SEFTON HIGH SCHOOL

SEFTON HIGH SCHOOL

YEAR 7

ASSESSMENT HANDBOOK

2021

44

YEAR 7 ASSESSMENT HANDBOOK 202120

SEFTON HIGH SCHOOL

Sincerity, Scholarship, Service

YEAR 7 ASSESSMENT HANDBOOK

2021

AIMS

The aims of this Handbook are

· to inform students and their parents of assessment procedures and rules for Year 7 students that are essential for the successful achievement of course outcomes across all courses.

· to prepare students and their parents to understand the NSW Education Standards Authority (NESA) requirements and rules for formal academic accreditation in later years.

VISION STATEMENTSefton High School aims to continually improve its provision of excellence in education for all of our students. Sefton High School consistently insists upon high expectations of the whole school community, providing a structured, disciplined and high quality teaching and learning environment which fosters excellent standards of academic achievement and student wellbeing. This provides opportunities for students to become confident, successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our society as informed, responsible and productive citizens who display the values of integrity, responsibility and respect for all.

· SCHOOL EMBLEM

· ADDRESS

Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

· TELEPHONE NUMBER

9644 4800

· FACSIMILE

9743 7161

· SCHOOL MOTTO

Sincerity, Scholarship, Service

· WEBSITE

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

· EMAIL

sefton-h.school@det.nsw.edu.au

· FACEBOOK

https://www.facebook.com/SeftonHSOfficial/

· SCHOOL HOURS FOR STUDENTS

School hours are as follows.

Monday and Tuesday 8.45 am to 2.30 pm

Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.

INDEX

PAGE

· SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR STUDENTS IN YEAR 73

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 78

· English9

· Geography11

· History13

· Mathematics14

· Music16

· Personal Development / Health / Physical Education18

· Science20

· Technology22

· CHARGES FOR YEAR 7 202124

· APPENDICES25

1. Approved Calculators for Assessment Tasks and Examinations 26

2. Writing a Bibliography27

3. Glossary of Key Words31

· SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR STUDENTS IN YEAR 7

· GENERAL GUIDELINES

· It is the responsibility of students and parents to be familiar with and comply with all elements of this policy and procedural framework.

· As far as possible, assessment tasks are to be completed under teacher supervision. However some syllabus requirements necessitate that work be completed out of class, for example, research activities.

· Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship. An Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside of class. Malpractice will result in a mark of zero and the issuing of a Assessment Task Zero Mark Notification letter. Students will be required to resubmit / resit the task in order to meet the course outcome requirements but the zero mark will remain. If plagiarism is of another student’s work, a decision will be made by the Appeals Committee, after investigation into the degree of complicity, as to whether the other student will also be penalised.

· Only approved calculators can be used for assessment tasks and examinations. See Appendix 1 for the list.

The following procedures are designed to ensure consistency in the implementation of the school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at the commencement of the course in the issuing of this Year 7 Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to refer regularly to his/her copy of the Year 7 Assessment Handbook. There is also a Personal Assessment Task Calendar in the SHS Student Planner for student use.

Students will be given written notice of the nature and timing of assessment tasks. The Assessment Task Notification will be provided a minimum of two weeks before the date of the assessment task and include

· the nature of the task (or the task itself if this is to be completed at home), including equipment required.

· syllabus outcomes to be assessed.

· the weighting of the task.

· the assessment criteria (optional for examinations or in exceptional circumstances).

· the date of the task or, for a hand-in task, the due date and time.

Tasks which are to be handed in must be handed to the teacher during the scheduled lesson identified on the assessment task notification.

All issues regarding assessment tasks must in the first instance be addressed with the class teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is issued, it is the student’s responsibility to see the teacher to receive the notification. Students will know during which weeks a task is due/scheduled from this Year 7 Assessment Handbook.

Students must attend every timetabled period on the scheduled date of any assessment task up to and including the conclusion of the assessment task. Failure to do so will result in zero unless a written valid reason is received from, as a minimum, a parent and is submitted and substantiated by the relevant Head Teacher and/or Deputy Principal in accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural framework a decision shall be made by the appeals committee. The appeals committee may consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

· ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND EXAMINATIONS

· These must be completed at the scheduled time.

· If a student misses an in-class assessment or examination task through absence from school

· the student must submit a parent letter, preferably with a doctor’s certificate on the first school day back at school. The Head Teacher will determine the validity of the reason. The student may receive a zero mark if the Head Teacher determines the reason is invalid.

· the subject Head Teacher will make arrangements for the student to complete the task/examination. The expectation is that the student is ready to undertake that task on their first day of return. The exact time and date will be determined by the relevant Head Teacher and may well be in the student’s own time if necessary.

· ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A PARTICULAR DATE

1. These tasks are to be completed and submitted to the teacher in the scheduled lesson identified on the task notification. A signed Assessment Task Cover Sheet must be submitted at this time.

1. An assessment task must be handed to a teacher. Other than in exceptional circumstances assessment tasks must not be emailed. Any approval to email a task must be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to adhere to this will result in a zero score.

1. If a student does not submit an assessment task on or before the lesson identified on the task notification, the student must have a parent letter of explanation preferably with a doctor’s certificate explaining the non-submission. If non-submission is due to absence, supporting documents, together with the completed task, must be submitted to the Teacher on the first school day not covered by the parent letter or doctor’s certificate. The student may receive a zero mark if the Head Teacher determines the reason is invalid. Any doctor’s certificate must indicate the day/s the student is unfit for school inclusive of the date of the assessment task.

