Yr 8 Assessment handbook - Killarney Heights High School · extension to the due date will be assessed by the relevant Head Teacher on a discretionary basis. ... Exam Written In class

1 2019 Year 8 Assessment Handbook

YR 8 ASSESSMENT HANDBOOK

2019

This booklet provides you with important information about the school’s assessment policy, timing of Assessment Tasks and the content examined for each assessable task you have this year.

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

Phone: 02 9451 7005


Killarney Heights High School is committed to enhancing and encouraging students’ achievement of learning outcomes. The Killarney Heights High School Assessment Policy is designed to ensure consistency in assessment throughout the school. Our aim is to ensure that all of our students progressively develop their skills and knowledge in a collaborative and supportive environment.

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

• consistency across subjects and courses

• fairness in marking and reporting

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

Assessment Tasks are designed to measure performance against course outcomes through a range of Assessment Tasks and in a wider range of objectives than may be tested in an examination. Assessment Tasks may include:

• tests which may take a written, practical and oral form

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

• practical tasks and major works

• fieldwork and projects

Teachers must be satisfied that the work presented is the student’s own, particularly in tasks that require work to be done at home, and that any help that you have received has been acknowledged (referenced). Malpractice (including copying someone else’s work or breaching school examination rules) is taken very seriously at Killarney Heights High School.

To have satisfactorily completed a course, students will have:

● satisfactorily completed the Board of Studies teaching and Educational Standards requirements

for all courses studied ● have a satisfactory record of attendance ● applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and ● achieved some or all of the course outcomes.

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

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

In all cases, where a student does not submit or attend an Assessment Task, they must complete an Illness/Misadventure form. Failure to follow these procedures will result in a mark of zero being awarded.

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

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

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

INTRODUCTION TO ASSESSMENT POLICY

SUCCESS CRITERIA FOR KHHS ASSESSMENTS

ABSENCE, ILLNESS AND MISADVENTURE PROCEDURES

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


Killarney Heights High School Illness/ Misadventure/Absence for an assessable task

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

School Certificate. Absence from an assessable task could be an indication of a student’s non-serious attempt, placing at risk the award of the RoSA and /or the Higher School Certificate.

It is the responsibility of a student, who for various reasons, fails to submit an assessable task, to make proper application for consideration under the published rules of the Assessment Procedures.

Completed by Student

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

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

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

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

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

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

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

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

Completed by Head Teacher

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

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

Task type: Exam Written In class Project Research Please circle

Practical Group Oral

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

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

Entered on Sentral

RETURN THIS COMPLETED FORM TO YOUR DEPUTY PRINCIPAL

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

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


2019 Assessment Overview

Wk Term 1 Term 2 Term 3 Term 4

1

2 Maths assignment 25 PDHPE assignment 25

Technology portfolio 50 Japanese presentation 20

3 Drama project 30

4 French test 30 Japanese speech 20

Drama storytelling 40 Visual Art Website 35 Music test 25

5 Science project 25 Visual At research 35 Music podcast 25

Maths practical assignment 25

Visual Art research 30 French test 30

Japanese test 40

6 History exam 40 French research 20

English 25 Maths 30

Science 40 Geography 40

Technology portfolio 50

7 History research 20

8 French dialogue 20 Japanese test 20 English short answers 25

9 Maths topic test 20 English multimodal 25

Science game design 35 PDHPE poster 25

10 English essay 25 Music performance 25 Music composition 25

11 Drama project 30


ENGLISH

In Year 8 students continue to develop their skills through the study of film, poetry, a Shakespeare play, non-fiction and different narrative forms and mediums. They also undertake a close study of a novel as part of a broader conceptual study.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Novel Essay Task Journeys

