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Assessment Handbook Year 7 2020

Norwest Christian College Year 7 Assessment Handbook 2020 Page 1

Contents

Building Purposeful Lives and Assessment .............................................................................................................................................. 2

NSW Educational Standards Authority (NESA) Advice on Assessment .................................................................................................. 2

Norwest Assessment Procedures .............................................................................................................................................................. 3

Malpractice .............................................................................................................................................................................................. 4 Plagiarism ................................................................................................................................................................................................ 4 Consequences of Malpractice ............................................................................................................................................................... 4 Late or Non-Submission of a Task due to Illness or Misadventure .................................................................................................. 4 Follow up of Missed tasks ...................................................................................................................................................................... 5 Total Non-Submission/Non-Completion of Task ................................................................................................................................ 5

English ........................................................................................................................................................................................................... 6

HSIE - Geography ......................................................................................................................................................................................... 7

HSIE – History ............................................................................................................................................................................................... 8

Mathematics ................................................................................................................................................................................................. 9

Music ........................................................................................................................................................................................................... 10

PDHPE ......................................................................................................................................................................................................... 11

Science ........................................................................................................................................................................................................ 12

Mandatory Technology ............................................................................................................................................................................. 13

Visual Arts .................................................................................................................................................................................................. 14

Glossary ...................................................................................................................................................................................................... 15

2019 Year 7 Assessment Calendar .......................................................................................................................................................... 16

Norwest Christian College Year 7 Assessment Handbook 2020

Building Purposeful Lives and Assessment

The sixteen dispositions are the key characteristics of successful learners and as such, are crucial to each student’s completion of their assessments.

Parents play an important role in their children’s learning journey throughout the Secondary Years. Where in Primary Years parents may have intervened directly in the learning of their children, as students engage in their secondary studies, it is important for parents to empower their children by progressively allowing them to take up a greater level of responsibility.

The key role of parents of Stage 4 students is to guide or ‘nudge’ their children towards more effective learning behaviours. The most important Building Purposeful Lives Disposition students must develop, in order to successfully manage their assessments, is that of Planning. The BPL Framework defines Planning as, ‘We form a strategic overview of actions that address expectations, safety, resources, timeframes and other parameters, and cater for any problems anticipated.’ Students must learn to successfully plan their time throughout the Secondary Years in order to complete all assessment tasks to the expected level of quality and by the specified due dates.

Parents and students are encouraged to collaboratively consider the BPL Framework, and work towards enhancing their capacity in each of the sixteen dispositions.

NSW Educational Standards Authority (NESA) Advice on Assessment

NESA continues to promote a standard-referenced approach to assessing and reporting student achievement in NSW and the importance of assessment for, as, and of learning as essential components of good teaching and learning.

Assessment

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

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

• Clarifies student understanding of concepts and promotes deeper understanding.

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

Assessment for Learning (or formative assessment) usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment as Learning occurs when students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

Assessment of Learning (or summative assessment) assists teachers to assess achievement against outcomes and standards. It usually occurs at defined key points during a unit of work or at the end of a unit of work, term or semester and may be used to rank or grade students.

A-E grades are issued on a Semester basis based primarily on assessment of learning tasks.

The Common Grade scale (used by all schools in NSW) describes student performance at each of five levels:

A. The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B. The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C. The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D. The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E. The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

This Assessment Handbook provides students and parents with the details of the planned assessment of learning for each course throughout the academic year. You will find details of the outcomes for each course, the core components of each course and the planned assessments of learning throughout the year with their specific weightings.


Norwest Assessment Procedures

Each course at Norwest operates under NESA requirements and all aspects of planning, programming, assessing and reporting are monitored by the Head of Faculty (HOF) and by the Director of Secondary Teaching and Learning (DSTL). Parents and students should direct any enquiries about the structure of the following assessment schedules to these staff members.

The College has high expectations of all its students and strongly encourages every student to apply their best effort to all course work, including assessment tasks.

