YEAR 8 ASSESSMENT HANDBOOK · Assessment Schedules and Handbook The use of a schedule separates the...
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YEAR 8
ASSESSMENT HANDBOOK
2020
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CONTENTS
Assessment Schedule and Handbook 3 Assistance with Assessment Tasks 3 Submission of Assessment and Late Policy 3 Accident, Misadventure and Extension Requests 4 Malpractice in Assessment Tasks 4 Misbehaviour and Electronic Devices during Assessment Tasks 4 Non-serious or Unsatisfactory attempts of Assessment Tasks 4 Failing to Submit Assessment Tasks 5 Examination Rules 5 Program of Improvement 6 Special Provisions 7 Appeal Requests 7 Calendar of Assessment for Year 8 2020 8 My Assessment Calendar 2020 9 Drama 10 English 11 Geography 12 History 13 Languages Other Than English 14 Mathematics 15 Performing Arts: Dance 17 Performing Arts: Instrumental 18 Performing Arts: Visual Art 19 Performing Arts: Vocal 20 PDHPE 21 Science 22 Technology Mandatory 24 Visual Arts 25 Appendix: Variation Forms – Accident, Misadventure, Extension, Appeal 26
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Assessment Schedules and Handbook
The use of a schedule separates the times for assessment so that there is less pressure for
students to complete tasks and examinations concurrently. The schedule outlines the
nature of the assessment, its weighting, and NESA syllabus outcomes identified by the
school’s faculty.
Throughout the year you will receive written notifications for each assessment task. This
will include the details of what the task requires, weighting, due date, outcomes, and
marking criteria. You will receive these at least two weeks in advance of the due date.
Assistance with Assessment Tasks
If you are having trouble completing your assessment tasks don’t hesitate to ask for help.
The following people are available to assist you:
• Your teacher
• The Head Teacher of the subject
• The Learning and Support Teachers
• The Head Teacher of Teaching and Learning
• The teachers who can be found in the Homework Hub after school from 3-4pm.
Submission of Assessment and Late Policy
Students are expected to submit their assessment tasks during the period the class meets on the
due date. Students submitting assessment tasks at the staff room should only submit these tasks
to their teacher or a nominated representative from the faculty. If the task is collected by anyone
else the student MUST ask for a signed submission receipt.
Students who wish to submit their assessment task in the due date but later than the class time
MUST negotiate an alternative time with their class teacher. Late penalties will apply after this.
Year 7-10 will lose 10% of the final mark for every consecutive school day that the assessment task
remains outstanding. This will occur for 3 consecutive school days. On the 4th day the student will
receive zero for the task.
Year 11-12 students will receive a zero for failing to submit their assessment task by the due date
unless they have a doctor’s certificate stating the nature of their absence. This is in line with
NESA’s ACE manual.
If you are absent on the due date you must submit the assessment task with a doctor’s certificate
on the first day that you return to school, whether you have the class or not. Failure to supply a
doctor’s certificate may result in a zero being awarded for the task.
Students are to submit a hard copy of the assessment task. USBs or emails will only be accepted in
exceptional circumstances or with the approval of a class teacher or Head Teacher of the course.
Technology failure including printing issues, USB or file issues, or email issues, does not
constitute a valid reason for an extension or for not submitting or completing an assessment task
by the due date.
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Accident, Misadventure and Extension Requests
Requests for extensions should be made in writing and submitted to the faculty Head Teacher at
least one week before the due date.
Students completing a VET subject have a mandatory 35 hour Work Placement. Whilst students
have the responsibility of maintaining their coursework in their absence, they are entitled to
receive and extension of one week for assessments that are issued during a Work Placement to
ensure they have enough time to complete the task.
Accident and Misadventure requests can be made by student on the day a task is due. Students
need to discuss their reasons for Accident and Misadventure with the Principal or the Deputy.
Once granted, students will be given an estimate for their performance in the missed task by
averaging their performance on other assessment tasks conducted in the course. Students have
the right to appeal to the Principal if an Accident and Misadventure Request or an Extension
Request has been denied.
Malpractice in Assessment Tasks
Claims of malpractice including plagiarism and cheating must be proven before mark reduction can
occur. Students may only receive marks on their own work and the teacher will only mark the
sections that have not been plagiarised and will mark according to the marking criteria.
Students who have completely plagiarised their assessment will receive a zero and a letter or
concern (Years 7-9) or an N Award Warning Letter (Year 10-12). Students must show ethical
scholarship by learning how to summarise and write in their own words.
Misbehaviour and electronic devices during Assessment Tasks
In 2017, NESA issued a memo stating that students in the HSC are not to bring electronic devices
into HSC examinations and may receive a zero for contravening this policy. To reinforce this
message students will not be allowed to use electronic devices, unless prescribed in the
assessment task, at any time in class whilst an assessment is running.
