2021 Y7AssessmentBooklet FINAL

M o u n t C a r m e l C a t h o l i c C o l l e g e

Stage 4

Assessment Handbook

Year 7 2021

Information for Students and Parents

Issued February 2021

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FOREWORD Welcome to Year 7, the first year of your Stage 4 education and High School. This is a very important year of transition when students commence their learning in Stage 4 courses and strive to achieve their potential. The following pages are designed to give you the necessary information regarding assessment procedures in the Year 7 Course. It is very important that parents and students read this Handbook closely because it outlines the responsibilities of a Year 7 student in terms of their studies. It is imperative that each student has a thorough understanding of the processes and procedures involved in order to maximise results and reduce misunderstandings. The assessment procedures reward those students who are consistent and diligent in their approach to study. This Handbook contains information about the Year 7 internal assessment program at the College for each subject offered. It also includes Level of Achievement Descriptors for each course so that students are aware of the standards for each grade. After reading this carefully, students and parents are invited to seek clarification from relevant members of staff, should this be necessary. We wish you well with your studies. Mr Stephen Lo Cascio Ms Judith Tolomeo Principal Curriculum Coordinator


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COLLEGE ASSESSMENT POLICY AND PROCEDURES

The College Assessment policy reflects the concern of this community, with justice and the dignity of each person.

Assessment is defined as ‘the process of gathering and interpreting information about the development of student learning.’ Therefore we will promote assessment for learning by :

• building a shared understanding of the purpose of assessment and of performance standards;

• providing regular opportunities for teachers to collaboratively reflect on the purposes of assessment; discuss authentic assessment strategies; and establish performance standards;

• embedding assessment at all stages in the teaching and learning program;

• placing importance on knowing each of our students, their learning needs and interests;

• using assessment to inform teaching practices and in the planning of future learning activities;

• valuing regular communication between teachers and students about learning as a form of assessment;

• giving clear, constructive and individualized feedback to students that will explicitly assist them to improve their learning;

• creating opportunities for students to undertake self-assessment and peer assessment as a means to reflect on and take responsibility for their own learning;

• using standards as a means to facilitate discussion about achievement between teachers, students and parents.


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We will undertake assessment of learning by:

• using assessment as a tool to improve learning outcomes and performance standards across the college;

• building a collective understanding of assessment language and applying agreed performance standards consistently across the College;

• developing assessment programs that offer a variety of rich assessment tasks that

encourage deeper learning; • being inclusive of all students’ needs and abilities in designing and implementing assessment

tasks;

• working collaboratively to develop performance standards for assessment tasks;

• being explicit about the learning goals and criteria of assessment tasks and the performance standards upon which student achievement will be measured;

• providing students and parents with accurate and useful information about students’ learning;

• demonstrating and recording student achievement of performance standards by archiving work samples and marking scales;

• adopting assessment and reporting practices that are consistent, equitable and inclusive;

• evaluating the success of our assessment policy and procedures annually;

• facilitating ongoing discussion of performance standards across the College to maintain consistency in assessment and reporting.

2. Curriculum requirements for Year 7 All students at Mount Carmel Catholic College study courses in the 8 Key Learning Areas across Years 7 – 10. These are : English Mathematics Science Human Society and its Environment Languages other than English Technology and Applied Studies Creative Arts Personal Development, Health and Physical Education


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Mount Carmel Catholic College students also undertake the Catholic Studies course developed by the Archdiocese of Wollongong Catholic Education Office and approved by NESA. 3. School Based Assessment The Year 7 Grading System is concerned with describing the student’s achievement at the end of each course in Stage 4. A fuller picture is given by schools reporting on student achievement in all courses, measured with reference to Course Performance Descriptors issued NESA. These are a series of statements that summarise observable and measurable features of student achievement. They are an assessment and reporting tool to assist subject teachers to award grades to students. Teachers at Mount Carmel Catholic College will gather information about student performance through a range of assessment tasks. This data will assist teachers to determine which description best reflects the level of achievement in the course obtained by each student at the end of the course for that student. At the end of the program, teachers make a summative judgment of each student’s overall level of achievement and use the Course Performance Descriptors to award the appropriate grade. The final decision is made in relation to the “standard” reached by the individual student, not on the basis of performance relative to other students. The Course Performance Descriptors for each subject can be found in Section 2 of this booklet. The assessment program for each Year 7 course will be available on the College Website. 4. Results of assessment tasks and grades reported on semester reports Students in Years 7 to 10 at Mount Carmel Catholic College receive a report at the completion of each semester. The grades achieved are determined by students’ performance on assessments throughout the semester along with informal tasks such as class work, homework, group work. At the end of a semester, the assessment information teachers have gathered for each individual student will be reviewed. Teachers will align student’s achievement with the appropriate Course Performance Descriptor. The appropriate grade will then be allocated. 5. What is your responsibility as a student?