Notification

All students in a particular course are given detailed instruction and explanation about assessment tasks in sufficient time to prepare for the task. This would generally mean at least 2 weeks’ notice – with a specific Norwest Assessment Task proforma stating outcomes, task, details of what will be assessed with marking criteria, and any other specifications. Assessments which are part of examination periods will be notified by exam timetables and notification booklets.

Types of tasks

• In-class tasks – will require students to prepare for the task both at home and in the previous lessons, and it will be completed in the course of a normal lesson. These may include – unit tests, writing tasks, practicals, performances, speeches, presentations or a combination of these.

• Hand–in tasks – will require students to complete a task by a due date and submit it to their teacher. At times, some work on these tasks will also be completed at school and drafts may be required to be submitted as part of the process. These may include – research assignments, personal design/representation tasks.

• Some tasks will require group collaboration. When this is the case, each member of the group will be responsible for their contribution and assessed individually and collectively.

Preparation

This Assessment Handbook and an assessment weekly calendar for each Semester will be placed both on the Student and Parent section of the College website.

As we consider assessment to be for and as learning as well as of learning, teachers will endeavour to assist students to prepare adequately and meet deadlines by professional management of the assessment cycle, including timely notification, scaffolding tasks where appropriate, mandating drafts, and giving timely feedback

Importance of feedback

• Feedback is essential for effective student learning; • Students are encouraged to submit draft assessments for feedback prior to the completion of the final task. Teachers are

expected to provide feedback where drafts are submitted no later than four school days prior to the task due date. Teachers may accept drafts after this date at their own discretion;

• Teachers are not to rewrite students’ work or to correct to perfection – but simply to give constructive, timely feedback; • The timely return of drafts is important however, teachers should make their own parameters around submission and feedback

on drafts clear to their students. It is not the College’s expectation that teachers are always available online; teachers will allocate sufficient time in lessons to return tasks and provide whole-class feedback, as well as opportunities for students to discuss their achievement with the teacher;

• Students should seek timely feedback on their work as soon as possible after task completion or submission to assist them to monitor their progress towards the achievement of specified learning outcomes and to improve the quality of their work.

Submission

In all Stages, where a teacher feels that through exceptional circumstances (e.g prolonged unexpected absence of the teacher) the class is unprepared for an assessment task, a request to extend must be made to the DSTL. Changes to dates will be clearly communicated to parents and students as soon as this change is approved.

As we are endeavouring to train students, the rules around assessments will increase in rigour as the student progresses through the Secondary Years. Mentors will assist students to manage their work load – reviewing the term’s assessment calendar and helping students to plan their time.

In Stage 4 students will often be required to submit their work via Canvas. The Canvas submission will lock students out at the time identified on the task. Any task submitted after this time will be considered late, regardless if it is submitted on the same day. Any hard copy submissions should include an Assessment Task Cover Sheet where students will be issued a receipt for their submission to confirm the date and time.

Where a task is to be completed as an in-class task, students’ names will be checked. The expectation – no matter what the type of task – is that all students in the course will be ready on the due date.


Computer use

Students are required to keep back-up copies of their tasks to be produced on request.

Please note: Loss of the task (either electronic or otherwise) or an inability to print will not be accepted as a valid reason for late submission. Students are strongly advised to use cloud technology (eg. Google Drive) to draft tasks in order to avoid loss of work.

Malpractice

Malpractice is dishonest behaviour by a student that gives them an unfair advantage over others or leads to an unfair appraisal of their achievement. Malpractice during tests or examinations is:

• Breaching test/examination rules. • Acquiring unauthorised copies of the test before the test time/date. • Copying the work of others. • Taking unauthorised material into the test and/or using it during the test. • Assisting another student to engage in malpractice is also a form of malpractice. • Plagiarism is another form of malpractice

Plagiarism

Plagiarism can be identified as:

• Copying, buying, downloading, stealing or borrowing someone else's work in part or in whole, and presenting it as their own. • Using material directly from books, journals, CDs or the internet without acknowledging the source. • Paying someone with money or in kind to write or prepare material that is associated with a task, such as process diaries, logs

and journal. • Submitting work that contains a large contribution from another person, such as a parent, coach or subject expert that is not

acknowledged. • Using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate

acknowledgement.

