Year 7

Parent Learning Group

Term 1 2014

TOPICS

Welcome to High School

Adjusting to Change

School, Parent and Student organisation

Year 7 Camp

Library Resources

Merewether High School STAFF DIRECTORY 2014

As at 28/01/2014

Principal: Mrs Christine Rippon Deputy Principals: Ms Robyn Morrison (Rlg), Mrs Nadene Harvey CREATIVE & PERFORMING PDHPE Careers Adviser ARTS HARRISON, Mr Bob [Rlg HT/Sport/YA 11] ABBO, Mrs Levina SUTHERLAND, Ms Kim [HT] BROOKS, Ms Karyn [YA 11] GILBERTSON, Mrs Karen [Prefect Patron] McBEATH, Mr Luke [Temp 1.0] Counsellor GREENLAND, Mrs Louise RIDGEWAY, Mrs Megan McINTYRE, Mrs Helen McCLURE, Mrs Rebekah [0.6 M,T,F] SMITH, Ms Sarah [Temp 1.0] PETTENGELL, Ms Gillian [0.2 Th] TURNER, Mr Mitchell [Temp 0.6] Librarian SELLERS, Ms Rhiannon BYRNES, Mr Grahame [YA 10] TENORIO, Mrs Alison Special Education Support Classes SCIENCE HUGHES, Mrs Denise [SRC] ENGLISH SMITH, Mr Stephen [HT] CORNEY, Ms Esme [HT] ADEI-CARDWELL, Ms Priscilla [0.6 T,W,Th] Senior Studies BURDEKIN, Ms Michelle BELL, Mr Philip SCHOUTEN, Mrs Denise [0.6] CORNEY, Miss Leanne BINKS, Ms Ami DAVIS, Mrs Barbara DICKINSON, Ms Karen Learning and Support Teacher EVANS, Mr David KELTY, Mr Ed [HT Admin] GIBSON, Ms Di MARTINEZ, Ms Janet [0.8 M,T,Th,F] McDONALD, Mr John McNAUGHTON, Ms Donna PATRICK, Mr Robert Bursar VAUGHAN, Mr Mark PENSON, Ms Ros STEELE, Mrs Lyn WILSON, Ms Kate [Temp 1.0 for Jeffreys] SOTO, Ms Rosemary TIMMINS, Mrs Denise [Temp 0.4 M,F] Administrative Staff HAZLEWOOD, Nerine HIETBRINK, Ms Olga HUMANITIES SOCIAL SCIENCES HOPKINS, Mrs Robyn GIBB, Mr Steven [HT] WEST, Mrs Kerry [HT] PESCHKA, Ms Christiane COLLINS, Ms Alisha [Temp 1.0] BERRY, Mr Rob [Boys’ Mentor] STEELE, Ms Brodie HINDMARSH, Mr Michael CAMPBELL, Mrs Rosemary WATSON, Mrs Janelle HOWLETT, Ms Clare DONNELLY, Mrs Cathy [♀contact] POULIOS, John [Temp 1.0] GILL, Mr Wayne Faculty Support Staff WILLIAMS, Mrs Michelle [Temp 0.8 M,T,W,F for Taber]

