Stage 4 - Blaxland High School€¦ · formal cautions by letter. ... Students absent on the date an assessment task is due must: Submit a letter of explanation to their class teacher

BLAXLAND HIGH SCHOOL

Stage 4

Year 7

ASSESSMENT HANDBOOK

2017

Year 7 Assessment Booklet 2

Contents

Assessments in High School ................................................................. 3

Pattern of Study for Year 7 .................................................................... 3

Satisfactory Course Completion ............................................................ 3

Attendance ............................................................................................ 4

Managing your Assessment Task .......................................................... 4

Submitting Assessment Tasks ............................................................... 4

Extensions for Assessment Tasks ......................................................... 5

Accident and Misadventure Requests .................................................... 6

Late Policy ............................................................................................. 6

Non Completion of Assessment Tasks .................................................. 6

Malpractice ............................................................................................ 7

Disruption of Assessment Tasks ............................................................ 8

Group Assessment ................................................................................ 8

Program of Improvement ....................................................................... 8

Assessment Assistance and Advice ...................................................... 9

Key to Abbreviations .............................................................................. 9

Mandatory assessment outlines ............................................................ 12-21

Year 7 Assessment Booklet 3

Assessment Tasks in High School

Assessment tasks are a part of the formal teaching and learning programs we deliver to your child.

Assessment of a student's performance based on a single examination at the end of a course may

not reveal a student’s true potential. To ensure we obtain a clear understanding of your child’s

skills we use a variety of assessment tasks spread out across the course to gauge their true

potential.

Marks awarded for assessment tasks are used to calculate the overall assessment mark that is

reported to you in semester reports.

As we understand this can be a daunting process for students and their parents, we have designed

this handbook to help you understand the assessment requirements to allow your child to

experience success at Blaxland High School.

The handbook includes the:

Junior assessment policy and procedures that must be followed by all Stage 4 Year 7 Students.

Course outlines for Mandatory courses

Students will be required to sign a register on receipt of this handbook.

This Assessment Handbook is issued to each student and their signature on the class roll held by the Year Adviser is evidence that they have been informed of the BHS Junior Assessment Policy.

Pattern of study required to successfully complete Years 7 Students in Year 7 must successfully complete 3 – 5 assessments in the following mandatory subjects

English

Geography

History

Mathematics

Music

PDHPE

Science

Technology Mandatory

Visual Arts

Language - Italian

Satisfactory Course Completion

Students who succeed in Stage 4 have:

Attended this school for the required period of time for each course. Where a student has not met this requirement, the Principal will determine whether the

student has made sufficient progress towards achieving the outcomes of the course and

completing course requirements, including assessment;

Applied themselves with diligence and sustained effort to the set tasks and experiences provided by the school. This includes course work, assigned work, assessment tasks, examinations, practical work and field work;

achieved some or all of the course outcomes as demonstrated in assigned work, practical requirements, formal assessment tasks and examinations and;

maintained a satisfactory level of class attendance

Stage 4 – Year 7 Assessment Booklet 4

Attendance

Although attendance will not be used by itself as an indicator of student progress, a student whose

attendance is of concern is at risk of non-completion of required course work and experiences,

whether that attendance is explained or unexplained.

Where a student has been able to maintain or make up work that was missed during absences,

class teachers will use their professional judgment in determining whether the student is still at risk.

Periods of extended leave must be approved by the Principal. This is done by applying for

exception from the Head Teacher Administration. The student is required to maintain a

satisfactory level of course work whilst absent and must negotiate with course co-

ordinators in regard to formal assessment.

Any student who risks failing a course due to absence will be given early warnings in the form of

formal cautions by letter.

It is the responsibility of the student to prove that they are meeting all the requirements for their

courses if their attendance is called into question.

Managing your Assessment Tasks Source: BOS Assessments and Submitted Tasks Advice to Students

Be aware of due dates. Keep an up-to-date diary or calendar of all assessment tasks and

other commitments.

Use a wall calendar or small whiteboard in an area such as your family room or your

kitchen to note due dates if you want others in your household to help you remember

deadlines.

Start tasks early so that you can ask for help if you need it.

Break tasks into a series of smaller steps and set deadlines for completing each step.

Record the sources of information you use as you find them so that acknowledgements do

not become a major task at the end.

Frequently save and back up any work completed on a computer. The failure of

technology is not an acceptable excuse for submitting your work late.

Keep all your earlier drafts and copies of your resources.

Keep a copy of any work you submit for marking.

