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A Parents’ Guide to

Year 7 Assessment

2018

This booklet is also available from the Cheltenham Girls' High School website

http://www.cheltenham-h.schools.nsw.edu.au/curriculum-activities/assessment-reporting

http://www.cheltenham-h.schools.nsw.edu.au/curriculum-activities/assessment-reporting


The table below is a summary of the teachers on each class. The classes are further divided in Technology and Visual Arts and students in classes:

C, H and E can be in TAS/VA 1, 2, 3 or 4

L, T and N can be in TAS/VA 5, 6, 7 or 8

A and M can be in TAS/VA 9, 10 or 11 The number in brackets next to the subject is the total number of periods in a two week cycle whilst the number next to the teacher is how many of those periods are with each teacher.

Class English (7) Maths (7) Science (7) History (5)

LOTE (2) Music (3) PDHPE (5) SPORT (3) Technology (6) Visual Arts (3)

7C

Miss S Sullivan (6)

Mrs J Coupland (1)

Mrs J Bates

Miss H Ali (6)

Mrs S Bernardi (1))

Mrs S Lucas

Ms J

Bhoyroo

Mrs D

Alexander

Mrs T Spring

Mrs T Spring

1 Miss P Faustorila

2 Ms S Handran-

Smith 3

Mr N Clark

4

Mrs S Glanville

1 Mrs L latty

2 Mr J Beerden

3 Mrs L Liepins

(2) Mrs L Lander (1)

4 Mrs S Sourlas

7H Mr M Lam (6)

Ms L Curtis (1)

Mr W Lee

Ms S

Mediratta

Mrs P Kshetrapal

Ms J Bhoyroo

Ms S Katz

Mrs T Mowll

Mrs T Mowll

7E

Mrs M Webb Ms K Parkinson

Mrs P Liew (6) Ms S Medriatta (1)

Ms M Koparan

Ms J Bhoyroo

Mrs L lander

Miss K

Beauman

Mr B Gavathas

7L

Mrs J Quan (4) Mrs K Moore (3)

Ms P Ekanayake

Mrs S Bernardi

Miss M Koparan

Ms J Bhoyroo

Mrs D Alexnader

Miss K Beauman

Ms s Scott (2)

Miss K Beauman

(1)

5 Mrs V Sethi

6 Miss P

Faustorila 7

Mrs V Sethi 8

Mrs G Edwards (5)

Mr P Wilson (1)

5 Mrs L Latty (2)

Mrs D Alexander (1)

6 Mr J Beerden

7 Mrs L Liepins

8 Mrs S Sourlas

7T

Mrs R Fowell (4) Mrs H Atkinson (3)

Ms P Ekanayake

Mrs K Newton

Mrs A Inman (3) Mr S Randall (1)

Mrs M Acosta

Mrs S Katz (2)

Mrs D Alexander (1)

Ms S Scott (2)

Miss Beauman (3)

Mrs R

McLachlan

7N

Mrs M Webb

Ms M Goranic

Mrs K Ganga

Mrs P Kshetrapal

Mrs E Truong

Mrs L Lander

Miss R Marangon (3) Ms S Scott (2)

Miss R Marango

7A

Miss J Ng

Mr R Mar (6)

Mr R Abdur (1)

Mrs S Naidu

Mrs S Lucas (4) Ms L Curtis (1)

Mrs E Truong

Mrs D Alexander

Miss E Youssef (3)

Miss E Barrett (2)

Miss E Youssef

9 Mrs V Sethi

10 Miss P Faustorila

(5) K Murray (2)

11 Mr N Clark (3)

Ms S Handran-Smith (3)

9 Mrs S Sourlas

10 Mr M Horne

(1) Mr R Gibbs (2)

11 Mr J Beerden

7M

Mrs C Narsai Mr T Hill (4)

Ms M Goranic

(3)

Mrs A Saunders Miss M Koparan Mrs M Acosta

Mrs L Lander Miss E Youssef


A Message from the Principal Dear Parents,

This booklet has been prepared to assist you and your daughter in the transition from Primary school to Secondary school. In it you will find information about each of the Key Learning Areas studied in Secondary School. You will also find the contact details for each of these areas, including your daughter's subject classroom teacher’s name. I encourage you to take the time to read the booklet through from cover to cover and to discuss its contents with your daughter.

Should you have questions about assessment and reporting in the junior school, you are invited in the first instance to make contact with the Head Teacher of the subject. Contact may be made via mail, fax (9869 8521), email ([email protected] ) or a telephone call (9876 4481). Parents do need to be aware however, that immediate access to Head Teachers is rarely possible as they too have teaching duties. Often it is best to contact the school and set up a mutually convenient time to discuss any issues.

The change to secondary school can present many challenges to students and their families; by providing information about assessment tasks and processes, together with each faculty’s perspective on homework, I hope that we can all work together to ensure a smooth transition.

My thanks go to each of the KLA Head Teachers for their assistance in the preparation of this booklet.

Yours truly,

Mrs Susan Bridge Principal

mailto:[email protected]


Curriculum in the Junior School

All students in secondary schools in NSW follow the syllabuses set by the NSW Board of Studies. These syllabuses have been written to ensure that students have access to a high quality modern curriculum that prepares them for life, the world of work and further study.

The Years 7–10 syllabuses are based on a belief that students learn best in an environment of high but realistic expectations. As well as being clearer about the essential learning that all students must do, the new syllabuses allow for content to be added to meet locally identified needs and interests.