TONKS, Mrs Rachael TAS

ANDERSON, Mrs Loraine Library BIDDLESTON, Mrs Wendy LANGUAGES TECHNOLOGY Program Resources GLOVER, Mr Noel [HT ICT/Lang] McCUDDEN, Mrs Vicki [HT] SCOTT, Mrs Lorraine ALLEN, Mrs Coreena [SRC/YA 12] D’AMICO, Mrs Julie [0.6 M,Th,F] Science HORAN, Mrs Kristine [YA 12] DONALDSON, Mr Andrew [YA 9] WALSH, Mrs Isobelle RABY, Ms Carole JOHNSON, Ms Sherida [YA 10] EDMONDS, Mrs Louise O’DONNELL, Mr Bruce [YA 8] Technical Support Officer PLATT, Mr Michael SIRE, Ms Hye Gyung ROSSER, Mrs Wendy [Girls’ Supervisor] VINCENT, Mr Lewis MATHEMATICS TAYLOR, Ms Lu [YA 8/CU contact] Support Classes – Teachers’ Aide SINGH, Mr Dharmendra [HT] ONSLOW, Mrs Kerry BAILEY, Mr Colin Integration Teachers’ Aide BURNS, Mr Michael [Temp 1.0] WOOD, Mrs Raylee CHALMERS, Mrs Cathy HT ADMINISTRATION COCKING, Mrs Melinda KELTY, Mr Ed [Science] General Assistant GAVIN, Mr Grant D'AMICO, Mr Frank HILL, Mr Bruce HT STUDENT WELFARE JENKINS, Ms Danielle BYRNES, Mr Grahame [Rlg HT; YA 10] Canteen Managers SCOLLAY, Ms Tracy HIGGINBOTTOM, Mrs Sharon

Adjusting to Change

School, Parent and Student Organisation

• MHS Website http://www.merewether-h.schools.nsw.edu.au/ • MHS Moodle http://web1.merewether-h.schools.nsw.edu.au/moodle/ • Bulletin • Email • Notes • Phone call • Timetables • Student Diary and e-Diary • Student Portal • Daily Notices • Assembly • Student Noticeboards • Parent Learning Group • Parent Teacher Meetings • Parent Information Evenings • Year 7 Parent Welcome BBQ

Year 7 Camp http://www.outdoorednsw.com.au/morisset/

Library Resources Helping your child to be a better researcher Things parents can do…

• encourage your child to use a diary to record assignments and assessment due dates.

• before researching begins go over the assignment with your child to ensure that they understand the assessment criteria and the requirements of the research, and if in doubt ask the teacher for clarification.

• encourage your child to plan their assignment by using things like mind maps, flow charts etc. They should learn to take “notes” rather than copy information from books, the NET, encyclopaedias etc.

• provide an area at home where your child can work comfortably and without distractions, and be aware of what “learning time” is.

• be aware that all students are required to use the school’s bibliographical standard (APA) as indicated on the blue sheet available in the library.

• nearly all assignments require students to show how they can locate and use a variety of resource types, i.e. periodicals, web sites, newspapers etc., parents should encourage their child to do exactly this.

What the school library can offer:

• The library is open before school approx. 8:20 a.m., during school hours and after school most Tuesdays and Thursdays to 4.15 p.m.

• All students have access to the Internet, electronic encyclopaedias, word processing, spread sheet and data base programs through the library’s computer network.

• Students can access the library’s enquiry program from any computer in the school.

• Photocopying, scanning, printing, overhead projections are available to students.

• Periodicals and magazines can be accessed through EBSCO, and hard copy periodicals are kept in the library for up to 5 - 6 years.

• Newspapers are available for 12 months, and articles can be accessed through EBSCO.

• Students have access to external electronic libraries and databases through the DEC portal, and all of these sites can be accessed from home. E.g. Australia/NZ Reference Centre

• All students have access to the audio visual resources for borrowing and have access to the seminar rooms for private study and conferencing.

Remember!!! Just because a resource is not located in the library, does not mean that we cannot access it externally.

Suggested places to begin researching…

On the D.E.T. student portal go to the My Library page (see below)

Merewether High School

Library Enquiry

APA Referencing

Links4Learning

Good age relevant sites for research and developing research skills

Bloom’s Literary Reference

Scholarly works for English on specific genres, themes, characters, poets, novels etc.

EBSCO Aust/ NZ Reference Centre

Data base for journal, magazine and newspaper articles, as well as images, video clips and

Cambridge Collections Online

Scholarly books on a variety of subjects

Skwirk

Syllabus based information and activities on many subjects aimed at Stages 4 & 5.