Submitting Assessment Tasks Students must:

be present for all scheduled classes on the day an assessment task is due;

submit a stapled, hand written or typed copy of an assessment task clearly marked with

their name on the due date and at the specified time. Students may be requested to

submit assessments in another format but this will be clearly outlined on the assessment

notification;

submit assessment tasks only to their class teacher at the specified time If the teacher is

absent a casual teacher will take the tasks.

not work on an assessment for a course whilst in class for another course.

Teachers will make a note in rolls at the time students receive an assessment notification and upon submission of the task.


Group or oral presentations are to be ready on the due date. Individual or groups of students may be selected at random to present their task over several periods;

Teachers will not accept responsibility for assessment tasks not personally given to them by a student or the Head Teacher of the faculty;

Please be aware that:

3.20pm on the day an assessment task is to be submitted is the latest an assessment

task will be accepted without penalty.

USBs or emails of assessment tasks will be accepted in accordance with the

requirements of the particular task.

All files submitted must be in an approved format to ensure compatibility with the BHS

windows operating system

When an assessment task requires the use of digital technology or when a student

decides to use digital technology to complete assessment tasks, failure of such

technology including printing issues DOES NOT constitute a valid reason for not

submitting or completing an Assessment Task by the due date.

Variations to submission dates for Assessment Tasks a. Variation due to Teacher request Should a teacher need to amend the date of an assessment task due to extenuating circumstances, the teacher will do so in writing, after consultation and agreement with the class involved. b. Variation due to School Approved Activities Students who will be absent from school on the day an assessment task is due to be

submitted or completed due to participating in school approved activities like representative

sport, SRC commitments and approved extra curricula activities can apply for a variation of

their assessment due date.

To apply for a variation, students must:

immediately notify the class teacher;

negotiate with the Head teacher on an alternative time and date to complete the task

bring a note from home outlining circumstances.

If a school base activity, Head teachers will negotiate an alternative date together.

Head Teachers will use their personal discretion to determine if an extension is warranted.

Students who fail to complete this process will be expected to submit or complete their assessment

tasks on the due date. The regular late penalties (see page 6) will apply for failing to submit or

complete an assessment without an approved extension.


c. Variation due to Accident or Misadventure Students may seek an extension for an assessment task based on accident or misadventure

(personal crisis or illness) during the two week period prior to the due date of an assessment

task.

The student must:

notify the class teacher immediately once they recognise they are experiencing problems

with completing an assessment task;

bring a note from home signed by a parent/carer outlining the reasons for the request as

soon as possible in advance of the assessment task’s due date;

Head Teachers will use their personal discretion to determine if an extension is warranted for

extensions for illness or misadventure.

Students need to be aware that variations will not always be granted. If the Head Teacher,

after reviewing the request, decides that the student has a genuine reason, then the student may

be given:

a substitute task or;

an estimate based on other assessment evidence or;

an extension of time.

Late Policy for Submission of Assessments

In the event that students submit an assessment late the following penalties will come into effect:

Students will lose 10% of the final mark for every day the assessment remains

outstanding. This will occur for 3 days ( including weekends) and;

On the 4th day, the student will receive zero for the task.

Should a teacher be absent or unavailable on the due date, the student is to submit the

task to the relevant casual teacher taking the class.

Students receiving zero will have a letter of concern sent home. Students must submit a

satisfactory attempt at the assessment to be deemed to have met course requirements. They will

still receive zero.

Non Completion of Assessment Tasks

Absenteeism due to Accident or Misadventure

Students absent on the date an assessment task is due must:

Submit a letter of explanation to their class teacher regarding the reason for their absence

complete this process for each missed task when multiple tasks have been missed from

different courses.

be prepared to submit or complete the assessment task on their first day of return

to school.

A letter of concern will be issued if the task is still incomplete.


It is at the Head Teacher’s discretion to grant an exemption from penalty on the basis of this

documentation. Students may be required to complete an alternate task if the other students in the

course are unfairly disadvantaged by this exemption.

In exceptional circumstances, the Principal may direct that an estimate of marks be given for

missed assessment tasks due to medical illness or personal crisis.

Students failing to comply with this policy will be awarded a zero for the assessment task

and will need to follow the guidelines for failing to complete an assessment task.

Absenteeism due to Suspension A student who is suspended from school on the day an assessment task is to be submitted is

permitted to drop the assignment into the Front Office any time up to 3.20pm on the day the task is

due. Students will need to immediately leave the premises once this has been completed.

