Assessment Book Year 8 2021 - Parents and Students ...
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Year 8 2021 Assessment Book
Year 8 Assessment Book 2021
Staff
Assistant Principal Learning and Teaching Michael Campbell
Leader of Curriculum Matthew Bailey
Leader of Pedagogy Christopher Mason
Leaders of Learning
Religious Education Sharni-Lee Garrington
English Claire Ritchie
Mathematics Sally Ryall
Science Toni Pacey
Creative Arts Mark Finlayson
HSIE Marlaina Garcia
Modern Languages Michelle Went
PDHPE Scott Whitby
TAS David Maslen
VET Tanya Pearson
Index Page
Year 7 Assessment Book 2021 1
Part 1: Assessment Policy 3
1.1 Message from the Leader of Curriculum ....................................................................................... 3
Assessment: .............................................................................................................................................. 3
1.2 Rationale .......................................................................................................................................... 3
Part 2: Assessment Procedures.............................................................................................................. 4
2.1 General Procedures ........................................................................................................................ 4
Common tasks and Summative tasks - Stage 4 and 5 .......................................................................... 4
Notifications - Stage 4 and 5 .................................................................................................................... 5
Formative Assessment - Stage 4 and 5 .................................................................................................. 5
2.2 Mandatory Subjects......................................................................................................................... 5
Differentiation and scaffolding of assessment tasks - Stage 4 and 5.................................................... 5
2.3 Policy for Late / Missed Assessment ............................................................................................. 6
2.4 Procedure for submitting an assessment task .............................................................................. 6
2.5 Procedure for asking for an extension for an assessment task ................................................... 6
2.6 Plagiarism ........................................................................................................................................ 6
What is plagiarism? ................................................................................................................................... 6
Why be concerned? .................................................................................................................................. 6
Deliberate plagiarism ................................................................................................................................ 7
Year 8 2021 Assessment Book Page 1Accidental plagiarism ................................................................................................................................ 7 To avoid plagiarism, the following sources must always be cited: ........................................................ 7 There is no need to cite: ........................................................................................................................... 7 Note taking tips to avoid plagiarism: ........................................................................................................ 7 2.7 Malpractice / Plagiarism / Cheating................................................................................................ 7 2.8 Use of the Internet / Computers ..................................................................................................... 8 2.9 Referencing ...................................................................................................................................... 8 What is referencing? ................................................................................................................................. 8 Why reference? ......................................................................................................................................... 8 A System of Reference ............................................................................................................................. 8 Which referencing style should I use? ..................................................................................................... 8 What is the difference between a Bibliography and a reference list? ................................................... 8 2.10 Grades for All Courses................................................................................................................... 9 GENERAL PERFORMANCE DESCRIPTORS ....................................................................................... 9 2.11 Life Skills .......................................................................................................................................... 9 Part 3: Student Responsibilities .............................................................................................................10 3.1 NSW Education Standards Authority Requirements ...................................................................10 3.2 Student Responsibilities Beyond Assessment Tasks ..................................................................10 3.3 Satisfactory Completion of a Course ............................................................................................10 3.4 Responsibilities of Students...........................................................................................................10 3.5 Attendance ......................................................................................................................................10 Part 4: Subject Assessment Outlines - Stage 4 ....................................................................................10 Assessment Outlines for Mandatory Subjects 11 Catholic Studies .......................................................................................................................................11 English ......................................................................................................................................................13 Mathematics .............................................................................................................................................15 Science .....................................................................................................................................................17 Music .........................................................................................................................................................19 Visual Arts.................................................................................................................................................21 History .......................................................................................................................................................22 Italian .........................................................................................................................................................24 PDHPE ......................................................................................................................................................26 Technology Mandatory ............................................................................................................................28 Year 8 2021 Assessment Book Page 2
Part 1: Assessment Policy
1.1 Message from the Leader of Curriculum
Assessment:
NESA states that assessment is the broad name for the collection and evaluation of evidence
of a student's learning. It is integral to teaching and learning and has multiple purposes.
Assessment can enhance student engagement and motivation, particularly when it
incorporates interaction with teachers, other students and a range of resources.
At St John’s College, Woodlawn teachers use assessment to evaluate student progress,
identify student needs and modify practice.
The College assessment policy has been developed in compliance with the Lismore Catholic
Schools’ Learning and Teaching Domain statement. The policy draws teachers’ attention
to the 4 critical questions in guiding student learning:
• What should students know and be able to do?