Consequences of Malpractice

In all cases of suspected malpractice confidentiality will be maintained and the principles of procedural fairness will be observed at all times:

If a student is found have committed malpractice of any type they may receive a zero for their assessment tasks and be awarded an afterschool service. This decision will be made by the supervising teacher in consultation with the Assessment Review Panel (which consists of Director of Secondary Teaching and Learning, Head of Secondary Years and relevant Head of Faculty).

Extensions or Permitted Late Submission of a Task

The late submission or completion of assessment tasks is a serious issue, as without legitimate cause it impacts the fair and equitable administration of the task.

• If a student knows beforehand that they will be absent, the College should be contacted by the parent and the teacher and Head of House (HOH) informed. It is best to arrange for the student to sit or submit the task early;

• Extension requests for the submission of assessment tasks must be made to the teacher using the Extension Request form as soon as practicable (generally more than 48 hours) and will only be granted, in consultation with the Head of House (HOH) and Head of Fculty (HOF), in exceptional circumstances. These requests must be made prior to the due date of the administration of the task;

• Parents should submit the appropriate form to the subject teacher. Teachers note receipt of the form and new time on Edumate and forward to Head of House for approval and storage;

• If a student becomes ill during an in-class assessment task the DSTL will decide whether an estimate or a substitute task will be given.

Late or Non-Submission of a Task due to Illness or Misadventure

In the event a hand-in task is not submitted by the due date or an in-class task is not completed on or before the due date by reason of illness or misadventure the following procedures should be followed, in consultation with the DSTL as required:

• Illness/Misadventure form must be completed by parents and submitted to the teacher. Form must be approved/filed by the Head of House;

• Misadventure (events outside the control of students) will be approved at the discretion of the Head of House and or Head of Faculty;

• The teacher will record a note of the incident in Edumate noting the submission of the form and the revised date; • The teacher will then administer the task and attempt to ensure that the student receives no advantage – where the teacher

perceives that the student has received an advantage, they must consult the DSTL.


Follow up of Missed tasks

If a student has missed a task, for whatever reason, they are responsible, in partnership with their subject teacher, to ensure that they take the task at the first opportunity (usually on the day of their return).

• Late hand-in tasks should be submitted directly to the subject teacher, with the Assessment Task Cover Sheet which will be receipted, or online via Canvas which will be date and time stamped.

• In-class, group or practical tasks will be managed by the subject teacher – but full cooperation is expected from the student; • In examination periods, missed papers will be managed by the Head of Faculty with support from Learning Enrichment staff and

the DSTL.

Non-Submission without Illness/Misadventure or Revised Date Missed

In the event a hand-in task is not submitted by the due date or an in-class task is not completed on or before the due date but illness or misadventure is not proven, or in the event of a revised date being missed the following procedures will be followed:

• The teacher will inform the student and parent (email/phone) that their assessment task is late and will incur a penalty. (If a revised date has been missed the HOH and DSTL must also be informed);

• The teacher will record a note of the incident in Edumate, assign a revised date or task and inform the Head of House; • The teacher will mark the assessment task upon submission/completion; • The student will be notified of their original mark and revised mark (see table below);

Number of days late (includes weekends) Percentage of original mark credited to the student

1 75

2 50

3 25

4 0

• Apart from exceptional circumstances, students will be required to submit/complete all assessment tasks even if they will receive a revised mark of zero, to demonstrate achievement of the outcomes;

• The revised mark will contribute to student rank within their cohort and the original mark will be used to determine their overall A-E grade (achievement in the course).

Total Non-Submission/Non-Completion of Task

In the event a task is not submitted or completed at all after the process outlined above (including Extensions and Illness/Misadventure provisions):

• Such students are at risk of failing to satisfactorily complete the course. The subject teacher will ensure the HOF, HOH and DSTL are fully aware of the non-completion by the end of the same day;

• The subject teacher will contact the parent and discuss the incident with parent/guardian and, with the HOH, interview the student, advising them of the problem to be corrected and alert them to the possible consequences of a Non-Completion determination;

• The HOF will issue the parent/guardian with a Non-Completion Warning letter (warnings are to be issued as soon as possible and as regularly as required);

• The HOF will request from the parent/guardian and student written acknowledgement of the warning; • If the first letter did not achieve its objective, DSTL will issue a further warning letter; and retain copies of all relevant

documentation on file. • A mark of zero will apply for that task.