Students need to learn how to manage their behaviour during times when they have finished their
examination. Students are encouraged to review and edit their papers to use up the allotted time
appropriately.
Students who misbehave during assessment tasks will be given an appropriate consequence for
their actions. Students who are ejected from an assessment task should have their paper removed
and the time they left the assessment recorded on the top of their paper including details of the
disruption. A suitable penalty with your Head Teacher should be negotiated afterwards.
Non-serious or Unsatisfactory attempts of Assessment Tasks
Students must make a satisfactory attempt at an Assessment Task. Assessments are designed so
all students should be able to attempt at least 50% of the task.
Once a submission has been deemed as a non-serious attempt, the teacher will issue you with a
Letter of Concern (Year 7-9) or N Award Warning Letter (Year 10-12). Refer to the N-Award Process
Flow Chart for further information.
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Failing to Submit Assessment Tasks
When students fail to submit assessments or are not working in a sustained and diligent manner in
class either an N Award Warning Letter or a Letter of Concern will be issued depending on the
student’s year group.
Year 7-9 will received a Letter of Concern. Year 10-12 will receive either a ROSA N Award Warning
Letter or an HSC N Award Warning Letter. Staff will follow the N-Award Process Flow Chart.
Students are still required to submit a satisfactory attempt of the assessment, even though a zero
will be rewarded. Students may be placed on a Program of Improvement if they fail to satisfy the
course completion requirements. This may led to them being N-Determined in a course and NESA
will be notified appropriately, which may make students ineligible to receive the ROSA, the HSC, or
AQF Vet Qualifications for their course.
Students may also be placed on Loss of Privileges, which could impact on their ability to attend
school events like Formals, Picnics and Graduation Assembly.
Examination Rules
Besides the general rules of assessment as set out in the Assessment Handbook, students must
observe the following rules before, during, and after examinations:
• Follow the instructions of supervising staff at all times both outside and inside the examination area.
• Be prepared by taking a toilet break before the examination commences. Students may be escorted to the
toilet by a supervising teacher during examinations.
• Turn off all electronic devices including phones, digital devices and screens prior to entering the examination
area. Electronic devices including head phones must be kept in bags at all times and may not be in the
examination room at all.
• Be on time for examinations. Late arrivals must be able to explain a serious misadventure to the supervising
teacher to be allowed to sit for the examination.
• Assemble ten (10) minutes before the commencement of the examination in the area directly outside the
examination room.
• Leave bags, books, folders, pencil cases and notes in the allocated space for the duration of the examination.
Students will not be allowed to access these during the course of the examination.
• Do not talk once you have entered the examination area.
• Provide your own working writing implements and calculators. Students will not be allowed to borrow
equipment from others or from the school during examinations.
• Do not bring any paper into the examination room as writing booklets will be provided.
• Wear full school uniform during examination sessions.
• Inform the Head Teacher of the subject on the morning of, or prior to, the examination if you will be absent
and arrange a new time to complete the examination in. Students who fail to do this may face similar penalties
as per the Assessment Handbook.
• Provide a doctor’s certificate to justify any absence from an examination. This certificate must be signed by the
appropriate Head Teacher as a copy will be held on file for future reference.
• You will be expected to stay in the examination room until the end of the scheduled period of time for your
examination
• Respect the rights of others by behaving appropriately at all times in the examination room.
• Students may bring in a bottle of water in an unlabelled clear bottle.
• Students must follow the directions/instructions as set out on the examination papers.
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Consequences of breaching these Examination Rules
Students who transgress any of the rule some or all of the following consequences:
1. Directed to leave the examination room immediately;
2. Have zero awarded for their paper/or;
3. Face further disciplinary measures as deemed appropriate by the Principal
Program of Improvement
The Program of Improvement Team will be targeting students at risk of not satisfactorily
completing their HSC courses. Hopefully through early intervention strategies students will be able
to successfully complete their course requirements.
However, after recommendations from the Program of Improvement Team, the Principal may
determine that a student has not satisfactorily met HSC course completion requirements by failing
to:
• Work in a sustained and diligent manner on class work and/or assessment tasks,
• Successfully complete 50% or more of the final assessment marks for the course,
• Achieve all or some of course outcomes as a result of attendance less than 85%, or
• Redeem a Program of Improvement.
Students at risk of not meeting course completion requirements will be interviewed by the Deputy
Principal or Head Teacher of Teaching and Learning. Parents will be notified by letter and/or phone
call that their child will be placed on a Program of Improvement.
