Assessment Handbook Year 8 - 2018

Kingsgrove North High School

Kingsgrove North High School

Assessment Handbook Year 8 - 2018

Year 8 Assessment Booklet

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Kingsgrove North High School

Contents

Contents

1. INTRODUCTION ............................................................................................................. 3 2. ASSESSMENT POLICY PROCEDURES ? Student responsibilities ................................ 3 3. ENGLISH.......................................................................................................................... 6 4. HSIE ? GEOGRAPHY .................................................................................................... 11 5. HSIE ? HISTORY ............................................................................................................. 14 6. LANGUAGES ................................................................................................................ 16 7. MATHEMATICS ............................................................................................................. 18 8. MUSIC ........................................................................................................................... 21 9. PERSONAL DEVELOPMENT/HEALTH/PHYSICAL EDUCATION ................................. 21 10. SCIENCE .................................................................................................................... 26 11. TECHNOLOGY .......................................................................................................... 28 12. VISUAL ARTS.............................................................................................................. 33 13. RECORD OF MY PROGRESS - SELF EVALUATION ................................................. 34 14. ASSESSMENT PLANNER 2017 ................................................................................... 35

Year 8 Assessment Booklet

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Kingsgrove North High School 1. INTRODUCTION

The purpose of this booklet is to outline the assessment policy of Kingsgrove North High School for Year 8. This document is developed to help students plan and prepare for assessments. Please read it carefully and ask your teachers if you have any concerns.

The Kingsgrove North High School Assessment Policy is designed to standardise procedures between subject areas and to give students and teachers a clear statement of their rights and responsibilities.

It is the responsibility of the school to communicate the assessment requirements to the students.

It is the responsibility of the students to meet the requirements and to make every effort to resolve problems and/or disputes.

What is assessment?

Assessment is the process of gathering information and making judgements about student achievement for a variety of purposes.

?

assisting student learning

?

evaluating and improving teaching and learning programs

?

providing evidence of satisfactory achievement and completion of a course

?

provide information on student learning and progress in a course in relation

to the syllabus outcomes

?

report on the achievement by each student at the end of a course.

2. ASSESSMENT POLICY PROCEDURES ? Student responsibilities

Rationale: Kingsgrove North High School ensures that all assessment tasks undertaken in years 7, 8 and 9 meet the school and the New South Wales Educational Standards (NESA) requirements. Aim:

? Every student will be made fully aware of NESA, School and KLA requirements for all formal assessment tasks.

? Consistent practices will be embedded across the school when formally assessing students

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Procedures: ? All students will receive an assessment booklet each year that outlines when all tasks are due for all subjects studied. ? Students will receive a formal `Notification of Assessment Task' at least 2 weeks prior to the submission date. ? Students are expected to submit tasks by 8:50am on the due date with the Assessment Cover Sheet attached to the front of the task, unless otherwise specified on the task. ? Upon submission of a task, a student must sign a register, which is to be retained as proof of submission. ? All students are expected to submit or sit for all assessment tasks by the due date. ? An assessment task not submitted on time will be marked on a sliding scale:

? 1st day late: minus 10% ? 2nd day late: minus 20% ? 3rd day late: minus 30% ; then 0 after three days (weekends count as

one day)

? Acceptable reasons for the late submission or absence from an assessment task include illness, accident or other unforeseen circumstances. In each case the incident must be supported by appropriate documentation, such as a doctor's certificate. Technological issues, family holidays and other nonemergencies are not justifiable reasons for not completing an assessment task by the due date. The Head Teacher of the KLA will determine if the reason is acceptable.

? All junior assessment tasks will be marked using both a sliding number score as well as the correlating grade for the outcomes covered in each task. (i.e. students will be awarded a mark and a grade)

? If a student requires an extension on an assessment task, the application for an extension must be in writing and submitted to the Head Teacher at least one week before the due date of the assessment.

? When a student fails to complete an assessment task due to a valid reason then the student will be given an amended due date for that task. In some instances, an alternate task may be provided.

? Students who are deemed to make a non-serious attempt at any assessment task will be awarded zero. This includes only completing one section of the examination or not making a genuine attempt to complete all sections of an assessment task.

? If a student fails to complete an assessment task then a `Missed Assessment Task' warning letter will be sent to the parent/guardian indicating that the syllabus outcomes have not been achieved and the task has been awarded a zero mark.

? Work submitted in an assessment task must be only that of the student. If a student uses the work of another person or directly copies from published

Year 8 Assessment Booklet

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texts or an internet site to complete a task they will receive a zero mark and the task will need to be re-submitted. If the work used was that of another student from this school, who knowingly supplied the information, then that student may also receive a zero mark as well. ? For all in-class tests, students may be asked to leave their bags at the front of the room. Mobile phones must be switched off and out of sight. If students are caught talking or communicating with others during an exam then their test paper will be removed and a mark of zero may be issued, along with a letter sent home to the parents. ? If students have concerns regarding the assessment procedures followed for an assessment task then they have the right to appeal the process. An assessment task appeal form will need to be completed and submitted to the Head Teacher of the relevant KLA. ? All assessment tasks should be marked and written feedback provided to the students within 3 weeks of the submission date.