• How will we know that students have learned it?
• How will we structure the learning experiences to ensure students learn?
• How will we respond when students do not learn it and when they already know it?
The value of assessing what students can do and how they learn is integral to the development
of the relationship between the student and the teacher.
Assessment tasks can be designed to indicate what the student has learned or to assist the
student to learn.
If your son/daughter has difficulty in completing an assessment task the first person to contact
is the classroom teacher. If your son/daughter has difficulty in organising time and managing
the assessment task the first person to contact is the Home Group Teacher, then the Year
Level Welfare Coordinator. The tasks set are designed to engage the student in learning. It
is essential that students set goals, write tasks in their planner and work so that they do not
leave things to the last minute.
1.2 Rationale
• Assessment is a system using standards referenced frameworks. It involves tasks
designed to produce an image of what students have achieved at a particular point
in the teaching and learning process relative to the outcomes for the course.
Assessment provides a link between the syllabus and performance standards.
• The Assessment policy is developed from specific advice relating to assessment
in individual courses in subject handbooks and circulars published by the NSW
Education Standards Authority.
It is designed with:
(i) a focus on outcomes
(ii) a range of task types
(iii) students knowing and understanding the outcomes to be assessed
(iv) marking schemes based on the outcomes to be assessed.
Year 8 2021 Assessment Book Page 3• Assessment is a process of identifying, gathering and interpreting information
about a student’s learning.
• The St John’s College Assessment Policy recognises the rights of parents to
receive regular reports on student achievement and the importance of feedback to
students on their progress. Parents can view assessment programmes and
assessment calendars on the College website.
• Plain English reporting is a Commonwealth Government requirement which applies
to all Australian states. It was implemented in 2006. The aim of Plain English
Reporting, as its name suggests, is to give parents clear feedback on how a student
is progressing in each subject against set standards. Two written reports should
be issued annually with opportunities provided for parent interview and
consultation. In this system of reporting there are two types of reporting data .
Relative data which indicates how a student compares against specific standards
A to E and comparative data which indicates how students compare against other
students in the class. This information, including results of assessment tasks and
the genesis of grades, is made available to parents on request. All reporting at St
John’s College reflects the belief that all students can improve and that feedback
helps students understand the next steps in their learning journey and how they
can achieve these.
Part 2: Assessment Procedures
St John’s College Woodlawn assessment procedures ensure that every student can achieve
to his/her potential. The purpose of this booklet is to provide an outline of how the College will
assess students in Year 8 in each of the courses. All assessment outlines are developed by
the teachers using the NSW Education Standards Authority syllabus documents for that
course.
2.1 General Procedures
The College assessment policy has the following goals:
• To increase the richness and relevance of assessment.
• To emphasise timely feedback that moves learning forward.
• To place greater emphasis on the classroom as a place of learning and assessment.
• To use assessment as a grounds for modifying teacher practice.
Common tasks and Summative tasks - Stage 4 and 5
Throughout each semester, all students in Years 7-10 will sit two formal Common Tasks and
one common Summative Task. These tasks will inform the Common Grade allocation in
Reports (See below)
Common Tasks
Year 8 2021 Assessment Book Page 4• Common Tasks are to be completed by ALL students in the cohort.
• Common Tasks will be completed in class
• Common tasks would usually be around 20-30minutes of class time.
• Common Tasks are used to build skills, knowledge and confidence so that students
can achieve success in the Summative Tasks.
• Common Tasks will provide students feedback (not grades) so that they can work to
improve skills, knowledge and understanding prior to completing the Summative
Task.
Summative Tasks
• Summative Tasks are in-class examinations conducted in blocked periods.
• Summative Tasks assess a number of topics and skills taught throughout the
Semester. They should include, but not be limited to, skills and knowledge assessed
in Common Tasks.
• Summative Tasks are not recall tasks. They require students to remember
content/skills and apply it to a new question or context.
• Summative Tasks will be graded and students will receive a mark/grade and feedback.
Notifications - Stage 4 and 5
Students receive initial notification of all tasks for the year as outlined in the Scope and
Sequence. Students will also receive formal notification of all Common and Summative tasks
at least two weeks in advance. Task notifications will include a clear, simple outline of the task
and concise success criteria (this could be a marking criteria, rubric ‘you will be assessed on
how well you…’.) Students will receive a revision/study guide as part of the notification for
Summative Tasks.