The Program of Improvement will clearly:
• Identify the student’s non completed assessment tasks or course work in each course,
• Provide directions on how to meet the requirements of the Program of Improvement
• Outline a due date for the assessment tasks with at least two weeks notification from the
date of issue of the Program of Improvement documentation, and;
• Nominate measures that have been put in place to assist the student (IE. The Homework
Hub, tutor availability during Study Periods).
After that time, if the student fails to satisfactorily complete the Program of Improvement, the
Principal will:
• Issue a Final N-Determination Letter to the student and their parent,
• Notify the NSW Education Standards Authority (NESA) via the Schools Online website,
• Advise the student of the Final N-Determination, its consequences, and the student’s right
to a school review and subsequent appeal to the NSW Education Standards Authority using
the form supplied by NESA,
• Calculate an assessment mark incorporating the marks for those tasks submitted and a zero
for each task not submitted, and
• Keep a digital and hard copy of this information required in the case of an appeal to NESA.
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Special Provisions
Students may require special provisions to support them throughout an assessment task. These
provisions may include:
• Assistive technology - This generally does not include access to computers or laptops
• Reader and Writer Support
• Additional time to support students with additional needs
• Coloured papers
• Different sized font papers
Students requiring special provisions for assessment must speak to their Year Adviser and class
teachers before the assessment task is due so these teachers can ensure that the processes are in
place to best support you. This will ensure students receive equitable treatment under the
Assessment Policy.
Special provisions will require an interview with a member of the Learning and Support Team and
will involve some testing and a formal application to NESA, especially in Years 11 and Year 12.
Appeal Requests
Appeal Requests can be made when you have:
• Sought and been denied an Accident and Misadventure Request,
• Sought and been denied an Assessment Extension Request,
• Been issued with a N-Award Warning,
• Failed to complete a Program of Improvement and have been awarded an N-Determination
for a course, or
• Had an accident or misadventure during the HSC examination period.
School Based Assessment Appeals
Your appeal request must be made with 48 hours of receiving a rejection from the relevant faculty
Head Teacher, or been issued an N-Award Warning. Appeal requests should only be made in
circumstances where you truly believe the Head Teacher has not considered all the facts in your
case.
You are to complete an Appeal request form and submit it to the Principal, with a copy of the
Accident and Misadventure Request or Assessment Extension Request or Notification of Final N-
Determination Award. It is at the Principal’s discretion whether to uphold your appeal to deny it
after careful consideration of all the circumstances surrounding your appeal request.
Appeals for Accident and Misadventure during the actual HSC period
If you need to submit an appeal for Accident or Misadventure during the HSC examination period
you will need to see the Principal or the HSC Presiding Officer to obtain a NESA Accident and
Misadventure Appeal form and a copy of the Illness/Misadventure Information Guide for Students.
You will be required to submit supporting documentation to substantiate your request. See the
Illness/Misadventure Information Guide for Students for more information regarding this process.
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Assessment Calendar for Year 8 (2020)
Term 1 2020 WK 1-3
4 PA-INS T1
5 GEO T1-1, HIS T1-1
6
7 GEO T1-2, HIS T1-2
8 PA-INS T1A, PA-VOC T1A, TAS T1, PDHPE T1
9 VA T1
10 SCI T1, ENG T1
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Term 2 2020 1
2 GEO T2, HIS T2
3 DRA T1, PA-DANCE T2, PA-VA T1 Half-Yearly Exams: GEO T3, HIS T3, LOTE T2, SCI T2, MAT T1, ENG T2 4
5
6 VA T2
7
8 TAS T1, PDHPE T2
9
10 PA-INS T1B, PA-VOC T1B, DRA T2
Term 3 2020 1
2
3 MAT T2
4
5 GEO T1, HIS T1, PA-INS T2, PA-VOC T2
6 LOTE T3, PA-VA T2, SCI T3
7 VALID Testing
8 PA-DANCE T3, TAS T3, PDHPE T3, VA T3
9 DRA T3
10 PA-INS T1C, PA-VOC T1C, ENG T3,
Term 4 2020 1 PA-INS T1D, PA-VOC T1D
2 GEO T2, HIS T2
3
4 PA-DANCE T4, PA-DANCE T5, PA-VA T4
Yearly Exams: GEO T3, HIS T3, LOTE T4, SCI T4, MAT T3, ENG T4, PDHPE T4 5
6 DRA T4
7 VA T4
8
9
10
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My Assessment Calendar for Year 8 (2020)
Term 1 2020 WK 1-3
4
5
6
7
8
9
10
11
Term 2 2020 1
2
3
4
5
6
7
8
9
10
Term 3 2020 1
2
3
4
5
6
7
8
9
10
Term 4 2020 1
2
3
4
5
6
7
8
9
10
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YEAR 8 DRAMA HEAD TEACHER: MR. SIMPSON
OBJECTIVES OUTCOMES
Demonstrate practical skills in the Performing Arts
A student: 4.1.1 identifies and explores the elements of drama to develop
belief and clarity in character, role, situation and action 4.1.2 improvises and play builds 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.
