCESS CRITERIA FOR KHHS ASSESSMENTS

ABSENCE, ILLNESS AND MISADVENTURE PROCEDURES

WHEN DOES A STUDENT NEED TO COMPLETE AN ILLNESS/MISADVENTURE FORM?

Stage 5 and 6 Assessment Tasks are a compulsory and necessary component of the RoSA and Higher

School Certificate. Absence from an assessable task could be an indication of a student’s non-serious attempt, placing at

risk the award of the RoSA and /or the Higher School Certificate.

It is the responsibility of a student, who for various reasons, fails to submit an assessable task, to make proper

application for consideration under the published rules of the Assessment Procedures.

Surname …………………………………………..………….... Given name …….…………………………………………………………

Class …………………………………... Subject(s) ……………………………………………………………..…..................................

Date(s) of task …………………….…………………………………………………………………………………………………………………………...

Reason for absence or not submitting task ………………………………….…………………………………………………………

……………………………………………………………………………………………………………….……………………………………………………………….

Medical certificate and/or other documentation attached: Yes / No

Student signature …………………………………………………………..…………… Date ………………………………....

Parent signature …………………………………………………………..…………… Date ………………………………....

Prior approval given: Yes / No Student informed school of illness/misadventure: Yes / No

Misadventure type: Consideration for marks Assessment rescheduling/extension Please circle

Task type: Exam Written In class Project Research Please circle

Practical Group Oral

Head Teacher Recommendation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………….……………………………………………………………….

Head Teacher signature: ………………………………………….. Date received …………………………………………..

Entered on Sentral

Decision: ………………………………………………………………….………………………………………..……………..……………………………………

Deputy Principal signature: ………………………………..…… Date received ………………………………………………..

Yr 7 Assessment Overview 2018

Week Term 1 Term 2 Term 3 Term 4

1

2 Technology (mandatory) - Evaluation 20

3

Art – Research & Artmaking 30

4

French Advanced & Ext - Half Yearly 25

Mathematics - Exam 25

Science - Exam 20

History - Exam 50

Geography - Exam 50

Mathematics – Exam 25

Music - Ukulele Performance 12.5

Science - Exam 30

Mathematics - Exam 25

5

Music - Performance 12.5

Drama - Playbuilding 40

Music -Exam 50

6 Science – Research & Practical 25

English - Exam 25

French Advanced & Ext - Yearly Exam 30

History - Exam 50

Geography - Exam 50

7

English - Portfolio (in class) 25

Science - Research and Presentation 25

Art - Research & Artmaking 40

History - Research Booklet 50

Drama – Comedy 30

Drama - Character and script work 30

History - Research Booklet 50

Geography - Our landscape, Our Place

8

Geography - Our Landscape, Our Place

French Advanced & Ext. - Oral Test 20

Mathematics - exam 25

Technology – Research task 20 French Advanced & Ext - Presentation 25

9 Technology (mandatory) - Egg Drop 20

English - Essay (in class) 25

Art – Research & Artmaking 30

English - Portfolio (in class) 25

PDHPE - Brochure 25

10 PDHPE – Theory Task 25

Music - Stomp Composition 25

Technology (mandatory) - project work

(in class) 30

NOTE: SUBJECTS WITH PERFORMANCES OR ORAL PRESENTATIONS MAY BE LISTED IN BOTH WEEKS WITHIN THE PERIOD THAT THEY ARE ASSESSED.

STUDENTS SHOULD CONSULT THEIR TEACHERS FOR FURTHER CLARIFICAShaded is a Formal Exam Week

ENGLISH

English in Year 7 introduces students to a broad and varied range of learning experiences.

Students are engaged and involved with reading, writing, speaking, listening, viewing, and

representing. The skills learned in each of these categories prepare Year 7 students for the

remainder of their high school careers as conscientious and modern learners.