Shakespeare Oral Task

Yearly Examination

Task type Essay Viewing & Short Answers

Multimodal Presentation

Comprehension and Creative

Writing

Timing Term 1 Week 10

Term 2 Week 8

Term 3 Week 9

Term 4 Week 6

Outcomes EN4-4B, EN4-5C, EN4-7D,

EN4-8D

EN4-3B, EN4-4B

EN4-3B, EN4-4B

EN4-1A, EN4-2A

Weighting 25% 25% 25% 25%

Outcomes Assessed

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

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

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

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

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

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

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


MATHEMATICS

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

Assessment Schedule


Task Name Topic test Assignment Practical

Assignment Examination

Timing Term 1 Week 9 Term 2 Week 4 Term 3 Week 5 Term 4 Week 6

Outcomes

MA4-1WM, MA4-2WM, MA4-3WM, MA4-5NA, MA4-6NA, MA4-4NA, MA4-9NA, MA4-8NA, MA4-10NA

MA4-1WM, MA4-2WM, MA4-3WM, MA4-8NA, MA4-10NA, MA4-10NA, MA4-10NA, MA4-2WM, MA4-16MG

MA4-1WM, MA4-2WM, MA4-16MG, MA3-1WM, MA3-2WM, MA3-10MG, MA4-12MG, MA4-13MG, , MA3-11MG, MA4-14MG, MA3-3WM, MA3-18SP, MA4-3WM, MA4-19SP, MA4-20SP,

MA3-1WM, MA3-3WM, MA3-18SP, MA4-1WM, MA4-2WM, MA4-3WM, MA4-19SP, MA4-20SP, MA4-1WM, MA4-2WM, MA4-3WM, MA4-1WM, MA4-17MG, MA4-11NA, MA4-7NA

Weighting 20% 25% 25% 30%

Outcomes Assessed

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

› MA4-2WM applies appropriate mathematical techniques to solve problems

› MA4-3WM recognises and explains mathematical relationships using reasoning

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

› MA4-5NA operates with fractions, decimals and percentages

› MA4-6NA solves financial problems involving purchasing goods

› MA4-7NA operates with ratios and rates, and explores their graphical representation

› MA4-8NA generalises number properties to operate with algebraic expressions

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

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

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

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

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

› MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume

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

› MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems

› MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles

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

› MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays

› MA4-20SP analyses single sets of data using measures of location, and range

› MA4-21SP represents probabilities of simple and compound events


SCIENCE

Assessment Overview

Component & Weight

Task 1 Task 3 Task 4

Term 1 Week 5

Term 3 Week 9

Term 4 Week 6

Student Investigation

Project

Energy Transformations- Game Design and

analysis

Yearly Exam

SC4-4WS, SC4-5WS, SC4-7WS, SC4-9WS, SC4-

14LW

SC4-11PW SC4-7WS SC4-9WS

SC4-7WS, SC4-8WS,

SC4-5WS, SC4-11PW

SC4-13 ES, SC4-15LW, SC4-16CW

Knowledge & Understanding

40 5 15 20

Planning and Conducting

Investigations 20

10 10

Critical Thinking and Problem

Solving 20

10 10

Communicating 20 10 10

100 25 35 40

Outcomes SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in

increasing understanding of the world around them SC4-2VA shows a willingness to engage in finding solutions to science-related personal, social and global

issues, including shaping sustainable futures SC4-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and

future use and influence of science and technology, including ethical considerations SC4-4WS identifies questions and problems that can be tested or researched and makes predictions

based on scientific knowledge SC4-5WS collaboratively and individually produces a plan to investigate questions and problems SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify

trends, patterns and relationships, and draw conclusions SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and

plausible solutions to identified problems SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific

language, text types and representations SC4-10PW describes the action of unbalanced forces in everyday situations SC4-11PW discusses how scientific understanding and technological developments have contributed to

finding solutions to problems involving energy transfers and transformations SC4-13ES explains how advances in scientific understanding of processes that occur within and on the

Earth, influence the choices people make about resource use and management SC4-14LW relates the structure and function of living things to their classification, survival and

reproduction SC4-15LW explains how new biological evidence changes people’s understanding of the world SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories

about the motion and arrangement of particles SC4-17CW explains how scientific understanding of, and discoveries about the properties of elements,

compounds and mixtures relate to their uses in everyday life


HUMAN SOCIETY AND ITS ENVIROMENT (HSIE)

In Semester 1 students study of the nature of history and historical sources, both archaeological and written. In Semester 2, students to describe the geographical processes that influence the features and characteristics of places and environments across a range of scales.