Demonstrate knowledge and understanding in the Performing
Arts
4.2.1 uses performance skills to communicate dramatic meaning 4.2.2 experiments with performance spaces and production
elements appropriate to purpose and audience 4.2.3 explores and uses aspects of dramatic forms, performance
styles, theatrical conventions and technologies to create dramatic meaning.
Critically analyse and evaluate Performing Arts programs
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
4.3.3 describes the contribution of individuals and groups in drama using relevant drama terminology.
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE Term 2, WK3 Term 2, WK10 Term 3, WK9 Term 4, WK6
OUTCOMES 4.1.1- 4.1.4, 4.2.1- 4.3.3
4.1.4, 4.2.1-4.2.3, 4.3.1-4.3.3
4.3.1-4.3.3 4.1.1 - 4.1.4 4.2.1-4.2.3
Syllabus Components
Component Weighting
MIME & Chorus Work
Scene Work and Reflection
Scene Work
History of Theatre
Presentation
Improvisation & Group
Performance Log
Slapstick & Physical Comedy
Performance
MAKING 30% 10% 5% 10% 5%
PERFORMING 50% 10% 5% 15% 20%
APPRECIATING 20% 5% 10% 5%
TOTAL 100% 25% 20% 30% 25%
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YEAR 8 ENGLISH HEAD TEACHER: MS. BRYANT
OBJECTIVES OUTCOMES
Through responding and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: A. Communicate through speaking, listening, reading, writing, viewing and representing
A student:
• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expressions 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
B. Use language to shape and make meaning according to purpose, audience and context
• EN4-3B uses and describes language forms, features and structures if 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
C. Thinks in ways that are imaginative, creative, interpretative and critical
• EN4-5C thinks imaginatively, creatively, interpretatively and critically about information, ideas and arguments to respond to and compose texts
• EN4-6C identifies and explains connections between and among texts
D. Express themselves and their relationships with other and their world
• 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
E. Learn and reflect on their learning through their study of English
• EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE Term 1, WK10
Term 2, WK3-4
Term 3, WK 10 Term 4, WK4-5,
OUTCOMES EN4-3B, EN4-4B, EN4-8D
EN4-1A, EN4-7D
EN4-5C, EN4-6C
EN4-2A, EN4-9E
Syllabus Components
Component Weighting
Text Types Environmental
Study
Half-Yearly Exam
Novel Study Yearly Exam
TOTAL 100% 25% 25% 25% 25%
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YEAR 8 GEOGRAPHY (Semester Course) HEAD TEACHER: MS. HARDAKER
Objectives Students will:
Stage 4 Outcomes
A student:
Students:
• develop knowledge and understanding of the features and characteristics of places and
environments across a range of scales
• develop knowledge and understanding of interactions between people, places and
environments
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
• apply geographical tools for geographical inquiry
• develop skills to acquire, process and communicate geographical information
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
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE T1/3, WK5&7
T2/4, WK2
T2, WK3-4 or
T4, WK4-5 PROGRESSIVE
OUTCOMES 4-1, 4-2, 4-3, 4-5,
4-7, 4-8 4-7, 4-8 ALL ALL
Syllabus component
Component Weighting
Research Task Skills Booklet Final Exam Classwork and
Participation Mark
Acquiring geographical information
30% 15%
10% 5%
Processing Geographical information
35% 5%
10% 15% 5%
Communicating geographical information
35%
10%
5% 10% 10%
Total 100% 30% 25% 25% 20%
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YEAR 8 HISTORY (Semester Course) HEAD TEACHER: MS. HARDAKER
OBJECTIVES OUTCOMES
Students:
• develop knowledge and understanding of the nature of history and significant changes and developments from the past, the modern world and Australia
• develop knowledge and understanding of ideas, movements, people and events that shaped past civilisations, the modern world and Australia.
A student: 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
• develop skills to undertake the process of historical inquiry.
HT4-5 identifies the meaning, purpose and context of historical sources HT4-6 uses evidence from sources to support historical narratives, 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
• develop skills to communicate their understanding of history.