1. A student who believes that the awarding of the zero mark is unreasonable or incorrect may to appeal this decision. The relevant Head Teacher will assist the student with this process. The appeals committee will then make a determination. The determination of the appeals committee will be binding and final.

1. Problems with technology are not grounds for any assessment consideration.

· IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON THE DAY OF AN ASSESSMENT TASK

The student must advise the relevant Deputy Principal in writing prior to the day of the assessment task and provide supporting evidence. This includes any student who has been granted Extended Leave - Travel. One of the following decisions will then be made.

· The student may be permitted to do the task at the first opportunity when he/she returns. If the task is a hand-in task, the student must submit the task/assignment to his/her teacher before the due date, or make arrangements for someone to deliver it to the Head Teacher on the date due.

· The student may be given a substitute task.

· The reason for absence may be deemed invalid and a zero mark awarded. The student will still be required to complete the task to achieve outcomes.

· The student may be given an estimate based on his/her performance in completed course assessment tasks, but only in exceptional circumstances.

If a student is required to hand in or complete an assessment task in class on a day which falls during a period when the student is on suspension, the Principal or Deputy Principal will make arrangements to enable the student to comply with the school’s assessment requirements.

· APPEALS

· PURPOSE OF APPEALS

· Appeals may only be lodged in relation to decisions made by a Head Teacher and/or Deputy Principal relating to a student’s non-compliance with the requirements of the Sefton High School Assessment Policy.

· Students cannot appeal against a mark awarded other than on the grounds of procedure, in keeping with NSW Education Standards Authority procedures.

· The appeals committee may uphold or deny the appeal. The appeals committee may impose a percentage of maximum marks penalty. The appeals committee may take a range of circumstances into making their determination as they see fit. The decision of the appeals committee shall be binding and final.

· PROCEDURE TO LODGE AN APPEAL BY A STUDENT

· Only appeals submitted using the Application to Appeal a Penalty in an Assessment Task form and completed by the student will be considered. This appeal form can be accessed from a Deputy Principal.

· The student must lodge a written appeal to the relevant Head Teacher stating the basis on which he/she is appealing. The Head Teacher will assist the student with procedural aspects of completing the form.

· An appeal in relation to a zero mark must be submitted using the Application to Appeal a Penalty in an Assessment Task. All supporting documentation must be included. An appeal form must be obtained from the Deputy Principal. The written appeal must be submitted to the relevant Head Teacher within ten days of the date on the written notification regarding a zero mark.

· CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS

· Students must

· cease speaking or communicating in any way as he/she enters the assessment/examination venue and remain silent while in the assessment/examination room except if talking to a supervisor.

· follow the assessment/examination supervisor’s instructions at all times.

· behave in a way that will not disturb the work of any other student nor disrupt the conduct of the assessment/examination.

· make a serious attempt at all questions in the assessment/examination. Answers must not contain frivolous or offensive material.

· not take food into the assessment/examination room other than for a known, verifiable medical condition.

· only take permitted equipment into the assessment/examination room. Books, notes, paper, mobile phones, watches and electronic equipment of any kind are not to be taken into the assessment/examination room. The area where bags are placed is not considered to be the assessment/examination room, but any mobile phone left in a bag in this area must be switched off.

· remain in the assessment/examination room until the assessment/examination time has elapsed and he/she is dismissed by the supervisor.

· behave ethically. No attempt should be made to engage in malpractice, to cheat or to attempt to cheat.

· not take an examination paper or writing booklet out of the examination room.

· use clear see-through plastic bags only as pencil cases.

· use clear see-through plastic drink bottles without a label that contains water only.

· FAILURE TO COMPLY WITH SCHOOL POLICY

· Failure to comply with school policy and procedures outlined will result in a zero mark which will be notified in writing through the issuing of an Assessment Task Zero Notification letter.

· MALPRACTICE

Malpractice is cheating. It will result in the student receiving a zero for the task. Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. It includes, but is not limited to

· taking any unauthorised material and/or notes into a test or examination.

· copying from another student.

· communicating with other students during a test or examination.

· copying someone else’s work in part or in whole, and presenting it as his/her own.

· using material directly from books, journals, CDs or the internet without reference to the source.

· building on the ideas of another person without reference to the source.

· buying, stealing or borrowing another person’s work and presenting it as his/her own.

· submitting work to which another person such as a parent, coach or subject expert has contributed substantially.

· using words, ideas, designs or the work of others in practical and performance tasks without appropriate acknowledgement.

· changing an answer after the paper has been returned or changing a mark.

· paying someone to write or prepare material.

· breaching school examination rules.

· taking non-approved aids into an assessment task/examination.

· contriving false explanations to justify work not handed in by the due date.

· assisting another student to engage in malpractice.

· PLAGIARISM

· Plagiarism occurs when a student copies another person's work, and then states or implies that it is his/her own, without acknowledgment. This includes words and text from books and websites, drawings, maps, graphics and art, as well as ideas and thoughts.

· Plagiarism is cheating. It will result in the student receiving a zero for the task.