English

Assessment Approach and Requirements

Assessment tasks will include the six language components: reading, writing, speaking, listening, viewing and representing. Students are encouraged to personally engage – both as a responder and as a composer – with a variety of texts, using language to shape meaning and express themselves, and to be reflective about their own learning.

Assessment Schedule

Course Components Syllabus

Weighting Task 1 Task 2 Task 3 Task 4 Task 5

Term 1 Week 9

Term 2 Week 10

Term 3 Week 8

Term 4 Week 2

Term 4 Week 8

Type of Task Reading /

Writing Skills Test

Extended Response

PBL Assessment

Final Exam

Voice of Youth

Presentation

Outcomes Assessed

EN4-1A, EN4-3B,

EN4-4B, EN4 – 7D

EN4-2A, EN4-5C, EN4-7D, EN4-8D

EN4-4B, EN4-5C, EN4-6C. EN4-9E

EN4-3B, EN4-4B, EN4-5C

EN4-5C, EN4-6C, EN4-7D

Communicates through speaking, listening, reading,

writing, viewing and representing.

20 15 5

Non-weighted

assessment

Non-weighted

assessment

Uses language to shape and make meaning according to

purpose, audience and context.

20 10 10

Thinks in ways that are imaginative, creative,

interpretive and critical. 25 5 20

Expresses themselves and their

relationships with others and their world.

25 5 20

Learns and reflects on their learning through their study

of English. 10 10

Total 100 30 30 40

Course Outcomes

A student:

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies.

EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts.

EN4-4B. makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.

EN4-6C identifies and explains connections between and among texts.

EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it.

EN4-8D identifies, considers and appreciates cultural expression in texts.

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


HSIE – Geography


Learning in Year 7 Geography is based on the Norwest Christian College’s model for Project Based Learning. This model guides students through a process designed to immerse them in authentic learning experiences, applied to real world or complex scenarios, in individual and group contexts over a longer period of time. As a result, students’ learning in Geography may look and feel different to their learning in other subject areas. Assessment in Year 7 Geography will be based upon two domains; the learning process and the learning product. Students will be given time in lessons to work on their projects, navigating a series of teacher designed checkpoints and reflections to cultivate successful 21st Century learning based upon the College’s Building Purposeful Lives framework. Project Based Learning assessment will therefore be the culmination of student reflection on the learning process and themselves as a learner, and the product of their learning. Students will also 7ractice the skills involving in completing timed written responses in an examination at the end of the course.

Assessment Schedule


Weighting Task 1 Task 2

Term 3 Week 7

Term 4 Week 3

Type of Task Liveability Project Examination

Outcomes Assessed GE4.1, GE4.3, GE4.6, GE4.7, GE4.8 HE4.1, GE4.2, GE4.4, GE4.5, GE4.7,

GE4.8

Liveability 50 50

Landscapes and Landforms 50 50

Total 100% 50% 50%

Course Outcomes

A student:

GE4.1 Locates and describes the diverse features and characteristics of a range of places and environments.

GE4.2 Describes processes and influences that form and transform places and environments.

GE4.3 Explains how interactions and connections between people, places and environments result in change.

GE4.4 Examines perspectives of people and organisations on a range of geographical issues.

GE4.5 Discusses management of places and environments for their sustainability.

GE4.6 Explains differences in human wellbeing.

GE4.7 Acquires and processes geographical information by selecting and using geographical tools for inquiry.