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
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE T1/3, WK5&7
T2/4, WK2
T2, WK3-4 or
T4, WK4-5 PROGRESSIVE
OUTCOMES 4-1, 4-2, 4-3, 4-5,
4-7, 4-8 4-7, 4-8 ALL ALL
Syllabus component
Component Weighting
Research Task Skills Booklet Final Exam Classwork and
Participation Mark
Historical Tools 25% 5%
10% 5% 5%
Source Material 20% 5% 5% 5% 5%
Collecting, analysing, and organising
historical information 30% 15% 10% 5%
Communication 25% 5% 5% 10% 5%
TOTAL 100% 30% 20% 30% 20%
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YEAR 8 LANGUAGES OTHER THAN ENGLISH HEAD TEACHER: MS. HARDAKER
OBJECTIVES OUTCOMES
Interacting – exchanging
information, ideas and opinions, and socialising, planning and negotiating
A student: LIT4-1C uses Italian/Spanish to interact with others to exchange information,
ideas and opinions, and make plans
Accessing and responding – obtaining, processing and responding to information through a range of spoken, written, digital and/or multimodal texts
LIT4-2C identifies main ideas in, and obtains information from texts
LIT4-3C organises and responds to information and ideas in texts for different
audiences
Composing – creating spoken, written, bilingual, digital and/or multimodal texts
LIT4-4C applies a range of linguistic structures to compose texts in Italian,
using a range of formats for different audiences
Systems of language – understanding the language system, including sound, writing, grammar, text structure; and how language changes over time and place
LIT4-5U applies Italian pronunciation and intonation patterns
LIT4-6U applies features of Italian grammatical structures and sentence
patterns to convey information and ideas
LIT4-7U identifies variations in linguistic and structural features of texts
The role of language and culture – understanding and reflecting on the role of language and culture in the exchange of meaning, and considering how interaction shapes communication and identity
LIT4-8U identifies that language use reflects cultural ideas, values and beliefs
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE PROGRESSIVE T2, WK3-4 T3, WK6 T4, WK4
OUTCOMES UL.1, UL.3,
MLC.1 UL.2, UL.4 MLC2, MB1 UL.2, UL.4
Syllabus Components
Component Weighting
In Class Vocabulary Acquisition
Half-Yearly Exam
Listening Task Yearly
Listening and Responding
25% 5% 20%
Reading and Responding
35% 15% 20%
Speaking 20% 20 %
Writing 20% 10% 10%
TOTAL 100% 25% 25% 20% 30%
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YEAR 8 MATHEMATICS HEAD TEACHER: MR. CAMPBELL
OBJECTIVES OUTCOMES
Students will: Working Mathematically develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematics concepts, choosing and applying problem solving skills and mathematical techniques, communication and reasoning
Communicating Problem Solving Reasoning
Students 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
Number and Algebra Develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisations
Computation with Integers Financial Mathematics Ratios and Rates Algebraic Techniques Indices Equations
MA4-4NA compares, orders and calculate with integers, applying, a range of strategies to aid computation 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 integers and zero indices of numerical bases. MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations.
Measurement and Geometry Identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems
Area Volume Properties of Geometrical Figures
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 MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determine congruent triangles to find unknown side lengths and angles
Statistics and Probability Collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgments
Single Variable Data Probability
MA4-20SP uses single sets of data using measures of location and range MA4-21SP represents probability of simple and compound events
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YEAR 8 MATHEMATICS CONTINUED
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3
DATE DUE Term 2, WK3-4
Term 3, WK3 Term 4, WK4-5
OUTCOMES
MA4-1WM MA4-2WM MA4-3WM MA4-8NA MA4-9NA
MA4-13MG MA4-20SP
MA4-1WM MA4-2WM MA4-3WM MA4-7NA
MA4-1WM MA4-2WM MA4-3WM MA4-4NA MA4-6NA MA4-7NA MA4-8NA MA4-9MA MA4-10NA MA4-13MG MA4-14MG MA4-17MG MA4-20SP MA4-21SP
Syllabus Components Component Weighting
Half Yearly Exam
Released Test Yearly
Examination
TOTAL 100% 30% 25% 45%
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YEAR 8 PERFORMING ARTS: DANCE (Semester Course) HEAD TEACHER: MR. SIMPSON
OBJECTIVES OUTCOMES
Students will: 1. develop knowledge, understanding and skills about dance as an artform through dance performance as a means of developing dance technique and performance quality to communicate ideas
A student 4.1.1 demonstrates an understanding of safe dance practice and
appropriate dance technique in the performance of combinations, sequences and dances
4.1.2 demonstrates aspects of the elements of dance in dance performance
4.1.3 demonstrates an understanding of aspects of performance quality through the performance of locomotor and non-locomotor combinations, sequences and dances
2. develop knowledge, understanding and skills about dance as an artform through dance composition as a means of creating and structuring movement to express and communicate ideas=
4.2.1 identifies and explores aspects of the elements of dance in response to a range of stimuli 4.2.2 composes dance movement, using the elements of dance, that communicates ideas
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
DATE DUE
Term 1,
WK8
Term 2, WK4
Term 3, WK8
Term 4, WK4
Term 4, WK4
OUTCOMES 4.1.1 4.2.1 4.2.1 4.1.1 4.2.1
Syllabus Components
Component Weighting
Practical Test
Composition Task
Examination Practical Test Composition
Task
Performance 50% 25% 25%
Composition Assignment
40% 25% 15%
Listening 10% 10%
TOTAL 100% 25% 25% 10% 25% 15%
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YEAR 8 PERFORMING ARTS – INSTRUMENTAL HEAD TEACHER: MR. SIMPSON
OBJECTIVES OUTCOMES
Students will: 1. Develop knowledge understanding and skills
in the musical concepts through performing as a means of self expression
A student:
• Demonstrates skills in the Performing Arts
2. Develop knowledge understanding and skills in the musical concepts through composing as a means of self expression, musical creation and problem solving