Formative Assessment - Stage 4 and 5
In addition to formal tasks, formative activities that are focused on timely feedback are
delivered throughout the teaching cycle. Formative activities do not require notification
because they are part of day-to-day teaching practice.
2.2 Mandatory Subjects
• Students in Year 8 will study and need to have satisfactorily completed mandatory
studies in History, Geography, Technology (Mandatory), Modern Languages (Italian),
Personal Development, Health and Physical Education, Visual Arts and Music.
Differentiation and scaffolding of assessment tasks - Stage 4 and 5
• St John’s College Woodlawn follows assessment procedures to ensure that
every student can achieve their potential. All tasks in Stage 4 and 5 will be
differentiated so that students at all levels of development can access the task.
• If a student has difficulty understanding the requirements of an assessment task
upon notification, the first person for parents to contact is the classroom
Year 8 2021 Assessment Book Page 5teacher. In consultation with the LOL and LOC, the teacher will work out a plan
to provide extension, support or an alternative task.
• Changes to Assessment timetables are only permitted with the approval of the
Leader of Learning and with appropriate notice to students.
2.3 Policy for Late / Missed Assessment
• If a student is ill on the day of an assessment task parents or guardians are
asked to write a letter to the class teacher. On the student's return to school
he/she is required to see his/her class teacher and make arrangements for
the completion of the task.
• If a student knows that they will be absent for an assessment he/she needs to bring a
letter from home with the reasons for the planned absence and liaise with the subject
teacher when the task will be completed. It is the student’s responsibility to make the
arrangements well before the due date.
• Students who do not hand in an assessment on the due date or fail to come to an
assessment task scheduled on that due date, without a valid reason will be deducted
10% of the available marks for every week day absent. The teacher will determine
when the student will complete the task or an alternate task.
• Computer failure and printer malfunction are not excuses for late assessment. Drafts
and backup copies may be submitted in these situations.
2.4 Procedure for submitting an assessment task
All assessment tasks are to be handed in on the due date to the teacher during the class time
for the subject. If the teacher is absent the task is to be handed to the class replacement
teacher.
2.5 Procedure for asking for an extension for an assessment task
If students know that they will be absent for an assessment they need to bring a letter from
home with the reasons for the planned absence and liaise with the subject teacher to arrange
when the task will be submitted. It is the student’s responsibility to make the arrangements
well before the due date.
2.6 Plagiarism
What is plagiarism?
• The use of another person’s words or ideas without stating where they came
from is a form of theft called PLAGIARISM.
Why be concerned?
• it is dishonest
• it is unfair to you and to others
• it is illegal under the Copyright Act 1968
Year 8 2021 Assessment Book Page 6Deliberate plagiarism
• buying or stealing an essay or response
• hiring someone to write your report or assignment
• copying from any source without citing it
Accidental plagiarism
• using someone’s ideas without reference to that person
• using ‘notes’ which are actually ‘quotes’
To avoid plagiarism, the following sources must always be cited:
• internet: websites
• Magazines/newspapers, pamphlets, books, letters, advertisements
• Music, TV programs/movies
• Personal interviews.
• Teachers/lecturers
• Maps, quotations, paraphrases, summaries
• Other students’ work, others’ ideas
There is no need to cite:
• own experiences
• when using common knowledge
• own experimental results
Note taking tips to avoid plagiarism:
• always write new information in point form
• identify your source immediately after every point or phrase
• add each new source to a list which will become a bibliography
• ensure all details are kept of each source – eg. author, title, publication details,
website
• use your own phrases – don’t rely on exact phrases from the source
• put quotation marks around each direct quote (text, table, statistics, logo, image,
graph, map etc or anything that is not your own work) – record the source and page
number of the quote and write this next to the quote or as a footnote.
(Taken from Plagiarism Posters 1 to 4, Syba Signs 2002)
For further reminders of these issues, the posters are on display in the Library.
2.7 Malpractice / Plagiarism / Cheating
• Students need to be made aware of the rules associated with plagiarised work.
• The teacher who suspects malpractice is to report the offence to the Leader of
Learning.
• Students who are suspected of plagiarism will be interviewed by the Leader of Learning
and asked to provide evidence of research in note or draft form.
• Students who are found to have plagiarised or cheated may receive zero for the task.
• Parents will be notified by letter or phone by the Leader of Learning.
• In these cases the student is given one week to complete the task or similar task.