· A student’s work may be cited for plagiarism if he/she, without acknowledgement of the source,

· makes a direct copy of one or more sentences and/or paragraphs from a source document.

· copies sentences and/or paragraphs, though he/she has changed their order.

· makes cosmetic changes to sentences and/or paragraphs. This may include changing the tense, placing in some synonyms, changing the order of adjectives and nouns or deliberately adding grammar and/or spelling mistakes.

· deletes information that was in brackets or a list of examples from sentences and/or paragraphs in the source.

· changes the order of phrases in the sentence.

· uses information from a source that is not included in the bibliography.

· Students need to be aware that summarising and paraphrasing can also be considered plagiarism. Acceptable paraphrasing means that the student expresses the ideas using original language and sentence structure. If the student keeps even short phrases from the original source document, he/she must cite the source. Students must take care to use only a limited amount of citing in their work.

· This Year 7 Assessment Handbook contains a section on writing a bibliography and referencing quotes (Appendix 2).

· Students who would like to learn more about acceptable paraphrasing and the use of quotes can access the following web sites.

· http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

IMPORTANT NOTE

· These assessment policies and procedures have been aligned with the NSW Education Standards Authority (NESA) provisions for the Higher School Certificate and will be applied consistently throughout all school years so as to best prepare students and parents for what lies ahead.

· In the external HSC examination, the NSW Education Standards Authority (NESA) awards zero to any script in which

· only the multiple choice questions and/or true/false and/or matching questions have been done.

· some or all of the answers appear not to be genuine attempts to answer the question/s asked. This may include copying or modifying some or all of the question/s or leaving a number of blanks.

· frivolous or objectionable material has been included.

· In Year 12 this will result in a non-award in that course and if the course counts towards the ten units required to be completed for the award of a Higher School Certificate, the student will not receive a Higher School Certificate.

· Sefton High School will follow this same rule in all years for school assessment tasks including examinations. Any such script will be treated as a non-serious attempt and awarded zero. The task will have to be redone in order to meet course outcome requirements but the zero mark will remain.

· Only black non-erasable pens are to be used in Sefton High School assessment tasks (including examinations). Queries regarding marked tasks will not be addressed if any part of the task has been completed with an erasable pen or if correction fluid or tape has been used in that part of the task being queried.

44

COURSE DETAILS

AND

ASSESSMENT TASK

INFORMATION

FOR YEAR 7

ENGLISH

COURSE DESCRIPTION

The aim of English in Years 7-10 is to enable students to understand and use language effectively, appreciate, reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful.

COURSE OUTLINE

Students will read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. They will study at least one work each of fiction, poetry, film, non-fiction and drama. Across Stage Four, students will study examples of spoken texts, print texts, visual texts, media, multimedia and digital texts. They will be given experience of a range of social, gender and cultural perspectives as well as look at texts which include aspects of environmental and social sustainability.

EXCURSIONS

Students will experience a drama and/or poetry workshop/performance.

COMPETITIONS

Students have the opportunity to enter various writing competitions as well as debating and public speaking competitions.

EQUIPMENT REQUIRED

· 2 x A4 128 page exercise books

· 1 x A4 display folder

ASSESSMENT

· Students are provided with opportunities in the context of everyday classroom activities, as well as assessment tasks, to demonstrate their learning.

· Students sit a Term 1 Assessment, a Mid Year Examination, a Term 3 Assessment and an End of Year Examination.

· Students are encouraged to demonstrate their developing critical and imaginative faculties and broadening cultural understanding by

· entering speaking and writing competitions.

· reading constantly and widely every day.

· writing their own stories and reflections.

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

REPORTED AS MARK OR GRADE

Task 1

Term 1 Week 7

20%

Class work

Ongoing

Grade

Task 2

Mid Year Examination

Term 2 Exam period

30%

Task 3

Term 3 Week 6

20%

Task 4

End of Year Examination

Term 4 Exam period

30%

REPORTING

The following reporting outcomes will be reported on. The student

· communicates through speaking, listening, reading, writing, viewing and representing.

· uses language to shape and make meaning according to purpose, audience and context.

· thinks in ways that are imaginative, creative, interpretive and critical.

· expresses him/herself and his/her relationships with others and their world.

· learns and reflects on his/her learning through his/her study of English.

GEOGRAPHY

COURSE DESCRIPTION

Geography allows students to develop an understanding of an interest in the interaction of the physical and human environment. Students will develop geographic knowledge, understanding, skills, values and attitudes in order to engage in the community as informed and active citizens.

Throughout Stage 4, the following geographic concepts are integrated

· Place

· Space

· Environment

· Interconnection

· Scale

· Sustainability

· Change

Geographical Inquiry skills that are integrated throughout the course are:

acquiring geographical information, processing geographical information and communicating geographical information. Students study maps, interpret graphs and statistics, use spatial technologies, investigate visual representations and may undertake fieldwork.

COURSE OUTLINE

The syllabus has two key areas that form the basis for the study of content. These are:

1) Landscapes and Landforms.

2) Place and Liveability.

EXCURSIONS / INCURSION (Optional)

· A visit to a Rainforest Ecosystem

· Fieldwork in school

EQUIPMENT REQUIRED

2 x A4 128 page exercise book

1 x A4 display folder

coloured pencils

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of every day classroom activities as well as planned assessment events, to demonstrate their learning.