• Critically analyses and evaluates Performing Arts Programs
3. Develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness.
• Demonstrates knowledge and understanding in the Performing Arts
YEAR 8 ASSESSMENT TASK 1 TASK 2
DATE DUE
PART A: Term 1, WK4 PART B: Term 2, WK10 PART C: Term 3, WK10 PART D: Term 4, WK1
Term 3, WK5
OUTCOMES 4.1-4.3
4.10-4.12 4.10-4.11
Syllabus Components Component Weighting
In Class Performance Performance
Listening
Performance 70% 70%
Musicology/ Composition
30% 30%
TOTAL 100% 70% 30%
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YEAR 8 PERFORMING ARTS – VISUAL ART HEAD TEACHER: MR. SIMPSON
OBJECTIVES Area of Content OUTCOMES
Students will: 1. develop knowledge,
understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames
Practice A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks
Conceptual framework
4.2 explores the function of and relationships between artist – artwork – world – audience
Frames 4.3 makes artworks that involve some understanding of the Frames
Representation 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
Conceptual strength and meaning
4.5 investigates ways to develop meaning in their artworks
Resolution 4.6 selects different materials and techniques to make artworks
Critical and historical studies
OBJECTIVES Area of Content OUTCOMES
Students will: 2. develop knowledge,
understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames
Practice A student: 4.7 explores aspects of practice in critical and historical interpretations of art
Conceptual framework
4.8 explores the function of and relationships between the artist – artwork – world – audience
Frames 4.9 begins to acknowledge that art can be interpreted from different points of view
Representation 4.10 recognises that art criticism and art history construct meanings
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3
DATE DUE Term 2, WK3-4 Term 3, WK6 Term 4, WK4
OUTCOMES 4.1-4.6 4.7-4.10 4.1-4.6
Syllabus Components
Component Weighting
Artmaking and VAPD
Critical and Historical Study
Artmaking and VAPD
Practice 70% 40% 30%
Critical/ Historical study
30% 30%
TOTAL 100% 40% 30% 30%
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YEAR 8 PERFORMING ARTS – VOCAL HEAD TEACHER: MR. SIMPSON
OBJECTIVES OUTCOMES
Students will: 1. develop knowledge understanding and
skills in the musical concepts through performing as a means of self expression
A student: Demonstrates skills in the Performing Arts
2. develop knowledge understanding and skills in the musical concepts through composing as a means of self expression, musical creation and problem solving
Critically analyse and evaluate Performing Arts Programs
3. Develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness.
Demonstrate knowledge and understanding in the Performing Arts.
YEAR 8 ASSESSMENT TASK 1 TASK 2
DATE DUE
PART A: Term 1, WK4 PART B: Term 2, WK10 PART C: Term 3, WK10 PART D: Term 4, WK1
Term 3, WK5
OUTCOMES 4.1-4.3
4.10-4.12 4.10-4.11
Syllabus Components Component Weighting
In Class Performance Performance
Listening
Performance 70% 70%
Musicology/ Composition
30% 30%
TOTAL 100% 70% 30%
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YEAR 8 PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION HEAD TEACHER: MR. SAFADI
OBJECTIVES OUTCOMES
Knowledge and understanding • PD4-1 examines and evaluates strategies to manage current 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 resource sot 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
Skills • PDe-9 practises self-management skills in familiar and unfamiliar scenario
• PDe-10 use interpersonal skills to effectively interact with others
• PDe11 demonstrates how the body moves in relation to space, time, objects, effort and people
YEAR 8 ASSESSMENT
TASK 1
TASK 2
TASK 3 TASK 4
PROGRESSIVE
DATE DUE T1, WK8 T2, WK8 T3, WK8 T4, WK5
Ongoing
OUTCOMES All All All All
All
Syllabus Components
Component Weighting
Task 1 Task 2 Task 3
Task 4
Ongoing
TOTAL 100% 20% 20% 20% 20%
20%
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YEAR 8 SCIENCE HEAD TEACHER: MR. CHOUKAIR
OBJECTIVES OUTCOMES Values and Attitudes Students will:
• develop an appreciation of the contribution of science to finding solutions to personal, social and global issues relevant to their lives now and in the future
• develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens
• develop interest and positive, informed values and attitudes towards science and technology
• recognise the importance and relevance of science and technology in their lives now and for their future
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 uses, 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
Skills
• develop knowledge, understanding of and skills in applying the processes of Working Scientifically
• develop knowledge, understanding of and skills in applying the processes of working technologically.