The Parents Page on the Board of Studies website (www.boardofstudies.nsw.edu.au/parents ) contains more information that might be useful to you. It has links to descriptions of all the syllabuses, the syllabuses in full, support documents, and requirements for a Record of School Achievement.

Key Learning Areas

These are broad categories of subjects. The Years 7–10 curriculum is organised in eight Key Learning Areas (KLAs): English; Mathematics; Science; Human Society and Its Environment; Personal Development, Health and Physical Education; Creative Arts; Technology; and Languages.

Stage This is a period of learning, typically of two years’ duration. Stage 4 refers to Years 7 and 8. Stage 5 refers to Years 9 and 10.

The transition from primary to secondary

The primary school curriculum (K–6) is divided into six key learning areas: English; Mathematics; Science and Technology; Creative and Practical Arts; Human Society and Its Environment (HSIE); and Physical Development, Health and Physical Education (PDHPE).

All the Years 7–10 syllabuses facilitate transition between primary and secondary schooling by building on the knowledge and skills that students develop in Years K–6. The courses of study also form the foundation for progressing beyond Year 10 to the Higher School Certificate, TAFE, further study and work.

http://www.boardofstudies.nsw.edu.au/parents


National Assessment Program Literacy and Numeracy (NAPLAN) 2018

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. It is an everyday part of the school calendar and has been since 2008.

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling and numeracy. The assessments are undertaken nationwide, every year, in the second full week in May.

NAPLAN is made up of tests in the four areas (or ‘domains’) of: Reading Writing

Language Conventions (spelling, grammar and punctuation) Numeracy.

NAPLAN tests skills in literacy and numeracy that are developed over time, through the school curriculum.

The results of the tests provide important information to schools about what each student can do, and are used to support teaching and learning programs. Parents receive a report indicating their child’s level of achievement reported against national benchmarks.

The tests are conducted across Australia from the 15 - 17th May 2018.

In the Numeracy tests students do not require any measuring tools such as rulers or protractors. In Years 7 and 9 there will be two Numeracy tests: one where a calculator is allowed and one where calculators are not used. For the calculator test the student should use the calculator that they currently use at school.

Students may be considered for exemption from the tests if they are newly arrived in Australia (less than one year before the test) and with a language background other than English, or if they have significant intellectual delay.

Students with confirmed disabilities or difficulties in learning are expected to participate in the tests. Disability provisions which reflect the student’s normal level of support in the classroom will be provided for students by the school. Large print, Braille and black and white versions of the test are available for students with vision impairment.

Access to disability provisions and exemption from the tests must be discussed with your school’s learning support team and the school Principal, and a parent consent form must be signed. Parents also have the right to withdraw their child from the tests. If you wish to withdraw your child from the tests you must sign a parent consent form. Consent forms are available at school.

Additional information for parents about the National Assessment Program can be found on this website: http://www.naplan.edu.au/parents/parent_information_page.html

http://www.naplan.edu.au/parents/parent_information_page.html


NSW Curriculum The Board’s mandatory curriculum requirements for a Record of School Achievement and the related elective courses are listed below. All time allocations are indicative of the time expected for a typical student to achieve the objectives and outcomes of the course.

Key Learning Area

Mandatory Courses

English All students study English, Mathematics and Science in Years 7, 8, 9 and 10. By the end of Year 10

all students must complete 400 hours in each of these subjects. Mathematics

Science

Key Learning Area Mandatory Courses Possible Elective Courses ( in

Years 9 & 10)

Creative Arts All students study 100-hour courses in each of Visual Arts and Music. At CGHS all student study Non-Elective Music in Yrs 9 & 10.

Dance

Drama

Music

Photographic and

Digital Media

Visual Arts

Visual Design

Human Society and Its Environment (HSIE)

In Stage 4 (Years 7–8) all students study 100-hour courses in each of History and Geography. At CGHS Year 7 students study History and Year 8 students study Geography.

In Stage 5 (Years 9–10) all students study 100- hours each of Australian History and Australian Geography.

By the end of Year 10 all students must complete 400 hours of History and Geography combined.

Aboriginal Studies

Commerce

International Studies

Elective History

Elective Geography

Languages All students must study 100 hours in one language over one continuous 12-month period at some stage during Years 7–10.

At CGHS this is covered in Year 8.

French

Japanese

Italian

Spanish

Personal Development, Health and Physical Education (PDHPE)

All students study PDHPE in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 300 hours of PDHPE.

Physical Activity and Sports Studies (PASS)

Child Studies

Technology All students study Technology (mandatory) for 200 hours, usually in Stage 4 (Years 7–8.)

Design and Technology

Food Technology

Graphics Technology

Industrial Technology

Information and Software Technology

Textiles Technology

Assessment In good teaching, assessment is built into the learning process rather than being a separate event. The teacher monitors the responses of students as they do activities that have been designed to show what they have learnt. These activities also provide opportunities for feedback on what has been achieved and what needs to be done for students to progress in their learning.

In some cases it is possible for students to monitor their own learning or to benefit from peer feedback.


Reporting to Parents Each year you will receive two written reports during the year on your daughter’s achievements at school.

The Half Yearly Report is a cumulative report (and may not include all assessment tasks from Semester 1) whilst the Yearly Report covers the whole year’s work. The information contained in this report is a summary of her achievement and is one of a number of ways Cheltenham Girls High School communicates with you about her progress.