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3. ENGLISH

Year 8 English Course outline

A

Core Study

Language Text Study

B

Core Text

A novel study

Bullying - Willy and Hugh + Willy the Champ + Willy the Wimp + Willy the Wizard + The Breakfast Club

Essential English Skills 8 Text Study - Hitler's Daughter, Camel Rider, Misery Guts, Too small to fail, Thai-Riffic,

Once

English is...8

Novel of teacher's choice

C

D

Term 1 Term 2 Term 3 Term 4

Core Text Everyday and workplace texts

Electives ? choose two or three

Oxford English ? An International Approach 2

Everyday and Workplace texts unit

1. Cultural Experiences in Australian Literature Onion Tears + The Burnt Stick

2. Intertextuality - The Simpsons Season 2 and/or Season 3

3. Intertextuality - Shrek 4. Appropriation: Dracula - Dracula (abridged),

Buffy DVD + Bela Lugosi DVD + Dear Dracula (graphic novel) + The Little Vampire DVD + Elmo says Boo DVD+ Hotel Transylvania DVD 5. Much Ado About Nothing + two DVDs 6. English Edge 2 7. Chinese Cinderella 8. Japan Diary 9. "Boundaries" 10. Poetry 11. Red Dog film unit

8 RED

A B C D

8 GREEN

A B C D

8 BLUE

A C D B

8 ORANGE

A C D B

8 YELLOW

A D B C

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Fiction texts

A

B

C

D

Poetry texts

Film texts

Non fiction texts

Drama texts

Spoke n texts

Visua l texts

Medi a

texts

Multimed ia and digital texts

Picture books/ graphic novel texts

Everyday and

workplace texts

Quality literature

A

Australian /Aborigina l experienc e

Other countries and times

Asian culture

Difference and diversity/ Intercultural Understanding

B

C

D

Sustainability/ Civics and citizenship/ Ethical understanding

Personal and social capability

Work and ICT enterprise

YEAR 8 OUTCOMES

Outcome A

B

C

D

4-1A 1.1 1.2 1.3 1.4

1.1 1.2 1.3 1.4

1.1 1.2 1.3 1.4

1.1 1.2 1.3 1.4

4-2A 2.1 2.2 2.3 2.4

2.1 2.2 2.3 2.4

2.1 2.2 2.3 2.4

2.2 2.4

4-3B 3.1 3.2 3.3 3.4

3.1 3.2 3.3 3.4

3.1 3.2 3.3 3.4

3.1 3.2 3.3 3.4

4-4B 4.1 4.2 4.3 4.4

4.1 4.2 4.3 4.4

4.1 4.2 4.3 4.4

4.1 4.2 4.3 4.4

4-5C 5.1 5.2 5.3 5.4

5.1 5.2 5.3 5.4

5.1 5.2 5.3 5.4

5.1 5.2 5.3 5.4

4-6C 6.2 6.4

6.1 6.2 6.3 6.4

6.1 6.2 6.3 6.4

6.1 6.2 6.3 6.4

4-7D 7.1 7.2 7.3 7.4

7.1 7.2 7.3 7.4

7.1 7.2 7.3 7.4

7.1 7.2 7.3 7.4

4-8D 8.3

8.1 8.2 8.3 8.4

8.1 8.2 8.3 8.4

8.1 8.2 8.3 8.4

4-9E 9.1 9.2 9.3 9.4

9.1 9.2 9.3 9.4

9.1 9.2 9.3 9.4

9.1 9.2 9.3 9.4

YEAR 8 ASSESSMENT TASKS

TERM 1

DATE DUE TASK Week 7 Appropriation

WEIGHT OUTCOMES

25%

4-1A; 4-3B; 4-6C; 4-8D

2

Week 4 Multimedia

25%

4-2A; 4-3B: 4-4B

3

Week 8 Research Presentation and 25%

4-3B; 4-5C; 4-7D; 4-9E

Reflection

4

Week 5 Language

25%

4-3B

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Outcome 4-1A A student responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

1.1 Engage personally with texts ? connections with own experiences; communication of ideas, feelings and viewpoints; compose texts for pleasure

1.2 Develop and apply contextual knowledge ? contribute justified opinions to discussion

1.3 Understand and apply knowledge of language forms and features ? vocabulary; text types; figurative language; language of opinion

1.4 Respond to and compose texts ? imaginative, informative, persuasive; explore characterisation, events, settings in texts; language techniques of film, drama and poetry

Outcome 4-2A A student effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

2.1 Engage personally with texts ? discuss, explain, recognise and reflect on ideas and opinions on aspects of literary texts

2.2 Develop and apply contextual knowledge ? evolution of language including the effects of technology and media

2.3 Understand and apply knowledge of language forms and features ? editing; representation; acknowledgement of sources; software

2.4 Respond to and compose texts ? comprehension; drafting; organising information; collaborative composing processes; handwriting

Outcome 4-3B A student uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

3.1 Engage personally with texts ? identify and reflect on the ideas in texts to develop personal style and taste

3.2 Develop and apply contextual knowledge ? purpose, audience and context; oral and visual presentations; metalanguage; using a variety of clause structures; nominalisation; rhetorical language

3.3 Understand and apply knowledge of language forms and features ? academic vocabulary; modality; coherence and cohesion; punctuation; spelling

3.4 Respond to and compose texts ? explore how purpose of text influences language used

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