Students who are suspended from school on the day an assessment task is to be completed in

class or under examination conditions, the student may be permitted to attend for the periods

where the Assessment Task is to be completed.

It is at the Deputy Principal’s discretion whether the student will be allowed to attend the actual

class or whether they will be isolated from the class to complete the assessment task.

Malpractice

Malpractice occurs when activities undertaken by a student would enable them to have an unfair

advantage over other students undertaking an assessment task.

Plagiarism is a common form of malpractice and can be defined as:

“Using the material of others without acknowledging the original owner of the intellectual property”

Oxford Dictionary

Some examples of malpractice are:

submitting work which has been substantially contributed to by another person such as a tutor, coach, parent or subject expert;

Copying another person's work directly and presenting it as your own;

breaching examination rules published by the school;

copying the work of others during an examination;

students absenting themselves prior to tasks to gain an unfair advantage and;

students contriving circumstances to explain missing due dates.

Please note that this list is a guide and if a teacher identifies a form of malpractice that is not listed,

the school will treat this case in the same manner.

In the event of malpractice being suspected or proven the following procedures will be

implemented:

procedural fairness must be accorded to the student at all times;

all claims must be substantiated before any penalty is imposed;

an investigation will be undertaken by the Head Teacher of the subject area;


Consequences

The Head Teacher will use their professional discretion on the loss of marks depending on the amount of material that has been plagiarised or the extent of the malpractice.

Disruption of Assessment Tasks

Blaxland High School will not tolerate students who deliberately disrupt examinations or

assessment tasks. Students must comply with the school’s examination policy for all examinations

and assessment tasks to be completed in class under examination conditions.

Students who violate this policy may:

be isolated within the room during the assessment task;

have their paper removed from them before the completion of the period. Marks will be

awarded for only those parts completed up until that point;

be excluded from the examination room or class room for the remainder of the period;

receive an official course warning letter;

face suitable disciplinary action or;

receive zero marks depending on the severity of the disruption.

Teachers supervising assessment tasks will notify the Head Teacher of the faculty running the

examination or the assessment task of any students causing disruption during examinations and

assessment tasks. It is at the Head Teacher’s discretion to determine a suitable punishment for

disrupting assessment tasks.

Group Performances

All students must submit a transcript of individual or group oral presentations on the first period set down for the assessment task. This is the due date for the task. Individual or groups of students may be selected at random to present their task over several periods;

Program of Improvement

The Junior Assessment Committee assists students at risk of not satisfactorily completing their

ROSA courses. Hopefully through early intervention strategies, students will be able to

successfully complete their course requirements.

However, after recommendations from the Junior Assessment Committee, the Principal may

determine that a student has not satisfactorily met ROSA course completion requirements by

failing to:

work in a sustained and diligent manner on class work and/or assessment tasks;

successfully complete assessment marks for the course;

achieve all or some of course outcomes due to lack of classwork or;

redeem a Program of Improvement.

Students at risk of meeting course completion requirements will be interviewed by the Junior

Assessment Committee. Parents will be notified by letter that their child will be placed on a

Program of Improvement.


The Program of Improvement will clearly:

schedule a preliminary interview time to discuss the Program of Improvement policy and

procedures;

identify the student’s non completed assessment tasks or course work in each course;

provide a copy of the assessment tasks that need to be redeemed to satisfactorily

complete the outstanding tasks;

outline a due date for the assessment tasks with at least four weeks notification from the

date of issue;

identify an interview time for the student to attend on the due date where they will be

required to submit their completed Program of Improvement Portfolio.

Assessment Assistance and Advice If you have any questions or concerns regarding your assessment tasks or enrolment in the

course you should ask:

your course teacher;

the course coordinator if there are more than one class for a course;

the Head Teacher of the course;

your Student Advisor or a Deputy Principal

You can also access relevant assessment and reporting information from the BOSTES website.

KEY TO ABBREVIATIONS:

BOS Board of Studies

BOSTES Board of Studies Teaching and Education Standards

ROSA Record of School Achievement


APPENDIX

Example of the Assessment task proforma

Course Outlines

English

Mathematics

Science

Geography

History

Italian – LOTE

Mandatory Technology

Music

Personal Development, Health and Physical Education

Visual Arts


BLAXLAND HIGH SCHOOL A school of excellence, opportunity and success

ASSESSMENT TASK NOTIFICATION – YEAR 7

Subject:

Task No:

Date issued:

Date Due:

Maximum Marks:

Topic :

Outcomes to be assessed:

Task

Marking Guidelines:



2017 Course Information

Year 7 Science

Science in Year 7 forms the first year of a two year course (Stage 4). It involves the study of the world

around us, incorporating the development of important skills within a social context.