Assessment Task 1 Task 2

Task Name History History and Geography

Task type Formative extended response Summative Examination

Timing Term 1 week 7 Term 4 week 6

Outcomes HT4-4, HT4-5, HT4-8, HT4-10 HT4-2, HT4-3, HT4-9, GE4-3, GE4-5, GE4-6, GE4-8

Weighting 40% 60%

Outcomes History Outcomes Geography • HT4-1 describes the nature of history and

archaeology and explains their contribution to an understanding of the past

• HT4-2 describes major periods of historical time and sequences events, people and societies from the past

• HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies

• HT4-4 describes and explains the causes and effects of events and developments of past societies over time

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

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

• HT4-7 identifies and describes different contexts. Perspectives and interpretations of the past

• HT4-8 locates, selects and organizes information from sources to develop an historical inquiry

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

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

• locates and describes the diverse features and characteristics of a range of places and environments (GE4-1)

• describes processes and influences that form and transform places and environments (GE4-2)

• explains how interactions and connections between people, places and environments result in change (GE4-3)

• examines perspectives of people and organisations on a range of geographical issues (GE4-4)

• discusses management of places and environments for their sustainability (GE4-5)

• explains differences in human wellbeing (GE4-6)

• acquires and processes geographical information by selecting and using geographical tools for inquiry (GE4-7)

• communicates geographical information using a variety of strategies (GE4-8)


DRAMA Students continue to investigate and develop their knowledge, understanding and skills in Drama by exploring a diverse range of forms and performance styles. The unit on Physical Theatre will lead to a self-devised clown routine. Students will use storytelling as a basis for a film unit that will incorporate technology. The final unit in Year 8 will be a Playbuilding unit where students use theatrical techniques and conventions to engage an audience.

Assessment Schedule


Task Name Physical Theatre & Clowning Storytelling: Film unit Playbuilding

Task type In class project work and written task

In class project work and written task

In class project work and written task


Term 3 Week 4

Term 4 Week 3

Outcomes 4.1.1, 4.1.2, 4.2.1, 4.3.2

4.1.4, 4.2.1, 4.2.2, 4.3.2 4.1.4, 4.2.1, 4.3.1, 4.3.3

Syllabus components

Making 15 20 15

Performing 5 10 10

Appreciating 10 10 5

Weighting 30% 40% 30%

Outcomes Assessed: A student: 4.1.1: identifies and explores the elements of drama to develop belief and clarity in character, role,

situation and action; 4.1.2: improvises and playbuilds through group-devised processes; 4.1.3: devises and enacts drama using scripted and unscripted material; 4.1.4: explores a range of ways to structure dramatic work in collaboration with others; 4.2.1: uses performance skills to communicate dramatic meaning; 4.2.2: experiments with performance spaces and production elements appropriate to purpose and

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

technologies to create dramatic meaning; 4.3.1: identifies and describes elements of drama, dramatic forms, performance styles, techniques

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

human experience; 4.3.3: describes the contribution of individuals and groups in drama using relevant drama

terminology.


MUSIC

Students continue to develop their knowledge, understanding and skills in Music by exploring two distinct instruments, the Guitar and the Keyboard. The unit on Guitar give students an introduction to TAB notation, correct finger placement, strumming technique, and basic chords. In the Keyboard Unit, students will learn basic piano skills, including learning to play melodies and chords, and playing with another person. The unit also develops students’ understanding and skills in composition, through a study of 12 Bar Blues.

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

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

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

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

4.6 experiments with different forms of technology in the composition process

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

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

Assessment Schedule


Task Guitar Riff + Performance

Guitar Podcast

12 Bar Blues Composition

Yearly Exam

Timing Term 1

Week 10 Term 2 Week 5

Term 3 Week 10

Term 4 Week 4

Task is wholly completed in

class

Task is wholly completed in

class

Outcomes 4.1, 4.2, 4.3 4.7, 4.8, 4.10, 4.11 4.4, 4.5, 4.6 4.7, 4.8, 4.10, 4.11

Syllabus Component:

Performance Composition Listening Composition Performance

Listening Weighting Total %

Perform 25% 25%

Compose 25% 25%

Listen 25% 25% 50%


VISUAL ARTS Visual Arts fosters interest and enjoyment in the making and studying of art. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Year 8 students will be exploring Art through Pop Art and Surrealism, along with looking at using art to create awareness of global issues. Through their studies of art and their own artmaking practice students will ask the big question of “does Art have power?”, focusing on making artworks that communicate ideas and have meaning.