· All students sit for common Mid Year and End of Year Examinations.

· A research assessment is set to examine research and reporting skills that are marked in common across the course.

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

REPORTED AS MARK OR GRADE

Task 1 Semester 1

Research Assessment

Term 1 Week 7

20%

Semester 1

Oral communication

Term 1

Week 7

20%

Task 2 Mid Year Examination

Term 2 Exam period

30%

Semester 2

Oral communication

Term 3 Week 7

20%

Task 3 End of Year Examination

Term 4

Exam period

50%

REPORTING

The following reporting outcomes will be reported on. The student

· locates and describes the diverse features and characteristics of a range of places and environments.

· explains how interactions and connections between people, places and environments result in change.

· examines perspectives of people and organisations on a range of geographical issues.

· acquires and processes geographical information by selecting and using geographical tools for inquiry (research).

HISTORY

COURSE DESCRIPTION

The Stage 4 curriculum provides a study of the nature of history and historical sources, both archaeological and written. Students investigate history from the time of the earliest human communities to the end of the medieval period (approximately 60 000 BC – c. AD 1450). It was a period defined by the development of cultural practices and organised societies, including Australia, Egypt, Greece, Rome, India and China.

COURSE OUTLINE

Topics studied in Year 7 include Investigating the Ancient Past, Ancient Greece and Ancient China.

COMPETITIONS

All students have the opportunity to participate in the Australian History and History Mastermind competitions.

EQUIPMENT REQUIRED

1 x A4 128 page exercise book

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of every day classroom activities, as well as planned assessment tasks, to demonstrate their learning.

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Mid Year Examination

Term 2 Exam period

30%

Research Task

Term 3 Week 3

30%

End of Year Examination

Term 4 Exam period

40%

REPORTING OUTCOMES

The following reporting outcomes will be reported on. The student

· applies skills of historical inquiry

· communicates effectively in a range of forms

· demonstrates historical knowledge and understanding.

MATHEMATICS

COURSE DESCRIPTION

Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of communication and is a powerful tool for solving problems both within and beyond mathematics. In addition to its practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for originality, challenge and leisure.

The aim of Mathematics in K–10 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

COURSE OUTLINE

Students study Number and Algebra, Measurement and Geometry and Statistics and Probability. Within each of these strands they will cover a range of topics.

1. Data Representation

2. Numbers

3. Algebraic techniques 1

4. Angles and Shapes

5. Fractions and Decimals

6. Length and Perimeter

7. Data Collection

8. Integers

9. Area

10. Probability 1

11. Time

12. Properties of Geometrical Figures

13. Indices

14. Volume

15. Linear Relationships

The aim of Mathematics in K-10 is for students to:

· be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.

· develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry and Statistics and Probability.

· recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.

COMPETITIONS

1. The Australian Mathematics Competition. Held in August, this 1 ¼ hour competition consists of twenty-five multiple-choice questions and five short answer questions involving problem solving. Cost is approximately $6.00. Entries are collected in Term 1.

2. The Computational and Algorithmic Thinking (CAT) Competition. Held in April, this is a 1 hour pen and paper competition in which students are asked semi-mathematical questions related to computing. There are 6 multiple-choice questions followed by 9 more challenging questions where each answer is a number. Cost approximately $6.00. Entries are collected in Term 1.

3. The Mathematics Olympiad. The annual APSMO (Australasian Problem Solving Mathematics Olympiad) consists of a series of 5 separate contests, one per month from May to September. It introduces students to important mathematical concepts, teaches major strategies and develops flexibility for problem solving, fosters creativity and ingenuity and strengthens intuition, stimulates enthusiasm and enjoyment of mathematics and provides for the satisfaction, joy and thrill of meeting challenges.

4. ICAS Assessments are designed by UNSW Global to recognise academic excellence. Students are assessed on their ability to apply classroom learning to new contexts using higher-order thinking and problem-solving skills. The cost of assessments will be approximately $14.50.

EQUIPMENT REQUIRED

· 1 x A4 192 page workbook with 5mm grid

· Geometry set (including a pair of Compasses, protractor, 45º Set Square, 60º - 30º Set Square)

· Scientific calculator (see Appendix 1) (to be used for NAPLAN and after the End of Year Examination in Term 4)

ASSESSMENT

· In the Mid Year Examination, the Term 3 Common Test and the End of Year Examination each student will be assessed on a Standard section which is common for all Year 7 students and a section covering either Extension or Fundamental work.

· Calculators will not be permitted in the Mid Year Examination, Term 3 Common Test or End of Year Examination.

· Class tests, assignments or activities may be conducted throughout each term and will contribute to the assessment of the student’s level of achievement of the course outcomes.

· End of Year Report grades will be awarded according to course performance descriptors, taking into account common tests, classwork, tests and tasks in both the Standard and either the Extension or Fundamental sections of the task. The common tests and examinations will be weighted in the ratio

Mid Year Examination 30%

Term 3 Common Test20%

End of Year Examination50%

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

WEIGHTING

Mid Year Examination Standard Section

Term 2 Exam Period

15%

Mid Year Examination Extension or Fundamental Section

Term 2 Exam Period

15%

Term 3 Common Test Standard Section

Term 3 Week 8

10%

Term 3 common Test Extension or Fundamental Section

Term 3 Week 8

10%

End of Year Examination

Term 4 Exam Period

25%

End of Year Examination Extension or Fundamental section

Term 4 Exam Period

25%

REPORTING

Reporting Outcomes

The student’s level of achievement of the following outcomes will be reported.