Se

mes

ter

1

Areas of Study

All students in Year 7 will study the following topics in Semester 1: 1) My Place in Science at Blaxland 2) Water World 3) From Little Things, Big Things (Commenced)

In addition, students will undertake the Thinking Science Program over the whole year, which will enhance their skills in problem solving and logical thinking.

Report Outcomes Assessment

1. Demonstrates an understanding of the knowledge and concepts in Science.

2. Demonstrates a range of scientific skills 3. Plan, conduct and document scientific

investigations either dependently or independently.

4. Produces a product through project based learning according to specific requirements, including audience, purpose, scientific principles and timeframes.

Task Weighting %

1. Book Mark (once per term) 2. Online Quiz – Topic 1 (RO1) 3. Individual Mini-Project (RO4) 4. Practical and Skills Task (RO2

and RO3) 5. Semester 1 Common Exam

(RO1)

5% 15% 15%

30%

35%

100%

Se

mes

ter

2

Areas of Study

All students in Year 7 will study the following topics in Semester 2:

4) From Little Things, Big Things (Completed) 5) Energy in our Lives 6) Blaxland Hospital

The Thinking Science Program will continue throughout Semester 2.


1. Demonstrates an understanding of the knowledge and concepts in Science.

2. Demonstrates a range of scientific skills. 3. Plan, conduct and document scientific

investigations either dependently or independently.

4. Produces a product through project based learning according to specific requirements, including audience, purpose, scientific principles and timeframes.

5. Is able to work cooperatively and effectively to produce a product through project based learning.

Task Weighting %

1. Book Mark (once per term)

2. Online Quiz (RO1)

3. Group Project (RO4 and RO5)

4. Practical and SkillsTask (RO2 and RO3)

5. Semester 2 Exam (RO1)

5% 15% 15%

30%

35%

100




English Year 7

Se

me

ste

r 1

Areas of Study

Students will complete two major units in Semester One, beginning with English, Represent! In Term One, and Australian Story in Term Two.

English. Represent! – The study of representation and perspective in diverse texts

Australian Story – Novel study of an Australian text


Develops skill sin speaking and listening

Uses language to communicate appropriately and effectively

Expresses themselves in ways that are imaginative, interpretive and critical

Reflects on their learning through their study of English

Task Weighting

Creative Writing Task

Picture Book Presentation

Narrative Writing Task

Half-Yearly Examination

25%

25%

25%

25%

100%

Se

me

ste

r 2

Areas of Study

Students will complete three major units in Semester Two, beginning with Animation Fixation in Term Three, and Stop the Press and Such a Great Drama in Term Four.

Animation Fixation – Film Study

Stop the Press – Study of Media Texts

What a Great Drama – Introduction to Drama and Performance


Develops skills in speaking and listening

Uses language to communicate appropriately and effectively

Expresses themselves in ways that are imaginative, interpretive and critical

Reflects on their learning through their study of English

Task Weighting

Scene analysis Viewing Task

Film Review

Newspaper Article

Yearly Exam

25%

25%

25%

25%

100%




Mathematics Year 7

Se

me

ste

r 1

Areas of Study

1. My Place at Blaxland High School

2. Basic Number Review

3. Integers

4. Fractions, Percentages and Probability

5. Angles


Working Mathematically

Number and Algebra

Measurement and Geometry

Statistics and Probability

Task Weighting

In Class Exam Week 6 Term 1 In Class Exam Week 11 Term 1 Half Yearly Exam Week 5 Term 2 Class Mark – ongoing assessment

20%

25%

40%

15%

100%

Se

me

ste

r 2

Areas of Study

1. Length, Perimeter and Volume

2. Properties of Geometrical Figures

3. 2D and 3D Shapes

4. Introductory Algebra

5. Simple Equations

6. Statistics

7. Probability


Working Mathematically

Number and Algebra

Measurement and Geometry

Statistics and Probability

Task Weighting

Semester 1 component Assignment DUE week 2 term 3 In Class Assessment Week 7 Term 3 Yearly Exam Week 5 Term 4 Class Mark – ongoing assessment

15%

15%

20%

35%

15%

100%




Year 7 – Geography Semester One

Ge

og

rap

hy

Areas of Study

Focus Area 1: Landscapes and Landforms

Focus Area 2: Place and Livability


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

discusses management of places and environments for their sustainability

communicates geographical information using a variety of strategies

Acquires and processes

geographical information by selecting and using geographical tools for inquiry

Task Weighting

Class work – as determined by class teacher Ongoing skills portfolio – short tasks to be completed over the course of the semester. Finalised before Term 2, Week 5. UN Research Task – Term 1, Week 9 (first lesson) Semester Examination Term 2, Week 5

20

20

30

30

100




Year 7 History

Areas of Study

Year 7 students will study History during semester two.