We will provide opportunities for you to meet with your daughter’s teachers to discuss ways to work together to help her. Each Faculty has its own junior assessment policy, which specifies the areas to be assessed for each reporting period. Parent teacher meetings are advertised in the Calendar section of the school website: http://www.cheltenham-h.schools.nsw.edu.au and on Sentral. Parents should contact the Head Teacher listed in the first instance if support or clarification is required.

We report your daughter’s progress to you using the following five point scale:

A – Outstanding Achievement: The student has an extensive knowledge and understanding of the content

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

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

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

D – Basic Achievement: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

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


PRESENTATION OF SUBMITTED ASSESSMENT TASKS

If an assessment task is not handed in at the nominated time on the scheduled date without a reason

accepted by the classroom teacher, the mark awarded will be reduced as follows:-

Assessment task handed in: Penalty

At specified time but student absent some/all of day due

before specified time

20% of available marks

Any time after specified time but on the day due 20% of available marks

Day following due date 20% of available marks

Subsequent day 40% of available marks



Subsequent day and thereafter 100% of available marks

Worked Examples:

Assessment task submitted Penalty

On due day but after specified time 20% of marks

On due day, at specified time but student has partial/full

day absence

20% of marks

Tuesday but due Monday 20% of marks

Wednesday but due Monday 40% of marks

Thursday but due Monday 60% of marks

Friday but due Monday 80% of marks

Next Monday but due previous Monday (i.e. a week late) 100% of marks

Student can receive feedback from their teacher regarding their tasks.


English

English is a mandatory course that is studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10.

Course description Students of English in Years 7–10 learn to read, enjoy, understand, appreciate and reflect on the English

language in a variety of texts, and to write texts that are imaginative, interpretive, critical and powerful.

What will students learn about? Students of English in Years 7–10 learn to read, enjoy, understand, appreciate and reflect on the English language in a variety of texts, and to write texts that are imaginative, interpretive, critical and powerful. Students study books, films, radio, television, newspapers, the internet and digital texts. The texts give students experience of Australian literature and literature from other countries and times, and insights into Aboriginal experiences and multicultural experiences in Australia. Students also study texts that give experience of cultural heritages, popular cultures and youth cultures, picture books, every day and workplace texts, and a range of social, gender and cultural perspectives. Students experience Shakespearean drama in Stage 4 and further this study in Stage 5 (Years 9 and 10).

What will students learn to do? Students develop their skills, knowledge and understanding so that they can use language and communicate appropriately and effectively for a range of purposes and audiences, in a range of contexts. They learn to think in ways that are imaginative, interpretive and critical. They express themselves and their relationships with others and the world. They reflect on their learning in English.

Course requirements The study of English in Stage 4 (Years 7 and 8) requires experience in fiction, film, nonfiction and drama and a wide range of types of poems. Stage 5 (Years 9 and 10) also requires experience in works of fiction, film, nonfiction and drama, and a variety of poetry drawn from different anthologies or from particular poets. In Stage 5, the selection of texts gives students an experience of Shakespearean drama.

Description of Topics

Art of Persuasion Study of persuasive language techniques, and how students can apply them in their own writing

What a Drama! Study of a selection of one-act play and monologues. Students explore performance techniques and how they create meaning.

Novel Study Close study of a literary text.

Difference and Other Cultures Students gain an understanding of representation and consider how difference is presented in texts.


1. Topic Components

Year 7 Assessment Schedule 2018 English

Topic Time (Weeks) approx. The Art of Persuasion 11 What a Drama 10 Novel Study 10 Representing Difference 10

2. Assessment Schedule

Task Task Name Description How it will be assessed Weighting

(%) Due date

1

The Art of Persuasion-

Writing

Persuasive writing

response

Students will respond to a given question and write an extended

response, using persuasive devices. They will demonstrate an

understanding of persuasive techniques and employ this in their writing.

20%

Term 1 Weeks 6 - 7

2

What A Drama- Speaking Monologue

Play Extract Students will need to learn a provided monologue, and then perform it to the

class.

20%

Term 2 From

Week 8

3 Novel Study-

Creative Writing

Description of

character and setting

Students will be asked to use descriptive language to show an

understanding of characterisation and setting in a piece of extended writing.

20%

Term 3 Week 9

4

Class Tasks (including

Representing Difference)

Script writing, group performance, ICT

based quiz, book quiz, Multiple Choice/ Short

answers, activities designed by class

teacher

Students will be given a range of class

tasks based on the content of the term. These will be teacher directed and be a

part of ongoing learning in the classroom.

40%

All Terms

Total 100


History History is studied by all students in NSW schools from Year7 to Year 10.

100 hours History is studied in Stage 4

100 Hours History is studied in Stage 5.

Course description In 2018 students will study content from the NSW National History curriculum. By studying History students develop an interest in, and an understanding of, people, societies and events in the past. From years 7-10 students study ancient, medieval and modern times, including twentieth century Australia

What will students learn about?

Students learn about how historians investigate the past and the challenges of using sources as evidence to recreate the past. They study the life of peoples from different places and times and how their discoveries, inventions and legacy are relevant today. Students develop an understanding of how individuals can bring about change in society and the world and learn how to critically analyse sources and use different techniques to communicate this. In Stage 4 they achieve this through investigating the nature of History, evidence and time; by studying an ancient society and a medieval society and by understanding the contact and colonisation experiences of different groups of peoples in History.

What will students learn to do? Students will learn to:-

- investigate events and issues.

- ask questions about information and events.

- draw conclusions.

- make judgements about information.

- use and analyse sources.

- undertake ethical research.

- examine different views and perspectives about events.

- understand continuity, change, cause and effect.