For Years 7 & 8 (Stage 4) User name : merewether.7.1 - .7.24 Password : library

Merewether High School MATHEMATICS FACULTY

Year 7 Assessment Schedule - 2014 Course: Year 7 Mathematics

Task 1

Task 2 Task 3 Task 4

Task Class Test Semester 1 Exam Class Test Semester 2 Exam

Outcomes assessed Outcomes MA4-4NA MA4-5NA

Outcomes MA4-4NA MA4-5NA

MA4-8NA

Outcomes MA4-12MG, MA4-15MG, MA4-17MG,

Outcomes MA4-12MG, MA4-13MG, MA4-14MG, MA4-15MG, MA4-16MG, MA4-17MG, MA4-18MG,

When scheduled Term1, Week 8, 2014 Term 2 Week 6, 2014 Term 3, week 7, 2014 Term 4, Week 6, 2014

Weighting 15% 35% 15% 35%

When Reported Semester 1 Report Semester 2 Report (Note: Year 7 sit a NAPLAN Examination in Week 3 of Term 2, 2014)

Report Outcomes 2014 When Reported Outcomes ( Note: There may be slight variation to the outcomes reported depending on unit of work completed )

Semester 1 1. Communicates and connects mathematical ideas using appropriate problem solving techniques and reasoning.

2. Evaluate and appraise written and numerical expressions in integers, fractions and decimals.

3. Refine and evaluate algebraic expressions.

Semester 2

1. Integrate problem solving strategies including use of communication, reasoning and reflection.

2. Evaluate and develop ideas and concepts in measurements. 3. Explain and apply percentages and financial mathematics in real life to a wide range of situations.

4. Develop, construct and consolidate concepts in spatial visualization and geometric reasoning.

Dharmendra Singh Head Teacher Mathematics, 2014

Merewether High School Year 7 Science Assessment Schedule 2014 SEMESTER 1 SEMESTER 2

Component 1 Component 2 Component 1 Component 2 Component 3

Approximate Date Term 1 approximately

Week 8 Term 2 Week 6 Term 2 Week 6 Term 4 approximately Week

2 Term 4, Week 6

Type of Task Practical skills test. Mid Course Examination UNSW (ICAS) Science Competition Practical skills test. Yearly Examination

Assessment Components

Scientific drawing Multiple choice, one word answer and extended response questions testing knowledge, understanding, practical and process skills, using the content

to date as a context.

Skills:

• Observing and Measuring • Interpreting • Predicting and Concluding • Reasoning and Problem Solving • Investigating

Rotating Practical skills test Multiple choice, one word answer and extended response questions testing knowledge, understanding, practical and process skills, using

the Semester 1 & 2 content to date as a context.

Weighting 10 20 20 20 30

Possible syllabus Outcomes Assessed

SC4-8WS, SC4-9WS

SC4-17CW, SC4-7WS, SC4-8WS, SC4-9WS, SC4-16CW

SC4-4WS, SC4-7WS, SC4-8WS SC4-5WS, SC4-6WS,

SC4-7WS, SC4-8WS,

SC4-9WS

SC4-17CW, SC4-7WS, SC4-8WS, SC4-9WS, SC4-16CW,

SC4-14LW, SC4-12ES

Report Outcome

• Recognises and demonstrates the ability to apply scientific conventions to scientific drawing.

• Demonstrates knowledge, skills and understanding of the science principles studied.

• Demonstrates the skills in Observing and Measuring, Interpreting, Predicting and Concluding, Reasoning and Problem Solving and Investigating

• Gathers first-hand information and applies the Scientific Method to familiar and unfamiliar situations.

• Demonstrates knowledge, skills and understanding of the science principles studied.

When Reported End of Term 2 (Semester 1) Report End of Year (Semester 2) Report

You should be aware of the following policies:

● The school and BOS policy on plagiarism. Plagiarism is copying. Your mark will be zero.

● The MHS policy on absenteeism for assessment tasks, and the need to lodge an appeal form. Check with your Year Adviser.