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


HSIE – History


Learning in Year 7 History is based on the Norwest Christian College’s model for Project Based Learning. This model guides students through a process designed to immerse them in authentic learning experiences, applied to real world or complex scenarios, in individual and group contexts over a longer period of time. As a result, students’ learning in History may look and feel different to their learning in other subject areas. Assessment in Year 7 History will be based upon two domains; the learning process and the learning product. Students will be given time in lessons to work on their projects, navigating a series of teacher designed checkpoints and reflections to cultivate successful 21st Century learning based upon the College’s Building Purposeful Lives framework. Project Based Learning assessment will therefore be the culmination of student reflection on the learning process and themselves as a learner, and the product of their learning. Students will also practice the skills involving in completing timed written responses in an examination at the end of the course.

Assessment Schedule


Weighting Task 1 Task 2

Term 2 Week 2

Term 2 Week 7

Type of Task Ancient Rome Project Examination

Outcomes Assessed HT4.1, HT4.3, HT4.4, HT4.6, HT4.8 HT4.2, HT4.5, HT4. 9, HT4.10

The Ancient World: Depth Study 1 & 2

50 50

The Ancient World: Depth Study 3 50 50

Total 100% 50% 50%

Course Outcomes

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

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

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

HT4.7 identifies and describes different contexts, perspectives and interpretations of the past

HT4.8 locates, selects and organises information from sources to develop an historical inquiry

HT4.9 uses a range of historical terms and concepts when communicating an understanding of the past

HT4.10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past


Mathematics

Assessment Approach and Requirements • There will be THREE different forms of assessment: • Term 1 In-Class Written Test on topics studied that term • Term 3 Project • Term 4 formal Yearly Examination • NOTE: NAPLAN occurs in Term 2

Assessment Schedule


Weighting Task 1 Task 2 Task 3

Term 1

Week 10 Term 3 Week 6

Term 4 Week 3

Type of Task In-Class Test Project Yearly

Examination

Outcomes Assessed MA3-4NA, MA3-5NA, MA3-6NA, MA3-7NA, MA4-4NA,

MA4-5NA

MA3-18SP, MA4-19SP, MA4-20SP, MA5.1-12SP

MA4-4NA, MA4-5NA, MA4-8NA, MA4-9NA, MA4-10NA,

MA4-11NA, MA4-12MG, MA4-13MG, MA4-15MG, MA4-18MG, MA4-21SP

Working Mathematically

MA4-1WM, MA4-2WM, MA4-3WM



Total 100% 25% 30% 45%

Course Outcomes

A student:

MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers

MA3-5NA selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

MA3-6NA selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation

MA3-13MG uses 24-hour time, am/pm notation in real-life situations, and constructs timelines

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

MA4-2WM applies appropriate mathematical techniques to solve problems

MA4-3WM recognizes and explains mathematical relationships using reasoning

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

MA4-5NA operates with fractions, decimals and percentages

MA4-8NA generalizes number properties to operate with algebraic expressions

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

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

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

MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles

MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area

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

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

MA4-21SP represents probabilities of simple and compound events


Music


Students will develop knowledge, understanding, and skills in the concepts of music through Performing, Composing, Musicology and Aural.

Assessment Schedule

Course Components

Syllabus Weighting Task 1 Task 2 Task 3

Term 1


Term 3 Week 9

Type of Task Performance and

Listening Composition

Performance Listening

Outcomes Assessed 4.1, 4.2, 4.7, 4.8,

4.9, 4.12 4.4, 4.5, 4.6, 4.9,

4.1, 4.2, 4.3, 4.4, 4.5, 4.64.10, 4.11, 4.12

Performance 40% 20 20

Composition 30% 30

Listening 30% 15 15

Total 100% 35% 30% 35%

Course Outcomes

A student:

4.1 performs in a range of musical styles demonstrating an understanding of musical concepts

4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles

4.3 performs music demonstrating solo and/or ensemble awareness

4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing

4.5 notates compositions using traditional and/or non-traditional notation

4.6 experiments with different forms of technology in the composition process

4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas

4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire

4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study

4.10 identifies the use of technology in the music selected for study, appropriate to the musical context

4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an art form

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


PDHPE


PDHPE plays a key role in promoting physical activity, health, well-being and developing competency in movement skills. Year 7 PDHPE allows students to develop practical skills and explore how decisions and choices may influence their life in the present and future.