• To check your school email account every day for information pertaining to assessment tasks. Absence from school on the day a task is distributed does not justify an appeal for an extension to the submission of a task. All Assessment tasks will be emailed to students on the same day the hard copy or notification of an in- class task is distributed to students.

• To familiarize your self with the College Assessment Policies as outlined in this Handbook. • To speak with the KLA Coordinator if you are in any doubt about the requirements of the

Assessment Policy.


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• To cooperate with the process of Assessment. • To inform the College if you are to be absent on the day of an assessment task. • In the case of a student becoming ill during an examination or an in-class assessment task,

inform the teacher who is supervising, even if you are able to complete the task. At the earliest possible opportunity consult the KLA Coordinator.

6. Submission of Tasks What are the procedures for submitting a task on the date that it is due? • NESA expects each student to complete all assessment tasks and submit by the specified date. • If the task is to be completed in class it is to be submitted at the prescribed time. • All other tasks are to be submitted to the KLA Coordinator or Subject Teacher by 8.40 am on the due

date. • Tasks are NOT to be handed to teachers during a lesson or left in a teacher’s pigeonhole. • Practical Tasks in Visual Arts, Industrial Technology, Design and Technology need to be submitted by

8.40am on the due date to the specialist teaching area as directed by the KLA Coordinator. • A task handed in after 8.40 am will be recorded as ‘Late’, and you will be required to submit an

‘Appeal’ with reasons why. These tasks are to be handed in at the College Office and signed in to a member of the Office staff.

What if I submit my task late? • Regardless of the reason, if an assignment is submitted late you must report immediately to the Office,

complete an Illness and Misadventure Appeal form and then submit the task with the appeal form attached to the office on the submission day. In most cases late submission will result in consequences such as; Phone call home, letter to parents, recess / lunch / after school detention.

What if my computer cannot print my task, or the computer will not save my work? The use of technology (e.g. word processors, computer printers) is your responsibility. No allowances will be made for problems related to technical malfunctions. The College will not accept Assessment tasks submitted on a students’ USB.

• Work that has been completed on a computer is to be saved on both the hard drive and a portable storage device. • All draft work completed on a computer should be backed up by the student. • An additional safeguard in an emergency is that you can email the task to the College if you experience a printing failure the night before submitting a task. The College email address is: [email protected]

Students who experience technology failure should submit drafts of the assessment task and complete the Appeal Procedure. What if I need an extension of time to submit a task?


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• The Curriculum Co-ordinator only may grant an extension of time. You must ensure that you apply for an extension before the date that the task is due by lodging an application for Extension Appeal (pink) Form available from the College Office.

• If you are going to be absent for an extended period of time (eg travel, participation in sporting

competitions etc.) you must make a written application to the Principal seeking approval, at least two weeks prior to the commencement of your period of leave. A decision will then be made regarding when tasks will be submitted or undertaken, or the determination of a grade based on other evidence.

7. Non Completion of a task The following may be regarded as justifiable reasons for non completion of a task. The onus of proof is on the student. a) ILLNESS - A Medical Practitioner must complete the Illness & Misadventure form for the date

explaining the reason why a student was absent from school and unable to submit an assessment task on that day.

b) MISADVENTURE – such as public transport delays or car breakdowns (in this case, the student may be asked to provide proof of the circumstances leading to the delay). Failure of computer systems, incompatibility of systems, disk errors are NOT an acceptable reason for failing to submit work on time.

c) APPROVED LEAVE FROM THE COLLEGE PRINCIPAL – all known leave for pressing family or medical reasons must be approved by the College Principal in writing. Students and their families must apply for Leave to the College Principal in Writing for any leave known of in advance and apply for an “Exemption from School Attendance”, from the College Principal, in accordance with Government requirements. Failure to do so requires the College to report the absence.

8. Absence • In the case of Illness, you must see a Medical Practitioner and have them complete the relevant

sections of the Illness & Misadventure form to explain your absence. An attached Dr’s Certificate or note from parents will NOT be sufficient.

• In the case of Misadventure, a letter from your parent will be required. This will be verified with a phone call.

• In the case of an examination, call the College Office before 8.30 am and leave a message for both the KLA and Pastoral Coordinator.

• Report to the Office before school on the FIRST day back from your absence to submit an Illness and Misadventure Appeal form with the required documentary evidence.

• If you miss an examination or in class task, you should assume that you will complete this at the first available opportunity e.g. first lesson of the subject or first day back at school.