Students study units of work such as prose fiction, film, poetry, media and more and a variety of

take home and in class assessments are used to challenge students and monitor student progress.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Poetry

Anthology Novel Essay

Shakespeare Portfolio

Yearly Examination

Task type Ongoing Project In Class Essay Ongoing Project Examination

Timing Term 1

Week 10 Term 2 Week 9

Term 3 Week 9

Term 4 Week 6

Outcomes EN4-1A EN4-3B EN4-1A EN4-5C

EN4-7D EN4-1A EN4-3B

EN4-9E

EN4-1A EN4-2A EN4-3B EN4-5C

EN4-7D

Weighting 25% 25% 25% 25%

Outcomes Assessed

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

EN4-5C 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

EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

MATHEMATICS

In Stage 4 Mathematics, students use mathematical terminology, algebraic notation, diagrams, text and tables to communicate mathematical ideas, and link concepts and processes within and between mathematical contexts. They apply their mathematical knowledge, skills and understanding in analysing real-life situations and in systematically exploring and solving problems using technology where appropriate. Students develop fluency with a range of algebraic techniques and in the solution of familiar problems. In solving particular problems, they compare the strengths and weaknesses of different strategies and solutions.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Weighting

Task Name Examination Examination Examination Examination

Timing Term 1

Week 8

Term 2

Week 4/5

Term 3

Week 4

Term 4

Week 4/5

Outcomes

MA3-1WM,M

A3-2WM,

MA3-4NA,

MA3-3WM,

MA3-5NA

MA4-1WM,

MA4-2WM,

MA4-3WM,

MA4-4NA

MA4-18MG,

MA3-3WM, MA4-1WM, MA4-3WM, MA4-8NA,

MA4-10NA, MA4-2WM

MA4-17MG, MA4-1WM, MA4-2WM, MA4-3WM

MA4-17MG,

MA4-1WM,

MA4-2WM,

MA4-3WM,

MA4-5NA,

MA4-19SP, MA$-

19SP, MA4-20SP

MA4-1WM,

MA4-19SP,

MA4-3WM,

MA4-19SP,

MA4-20SP,

MA4-2WM,

MA4-12MG,

MA4-14MG,

MA4-13MG,

MA4-7NA,

MA4-15MG

Weighting 20% 25% 25% 30% 100%

Outcomes Assessed

› 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

› MA4-6NA 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 converts between units of area

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

› 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

SCIENCE

Year 7 students study the following topics: Introduction to Science, Enough Water Fit for Drinking, Earth and Space, Science of Toys, and Circle of Life. Students engage in both theory and practical lessons in order to understand the world in which they live and familiarise themselves with scientific methods and procedures.

Assessment Overview

Component

& Weight

Task 1 Task 2 Task 3 Task 4

Term 1

Week 7

Term 2

Week 4

Term 3

Week 6 Term 4 Week 6

Research &

Presentation Task Semester 1 Exam

Research &

Practical Task Semester 2 Exam

SC4-1VA, SC4-

2VA, SC4-3VA,

SC4-4WS, SC$-

5WS, SC4-9WS,

SC4-17CW

SC4-12ES

SC4-16CW

SC4-17CW

SC4-1VA, SC4-2VA

SC4-8WS, SC4-

9WS

SC4-10PW

SC4-7WS

SC4-10PW

SC4-11PW

SC4-14LW

Knowledge &

Understanding

30

10 20

Planning and

Conducting

Investigations

25

10 10 5

Critical Thinking

and Problem

Solving

25

5 5 10 5

Communicating

20 10 5 5

100 25 20 25 30

Outcomes

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

GEOGRAPHY SEMESTER 1

Year 7 Geography asks students to describe the geographical processes that influence the features

and characteristics of places and environments across a range of scales. They describe how places

are perceived and valued differently and explain interconnections within environments and

between people, places and environments. Students investigate environmental change and

differences in human wellbeing and discuss strategies for addressing geographical challenges,

taking into account environmental, economic and social factors.