- communicate knowledge, including with the use of ICT.

- construct logical arguments, supported by evidence.

Course requirements Students are expected to: -

- complete all assessments and class tasks to the best of their ability.

- keep up-to-date with any work missed when they are absent, including assessment tasks.

- submit tasks by the due date and plan all tasks and research with sufficient effort and time to achieve the

best they can.

- seek help from their class teacher before the due date of any task if they are experiencing difficulty with the

work.

Description of Topics SEMESTER ONE: Ancient Studies SEMESTER TWO: Medieval & Modern Studies

1. Investigating the Ancient Past 5. Overview ‘The Ancient to Modern World’

2. Overview ‘The Ancient World’ 6. Medieval Europe

3. Ancient China 7. Expanding Contacts-Aboriginal peoples and the Aztecs

4. Ancient Egypt 8. Japan Under the Shoguns

This schedule is a guide only. Please note that topics may be substituted or re-sequenced depending on the course.


1. Topic Components

Year 7 Assessment Schedule 2017 History

Topic Time (Weeks) approx

Depth Study 1: Investigating the Ancient Past 6 Depth Study 2: The Mediterranean World- Egypt 7 Depth Study 3: The Asian World- China 6

Depth Study 4: Medieval Europe 8

Depth Study 5: Expanding Contacts - Aboriginal Peoples, Colonisation and Contact History- Aztecs

6

Depth Study 6: The Asia-Pacific World -Japan under the Shoguns 4



(%) Due date

1

Concepts Quiz

A short quiz on the historical terminology and concepts

studied in class.

In class written responses.

10

Term 1 Week 7

2

Conservation

Site Study

Students will conduct guided research on conservation

issues facing one archaeological or historical

site.

Students will complete a creative task depicting their research

findings about this site.

15

Term 1

Week 11

3 Research Task

on Ancient Egypt

Students will conduct research on Ancient Egypt

and select submission methods using a matrix.

Submission of student

selected components

to demonstrate

understanding.

25

Term 2 Week 5

4

Ancient China historical skills task

Students will complete an in class task using content from

the Ancient China topic, focusing on historical skills and literacy using specific

text types.

In-class task incorporating knowledge and comprehension questions, source analysis and

historical writing.

25

Term 3 Week 6

5

Topic Test Content drawn from the Overview of the Ancient to

Modern World topic and the Medieval World Topic.

In class assessment focusing on student

understanding of the forces and events that

shaped the period, using historical

evidence and written literacy.

25

Term 4 Week

2

Total 100


Languages Other Than English (LOTE)

In NSW students must study at least 100 hours in one language, to be completed over one continuous year. The 100-hour course must cover the Stage 4 outcomes and content of the chosen language syllabus, and must be studied between Years 7–10, but preferably in Years 7–8.

When students have completed the mandatory 100 hours of language study, they may continue the study of that language as an elective for the Stage 5 and/or choose to study another language.

Course description In Year 7 students’ study French, Japanese, Spanish and Italian. They complete 1 lesson per week. Each course gives the students a taste of each language in order to assist decision making for Year 8 languages.


Culture of target language

How to choose appropriate language to open and close a conversation

Use appropriate modes of address

Use various listening techniques to understand a short passage/conversation in target language

Use language text types

Use the following strategies to develop literacy skills: problem solving, information sharing and sequencing

Count up to 20

Give a simple self-introduction

What will students learn to do?

Use culturally appropriate gestures when speaking

Difference in title/addressing oneself by genders

Number patterns

Writing style of each target language

Course requirements

Students will complete assessments in French, Japanese and Spanish. Students will be taught how to listen, read, write and speak in target language. They must complete all set class work and homework, and use recommended websites at home to enhance their skills in target language.


1. Topic Components

Year 7 Assessment Schedule 2018 LOTE

Topic Time (Weeks) approx Japanese 12 weeks Spanish 12 weeks French 10 weeks Italian 6 weeks



(%) Due date

1

Japanese Quiz In this task, students

demonstrate their understanding of introductory Japanese

Objective response questions that may be written in English OR Japanese

10

Term 1 Week 7

2

Japanese

Reading and Writing skills

In this task, students demonstrate understanding of the main in written texts and

responds appropriately. Students will apply a range of linguistic

structures to express own ideas in writing.

Students will respond to questions

in Japanese and interpret Japanese texts.

20

Term 2 Week 2

3

Spanish

Reading and Writing skills

In this task, students demonstrate understanding of the main in written texts and

responds appropriately. Students will apply a range of linguistic

structures to express own ideas in writing

Students will respond to questions

in Spanish and interpret Spanish texts.

25

Term 3 Week 2

4 Formative

Assessment Ongoing assessment of student

learning Completion of required class work

and homework throughout the year 15 Term 3

5

French Cultural

Task

In this task, students research and express their own ideas and

cultural understanding

Students will choose and research an aspect of French culture.

Students will use PowerPoint to present information in class. The

presentation will be a maximum of 2 minutes. Students will assessed

on PowerPoint and Presentation in class.

30

Term 4 Week 2

Total 100


Mathematics

Maryam Mirzakhani - Fields Medal Winner

Mathematics is a mandatory course that is studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10.

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.

What will students learn about? Students study Number and Algebra, Measurement and Geometry, Statistics and Probability. Within each of these strands they will cover a range of topics including:

- fractions - decimals - percentages

- consumer arithmetic - probability - algebraic techniques

- coordinate geometry - graphing and interpreting data - perimeter

- area - surface area and volume - trigonometry

- properties of solids - geometrical figures - deductive geometry.