Task Name

Make it Pop!

Part A: Pop Art Sculpture

Part B: Pop Art Research Task

Plastic Oceans

Part A: Linocut reduction print

Part B: Website

That’s so surreal! Surrealism Infographic (combination of artmaking and

illustration)

Timing Term 1

Research Task: Week 5

Term 3


Term 4


Outcomes 4.1, 4.4, 4.7, 4.9 4.5, 4.8 4.3, 4.7

Syllabus components

Artmaking 20 20 15

Critical and Historical Study 15 15 15

Weighting *Part A: Making: 20%

Part B: Critical and Historical: 15%

*Making: 20%

# Critical and Historical: 15%

# Making / Critical and Historical: 30%

*Artmaking process completed during class time # 3 lessons during class time to work on assessment. What is not finished during class time will be completed in students own time.

Outcomes

4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.2 explores the function of and relationships between the artist – artwork – world – audience 4.3 makes artworks that involve some understanding of the frames 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.5 Investigates ways to develop meaning in their artworks 4.6 selects different materials and techniques to make artworks 4.7 explores aspects of practice in critical and historical interpretations of art 4.8 explores the function of and relationships between the artist – artwork – world – audience 4.9 begins to acknowledge that art can be interpreted from different points of view 4.10 recognises that art criticism and art history construct meanings


FRENCH BACKGROUND SPEAKERS The students will explore the themes of social media, trends, talents, solidarity, revolutions, current affairs, future plans and science fiction.

Assessment Schedule

Task 1

Task 2

Task 3 Task 4 Weighting

s

Task Name Dialogue Term 2 Test

Cultural Project

Term 4 Test

Task type

Write and perform a dialogue

Aural, written

test

Research task with oral

presentation

Aural, written test


Term 2 Week 4

Term 3 Week 6

Term 4 Week 5

Outcomes 4-UL.3, 4.UL.4 4.MLC.1

4.UL.1, 4.UL.2

4.UL.3, 4.UL.4,

4.MBC.2

4.UL.1, 4.UL.2,

4.UL.4, 4.MLC.1

Syllabus Component

Speaking in French

10

10 20

Listening and Responding

15

10

25

Reading and Responding

15 15

30

Writing in French 10

10 5

25

Weightings 20%

30% 20% 30%

100%

Stage 4 Assessed Outcomes:

A student

• 4. UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts

and responds appropriately

• 4. UL.2 demonstrates understanding of the main ideas and supporting detail in written texts


• 4.UL.3 establishes and maintains communication in familiar situations

• 4.UL.4 applies a range of linguistic structures to express own ideas in writing

• 4.MLC.1 demonstrates understanding of the importance of appropriate use of language in

diverse contexts

• 4. MBC.2 demonstrates knowledge of key features of the culture of French-speaking

communities.


FRENCH PRIOR LEARNING

The students will explore the themes of getting around town, eating habits, friendship, the media, heros, the environment, money and professions.

Assessment Schedule

Task 1

Task 2

Task 3 Task 4 Weightings

Task Name Dialogue Term 2 Test

Cultural Project

Term 4 Test

Task type

Write and perform a dialogue

Aural, written

test

Research task with oral

presentation

Aural, written test


Term 2 Week 4

Term 3 Week 6

Term 4 Week 5

Outcomes 4-UL.3, 4.UL.4 4.MLC.1

4.UL.1, 4.UL.2

4.UL.3, 4.UL.4,

4.MBC.2

4.UL.1, 4.UL.2,

4.UL.4, 4.MLC.1

Syllabus Component

Speaking in French

10

10 20

Listening and Responding

15

10

25

Reading and Responding

15 15

30

Writing in French 10

10 5

25

Weightings 20%

30% 20% 30%

100%

Stage 4 Assessed Outcomes:

A student

• 4. UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts


• 4. UL.2 demonstrates understanding of the main ideas and supporting detail in written texts


• 4.UL.3 establishes and maintains communication in familiar situations

• 4.UL.4 applies a range of linguistic structures to express own ideas in writing

• 4.MLC.1 demonstrates understanding of the importance of appropriate use of language in

diverse contexts

• 4. MBC.2 demonstrates knowledge of key features of the culture of French-speaking

communities.