Note that no extensions can be granted for tasks that you have had time to complete at home without an upheld appeal. The exact times and dates of these tasks may change. It is your responsibility to check the exact period and day with your class teacher or the Head Teacher Science; Mr Smith.

• Topic tests may be used for ongoing feedback including; parent teacher interviews, report comments or as part of an estimate based on evidence where required. These are not assessment tasks and will become available on the MHS MOODLE site when ALL classes have completed the test.

Outcome A student:

Valu

es a

nd

attit

udes

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

Skill

s

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

SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

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

Know

ledg

e an

d un

ders

tand

ing

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

SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

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

Merewether High School Year 7 Course Assessment Schedule 2014

Course: Visual Arts

Task 1 Task 2 - Classwork Task 3 - Classwork Task 4 - Classwork

Task Research Tasks – one in each

semester

Semester 1 –

Altered perspectives Landscape

Ongoing assessment of lead up work in Visual Arts Diary

Clay Work

Weight 30% 20% 30% 20%

When scheduled Present research in first VA

period Term 1, Week 8

& Term 3, Week 8

Last VA period

Term 2, Week 5

Submit VAD in last VA period

Term 2, Week 5 Term 4, Week 5

Submit claywork in last VA period Term 4, Week 5

Outcomes assessed 4.7, 4.8, 4.9, 4.10 4.1, 4.2, 4.6 4.1, 4.3, 4.4, 4.5, 4.6 4.3, 4.4, 4.5

Report Outcomes 3 1 2 1

When Reported Semester 1 & 2 Semester 1 Semester 1 & 2 Semester 2

Year 7 Visual Arts Report Outcomes

When Reported Outcomes

Semester 1

Report

1. Uses a range of techniques and materials to design and construct artworks. 2. Develop technical skills through experimentation and practise. 3. Investigates the processes through which artists create artworks.

Semester 2

Report

1. Develops meaning in artworks by using aspects of their own world as subject matter. 2. Selects and manipulates appropriate materials and techniques to make artworks. 3. Examines how art can be interpreted from different points of view.

Merewether High School

Year 7 Geography Assessment Schedule -2014

Report Outcomes

When Reported Outcomes

Semester 1 Report

1. Identify, organise, interpret and communicate geographical information. 2. Apply a range of geographical tools and demonstrate an understanding of the nature of Geography.

Semester 2

Report

1. Investigate and report on one community and their interaction with the physical environment. 2. Demonstrate an understanding of the geographical processes that form and transform global environments.

Task Number Task 1 Task 2 Task 3 Task 4

Task Type Research Assignment

Semester Examination

Group Research Presentation

Semester Examination

When Scheduled

Term 1 Week 9

Term 2 Week 6

Term 3 Week 8

Term 4 Week 6 Syllabus Outcomes 4.1, 4.2,4.4, 4.8 4.3, 4.4, 4.6 4.1, 4.2, 4.3, 4.10 4.5, 4.6, 4.8

Report Outcomes 1 2 1 2 Course Mark Weightings

(Overall Course Outcome Grade)

40% 40% 40% 40% + 20% (Classwork, Fieldwork, Bookwork, Homework)

Course Distinction Awards

These are determined as the top 10% of the course mark in each semester period.

Excellence in Year 7 Geography Award

Semester One Course mark + Semester Two Course mark

Merewether High School

Year 7 Course Assessment Schedule 2014

Course: Year 7 Personal Development, Health and Physical Education

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task

** Athletics ** Cross

Country ** Team

Game Theory Task 1 ** Fitness

Testing ** Games &

Dance Theory task 2

Outcomes assessed

Outcomes 4.4, 4.5, 4.10

Outcomes 4.4, 4.5, 4.10

Outcomes 4.4, 4.5, 4.10

Outcomes 4.1, 4.2, 4.6, 4.9

Outcomes 4.10

Outcomes 4.4, 4.5, 4.10

Outcomes 4.1, 4.2, 4.6, 4.9

When scheduled

Term 1 Week 7

Term 1 Week 11

Term 2 Week 5

Term 2 Week 2

Term 2 Week 10

Ongoing over terms 3-4

Term 3 Week 8

Task weighting 15% 10% 15% 10% 10% 30% 10% Report

Outcomes 1 1 1 2 3 4 5

When Reported

Semester 1 Report Semester 2 Report

**Ongoing assessment during PE Lessons

Report Outcomes

When Reported Outcomes Semester 1 Report 1. Demonstrates the use of practice and effort to develop movement skills in a range of contexts