The student will

· develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematics techniques, communication and reasoning.

· develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation.

· 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.

· collects, represents, analyses, interprets and evaluates data, assigns and uses probabilities, and makes sound judgements.

MUSIC

COURSE DESCRIPTION

All students should have the opportunity to develop their musical abilities and potential. As an artform, music pervades society and occupies a significant place in world cultures and in the oral and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activity that reflects the real world practice of performers, composers and audiences.

COURSE OUTLINE

Students participate in musical activities individually and in groups. They engage in a range of musical experiences that develop an understanding of the concepts of music, through performing, composing and listening. This is a one-semester course.

EQUIPMENT REQUIRED

1 x A4 display folder

Work booklets will be issued to students throughout the course

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment tasks in order to demonstrate their learning.

· Each student will undertake various assessment activities in both theory and practical components of the course. Students will demonstrate evidence of learning across a range of tasks. These tasks could include practical performance of a graphic notation score, graphic notation composition, listening test on sound and tempo, practical keyboard performance.

· Students will sit an across the course examination. In addition, teachers will also compile assessment data for each student from within the class context. This will be reported to parents under the headings listed in the table below.

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Task 1 - Written Composition and Practical Composition

Term 1 Week 7

10%

Task 2 - Performance of:

(a) Melody

(b) Rhythm

Term 2 Weeks 4-5

10%

Task 3 – Mid Year Listening Examination

Mid Year Knowledge Examination

Term 2 Exam period

Term 2 Exam period

10%

10%

Task 4 – Performance Task

Term 3 Weeks 9/10

15%

Task 5 – Composition Task

Term 4 Weeks 3/4

15%

Task 6 – End of Course Listening Examination

End of Course Knowledge Examination

Term 4 Exam period

Term 4 Exam period

15%

15%

REPORTING

Reporting Outcomes

The student’s level of achievement of the following outcomes will be reported. The student

· composes and notates music using conventional notation and discusses the use of musical concepts in composition.

· performs music demonstrating solo and/or ensemble awareness, with appropriate interpretation of concepts studied.

· demonstrates musical literacy through the use of notation, musical terminology and the ability to read and interpret musical scores.

· demonstrates the ability to notate simple musical ideas, describes the musical concepts and identifies their use in listening excerpts.

PERSONAL DEVELOPMENT/HEALTH/PHYSICAL EDUCATION

RATIONAL

Personal Development, Health and Physical Education (PDHPE) develops the knowledge, understanding, skills and attitudes important for students to take positive action to protect and enhance their own and others’ health, safety and wellbeing in varied and changing contexts. Physical education is fundamental to the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively.

Students are provided with the opportunity to enhance and develop resilience and connectedness and learn to interact respectfully with others. Through PDHPE students develop the skills to research, apply, appraise and critically analyse health and movement concepts in order to maintain and improve their health, safety, wellbeing and participation in physical activity. Students practise, develop and refine the physical, cognitive, social and emotional skills that are important for engaging in movement and leading a healthy, safe and physically active life.

Learning in PDHPE reflects the dynamic nature of health, safety, wellbeing and participation in physical activity in the context of a diverse and rapidly changing society. It addresses health and physical activity concepts of importance to students and highlights the influences that contextual factors have on personal values, attitudes and behaviours. PDHPE provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active.

Through PDHPE, students develop self-management, interpersonal and movement skills to help them become empowered, self-confident and socially responsible citizens. Students learn in movement, about movement and through movement and are given opportunities to apply and adapt their skills across multiple contexts. The learning experiences in PDHPE provide students with a foundation to actively contribute to, and advocate for, the health, safety and wellbeing of themselves and others in the community and beyond school.

EXCURSIONS

Students will participate in gala day competitions in Term 2 and 4. Students will gain valuable training in T-Ball and Cricket for Gala Day 1, and Soccer, Gaelic and Bounce Ball for Gala Day 2.

Students partake in Swim School where they have the opportunity to learn and demonstrate the swimming and water safety outcomes from the PDHPE syllabus.

EQUIPMENT REQUIRED

· 1 x A4 96 page exercise book.

· PDHPE/Sport uniform and lace up sports shoes.

· SHS hat

· Shin Pads ( Provided by school at cost to student)

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and understanding during classroom activities, as well as planned assessment tasks.

· Each student will undertake various assessment activities in both theory (assessment and examination) and practical (assessment) components of the course.

· Total assessment grades for this subject will be determined by combining equal amounts of both practical and theory components.

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Theory Task 1 – Assessment

Week 7 Term 1

12.5%

Theory Task 2 – Mid Year Exam

Exam Period

12.5%

Theory Task 3- Group Assessment

Week 7 Term 3

12.5%

Theory Task 4- End of Year Exam

Exam Period

12.5%

Practical Task 1- Striking Gala Day 1

Ongoing Term 1

12.5%

Practical Task 2- Net/Wall Games

Ongoing Term 2

12.5%

Practical Task 3- Invasion Gala Day 2

Ongoing Term 3

12.5%

Practical Task 4- Individual Sports

Ongoing Term 4

12.5%

REPORTING

The students’ level of achievement of the following outcomes will be reported on. The student

· investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities.