Year 8 2021 Assessment Book Page 72.8 Use of the Internet / Computers
• We encourage students to use the Internet and other information sources in the
development of their assignments.
• Students must acknowledge sources, the web site address and the date accessed
is the appropriate method to acknowledge internet sites.
• Students are to keep evidence of their research process including notes, plans etc
in case of computer failure.
• In relation to the study of Modern Languages, students are reminded that the use
of online translation websites (like Google Translate or similar sites) and/or apps
are considered a form of plagiarism. Suspected use of such sites or apps will be
investigated by the class teacher and may result in the awarding of a zero mark.
2.9 Referencing
What is referencing?
Referencing is a standardised way of acknowledging the sources of information and
ideas that you have used in your assignments. This allows the sources to be identified.
Why reference?
Referencing is important to avoid plagiarism, to verify quotations and to enable readers
to identify and follow up to works to which you have referred.
A System of Reference
Systems of reference refer to the way students cite the material that they have used in
their assessments and how they create a reference list or bibliography to acknowledge
all of the sources they have used in their research.
It is important to remember that not all systems of reference are the same and that
different disciplines may have different methods of referencing that they would like you
to use.
Which referencing style should I use?
• There is no standard style used at Woodlawn
• In some cases there is a standard style used by a particular discipline, but even
in those cases it is still possible that a particular teacher or subject may require
a different style
• Students should check with their teacher before they begin their assessment
Two popular styles of referencing include the Harvard System and the APA System,
both of which are very similar.
For more information on the wide range of referencing styles, please refer to the
following link:
https://www.library.uq.edu.au/help/referencing-style-guides
What is the difference between a Bibliography and a reference list?
A reference list includes just the books, articles, and web pages etc that are cited in
the text of the document. A bibliography includes all sources consulted for background
reading.
Year 8 2021 Assessment Book Page 82.10 Grades for All Courses
Students are awarded a grade A to E in all subjects. These grades correspond to the General
Performance Descriptors outlined below. The awards of these grades are based solely on the
school's internal assessment of students in their courses.
GENERAL PERFORMANCE DESCRIPTORS
GRADE The student has an extensive knowledge and understanding of the content
and can readily apply this knowledge. In addition, the student has
A
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 main areas
of 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.
2.11 Life Skills
For some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the assessment tasks and outcomes
are not appropriate. For these students, Life Skills outcomes and content provide the
basis for the development of a relevant and meaningful program. The class teacher
will adjust tasks or negotiate alternative tasks.
Year 8 2021 Assessment Book Page 9Part 3: Student Responsibilities
3.1 NSW Education Standards Authority Requirements
The NSW Education Standards Authority gives the following criteria for the completion
of a course.
"A student will be considered to have satisfactorily completed a course if in the
principal's view, there is sufficient evidence that the student has:
(a) followed the course developed or endorsed by the Standards Authority;
and
(b) applied themselves with diligence and sustained effort to the set tasks and
experiences provided in the course by the school; and
(c) achieved some or all of the course outcomes."
3.2 Student Responsibilities Beyond Assessment Tasks
Satisfactory application to "in-class" tasks other than "School Assessment Tasks" is
necessary in order to complete the overall requirements of a course. Students are
required to have a satisfactory attendance record. They are also required to have a
satisfactory conduct record.
3.3 Satisfactory Completion of a Course
For courses where assessment marks are submitted, students must make a genuine
attempt at assessment tasks. It is worth noting that students may be requested to
resubmit any work which is deemed a non-genuine attempt, especially if they have
received an official warning.
3.4 Responsibilities of Students
It is the responsibility of all students in the College to:
• do each assessment task to the best of their ability;
• ensuring that any questions they have about the marks/grades/comments awarded
for an individual piece of work are resolved at the time the work is handed back;
• demonstrate that through effort and achievement they have met the requirements
of the course.
3.5 Attendance
The school expects students to be present for all scheduled classes and school
functions. If students are absent they must provide written support detailing reasons
for their absence. Any prolonged absence needs to first be approved by the Principal.
Part 4: Subject Assessment Outlines - Stage 4
The following pages contain outlines of each subject's assessment tasks and topics of study
within a scope and sequence.
The subjects are grouped under faculties and fuller details of procedures may be obtained
from relevant Leaders of Learning.
Year 8 2021 Assessment Book Page 10Assessment Outlines for Mandatory Subjects
Catholic Studies
Scope and Sequence
Term Week Year 8 - 2021
1 C8 STRIVING FOR GOODNESS (8 weeks = 20 lessons)
Value - appreciates the Christian belief that good triumphs over evil.