Students undertake geographical enquiry to build knowledge and understanding of people, places

and environments through the collection, collation and analysis of primary data and secondary

information. Students propose explanations for spatial distributions, patterns and trends an infer

relationships. They propose solutions, and may take action to address contemporary geographical

challenges and predict outcomes. Students participate in fieldwork to collect primary data and

develop their personal capabilities and workplace skills.

Assessment Schedule

Task 1 Task 2

Task Name Killarney Heights: Our Landscape, Our Place

Summative Geography Examination

Task type Geographical research In class examination

Timing Semester 1 Research assignment due

week 7 term 1 Term 2 week 4

Timing Semester 2 Research assignment due

week 7 term 3 Term 4 week 6

Outcomes GE 4.3, GE 4.4, GE 4.5, GE 4.7,

GE 4.8 GE 4.1, GE 4.2, GE 4.3, GE 4.4,

GE 4.5, GE 4.6

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed

› locates and describes the diverse features and characteristics of a range of places and environments GE4-1 › describes processes and influences that form and transform places and environments GE4-2 › explains how interactions and connections between people, places and environments result in change GE4-3 › examines perspectives of people and organisations on a range of geographical issues GE4-4 › discusses management of places and environments for their sustainability GE4-5 › explains differences in human wellbeing GE4-6 › acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7 › communicates geographical information using a variety of strategies GE4-8

HISTORY SEMESTER (one semester only)

Students describe the nature of history and archaeology, and explain their contribution to an understanding of the past. They describe major periods of historical time and sequence events, people and societies from the past. Students recognise and explain patterns of change and continuity over time and explain the causes and consequences of events and developments. They describe and assess the motives and actions of people in the past. Students demonstrate an understanding of the causes and effects of events, past societies and developments over time. Students sequence events and developments within a chronological framework with reference to periods of time. They select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. They identify and describe the meaning, purpose and context of historical sources and use the evidence from these sources to support historical narratives and explanations. They identify and describe different contexts, perspectives and interpretations of the past. Students identify and explain different points of view in sources. They develop texts, particularly descriptions and explanations. In developing these texts, and organising and presenting their findings, they use historical terms and concepts. They use evidence in sources and acknowledge their sources of information. They select and use appropriate oral, written, visual and/or digital forms to communicate about the past. Students undertake a relevant site study either by visiting an actual site or through a virtual source.

Assessment Schedule

Task 1 Task 2

Task Name A Significant Eqyptian

Research. Summative History Examination

Task type Historical research In class examination

Timing Semester 1 Students Research assignment due

Term 1 week 7 Term 2 week 4

Timing Semester 2 Students Research assignment due

Term 3 week 7 Term 4 week 6

Outcomes HT 4.5, HT 4.6, HT 4.8, HT 4.9,

HT 4.10. HT 4.1, HT 4.2, HT 4.3, HT 4.6,

HT 4.9.

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed 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

HT4-5 identifies the meaning, purpose and context of historical sources

HT4-6 uses evidence from sources to support historical narratives and explanations

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

DRAMA

Students will develop knowledge, understanding and skills, individually and collaboratively through

making, performing and appreciating drama. Improvisation is the basis of most areas of study,

leading to an investigation of comedy as a dramatic form. Students investigate their skills by

creating characters based on a given text. The final unit is a Playbuilding unit where students

improvise, edit and perform their own devised play based around a myth or legend.

Assessment Schedule

Task 1 Task 2 Task 3

Task Name Comedy Character & Script work

Playbuilding

Task type In class project work and

written task In class project work

and written task Devising/Making

Timing Term 2 Week 7

Term 3 Week 7

Term 4 Week 5

Outcomes 4.1.2, 4.1.4, 4.2.1, 4.3.2

4.1.3, 4.1.4, 4.2.1, 4.3.1

4.1.2, 4.1.4, 4.2.3, 4.3.1

Weighting 30% 30% 40%

Outcomes Assessed A student: 4.1.2 improvises and playbuilds through group-devised processes

4.1.3 devises and enacts drama using scripted and unscripted material

4.1.4 explores a range of ways to structure dramatic work in collaboration with others