· plans for and participates in activities that encourage health and a lifetime of physical activity.

· examines and evaluates strategies to manage current and future challenges.

· investigates effective strategies to promote inclusivity, equality and respectful relationships.

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

· refines, applies and transfers movement skills in a variety of dynamic physical activity contexts.

· transfers and adapts solutions to complex movement challenges.

· demonstrates how movement skills and concepts can be adapted and transferred to enhance and perform movement sequences.

SCIENCE

COURSE DESCRIPTION

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning. Through active participation in challenging and engaging experiences they become self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding innovative solutions to science-related personal, social and global issues, including sustainable futures. Providing opportunities for students to continue to strengthen these scientific capabilities, helps them further develop as scientifically literate citizens.

COURSE OUTLINE

The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the natural world. Science provides an empirical way of answering interesting and important questions about the biological, physical, chemical and technological world.

As students actively engage in the processes of Working Scientifically, they gain an increased appreciation and understanding of the importance of science in their own lives and society, locally and globally. Through questioning and seeking solutions to problems, students develop an understanding of the relationship between science and technology and its importance in the current and future practice of science.

Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time.

The topics for Year 7 are:

Term 1Introduction to Science (Working Scientifically)

Chemistry – Everyday Separations (CW3)

Earth and Space – Solar System Week (ES2)

Term 2Physics – Everyday Forces (PW1)

Biology – What’s New in the Zoo? (LW1)

Term 3Chemistry – Everything Matters (CW1)

Earth and Space – Dinosaurs (ES1)

Term 4Biology – Conservation and Ecosystem Management (LW5)

Physics –Forces and Fields (PW2)

COMPETITIONS

Each year students are provided with the opportunity to compete in one national competition.

This is the Australian Schools Science competition, held in August, costing about $15 .00.

A wide range of other competitions is also available. We encourage all students to take advantage of these opportunities, which allow them to broaden their scientific knowledge and skills.

EQUIPMENT

Students are required to have

· 2 x A4 128 page exercise books

· 1 x Scientific calculator

Students must also bring the following to each class

· a ruler

· pens, pencils and eraser

· School Work Planner

Note: Students are not to have or use correction fluid (eg liquid paper).

Students will be provided with aprons and safety glasses when necessary.

ASSESSMENT

All students sit for Mid Year and End of Year Examinations which are marked across the course.

In addition, students will be assessed with a range of course tasks assessing a range of scientific skills.

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Semester 1

Portfolio

Terms 1-2

ongoing

30%

Mid Year

Term 2 Exam Period

15%

Semester 2 Portfolio

Terms 3-4 ongoing

30%

End of Year

Term 4

Exam Period

25%

REPORTING

Reporting Outcomes

In addition to marks, there will be information about achievement of course outcomes. These outcomes are as follows.

The student

· develops knowledge of science ideas and concepts by engaging in scientific inquiry

· actively engages in using and applying the process of Working Scientifically, through scientific inquiry

· uses appropriate strategies, understanding and skills to solve problems

· individually and collaboratively plans and conducts a range of first-hand investigations

· communicates ideas, methods and findings by using appropriate scientific language.

TECHNOLOGY

COURSE DESCRIPTION

Technology develops in students an understanding of design and design processes and the technologies that can be employed to produce creative and innovative solutions to identified needs. It enables students to select and use materials, tools and techniques in a responsible and safe manner.

COURSE OUTLINE

Technology involves designing, producing and evaluating design solutions. Students will learn about the process of designing through the development of design projects in the areas of

· Digital Technologies

· Agriculture and Food Technologies

· Engineering Systems

· Material Technologies

Students will learn about

· Design products

· Design and Production Folios

· Practical Experiences

· Safety

· Design and Production Process

· Thinking skills

· Technologies and Society

This is a semesterised course. Students will be studying a unit on either Digital Technologies, Agriculture and Food Technologies, Engineering Systems or Material Technologies focus area each semester. Students will learn about technology through the study of design in each focus area.

COMPETITIONS

Various competitions if appropriate.

EQUIPMENT REQUIRED

· Apron for all Technology courses

· Leather shoes at all times

· 2 Tea towels, oven mitt and container, place mat and paper serviettes for Food Technology

· 2 x thin A4 2-ring binder

· 100 A4 pages of ruled writing paper

· 1 x 4GB USB

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

· In addition, each student completes approximately two Design Projects and Design Portfolios.

· Each student will also be required to present work in class for marking. This will include

· WHS Reporting / Safety

· Machine Skills Test / Samples

· Design Ideas / Drawings

· Class Worksheets / Computer Exercises

· Research / Design Portfolio / Product

· Students will sit for a Technology examination at the end of each semester.

· The Mid Year and End of Year Examinations will assess different focus areas.

· The overall reporting grade is calculated each semester based on the focus areas studied that semester.

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

WEIGHTING

SEMESTER 1

Mid Year

Examination

Term 2

Exam period

30%

Portfolio ICT

Term 1

Week 10

30%

Product – practical project

Term 2

Week 3

40%

SEMESTER 2

End of Year Examination

Term 4 Exam period

30%

Portfolio ICT

Term 3

Week 10

30%

Product – practical project

Term 4

Week 5

40%

REPORTING

Reporting Outcomes

The following course outcomes will be reported on in both Semester 1 and Semester 2 for each focus area. The student

· designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities.