2. Describes the nature of health and analyses how health issues may impact on young people Semester 2 Report 3. Develops personal fitness through the application of practice and effort

4. Demonstrates locomotor skills in a range of contexts 5. Describes the impact on health of lifestyle choices and identifies risks associated with environmental settings

• Students should ensure they understand the requirements of their Assessment Schedule and the MHS Assessment Policy. • See your class teacher if you have any questions.

Merewether High School

Year 7 2013

Assessment Task Notice

Date of issue: ................................................ Year level: ................................

Subject: Persuasive Language Task Number: 1

Title of task: Oral and Media Presentation Duration: 3 minutes

Weighting: 30%

Due date: A printed copy of your presentation is to be submitted 1st lesson of week 8.

Outcomes being assessed by the task:

4. uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

5. makes informed language choices to shape meaning with accuracy, clarity and coherence

7. thinks critically and interpretively about information, ideas and arguments to respond to and compose texts

Task description:

You are to present a speech to your class on an issue of significance/importance, with the objective of persuading a group of your peers. The range of topics is numerous, but could include something of a social, political, or environmental nature.

Your presentation must be supported visually. The choice of medium is up to you, but could involve: power point, poster, pamphlet, presi or other.

Assessment Criteria for the task:

In this task you will be assessed on your ability to:

• Present a clearly stated argument/point of view. • Provide a structured presentation supported by an engaging visual component • Effectively incorporate persuasive techniques. • Present a logical call to action.

Tasks must be presented by due date. Failure to do so will result in a zero mark. Normal appeal processes can be applied in this situation.

Students are required to make a genuine attempt at all tasks Computer problems will not be considered a valid reason for failing to submit a task on time (students should

maintain copies of their drafts to avoid this issue) Students who submit work that contains evidence of plagiarism or any form of malpractice will be awarded a zero

mark for the task. A student may appeal against the value of this mark but must be able to prove to the appeals panel that the submitted work in question is their own

Further specific detail regarding the school’s assessment policy can be accessed on the school website.

Task

Oral and media presentation

Outcomes assessed: 4, 5, 7.

Marking Guidelines - Criteria Marks

• Presents a sophisticated and logical point of view that engages the audience • Argument is supported by insightful, well-developed, cohesive ideas • Sophisticated use of persuasive techniques to position the responder • Visual presentation is sophisticated, considered and engaging, with clear links to topic

20 - 17

• Presents an effective and logical point of view that engages the audience • Argument is supported by well-developed, cohesive ideas • Effective use of persuasive techniques to position the responder • Visual presentation is considered and engaging, with clear links to topic

16 - 13

• Provides a clear point of view that attempts to engage the audience • Argument is supported by well-developed ideas • Uses persuasive techniques to position the responder • Visual presentation is sound, with links to topic

12 - 9

• Provides a point of view that attempts to engage the audience • Attempts to support argument. Ideas lack cohesion. • Attempts to use persuasive techniques to position the responder • Has made an effort to provide a visual presentation

8 - 5

• Makes little effort to establish a clear point of view • Argument is unclear, lacks development of ideas • Demonstrates little awareness of persuasive techniques • Visual presentation lacks development, or is not provided

4 - 1

Feedback:

Success at high school is all about balance…….

We value your feedback

What did you like about the presentation today?

Is there anything you would like to see changed or included in the format for future meetings?

What areas would you like us to discuss with you in 2013?