4.2.1 uses performance skills to communicate dramatic meaning

4.2.3 explores and uses aspects of dramatic forms, performance styles, theatrical conventions

and technologies to create dramatic meaning

4.3.1 identifies and describes elements of drama, dramatic forms, performance styles,

techniques and conventions in drama

4.3.2 recognises the function of drama and theatre in reflecting social and cultural aspects of

human experience

MUSIC

Students are engaged in a unit of work that involves performing, composing and listening activities grouped around some aspects of Australian and foreign percussion music. The students will prepare a group composition and performance using a combination of graphic and traditional notation using environmental and home-made instruments based on resources “Music from the Bush and “Stomp Out Loud” as a stimulus. After their initial compositional work using environmental sounds and graphic notation, students will reflect on their initial composition and performance, to develop a “Stomp” inspired composition that they will submit using the percussion template on Sibelius and perform.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Weighting

Total %

Task

STOMP

Part A:

Composition

Part B: Performance

Ukulele Performance

Yearly Examination

Timing

Part A: Term 1

Week 10/11

Part B: Term 2 Week 5/6

Term 4

Week 4/5

Term 4

Week 5/6

Task is wholly completed in class

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

4.7, 4.8 4.4, 4.5, 4.6,

4.7 4.1, 4.2,

4.3,4.7, 4.8

Syllabus

Component: Composition

Performance

Performance

Listening

Perform 12.5 12.5 25%

Compose 25 25%

Listen 50 50%

Outcomes Assessed

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

4.4 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 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

VISUAL ARTS

Visual Arts fosters interest and enjoyment in the making and studying of art. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Year 7 students will be exploring the principles and elements of Art through portraiture and Australian Art. Through their studies of art and their own artmaking practice students will ask the big question of “does Art have power?”, focusing on making artworks that communicate ideas and have meaning.

Assessment Schedule

Task 1 Task 2 Task 3

Task Name

Part A: Research Task Part B: Artmaking Tasks

Part A: Research Task Part B: Artmaking Task

Part A: Research Task Part B: Artmaking

Task type

Part A: Research Assignment Part B: In class artmaking

Part A: Research Assignment Part B: In class artmaking

Part A: Research Assignment Part B: In class artmaking

Timing

Part A: Term 1 Week 7/8 Part B: In class ongoing

Part A: Term 3 Week 9/10 Part B: In class ongoing

Part A: Term 4 Week 3/4 Part B: In Class Week 8

Outcome Part A: 4.8, 4.10 Part B: 4.1, 4.4

Part A: 4.7, 4.9 Part B: 4.3, 4.4

Part A: 4.7, 4.10 Part B: 4.3, 4.6

Weighting Part A: 20% Part B: 20%

Part A: 10% Part B: 20%

Part A: 10% Part B: 20%

Outcomes Assessed

4.1 uses a range of strategies to explore different artmaking conventions and procedures to

make artworks

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

4.6 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

FRENCH ADVANCED & FRENCH EXTENSION

The students will study topics within the themes of Personal World, Relationships, School

Experiences, Daily life and Interests.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Weighting

Task Name Listening Speaking

Half-Yearly

Test Culture Project YearlyTest

Task type Aural, oral

practical tests Reading,

writing test

Oral and written class presentation

Aural, reading,

writing test

Timing Term 1 Week 8

Term 2 Week 4

Term 3

Weeks 8

Term 4 Week 6

Outcomes

4.UL.1, 4.UL.3

4UL.2, 4.UL.4 4.UL3, 4.UL.4,

4.MLC.1

4UL.1, 4.UL.2

4.UL.4

Syllabus Component

Speaking in French

10 10

20

Listening and Responding

10 15

25

Reading and Responding

15 15

30

Writing in French

10 15 25

Weighting 20% 25% 25% 30% 100%

Outcomes Assessed :

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

LANGUAGES TASTER COURSE Year 7 students study three languages in Year 7: Chinese, French and Japanese.