Lessons will be drawn from the History syllabus topics of:

The Ancient World: Depth Study 1: Investigating the Ancient Past (including ancient Australia)

The Ancient World: Depth Study 2: The Mediterranean World

The Ancient World: Depth Study 3: The Asian World


describes the nature of history and archaeology and explains their contribution to an understanding of the past

describes major periods of historical time and sequences events, people and societies from the past

uses evidence from sources to support historical narratives and explanations

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

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

Task Weighting

Class Mark (Ongoing) Topic Test Term 3, Week 7 Last HSIE lesson for the week Research task Term 4, Week 2 First HSIE lesson for the week Yearly Examination Term 4, Week 5

20%

25%

30%

25%

100




Year 7 Italian

Se

me

ste

r 1

Areas of Study

Term 1 – Ciao Italia Greetings Grammar Focus Personal information Lei and tu Personal information Colours Introduction to Italy Rome Carnevale Venice

Term 2 – Evviva Pizza Pizza and food Grammar focus Ordering food Negation Traditional dishes Mi Piace/non mi piace Days of the week Essere Months of the Year Avere Numbers


Listening and Responding Reading and Responding Speaking in Italian Writing in Italian

Task Weighting

Term 1 – ANDIAMO IN ITALIA Assessment Task Term 2 – HALF YEARLY EXAMINATION

50%

50%

100%

Se

me

ste

r 2

Areas of Study

Term 3 – Gli Animali ed lo Describing self Grammar Focus Describing people Nouns Animals Adjectives Definite Article Indefinite Article Gender agreement

Term 4 – La Famiglia e La Cultura Family Grammar Focus Gladiators Nouns Culture – Le Feste Gender agreement Adjectives


Listening and Responding Reading and Responding Speaking in Italian Writing in Italian

Task Weighting

Term 3 – CHI É POSTER Assessment Task Term 4 – YEARLY EXAMINATION

50%

50%

100%




Year 7 Technology

Mandatory

Se

me

ste

r 1

Areas of Study

In Year 7 students will engage in practical experiences from the wood, metal, textiles, ICT and food areas. Students will submit portfolio work reflecting their research ideas, design development, prototyping, procedure, testing and evaluation. Students will complete a research assignment relating to safety procedures.


Demonstrates safe and appropriate use of tools and materials

Conducts research and communicates information through quality text and graphics

Produces high quality practical tasks

Generates and communicates design ideas and solutions using the design process

Task Weighting

Practical work Portfolio Research assignment

50%

20%

30%

100

Se

me

ste

r 2

Areas of Study

In Year 7 students will engage in practical experiences from the wood, metal, textiles, ICT and food areas. Students will submit portfolio work reflecting their research ideas, design development, prototyping, procedures, testing and evaluation. Students will research the role of designers in improving the quality of life. This task will contain exposition writing.


Demonstrates safe and appropriate use of tools and materials.

Identifies the role of designers and their contribution to society

Manages a project to successful completion

Generates and communicates creative design ideas and solutions using the design process

Task Weighting

Practical work Portfolio Research assignment

50%

20%

30%

100




Year 7 Music

Se

me

ste

r 1

Areas of Study

Sound Science / Introduction to Musical Concepts

Instruments


Students perform in a range of musical styles demonstrating an understanding of musical concepts

Students gain an understanding of the concepts of music through listening, responding to and engaging in practical activities

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

Students perform music demonstrating solo and/or ensemble awareness

Task Weighting

Performance Listening/Topic Test Composition/ Arrangement and performance Listening Topic Test

25%

25%

25%

25%

100

Se

me

ste

r 2

Areas of Study

Popular Music

Musical Notation and its many forms


Students perform music using different forms of notation and different types of technology across a broad range of musical styles

Students develop their practical skills in varied performance settings

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

Students demonstrate an understanding of the musical concepts through listening, observing and discussing musical ideas.