Assessment Schedule


Weighting Task 1 Task 2 Task 3

Term 1 Week 8

Term 2 Week 6

Term 3 Week 6

Type of Task Written Report Online Discussion Tactical Learning

Task

Outcomes Assessed PD4-1, PD4-2 PD4-3, PD4-10

PD 4.4, PD4-5,

PD4-9

Health Wellbeing and Relationships

40 15 (A,B) 20 (A,B,C) 5 (A,B,C)

Healthy Safe and Active Lifestyles

35 15 (A,B) 10 (A,B,C) 10 (A,B,C)

Movement Skill and Performance

25 5 (A,B,C) 20 (A,B,C)

Total 100% 30% 35% 35%

Course Outcomes

A student:

PD4-1 examines and evaluates strategies to manage current and future challenges

PD4-2 examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others

PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships

PD4-4 refines, applies and transfers movement skills in a variety of dynamic physical activity contexts

PD4-5 transfers and adapts solutions to complex movement challenges

PD4-6 recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and participation in physical activity

PD4-7 investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities

PD4-8 plans for and participates in activities that encourage health and a lifetime of physical activity

PD4-9 demonstrates self-management skills to effectively manage complex situations

PD4-10 applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts

PD4-11 demonstrates how movement skills and concepts can be adapted and transferred to enhance and perform movement sequences


Science


Assessment Types will reflect the course components and weightings prescribed by NESA in the Syllabus and support documentation.

Assessment Schedule


Weighting Task 1 Task 2 Task 3 Task 4

Term 1 Week 6

Term 2 Week 6

Term 3 Week 6

Term 4 Week 3

Type of Task Scientific Skills

Test Cell Model Practical test

Yearly Examination

Outcomes Assessed 16CW 6WS

14LW, 15LW 9WS 16PW, 5WS, 7WS

10PW, 11PW, 12ES, 13ES, 14LW,

15LW, 16CW, 17CW, 7 WS, 9WS.

Knowledge and Understanding 50% 10 15 10 15

Skills 50% 15 10 15 10

Total 100% 25% 25% 25% 25%

Course Outcomes

A student:

10 PW Describes the action of unbalanced forces in everyday situations

11 PW Discusses how scientific understanding and technological developments have contributed to finding solutions involving energy transfers and transformations

12 ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

13 ES 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

14 LW relates the structure and function of living things to their classification, survival and reproduction

15 LW explains how new biological evidence changes people's understanding of the world

16 CW describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

17 CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

Domain: Skills

4 WS Identifies questions and problems that can be tested or researched and make predictions based on scientific knowledge

5 WS Collaboratively and individually produces a plan to investigate questions and problems

6 WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

7 WS Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

8 WS Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

9 WS Presents science ideas, findings and information to a given audience using appropriate scientific language, text type and representation


Technology


The practical nature of Technology Mandatory engages students in design and production activities as they develop safe practices and refine skills working with varied materials and production technologies. Assessment throughout this course is based on student designs, production and evaluation of solutions to identified needs and opportunities, and the compilation of folios to support the design processes used.

Assessment Schedule



Term 1

Week 11 Term 2


Term 4 Week 7

Type of Task Design Project and Folio

Design Project and Folio

Design Project and Folio

Design Project and folio

Outcomes Assessed

TE4-1DP, TE4-2DP, TE4-3DP and

specialist context outcomes





TE4-1DP, TE4-2DP, TE4-3DP and specialist

context outcomes

Design and Production Skills 60% 20 20 20

Non-weighted assessment

Knowledge and Understanding

40% 10 15 15

Total 100% 30% 35% 35%

Course Outcomes

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 fiber 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


Visual Arts


Assessment in Stage 4 has a focus on artmaking, however the students undertake studies on artists and their practice linked to the themes we are focusing on throughout the unit.