What will students learn to do? Students learn to ask questions in relation to mathematical situations and their mathematical experiences; to develop, select and use a range of strategies, including the use of technology, to explore and solve problems; to develop and use appropriate language and representations to communicate mathematical ideas; to develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions; and to make connections between their existing knowledge and understanding and the use of mathematics in the real world.

Course requirements The study of mathematics in stage 4 (years 7 and 8) require the use of mathematical terminology, notation, diagrams, text and tables to communicate mathematical ideas. It will provide students with skills and understanding in Number and Algebra, Measurement and Geometry and Statistics and probability.


Year 7 Assessment Schedule 2018

Mathematics

1. Topic Components


Computation with Positive Integers 3

Angle relationships 3

Directed Numbers 3

Understanding Fractions, Decimals and percentages

4

Probability 4

Algebra 4

Computation with Fractions and Decimals

3

Time 2

Equations 3

Length, Perimeter and Area 4

Indices 3


TASK TASK NAME DESCRIPTION How it will be assessed WEIGHTING (%) DUE DATE

1 Common Test

1

In these tasks students will

complete a 50 minute in class

test based on the topics that

have been completed prior to

the test. The test will be

comprised of multiple choice

and short answer items.

Student responses will be marked

and the marks allocated according to

the break down as indicated on the

paper. It is usual for questions worth

a single mark to require an answer

only and that questions worth more

will require some mathematical

reasoning to be shown.

20 Week 11

Term 1

2 Common Test

2

30 Week 2

Term 4

3 Common

Project

Students will complete a

project/investigation based

on the topics that have been

completed prior to the project

This project will be submitted as a

written response and a presentation.

Students will be assessed in relation

to the marking criteria issued. Part of

this assessment requires students to

carry out a self-evaluation as well as

conducting peer assessment during

the presentation period.

20 Week 5

Term 3

4 Class

Assessment

This is determined by a

variety of class based tasks et

assignments, project work,

group work, presentations,

class work. This is teacher

determined and will very from

class to class.

A number of different techniques

may be used to assess the quality of

the students responses but

essentially they will be criterion

based. The criteria for each

assessment should be made

available to students when the task

is distributed.

30 On going

Total 100


Music

The Music Course for Year 7 and Year 8 is a mandatory course of 100 hours followed as part of a student’s requirements.

Course description

All students should have the opportunity to develop their musical abilities and potential. As an art form, 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 activities that reflect the real-world practice of performers, composers and audiences.

What will students learn about? In the mandatory courses, students will study the concepts of music (duration, pitch, dynamics and

expressive techniques, tone colour, texture and structure) through the learning experiences of performing, composing and listening, within the context of a range of styles, periods and genres.

The mandatory course requires students to work in a broad range of musical contexts, including exposure to art music and music that represents the diversity of Australian culture. In the elective course students are required to study the compulsory topic Australian Music, as well as a number of optional topics that represent a broad range of musical styles, periods and genres.

What will students learn to do? In Music, students will learn to perform music in a range of musical contexts, to compose music that represents the topics they have studied and to listen with discrimination, meaning and appreciation to a broad range of musical styles.

The development of skills in performing, composing and listening is based on the six musical concepts of Duration, Pitch, Tone Colour, Structure, Texture and Dynamics and Expressive Techniques. Students will be taught to understand these concepts and apply their knowledge to the areas of performance, Composition and Listening.

Course requirements The mandatory course is usually studied in Year 7 and Year 8. Students may not commence study of the elective course until they have completed the requirements of the mandatory course.

Description of Topics In year 7, Semester One we focus on some of the main concepts of music: Introduction to Duration, Pitch of the treble clef and Structure. Activities to support these concepts are derived from Listening Tasks, Composition and Performance activities.


1. Topic Components

Year 7 Assessment Schedule 2018 Music


Dynamics and Expressive Techniques

T1, Wks 2- 4

Tone Colour T1, Wks 5- 8 Duration T1, Wk 9 - T2, Wk 10 Pitch T3, Wk 1-Wk 9 Structure T3, Wk 9-10 Texture T4, Wk 1 Presentation Day T4, Wk 3



(%) Due date

1

Performance

Sight read and perform a rhythm

Students will clap a 4 bar rhythm containing a number of different patterns selected from a prescribed set of examples. The students will be given a minutes reading time. (Individual

assessment)

15

Term 2 Week 2

2

Listening

Tone colour

identification

A recording of five musical instruments will be played. Students will name the instrument and

the orchestral family to which it belongs. (Written response)

15 Term 1 Week

11

3

Literacy

Musical terminology

The spelling of terminology and the meaning of symbols and terms used in a musical score to

indicate dynamics and musical expression. (Written response)

20 Term 1 Week

11

4

Performance

Keyboard skills

Students will perform “This Old Man” on the keyboard. (Individual assessment of technique

and accuracy)

10

Term 3 Week

10

5

Listening

Rhythm and melody

dictation

A 4 bar rhythmic pattern is played six times. Students notate the rhythm on manuscript. (Time signature and the beat are provided). A 4 bar melodic pattern is played six times. Students notate the pitch on manuscript. The rhythm is provided

20

Term 4 Week 2

6 Literacy Musical terminology,

symbols Musical definitions, recognition of treble clef notation, note values

20 Term 4 Week 2

Total 100


Personal Development, Health and Physical Education

Personal Development, Health and Physical Education (PDHPE) is a mandatory course that is studied in each of Years 7–10 with at least 300 hours to be completed by the end of Year 10.