· plans and manages the production of designed solutions.

· selects and safely applies a broad range of tools, materials and processes in the production of quality projects.

· CHARGES FOR YEAR 7 2021

GENERAL SERVICE CHARGE - $105

· This charge of $100 contributes to the cost of text books, teaching equipment and resources, library books and materials that are used to provide high quality teaching and learning for your child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers resources are given to students from Year 7 onwards.

· It also assists with the cost of providing information to you and your child which requires photocopying and, at times, postage which is also substantial. Examples of such communication include excursion information, the Daily Bulletin for students, letters, reports to parents.

TECHNOLOGY (TAS) MANDATORY COURSE COSTS - $45

· Technology Mandatory is a subject all students in NSW Government schools must study. At this school this involves units in Wood and Metal Technologies and Food Technology. In these practical courses students make use of consumables such as wood, metal, plastics, tools, food and appliances. This course cost of $45 is designed to ensure students have access to the best opportunities across our Technology and Applied Studies courses.

INFORMATION TECHNOLOGY ACCESS CHARGE - $30

· This charge of $30 is used to improve and maintain the information technology facilities and resources for our students. Each student will be issued with a secure login password and 300 megabytes of storage space on the school fileserver.

· Payment of this charge will provide a student with a $10 printing allowance. Printing will be charged at 10c per page.

· Students may make additional payments at the administration office to cover the cost of additional printing once this allowance has been used.

PDHPE AND SPORT – COURSE COSTS - $15

· The Department of Education has a mandatory requirement that shin pads be worn for all invasion games (eg soccer, Gaelic football etc). Students will be issued their own pair of shin pads which will be stored at the school and which will be given to the student to keep at the end of Year 10.

ANTI BULLYING WORKSHOPS CHARGE - $6

· Students attend an Anti-Bullying / Anti-Harassment workshop each year conducted by visiting actors. The cost of this is $6. These workshops are an integral part of ensuring the SHS Anti-Bullying Policy is maintained so that all students can learn in a safe and secure environment.

SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are Black leather lace up shoes in the traditional school style with a defined heel (boots or suede shoes are not acceptable; heels should be no higher than 3cm and soles should be no thicker than 2cm for safety). Joggers or other sport type shoes are not acceptable.

YEAR 7 ASSESSMENT HANDBOOK 20219

APPENDICES

APPENDIX 1

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS

2021*

*correct at time of publication

ABACUS SX-II MATRIX a

JASTEK JasCS1

ABACUS SX-II MATRIX n

JASTEK JasCS EVO

CANON F717SGA

JASTEK JasCS2 EVO

CASIO fx-82AU

RSB FB 350MS

CASIO fx-82 AU PLUS

SHARP EL-531TH

CASIO fx-82 AU PLUS II 1st or 2nd edition recommended

SHARP EL-531VH

CASIO FX-85 MS

SHARP EL-531WH

CASIO fx-100AU

SHARP EL-531X

CASIO FX -100 AU PLUS 1st or 2nd edition recommended

SHARP EL-531XH

CASIO fx 350 MS

SHARP EL-W531HA

HEWLETT-PACKARD HP10S

SHARP EL-W532TH

HEWLETT-PACKARD HP10S+

SHARP EL-W532XH

HEWLETT-PACKARD HP300S+

· Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in examinations or assessment tasks.

· Calculators must have been switched off for entry into examination or assessment tasks.

· Features that are NOT permitted include

· programmable (any calculator that can have a sequence of operations stored and then executed automatically is considered programmable and hence not allowed);

· capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that are used to store intermediate numerical results obtained during calculations and required later);

· capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators with a graphic display capacity);

· capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite integration, and the solution of equations;

· capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions, binomial expansion and symbolic differentiation;

· having inbuilt financial functions such as for the calculation of depreciation, annuities, simple and compound interest, and break-even point

· ‘soft’ or hard-wired QWERTY keyboards;

· capable of expressing surds in their simplest form.

APPENDIX 2

WRITING A BIBLIOGRAPHY

WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an assignment, a research project, a major work or any other piece or writing that you have composed using other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient detail so that others may identify it and consult it.

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?

As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:

· demonstrate your academic integrity

· support your argument by showing the sources of the information from which you have formed your own ideas

· make it easy for readers to find the sources you have used, to check the information you have used and to use the sources for further information

· fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original ideas

· avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The creators of texts have the moral right to be named as the author, be protected against false attribution and to have their work treated with respect and not be misrepresented. To observe the moral rights of an author you should:

· attribute any quote, paraphrase, summary or copy of someone else's work or idea

· ensure that works are not falsely attributed to an author

· reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes sources not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow. The four most common referencing styles are:

· Harvard (author-date)

· American Psychological Association (APA)

· Modern Language Association (MLA)

· Oxford (documentary-note or footnote referencing).