Task Weighting

Performance Composition/Arrangement Listening Analysis/Viva Voce Listening Topic Test

25%

25%

25%

25%

100%




Year 7 PDHPE

Se

me

ste

r 1

Areas of Study

Health 1. Me, myself and coping with change 2. Keeping Myself Safe – including tobacco Physical education Basic Skills Fitness Development Large ball invasion games Athletics


Identifies and selects strategies that enhance their ability to cope and feel supported

Describes the nature of health and analyses how issues may impact on young people

Demonstrates quality movement skills in a range of physical activities including athletics, cross country and games

Engages successfully in a wide range of movement activities.

Task Weighting

Semester One Exam Components of Health Application Task Book mark Basic skills Fitness Athletics

25

10

15

20 20

10

100

Se

me

ste

r 2

Areas of Study

Health 3. Fit For Life and Lifelong Physical Activity 4. Healthy Relationships and Tolerance Physical Education Racquet Sports - badminton, sphairee Gymnastics – floorwork and mini-trampoline only Non Invasion Games – volleyball, cricket and/or t-ball Invasion Games - ultimate frisbee, soccer, basketball Survival swimming (not assessed)


Identifies the consequences of risk behaviours and describes strategies to minimise harm

Describes the benefits of a balanced lifestyle and participation in physical activity

Displays quality movement skills in a range of physical activities, including individual and team games

Engages successfully in a wide range of movement activities

Selects and uses communication skills and strategies clearly and coherently

Task Weighting

Speech Half Yearly Exam Yearly Exam Basic Skills Fitness (from semester 1) Racquet Sports Gymnastics Soccer / Basketball / Frisbee or T-ball

10

15

25

10 10 10 10 10

100




Year 7 Visual Arts

Se

me

ste

r 1

Areas of Study

Term 1

What is Art? Artmaking: exploration of The Elements of Art and The Principles of Art - a diverse series of material experiments and art making tasks investigating the structural devices of line, colour, shape, form and tone.

Art Critical and Historical Studies: investigating and analysing how artists throughout art history communicate emotion and meaning through a diverse range of structural devices (The Subjective and Structural Frames)

Term 2

Hands On (exploration of texture and pattern): procedures and conventions in artmaking - ceramics, design and printmaking.

Art Critical and Historical Studies: Research and analysis of Contemporary Sculptures - The Frames)


- uses a range of strategies to explore different artmaking processes and procedures to make artworks

- recognises and uses aspects of the world as a source of ideas, concepts and subject matter in preparatory and final artworks

- uses different materials and techniques to make resolved artworks

- begins to demonstrate how the frames provide different interpretations of art in critical and historical studies

Task Weighting

- Art making portfolio 1 (The Elements of Art artworks)

- Art making portfolio 2 (ceramic form and relief print)

- Visual diary (written class work and development of ideas)

- Research and analysis task (Contemporary Sculpture - The Frames)

30

40

10

20

100

Se

me

ste

r 2

Areas of Study

Term 3

Isolation and Belonging: Artmaking: a study of traditional and non-conventional two-dimensional art making techniques - a personal visual exploration of the themes ‘isolation’ and ‘belonging’ (mounted grid mini body of work - drawing, painting, printmaking, mixed media, photography and digital media).

Art Critical and Historical Studies: Research & Extended response task: preparatory exercises and a scaffolded response based on the conceptual and material Art Practice of a selected artist whose work explores the theme ‘Isolation’ or ‘Belonging’

Term 4

Visual Trickery (Perspective): Artmaking: understanding and exploring the expressive potential of perspective (painting, drawing, mixed media and digital photography.

Art Critical & Historical Studies: investigating and analysing the work of artists who explore interior and exterior environments, focusing on Surrealist artist M.C Escher to explore the links that exist between the artist, artwork, audience and world (The Conceptual Framework).


- uses a range of strategies to explore different artmaking processes and procedures to make artworks

- recognises and uses aspects of the world as a source of ideas, concepts and subject matter in preparatory and final artworks

- uses different materials and techniques to make resolved artworks

- explores aspects of practice in critical and historical interpretations of art

Task Weighting

- Art making portfolio 3 (mini body of work: Isolation and Belonging)

- Art making portfolio 4 (Surrealist collage, sustained perspective drawing and forced perspective digital photographs)

- Extended response (Art Practice: Isolation and Belonging)

- Research and analysis task (Escher - The Conceptual Framework)

30

40

10

20

100


Documents

Stage 4 - Blaxland High School€¦ · formal cautions by letter. ... Students absent on the date an assessment task is due must: Submit a letter of explanation to their class teacher