Course description

PDHPE develops students’ capacity to enhance personal health and wellbeing. It promotes active lifestyle, good health and well-being and helps them to achieve confidence and competence in a wide range of activities.

Through PDHPE students develop knowledge, understanding, skills, values and attitudes that enable them to advocate lifelong health and physical activity.

What will students learn about? All students study the following four modules:

• Self and Relationships – Students learn about enhancing their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships.

• Movement Skill and Performance – Students explore the elements of composition as they develop and refine movement skills in a variety of contexts and contribute to the satisfying and skilled performance of others.

• Individual and Community Health – Students learn about the specific health issues of mental health, healthy food habits, sexual health, drug use and road safety. They examine risk, personal safety and how to access health information, products and services.

• Lifelong Physical Activity – Students consider lifestyle balance and the importance of physical activity and its physical benefits. Students learn to participate successfully in a wide range of activities and to adopt roles that promote a more active community.

What will students learn to do? Students will learn important skills that will enable them to take action to maintain their health and physical activity. These include skills in communicating, interacting, problem-solving, decision-making, planning and moving.

Course requirements All students in PDHPE are to expect homework as part of their study in this course. Homework may consist of reading from the student booklet; assessment work; researching and analysing information from the internet and other sources; completing comprehensions or short answer questions; discussing ideas with family and community members; completing work not finished in class and/or catching up on work missed due to absence.

Students will be made aware of the due date for homework and should present their work on time. Students are expected to have a good reason for not completing their homework. This may include ill health or family concerns but should be supported by documentation from home. If homework is not completed (this includes forgetting book with homework in it) students without a reasonable excuse may be asked to complete one or both of the following: submission of the task at the next available opportunity (e.g. 8.30am the following school day or lunch 2 the day it was due) and/or provision of a letter from a parent or guardian stating that the parent or guardian is aware of their daughter’s failure to complete and / or submit homework on the due date.


Description of Topics

Connecting Myself: Students learn about a sense of self, connectedness, interpersonal communication, caring and respectful relationships and interacting with others.

Get Skilled, Get Moving: Students develop fundamental movement skills through a range of fun and challenging activities and modified games.

Adolescence and Change: Students learn about changes and challenges that occur during adolescence and basic sexual health.

Invent a Game: Students develop and practise motor skills in a range of different contexts.

On the Move: Preparation of a class dance where students learn to work as a team, acquire leadership skills and learn the skills of choreography and performance.

Improving My Health: Students learn about the nature of health, factors that affect health,

responsible drug use, accessing health information and services, components of a balanced lifestyle

and benefits of physical activity.

Risky Business: Students learn about managing risk, strategies to minimize harm and personal safety.

Aboriginal Dance: Students learn the elements and culture of dance through the study and exploration of Aboriginal Dance.

"Chelty-Champs": Students participate in a mini-Olympic Games, where the focus is on participation, sportsmanship and teamwork.

Integrated Sport

Year 7 Sport is an Integrated Sports Program taught by the PDHPE faculty and in some units, teachers are supported by professional sports coaches. Sports undertaken throughout the year include: Aerobics, Jump Rope for Heart, Softcrosse, European Handball, Ultimate Frisbee, Athletics, Basketball, Tee Ball, Indigenous Games and Aquatics.

Students learn the basic skills for each sport which are applied to many modified game situations. A compulsory Aquatics Program is conducted in Term 4 and a Year 7 Sports Skills Day occurs in Term 3.


1. Topic Components

Year 7 Assessment Schedule 2018 PDHPE

Topic Time (Weeks) approx Connecting Myself: “Who am I” 6 Get Skilled, Get Moving: 11 Adolescence and Change (concurrently T2) 10 Invent a Game (concurrently T2) 10 On The Move: Practical Dance (concurrently T3)

6

Improving My Health (concurrently T3) 10 Risky Business 9



(%) Due date

1

Connecting Myself:

“Who am I”

ICT Task

Students will use current technologies to develop their presentation on the

theme ‘Who am I’. Students will relate their presentation

to a set of guidelines

20%

Week 6, Term 1

2

Connecting Myself:

Individual

Presentation

Students will use current ICT to formally present information on the

theme ‘Who am I’. Students will be assessed on

communication skills and engagement with the audience

5%

Weeks 6, Term 1

3

Get Skilled, Get Moving

Practical Individual Skills

Assessment (formative)

Students will be assessed on the following two criteria over the course

of the term: Willingness to participate in a range of

Fundamental Movement Skills Progress and refinement of the skills

over a period of three weeks

25%

Weeks 9-10-11

(ongoing) Term 1

4

Adolescence and Change

In class task based on classwork

Students will undertake a topic test incorporating multiple choice, true / false, short and extended response

questions

25%

Week 9, Term 2

5

On The Move

Assessment of student practical and

performance skills (formative)

Students will be assessed on the following three criteria over the course

of the term: Willingness to participate in ‘On The

Move’ practical dance movement Interaction with other students Leadership and choreography

25%

Week 2-7 (ongoing),

Term 3

Total 100


Science

Science is a mandatory course that is to be studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10.

Course description Science develops students’ knowledge, understanding and skills in

making sense of and explaining the biological, physical and technological world, enabling them to make informed choices and responsible decisions as individuals and as part of the community.


Through their study of science, students develop knowledge and understanding about the Physical, Chemical, Living world and Earth and Space. Students examine 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 relationships between science and technology and its importance in the current and future practice of science.