Assessment Schedule



Term 1


Term 3 Week 7

Term 4 Week 4

Type of Task Retro Film Strip

and VAPD Pop Art Painting

and Quiz Collection of

Works

Work in Progress

Outcomes Assessed 4.1, 4.2, 4.4, 4.6, 4.8

4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 4.8,

4.10 4.1, 4.3, 4.4, 4.6

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

Artmaking 70% 20% 20% 30%

Art History and Criticism 30% 10% 10% 10%

Total 100% 30% 30% 30% 10%

Course Outcomes

A student:

4.1 A student uses a range of strategies to explore different artmaking conventions and procedures to make artworks

4.2 A student explores the function of and relationships between artist-artwork-world-audience

4.3 A student makes artworks that involve some understanding of the frames

4.4 A student recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts

4.5 A student investigates ways to develop meaning in their artworks

4.6 A student selects different materials and techniques to make artworks

4.7 A student explores aspects of practice in critical and historical interpretations of art

4.8 A student explores the function of and relationships between the artist-artwork-world-audience

4.9 A student begins to acknowledge that art can be interpreted from different points of view

4.10 A student recognises that art criticism and art history construct meanings


Glossary

Glossary of Key Assessment words as defined by NESA

Account Account for: state reasons for, report on. Give and account of: narrate a series of events or transactions.

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

Apply Use, utilise, and employ in a particular situation.

Appreciate Make a judgement about the value of.

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

Calculate Ascertain/determine from given facts, figures or information.

Clarify Make clear or plain.

Classify Arrange or include in classes/categories.

Compare Show how things are similar or different.

Construct Make; build; put together items or arguments.

Contrast Show how things are different or opposite.

Critically (analyse/evaluate) Add a degree or level of accuracy; depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation).

Deduce Draw conclusions.

Define State meaning and identify essential qualities.

Demonstrate Show by example.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for/or against.

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

Evaluate Make a judgement based on criteria.

Examine Inquire into.

Explain Relate cause and effect; make the relationships between things evident; Provide why and/or how.

Extract Choose relevant and/or appropriate details.

Extrapolate Infer from what is known.

Identify Recognise and name.

Interpret Draw meaning from.

Investigate Plan, inquire into and draw conclusions about.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

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

Recall Present remembered ideas, facts or experiences.

Recommended Provide reasons in favour.

Recount Retell a series of events.

Summarise Express, concisely, the relevant details.

Synthesise Putting together various elements to make a whole.


2020 Year 7 Assessment Calendar

Term 1, 2020

Week Tasks

1A

2B

3A

4B

5A

6B

7A

8B PDHPE TASK 1

9A SCIENCE TASK 1

10B

VISUAL ARTS TASK 1

MATHS TASK 1

MUSIC TASK 1

11A TECHNOLOGY TASK 1



Term 2, 2020

Week Tasks

1B

2A HISTORY TASK 1

3B NAPLAN

4A

5B PDHPE TASK 2

MUSIC TASK 2

6A SCIENCE TASK 2

7B HISTORY TASK 2

8A

9B VISUAL ARTS TASK 2

10A TECHNOLOGY TASK 2

ENGLISH TASK 2



Term 3, 2020

Week Tasks

1B

2A

3B

4A

5B

6A SCIENCE TASK 3

MATHS TASK 3

7B GEOGRAPHY TASK 3

VISUAL ARTS TASK 3

8A ENGLISH (NON-WEIGHTED)

9B MUSIC TASK 3

TECHNOLOGY TASK 3



Term 4, 2020

Week Tasks

1A

2B ENGLISH TASK 3

GEOGRAPHY TASK 2

3A MATHS TASK 3

SCIENCE TASK 3

4B VISUAL ARTS TASK 4

PDHPE TASK 3

5A

6B

7A BIBLICAL STUDIES NON-WEIGHTED TASK

ENGLISH SPEAKING SHOWCASE

8B GEOGRAPHY NON-WEIGHTED TASK

TECHNOLOGY NON-WEIGHTED TASK

9A

Norwest Christian College Cnr Regent and McCulloch Streets Riverstone NSW 2765 Australia | PO Box 6335 Rouse Hill Town Centre NSW 2155 Australia p 02 8889 4600 f 02 9627 4637 e [email protected] w norwest.nsw.edu.au ABN 38 003 164 136 CRICOS 02257C

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