Each language is studied for one Term and cultural studies are covered in Term 4. Grades will be

allocated for Semester 1 and 2 reports.

Students will complete cultural research on set topics and a class presentation at the end of each

term.

Grade Descriptors for all Languages

Grade Description of student performance

A Displays an excellent understanding of the set language and vocabulary Communicates effectively Demonstrates an excellent understanding of the culture of (language)

communities Classwork booklet is completed to an excellent standard.

B Displays a high level of understanding of the set language and vocabulary Communicates confidently Demonstrates a high level of understanding of the culture of (language)

communities Classwork booklet is completed to a high standard.

C Displays a sound understanding of the set language and vocabulary Communicates with some degree of confidence Demonstrates a sound understanding of the culture of (language)

communities Classwork booklet is completed to a sound standard.

D Displays a basic understanding of the set language and vocabulary Communicates with guidance Demonstrates a basic understanding of the culture of (language)

communities Classwork booklet is completed to a basic standard.

E Displays a very limited understanding of the set language and vocabulary Communicates with prompting Demonstrates an elementary understanding of the culture of (language)

communities Classwork booklet is mostly incomplete.

Outcomes assessed

Displays an understanding of basic language and vocabulary

Communicates in speaking and writing using set vocabulary and sentence

structures

Demonstrates an appreciation of aspects of the culture of the (Language)

community

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Personal Development, Health and Physical Education (PDHPE) contributes significantly to the

cognitive, social, emotional, physical and spiritual development of students. It provides

opportunities for students to learn about, and practise ways of, adopting and maintaining a

healthy, productive and active life. It also involves students learning through movement

experiences that are both challenging and enjoyable, and improving their capacity to move with

skill and confidence in a variety of contexts. It promotes the value of physical activity in their lives.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Creating

connections

Practical Skills

Indigenous

Games and

Dance

Balanced

Lifestyles

Practical Skills

Soccer and

Basketball

Task type Written theory

task

Practical skills,

attitude and

participation

Research and

create brochure

Practical skills,

attitude and

participation

Timing Term 1

Week 10

Ongoing

throughout

Semester 1

Term 3

Week 8

Ongoing

throughout

Semester 2

Outcomes 4.1, 4.2 & 4.3 4.4, 4.5, 4.14 4.6, 4.8, 4.9 4.4, 4.5, 4.14

Weighting 25% 25% 25% 25%

Outcomes Assessed

4.1 A student describes and analyses the influences on a sense of self.

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

supported.

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

of power.

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

4.5 A student combines the features and elements of movement composition to perform in a

range of contexts and environments.

4.6 A student describes the nature of health and analyses how health issues may impact on

young people.

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

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

4.14 A student engages successfully in a wide range of movement situations that displays an

understanding of how and why people move

TECHNOLOGY (MANDATORY)

The study of Technology (Mandatory) ensures that all students learn about and work with

contemporary and advancing technologies that shape the world in which we live. Technology

(Mandatory) encourages them to embrace new ideas, value risk taking and learning through trial

and error. Students will experience a diverse range of learning experiences through the

undertaking of practical projects that will develop independent learning and project management

skills.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Structural Design – Egg Drop

Emerging Innovation

Project Work Project Evaluation

Task type

Design process documented in A4 folder and egg drop package completed in class

Research task

Select project undertaken in term 2 or 3 for assessment

Written task completed in class uploaded to Moodle

Timing Term 1 Week 9

Term 2 Week 8

Term 3 Week 10

Term 4 Week 2

Outcomes 4.2.1, 4.5.1, 4.5.2 4.1.2, 4.4.1, 4.6.2 4.2.1, 4.5.1, 4.5.2 4.6.1, 4.6.2

Weighting % 30 20 30 20

Outcomes Assessed

4.1.2 Describes factors influencing design in the areas of study of Built Environments, Products,

and Information and Communications

4.2.1 Generates and communicates creative design ideas and solutions

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 responds 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