What will students learn to do? Students work individually and in teams in planning and conducting investigations. They evaluate issues and problems, identify questions for inquiry and draw evidenced-based conclusions from their investigations. Through this problem-solving process they develop their critical thinking skills and creativity. They gain experience in making informed decisions about the environment, the natural and technological world and in communicating their understanding and viewpoints.

Course requirements Practical experiences which emphasise hands-on activities will occupy a substantial amount of course

time. All students will be required to undertake at least one research project during each of Stage 4 and Stage 5. At least one project will involve ‘hands-on’ practical investigation. At least one Stage 5 project will be an individual task.


Year 7 Assessment Schedule 2018 SCIENCE

1. Topic Components Topic Subject Context Time (Weeks) approx

Intro Skills 3

7.1 Matter Chemistry 5

7.2 Mixtures Chemistry 5

7.3 Classification Biology 6

7.4 Forces in Nature Physics 7

7.5 Sky Earth Science 5

7.6 Ecosystem Biology 5

7.7 Resources Earth Science 5


Task Task Name Description How it will be assessed Weighting (%)

Due date

1 Practical Activity

Students will follow a planned

procedure to conduct a first-

hand investigation.

Students’ ability to follow instructions; handle and effectively utilise laboratory

equipment, analyse data efficiently, draw conclusions, are some of the scientific skills that may be tested.

15 Term 1 Week 9

2 Theory Test 1 Students will undertake a

written test for 50 minutes.

Students will be required to revise topics covered in class. They will also be tested

on the scientific processing skills acquired in science.

15 Term 2 Week 2

3 Classwork & Topic Quiz

Students’ classwork will be

assessed

Students will be assessed during class activities. Their organisation, recording

skills, safety procedures, ability to follow instructions and to work individually or in teams are some of the skills that may be tested. This may include a topic quiz.

5 Semester 1

4 Research Project

Students will undertake a second hand

research task.

Students will be provided with guidelines to conduct research on a

given topic. They will receive a detailed marking rubric to assist them in their

investigation.

25 Term 3 Week 5

5 Theory Test2 Students will undertake a

written test for 50 minutes.

Students will be required to revise topics covered in class. They will also be tested

on the scientific processing skills acquired in science.

35 Week 1 Term 4

6 Classwork & Topic Quiz

Students’ classwork will be

assessed

Students will be assessed during class activities on their organisation,

recording skills, safety procedure, ability to follow instructions and work

individually or in teams are some of the skills that will be tested. This may

include a topic quiz.

5 Semester 2

Total 100

Semester 1 reports will be based on Task 1, 2, 3 with weightings of 40, 50 and 10 % respectively.


Technology & Applied Studies (TAS) 2018

Technology is a mandatory course of 200 hours over both Year 7 and 8.

Course description Year 7 is involved in two Areas of Study: the Built Environment and Information and Communication. Each

area is project based and is presented so that students are involved in determining the design brief, considering all aspects that affect the design, creating the product and assessing the process used to fulfil the design brief.

Students will learn how they manage their individual projects to ensure the successful completion of a quality product. It is also dependent on the initiative shown in preparing for tasks and the effective utilisation of class time. Students will undertake an evaluation of their design process during each area of study.

What will students learn to do? Students will learn different skills specific to the area of study. Students will have the opportunity to learn skills in Food Technology, Computer Animation, Textiles Technology, Resistant materials and Graphics.

Course requirements Design projects form the basis of a students work. The major emphasis of the Technology (Mandatory) Years 7–8 Syllabus is the active involvement of students in the development and production of quality design projects. Design projects consist of a quality solution and a design folio. Students will study 6 different technologies over 200hrs.

Students will rotate through three of the five different technologies. The areas of technology experienced will depend upon their class and the rotations are approximately 13 weeks apart.

Topic Time (Weeks)

approx Timber 13 Textiles 13 Food 13 Animation 13 Graphics 13



Task Task Name Description How it will be assessed

Weighting (%)

Due date

1

Design Folio

Design Folio based on design specification

Students will produce a design folio which follows the stages in the design process which is based on a specific technology unit.

35 Sem 1 Term 2 Week 2/3 Sem 2 Term 3 Week 8

2 Product Product based on design specification

Students will design and manufacture a product which is based on a specific technology unit.

35 Sem 1 Term 2 Week 2/3 Sem 2 Term 3 Week 8

3

Innovation research and Literacy Task

Formal exam and

Literacy task

Students will be assessed on their knowledge of a product innovation through individual research and completion of an online test.

Students will explain the impact of innovation and emerging technologies on people, society and the environment through a persuasive written literacy task.

20 Term 2 Week 2/3

4

Practical

Formative assessment

Students will be observed during practical periods for:

Using equipment in a

safe manner Willingness to

participate in classroom activities

Engagement with the set tasks and activities during practical lessons

Completion of required activities during practical lessons

10 Ongoing in Sem 1 and

Sem 2

Total 100


Visual Arts

Visual Arts is a mandatory course of 100 hours that is studied across each of Years 7 and 8.

Course description

Visual Arts provides opportunities for students to enjoy the making (70%) and studying of art (30%). It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and enables students to represent their ideas and interests in artworks. Visual Arts enables students to comprehend and write about the contemporary and historical world of Art.


Students learn about the pleasure and enjoyment of making different kinds of artworks in variety of forms. They learn to represent their ideas and interests via their artmaking practice. They learn how and why artists, including painters, sculptors, architects, designers, photographers and ceramists make artworks.