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 identified problems and questions
SC4–6WS follows a sequence of instructions to safely undertake a range of investigation types collaborative and individually
SC4-7WS processes and analyses data from first hand investigation and secondary sources to identify tends, patterns and relations and draw conclusions
SC4- 8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems.
8C4- 9 WS presented science ideas, findings and information to a given audience, using appropriate scientific language, text types and representations
Knowledge and Understanding
• develop knowledge of the physical world, earth, space, living world, chemical; world, and understanding about the nature, development, use and influence of science
• develop knowledge of the natural environment through understanding the physical world, earth and space and the living world
• Develop knowledge and understanding of the natural environment and the made environment through the material world
• Develop knowledge and understanding of the made environment through built environments, information and products
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 related the structue 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 behavior 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.
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YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE T1, WK10 T2, WK3-4 T3, WK6 T4, WK4-5
OUTCOMES 2VA, 5WS, 6WS, 8WS, 9WS, 12ES
3VA, 6WS, 12ES, 14LW, 15LW, 17CW
1VA, 6WS, 9WS, 14LW
1VA, 7WS, 10PW, 12ES, 13ES, 14LW,
15LW, 16CW, 17CW
Syllabus Components
Component Weighting
Investigating the Solar
System and Beyond (STEM)
Half-Yearly Exam
Research and
application – The Periodic
Table
Yearly Exam
TOTAL 100% 25% 25% 20% 30%
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YEAR 8 TECHNOLOGY MANDATORY HEAD TEACHER: MR. KOTYK
Objectives
Students develop knowledge and understanding of:
• practical skills with tools, materials and processes while working safely, independently and collaboratively on design projects
• thinking skills when designing and producing digital and non-digital solutions
• skills in project management and evaluation when designing and producing solutions
• how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions
• how data is used in the development and automation of digital solutions
• the role of people and technologies in developing innovative solutions for preferred futures
Outcomes
Design and Production Skills
A student:
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
YEAR 8 FOCUS AREAS
for ASSESSMENT Materials Digital Technologies
TASK 1 Task 2 Task 3
DATE DUE Term 1, WK 8 Term 2, WK 8 Term 3, WK 8
OUTCOMES TE4-8EN
TE4-9MA
TE4-7DI
TE4-10TS
TE4-4DP
TE4-2DP
Syllabus Component Materials Technology –
Practical Project Digital Portfolio Coding Product
TOTAL 30 % 30 % 40 %
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YEAR 8 VISUAL ARTS (Semester Course) HEAD TEACHER: MR. SIMPSON
Art Making
OBJECTIVES Area of Content OUTCOMES
Students will: develop knowledge, understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames
Practice A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks
Conceptual framework
4.2 explores the function of and relationships between artist – artwork – world – audience
Frames 4.3 makes artworks that involve some understanding of the frames
Representation 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
Conceptual strength and
meaning
4.5 investigates ways to develop meaning in their artworks
Resolution 4.6 selects different materials and techniques to make artworks
Critical and historical studies
OBJECTIVES Area of Content OUTCOMES
Students will: develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames
Practice A student: 4.7 explores aspects of practice in critical and historical interpretations of art
Conceptual framework
4.8 explores the function of and relationships between the artist – artwork – world – audience
Frames 4.9 begins to acknowledge that art can be interpreted from different points of view
Representation 4.10 recognises that art criticism and art history construct meanings
Students will be required to have a Visual Arts Diary to complete their work in.
YEAR 8 ASSESSMENT TASK 1 TASK 2 TASK 3 TASK 4
DATE DUE T 1 Wk 9 T2 Wk 6 T3 Wk 8 T4 Wk 7
OUTCOMES 4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8
4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8, 4.9
4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8
4.1,4.2,4.3,4.4, 4.5, 4.6, 4.7,4.8, 4.10
Syllabus Components
Component Weighting
Task 1 Task 2 Task 3 Task 4
Practice 70% 10% 20% 20% 20%
Critical/ Historical
study 30% 5% 5% 10% 10%
TOTAL 100% 15% 25% 30% 30%
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APPENDIX
VARIATION FORMS
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Accident or Misadventure Application
Student Name: ________________________________________________ Year: ____________________
Parent Name: ________________________________________________ Phone No: ________________
Assessment Task Details:
Course Name: _______________________________________________ Teacher: __________________
Task No: ______ Weighting: ___________ Date Due: _________________
Task Title: _______________________________________________________________________________
Request Details:
Tick the appropriate box and write a brief reason for your request.