JAPANESE Students learn about the Japanese writing systems and study the topics of myself, family and friends, routines and my city. Emphasis is on communication in Japanese in Year 8, leading to the production of short texts in Japanese. A cultural assignment in Term 3 will be used as the basis for learning and other relevant cultural aspects are covered in context.

Assessment Schedule


Task Name

Listening & reading of Hiragana

script

Speaking in Japanese on

Topic of Myself

Ongoing Cultural & Language Unit involving work in class & at home

including Writing in Japanese

Reading & Writing Yearly

Examination

Task type Test Speech Presentation Test


Term 2 Week 4 Term 3 Week 2 Term 4

Week 5

Outcomes 4.UL.1, 4.UL.2 4.UL.3, 4.MLC.1 4.UL.4, 4.MBC.2 4.UL.2,4.UL.4

Weighting Listening 10%; Reading 10%

20 20 20 Reading 30%; Writing 10%

40

Outcomes Assessed

4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and

responds appropriately

4.UL.2 demonstrates understanding of the main ideas and supporting detail in written texts and

responds appropriately

4.UL.3 establishes and maintains communication in familiar situations

4.UL.4 applies a range of linguistic structures to express own ideas in writing

4.MLC.1 demonstrates understanding of the importance of appropriate use of language in diverse

contexts

4.MBC.2 demonstrates knowledge of key features of the culture of Japanese-speaking communities


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Personal Development, Health and Physical Education (PDHPE) contributes significantly to the cognitive, social, emotional, physical and spiritual development of students. It provides opportunities for students to learn about, and practise ways of, adopting and maintaining a healthy, productive and active life. It also involves students learning through movement experiences that are both challenging and enjoyable, and improving their capacity to move with skill and confidence in a variety of contexts. It promotes the value of physical activity in their lives.

Assessment Schedule


Task Name Risk Taking

Practical Skills

Cricket, AFL and

Touch Football

Drug Information Practical Skills

Volleyball, Sofcrosse and Striking Games

Task type

Creative,

problem solving

assignment

Practical skills,

attitude and

participation

Research and

create poster

Practical skills,

attitude and

participation

Timing Term 2

Week 2

Ongoing

throughout

Semester 1

Term 3

Week 9

Ongoing

throughout

Semester 2

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

Weighting 25% 25% 25% 25%

Outcomes Assessed

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

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

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

4.5 A student combines the features and elements of movement composition to perform in a range of contexts and environments.

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

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm

4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions

4.14 A student engages successfully in a wide range of movement situations that displays an understanding of how and why people move

4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them


TECHNOLOGY (MANDATORY)

The study of Technology Mandatory in Years 7–8 enables students to become responsible users of technologies and designers of solutions. Through the practical application of knowledge and understanding, students develop skills in the safe use of a range of technologies to design, produce and evaluate solutions to identified needs and opportunities.

Outcomes Assessed

Design and Production Skills

TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities TE4-2DP plans and manages the production of designed solutions TE4-3DP selects and safely applies a broad range of tools, materials and processes in the production of quality projects TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose programming language Knowledge and Understanding

TE4-5AG investigates how food and fibre are produced in managed environments TE4-6FO explains how the characteristics and properties of food determine preparation techniques for healthy eating TE4-7DI explains how data is represented in digital systems and transmitted in networks TE4-8EN explains how force, motion and energy are used in engineered systems TE4-9MA investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions TE4-10TS explains how people in technology related professions contribute to society now and into the future

Assessment Schedule

TASK 1 TASK 2 Task Name Project Portfolio and

Product #1 Project Portfolio and

Product #2

Task Type Practical Project (30%) Portfolio Booklet (20%)

Practical Project (30%) Portfolio Booklet (20%)

Timing Term 2

Week 3 Term 3 Week 6

Outcomes

TE4-1DP, TE4-2DP, TE4-

3DP, TE4-10TS

TE4-1DP, TE4-2DP, TE4-

3DP, TE4-10TS

Weighting

50

50

Documents

Yr 8 Assessment handbook - Killarney Heights High School · extension to the due date will be assessed by the relevant Head Teacher on a discretionary basis. ... Exam Written In class