Students learn about how art is shaped by different beliefs, values and meanings by exploring artists and artworks from different times and places, and relationships between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies.

What will students learn to do?

Students learn to make artworks using a range of materials and techniques, including traditional, contemporary, and ICT forms, in order to build a body of work over time. They learn to develop their research skills, how to approach experimentation and how to make informed personal choices and judgments. They learn to document procedures and activities about their artmaking practices in their Visual Arts diary- usually referred to by the class and teacher as the VAPD.

They learn to investigate and respond to a wide range of artists and artworks in artmaking, and in critical and historical studies. They also learn to interpret and explain the functions of and relationships between the artist – artwork – world – audience and how to interpret an artwork from different points of view (referred to as FRAMES).

Course requirements

Students are required to produce a range of artworks, both in the classwork and at home, and keep a Visual Arts Diary. They will also be required to complete one assignment per semester with both written and artmaking components


1. Topic Components

Year 7 Assessment Schedule 2017 Visual Arts

Topic Time (Weeks) approx Identity –Drawing/ Mixed Media 10-12 weeks Identity - Painting 10-15 weeks Identity –Ceramics /and or Printmaking 10 weeks



(%) Due date

1

Semester 1 Assignment

This assignment explores “Still Life” as a genre and asks students to analyse a still life artwork through the “Frames”. It also asks that they utilise the drawing techniques in class to complete a “personal still life”.

Students will be assessed on their understanding of the Subjective, Cultural and Structural frame as demonstrated in 3 short critical analysis paragraphs that study a still life artwork from these different points of view. They will also have to demonstrate the drawing skills learnt in class and apply it to a “personal still life” drawing.

15

Week 10 Term 1

2

Semester 1 Artmaking

In their VAPD students will do Practical artwork at school based on “identity”. This will mainly be drawing and Mixed Media artworks based on aspects of the self.

Students will be assessed on how well the artwork and documentation submitted in their VAPD demonstrates their skills with application of media, understanding of aesthetic principles and their creative interpretation of aspects of themselves as a subject.

30

Week 3 Term2

3

Semester 2 Assignment

This assignment explores the concept of distortion and the human figure. Students are required to explore an artist and artwork using the “Conceptual Framework”. They are also required to replicate painting styles of their chosen artist.

Students will be assessed on 4 short paragraphs that demonstrate their understanding of the Conceptual Framework and how a chosen artwork uses distortion and other art elements, reflects the world, the artist, and communicates to an audience. Three small sections of their chosen artwork will need to demonstrate their ability to mix and apply paint.

15

Week 9 Term 3

4

Semester 2 Artmaking

Students will complete Practical artwork based on aspects of “identity”. This will include learning painting skills and other 2D or 3D forms. They will also explore distortion and colour.

Students will be assessed on how well the artwork and documentation submitted in their VAPD demonstrates their skills with application of media, understanding of aesthetic principles and their creative interpretation of aspects of themselves as a subject.

40

Week 2 Term4

Total 100


Reminder! Your daughter’s Year 7 Adviser (Mrs Weir) and the Head Teacher Welfare (Mrs Edwards) are here to assist your daughter with student welfare issues.

If you have a question concerning subjects, classwork, homework or assessments, please contact the Head Teacher of that subject.

Home Work Centre Homework Centre – The Homework Centre is on Thursday afternoons (except the first and last week of term) from 3:10-4:30 pm (students do not have to stay until 4:30 pm) in the library. Students who attend can receive assistance with homework and assessments across all Key Learning Areas from a range of teachers (roster is on Moodle). Alternatively, students may choose to use the facility to access a quiet space with computers and printing to complete their own work/study. A light afternoon tea will also be provided.

The Deputy Principal in charge of your daughter’s year is Mrs. Lawrence.

BELL TIMES School hours: 8.35am. - 3.10pm.

Students should arrive early enough to go to lockers and be punctual to class.

Period Mon Tues Wed Thurs Fri

Roll Call 8.35 – 8.45 8.35 – 8.45 8.35 – 8.45 8.35 – 8.45 8.35 – 8.45

1

8.45 -9.50

8.45 – 9.50

8.45 – 9.50

8.45 – 9.50

8.45 – 9.50

2

9.50 – 10.55

9.50 – 10.55

9.50 – 10.55

9.50 – 10.55 Assembly/ Scripture

9.50 – 10.55

RECESS

10.55 – 11.15

10.55 – 11.15

10.55 – 11.15

10.55 – 11.15

10.55 – 11.15

3

11.15 – 12.20

11.15 – 12.20

11.15 – 12.20

11.15 – 12.20

11.15 – 12.20

4

12.20 – 1.25

12.20-12.40 Lunch 1

12.20 – 1.25

12.20 – 1.25

12.20 – 1.25 12.40-1.00

Lunch 2

LUNCH 1 1.25 – 1.45

4. 1.00 – 2.05

1.25 – 1.45 1.25 – 1.45 1.25 – 1.45

LUNCH 2 1.45 – 2.05 1.45 – 2.05 1.45 – 2.05 1.45 – 2.05

5

2.05 – 3.10

5. 2.05 – 3.10

2.05 – 3.10

2.05 – 3.10

2.05 – 3.10

There are five lesson periods each day. There are ten school days in each cycle of the timetable. Each week is either Week A or Week B. Year 7 have early leave (2:50pm) 1 day per week in Terms 1 to 3, these days are; Term 1 Mondays, Term 2 Thursdays and Term 3 Fridays.

a parents’ guide - cheltenham girls high school · 2019-09-16 ·...

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