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9. Malpractice Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes:

• copying someone else’s work in part or in whole, and presenting it as your own • using material directly from books, journals, CDs or the internet without reference to

the source • building on the ideas of another person without reference to the source • buying, stealing or borrowing another person’s work and presenting it as your own • submitting work to which another person such as a parent, coach or subject expert has

contributed substantially • using words, ideas, designs or the workmanship of others in practical and performance

tasks without appropriate acknowledgement • paying someone to write or prepare material • breaching school examination rules • using non-approved aides during an assessment task • giving false explanations to explain work not handed in by the due date • assisting another student to engage in malpractice.

If a student’s work is found to exhibit malpractice, the task will be deemed to be invalid. A notice to re submit will be distributed and parents will be informed in writing. 10. Non completion of a task A student will be deemed to have made no submission of an assessment task if he/she:

• has not submitted the task by the due date or time • fails to provide an acceptable reason for absence from a test

A warning letter will be sent home to parents. The reply slip must be returned to the KLA Coordinator. Upon the satisfactory completion of this task within the specified time period, as outlined in the warning letter, the task will be assessed and grades recorded.


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KEY WORDS FOR COLLEGE ASSESSMENT Account

Account for: state reasons for, on report Give an account of: narrate a series of events or transactions

Analyse

Identify components and the relationship between them, draw out and relate implications

Apply

Use, utilize, employ in a particular situation

Appreciate

Make a judgment about the value of

Assess

Make a judgment of value, quality, outcomes, results or size

Calculate

Ascertain/determine from given facts, figures or information

Clarify

Make clear or plain

Classify

Arrange or include in classes/categories

Compare

Show how things are similar or different

Construct

Make, build, put together items or arguments

Contrast

Show how things are different or opposite

Critically (Analyse/Evaluate)

Add a degree or level of accuracy, depth, knowledge and understanding , logic, questioning, reflection and quality to (analysis/evaluation

Deduce

Draw conclusions

Define

State meaning and identify essential qualities

Demonstrate

Show by example

Describe

Provide characteristics and features

Discuss

Identify issues and provide points for and/or against

Distinguish

Recognise or note/indicate as being district or different from; to note differences between

Evaluate

Make a judgment based on criteria; determine the value of

Examine

Inquire into

Explain

Relate cause and effect; make the relationship between things evident; provide why and/or how


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Extract Choose relevant and/or appropriate details Extrapolate

Infer from what is known

Identify

Recognise and name

Interpret

Draw meaning from

Investigate

Plan, inquire into and draw conclusions about

Justify

Support and argument or conclusion

Outline

Sketch in general terms; indicate the main features of

Predict

Suggest what may happen based on available information

Propose

Put forward (e.g. a point of view, idea, argument, suggestion) for consideration of action

Recall

Present remembered ideas, facts or experiences

Recommend

Provide reasons for

Recount

Retell a series of events

Summarise

Express concisely the relevant details

Synthesise

Putting together various elements to make a whole


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Section 2

STAGE 4

GENERAL PERFORMANCE DESCRIPTORS

General Performance Descriptors describe the main features of typical students’ performances at the end of the semester. The Areas for Assessment consist of the knowledge and skills objectives from the syllabus. The five Grade statements outlined below describe different levels of student performance. In using these descriptors, teachers “Match” each of their students to the descriptor column that best fits the student’s overall achievement in the course. The corresponding grade for that descriptor is then awarded to the student.

Grade

A

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

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

The student has a sound knowledge and understanding of the content and has achieved an adequate level of competence in the processes and skills.

D

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

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


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LISTS OF SUBJECTS STUDIED IN YEAR 7 2021

MANDATORY COURSES: Studied by all students

• Catholic Studies • English • Geography • History • Mathematics • Personal Development Health & Physical Education • Science • Music • Technology

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Section 3

Assessment Plans for Individual Subjects • The following pages give information about the assessment program that students

will undertake in each of the subject areas. The plans give information about the broad areas of assessment, the nature of tasks and the approximate timing of tasks. Students will be given additional information in writing prior to the assessment task.

• The Assessment plans outline the major assessments that teachers will use to determine final grades. However, students need to know that assessment is an ongoing process, and informal assessment, homework and class work can all be used to determine the standard that a student achieves at the end of the course.


YEAR 7 COURSE CATHOLIC STUDIES 2021 ASSESSMENT PLAN

The purpose of assessment in Catholic Studies is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.

The Common Formal Assessment experiences are set out below:

Task Number Task One Task Two Task Three

Due Date Term 2, Week 4 Term 3, Week 4 Term 4, Week 2

Task Type Course Test Research Diocesean Common Assessment Task

Presentation

Areas for Assessment Sacred Scriptures Ways of Praying Stewards of Creation

Knowledge Articulates an understanding of the core beliefs of the Catholic Tradition Describes the structure of the Bible and some of its principle themes

Understands the nature and purpose of common forms of prayer in the Catholic Tradition.