CORRECT ORDER IN BIBLIOGRAPHIES

FOR A BOOK

The details required in order are:

1. Name/s of author/s, editor/s, compiler/s or the institution responsible

2. Year of publication

3. Title of publication and subtitle if any (all titles must be underlined or italicised)

4. Series title and individual volume if any

5. Edition, if other than first

6. Publisher

7. Place of publication

8. Page number(s) if applicable

ONE AUTHOR

· Example:

· Berkman, RI 1994, Find it fast: how to uncover expert information on any subject, HarperPerennial, New York.

TWO OR MORE AUTHORS

· Examples:

· Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw Hill, London.

· Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st century, MacMillan Education Australia, South Melbourne.

EDITOR(S)

· Examples:

· Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.

· Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute, Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION

· Example:

· Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia, Barton, A.C.T.

SERIES

· Example:

· Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics no.1698, Springer, New York.

EDITION

· Example:

· Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE CONTRIBUTED

· Example:

· Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR

· Example:

· Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE

· The details required, in order, are:

1. Name/s of author/s of the article

2. Year of publication

3. Title of article, in single quotation marks

4. Title of periodical (underlined or italicised)

5. Volume number

6. Issue (or part) number

7. Page number(s)

JOURNAL ARTICLE

· Example:

· Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology, vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED)

· Example:

· Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual meeting of the International Society for Child Psychology, International Society for Child Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE

· Example:

· Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October, p. 10.

FOR A NON-BOOK

· The details required are the same as for a book, with the form of the item (eg videorecording, tape, computer file, etc.) indicated after the year.

· Example:

· Get the facts (and get them organised) 1990, video recording, Appleseed Productions, Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES

· This could include sources from full text compact disk products, electronic journals or other sources from the Internet. The basic form of the citations follow the principles listed for print sources (see above)

1. Name/s of author/s

2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).

3. Title of publication (underlined or italicised)

4. Edition, if other than first

5. Type of medium, if necessary

6. Date item viewed

7. Name or site address on internet (if applicable)

· Examples:

· Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed 7 January 1997, .

· ASTEC 1994, The networked nation, Australian Science, Technology and Engineering Council, Canberra, viewed 7 May 1997, .

· If no author is given, the title is used as the first element of a citation.

· Example:

· Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.

FOR PERSONAL COMMUNICATIONS

· Information obtained by interview, telephone call, letter, email, etc. should be documented in the text.

· Examples:

· “Details of a personal communication do not need to be included in a reference list” i.e. You may not need to include personal communications in the list of references at the end of the essay.

· When interviewed on 15 June 1995, Dr Peter Jones explained that …

· This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY

· In an author-date style, a textual citation generally requires only the name of the author(s) and the year of publication (and specific page(s) if necessary). This may appear at the end of a sentence, before the full stop.

· Examples:

· It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).

· It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

· Alternatively, the author’s surname may be integrated into the text, followed by the year of publication in parentheses.

· Examples:

· Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are interchangeable.

· Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals are interchangeable.

· If two or more works by different authors are cited at the same time, separate them with a semicolon.

· Example:

· The implications for land degradation have been much debated (Malinowski, Miller & Gupta 1995; Thomson 1999).

· If two or more works by the same author are cited at the same time, do not repeat the author's name. Separate the years of publication by a comma.

· Example:

· Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).

· If there are more than two works by the same author, published in the same year, add the letters 'a', 'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references at the end of the essay.

· Example:

· Public housing remains a neglected area (ACOSS 1997a, 1997b).

· If there are more than three authors, list only the first, followed by 'et al.'

· Example:

· Other researchers have questioned these findings (Larson et al. 1987).

· If you cannot establish the year of publication, use 'n.d.' (no date).

· Example:

· Recent advances have been made in this area (Bolton n.d.).

· If there is no author or authoring body, cite the work by title, in italics.

· Example:

· In military settings, leadership acquires a different significance (Be, know, do: leadership the Army way, 2004).

APPENDIX 3

· GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Remember these words need to be understood in the context of the subject.

AccountAccount for; state reasons for, report. Give an account of; narrate a series of events or transactions.

AnalyseIdentify components and the relationship between them; draw out and relate implications.

ApplyUse, utilise, employ in a particular situation.

AppreciateMake a judgement of value, quality, outcomes, results or size.

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

ClarifyMake clear or plain.

Classify Arrange or include in classes/categories.

CompareShow how things are similar or different.

ConstructMake; build; put together items or arguments.

ContrastShow how things are different or opposite.

Critically analyse/ evaluateAdd a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to the analysis /evaluation.

DeduceDraw conclusions.

DefineState meaning and identify essential qualities.

DemonstrateShow by example.

DescribeProvide characteristics and features.

DiscussIdentify issues and provide points for and /or against.

DistinguishRecognise or note/indicate as being distinct or different from; to note differences between.

EvaluateMake a judgement based on criteria; determine the value of.

ExamineInquire into.

ExplainRelate cause and effect; make the relationships between things evident; provide why and /or how.

ExtractChoose relevant and/or appropriate details.

ExtrapolateInfer from what is known.

IdentifyRecognise and name.

InterpretDraw meaning from.

InvestigatePlan, inquire into and draw conclusions about.

JustifySupport an argument or conclusion.

OutlineSketch in general terms; indicate the main features of.

PredictSuggest what may happen based on available information.

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

RecallPresent remembered ideas, facts or experiences.

RecommendProvide reasons in favour.

RecountRetell a series of events.

SynthesisePutting together various elements to make a whole.