Accident Personal Crisis Illness Other
Supporting Documentation:
Tick the appropriate box and staple the supporting documentation
Note: Parent letter will only be accepted in the event of a personal crisis. Doctor’s certificate will be required for all
absences missed due to illness.
Doctor’s Certificate Parent Letter No documentation supplied
Student’s Signature: ___________________________ Teacher’s Signature: _________________________
Date Received: _______________________
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Accident or Misadventure Application
Faculty Use Only
Teacher Section: Write Yes or No to the following questions
Did the student notify the school of their inability to attend on the DUE DATE? ______
Was the request form submitted on the student’s first day back? ______
Did the student have their assessment ready to submit on their first day back? ______
Is the student exhibiting a pattern of non-completion on the DUE DATE? ______
Have you spoken to the parent about this request? ______
Teacher Recommendation:
Tick a box and write a brief comment outlining reasons for your recommendation
Support Do not support
Head Teacher Decision:
Request Supported Request Denied
Time and date when assessment will be completed: ______________________________
Alternative Task to be given: Yes No
Estimate for Task to be given: Yes No
Comment:
Head Teacher’s Signature: __________________________________ Date: _______________
Appeals are possible if you are not satisfied with the outcome of your request. All appeals must be submitted in
writing to the Principal within 48 hours of receiving your response. A copy of the completed request form must be
attached to your letter of Appeal
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Assessment Extension Request Application
Assessment Extension Requests must be made at least one week before the DUE DATE unless due to extenuating
circumstances.
Student Name: ________________________________ Year: ____________________
Parent Name: ________________________________ Phone No: ________________
Assessment Task Details:
Course Name: _______________________________ Teacher: __________________
Task No: ______ Weighting: ___________ DATE DUE: _________________
Task Title: _______________________________________________________________
Request Details:
Tick the appropriate box and write a brief reason for your request.
Accident Personal Crisis Illness Other ___________
Reminder: Failure of technology including printing issues DOES NOT constitute a valid reason for not submitting or
completing an Assessment Task by the DUE DATE.
Supporting Documentation:
Tick the appropriate box and staple the supporting documentation
Doctor’s Certificate Parent Letter No documentation supplied
Student’s Signature: _______________________ Teacher’s Signature: ____________________________
Date Received: _______________________
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Assessment Extension Request Application Faculty Use Only
Teacher Section: Write Yes or No to the following questions
Did the student submit the extension request one week before the DUE DATE? ______
Is the student exhibiting a pattern of non-completion on the DUE DATE? ______
Have you spoken to the parent about this request? ______
Teacher Recommendation:
Tick a box and write a brief comment outlining reasons for your recommendation
Support Do not support
Head Teacher Decision:
Request Supported Request Denied
Time and date when assessment will be completed: ______________________________
Alternative Task to be given: Yes No
Estimate or task average to be given: Yes No
Comment:
Head Teacher’s Signature: _____________________________________________ Date: _______________
Appeals are possible if you are not satisfied with the outcome of your request. All appeals must be submitted in
writing to the Principal within 48 hours of receiving your response. A copy of the completed request form must be
attached to your letter of Appeal
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Appeal Request Application
This form must be submitted within 48 hours of receiving a denial for Extension Request, Accident and Misadventure
Request, or receiving an N Determination Warning Letter. Attach a copy of your completed original request form and
supporting documentation.
Student Name: ________________________________________________ Year: ____________________
Parent Name: ________________________________________________ Phone No: ________________
Assessment Task Details:
Course Name: _______________________________________________ Teacher: __________________
Task No: ______ Weighting: ___________ Date Due: _________________
Task Title: _______________________________________________________________________________
Mark Awarded: __________________________________________________________________________
Grounds for Appeal: Tick the appropriate box:
Denied an Assessment Extension request
Denied an Accident and Misadventure request
Issued with a N Determination/Course Warning letter
Issued with a final N Determination letter
Please clearly state the reasons for seeking an Appeal
Student’s Signature: __________________________________ Date: _______________
Parent’s Signature: ___________________________________ Date: _______________
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Appeal Request Application
Principal’s Use Only
Write Yes or No to the following questions
Did the student submit the appeal request within 48 hours of receiving the N Determination Letter? ______
Has the student exhibiting a pattern of non-completion on the due date? ______
Have you spoken to the Head Teacher about this request? ______
Have you spoke with the student or their parent about this request? ______
Principal’s Final Decision:
Tick a box and write a brief comment outlining reasons for your recommendation
Support Do not support
Principal’s Signature: ______________________________Date: __________________________