Understands that human beings participate in, contribute to and are responsible for God’s creation.

Skills

Investigates and identifies the key characteristics of Catholic communities. Locates and explore and draw meaning from a range of scripture passages

Engages in a range of prayer forms and experiences.

Explores and identifies ways by which people may be stewards of creation.

Communication Demonstrates religious literacy through written, oral and/or visual means.

Demonstrates religious literacy through written, oral and/or visual means.

Demonstrates religious literacy through written, oral and/or visual means.


YEAR 7 COURSE ENGLISH

2021 ASSESSMENT PLAN

The purpose of assessment in English is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, and assessment for, as and of learning. Assessment for, as and of learning approaches may include strategies such as collaborative

activities, peer assessment, self-assessment, teacher observations, inquiry-based research activities, presentations and performance activities, and collections of student work.

Reading Writing Speaking Listening Viewing/Representing

• Performance readings • Oral and written

retellings • Doodling exercises • Digital networks • Extended research • Imaginative recreation • Graphic representation • Whole class and small

group discussions

• Character profiles • Journal writing • Critical response • Brainstorming • Extended responses • Narrative writing • Reflective tasks • Web publication of

learning

• Prepared and impromptu speeches • Debates • Student/teacher conferences • Paired discussions • Role play • Interview • Small group and whole class discussions • Presentations using digital tools

• Paired discussions • Written and oral retellings • Conferencing • Role play activities • Graphic representations • Peer conferencing • Small group and whole class discussions

• Imaginative recreation • Letter writing • Role play • Storyboarding • Diary entries • Journal writing • Character profiles • Multimodal

representations


YEAR 7 COURSE HISTORY & GEOGRAPHY


The purpose of assessment in History and Geography is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.


Task Number Task One Task Two

Due Date Term 2, Week 4 Term 4, Week 5

Task Type Source based task Skills and knowledge test

Areas for Assessment History Geography

Knowledge HT 4-2, HT 4-3 GE 4-1, GE 4-3, GE 4-6

Skills and inquiry HT 4-6 GE 4-7

Communication HT 4-9 GE 4-8


YEAR 7 COURSE MATHEMATICS


The purpose of assessment in Mathematics is to provide opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in classwork, and assessment for, as and of learning. Assessment for, as and of learning approaches may include strategies such as collaborative activities, peer

assessment, self-assessment, teacher observations, inquiry-based research activities, presentations and performance activities, and collections of student work.

Reading Writing Speaking

• Doodling exercises • Research tasks • Whole class and small group discussions • Analysing problems

• Problem-solving • Brainstorming • Investigations • Assignments • In-class responses • Research tasks • Reflective tasks • Portfolios • Learning journal

• Student/teacher conferences • Paired discussions • Small group and whole-class discussions • Research tasks • Reflective tasks


YEAR 7 COURSE MUSIC


The purpose of assessment in Music is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.

The formal assessment tasks are set out below:



Task Type Instrumental Performance Film Music Composition

Areas for Assessment

Performing 4.1, 4.2, 4.3, 4.11

Compsing 4.4, 4.6, 4.12

Listening 4.7, 4.10 4.9


YEAR 7 COURSE PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION


The purpose of assessment in PDHPE is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type ICT Task In Class/Presentation


Knowledge and understanding PD4-2, PD4-3 PD4-6, PD4-7, PD4-8

Skills PD4-9 PD4-9


YEAR 7 COURSE SCIENCE


The purpose of assessment in Science is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment and formal assessment.




Task Type Skills and Knowledge Task Skills and Knowledge Task

Areas for Assessment Water, Water Everywhere Gold Digger and Matter Matters

Knowledge and understanding 17CW 12ES, 16CW

Application of knowledge 4WS, 8WS 4WS, 8WS

Analysis of information 7WS

Investigations 5WS, 6WS

Communication of information 9WS


YEAR 7 COURSE TECHNOLOGY MANDATORY


The purpose of assessment in Technology Mandatory is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.

The formal assessment tasks are set out below:



Task Type Project 1 Project 2


Knowledge and understanding

Food and Agriculture Context TE4-5AG, TE4- 6FO

or Materials Context

TE4-9MAT

Food and Agriculture Context TE4-5AG, TE4- 6FO

or Materials Context

TE4-9MAT

Design and production skills TE4-1DP TE4-2DP TE4-3DP

TE4-1DP TE4-2DP TE4-3DP

Documents

2021 Y7AssessmentBooklet FINAL