Knowledge - articulates an understanding of how aspects of Christian living can
assist people to grow in goodness.
O Skill - explores and draws meaning from examples of good and evil in life and in
N the Scriptures.
E 2
3 Swimming Carnival
4
5
6
7 Common Task 1: Film Review
8
9 D8 SACRAMENTS OF INITIATION (8 weeks = 20 lessons)
Value - appreciates that the sacraments guide and enrich people’s lives.
Knowledge - describes the nature and significance of the Sacraments of
Initiation.
Skill - considers and attributes meaning to the signs, symbols and rituals
associated with the Sacraments of Initiation.
10
1
2 Common Task 2: Leaflet
3
4 Examination Week - begins Friday
T
W 5 Examination Week
O 6
7 B8 DISCIPLES, MARTYRS AND WITNESSES TO THE FAITH
(8 weeks = 20 lessons)
Value - appreciates the ‘timeless’ nature of the Church and some of the enduring
challenges which face Christians.
Knowledge - describes key characteristics of life in the early Christian
communities.
Skill - uses a range of sources to investigate the significance of key people and
events in the early Church
8
9
10
1
2 Common Task 3: Google Form
3
T
4
H
R 5 E8 ALIVE IN CHRIST (8 weeks = 20 lessons)
E Value - appreciates how the words and actions of Jesus provide a model for
E Christian living.
Knowledge - describes how Jesus changed the lives of the people he
encountered.
Skill - identifies the core values shown and espoused by Jesus and applies them
to contemporary life situations.
6
7
8
9
Year 8 2021 Assessment Book Page 1110
1
2 Common Task 4: Spoken Proposal
3 A8 TEACHINGS OF JESUS (9 weeks = 22 lessons)
Value - recognises the relevance and importance of Jesus’ teachings.
F Knowledge - explains Jesus’ principal teachings.
O Skills - draws meaning from the actions and parables of Jesus and applies this to
U everyday living and Christian discipleship.
R
4
5
6 Examination Week
7
8
9
10
11
Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Task Common Task Summative Task Common Task Common Task Summative Task
Striving for Sacraments of Striving for Disciples, Martyrs Alive in Christ Disciples, Martyrs
Goodness Initiation Goodness/Sacra & Witnesses to & Witnesses to
ments of Initiation the Faith the Faith/Alive in
Film Review Leaflet Christ/The
Exam Teachings of
Jesus
Google Form
Spoken Proposal Exam
2.2 , 2.3 1.3, 2.1, 2.3, TBD 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, TBD
2.2 , 2.3
Year 8 2021 Assessment Book Page 12English
Scope and Sequence
Term Week Year 8 - 2021
1 True Grit: Fact is Stranger than Fiction - Survival
Outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C, EN4-6C
2
3 Swim Carnival
O
4
N
E 5
6
7
8 Common Task 1: Blog Post
9
10
1 Best Sellers - Book Expo
Outcomes: EN4-1A, EN4-2A, EN4-4B, EN4-5C, EN4-6C, EN4-7D, EN4-9E
2
T 3 Common Task 2: Defence of The Novel Speech
W 4 Examination Week - begins Friday
O 5 Examination Week
Summative Task - Examination: Reading, Writing, Listening
6
7
8
9
10
1 Genre Study - Dystopia
Outcomes:EN4-1A, EN4-3B, EN4-4B, EN4-5C, EN4-7D
2
T 3
H
4
R
E 5
E 6
7
8
9 Common Task 3: Dystopian Narrative
10
1 Am I Being Conned? (Advertising)
Outcomes: EN4-2A EN4-3B, EN4-4B, EN4-6C EN4-7D
2
3
F
4
O
U 5 Common Task 4:Advertising Viewing Task
R 6 Examination Week
Summative Task - Examination: Reading, Writing, Viewing and Representing
7 All The World’s a Stage - Drama
Outcomes: EN4-1A EN4-4B EN4-5C EN4-8D EN4-9E
8
9
10
11
Year 8 2021 Assessment Book Page 13Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Common Summative Common Common Task Summative
Task Task Task Task Task
Survival Book Expo Examination Dystopia Advertising Examination
Blog Post Defence of Reading Dystopian Viewing and Reading
the Novel Writing Narrative Representing Writing
Listening Task Viewing &
Representing
EN4-1A, EN4-4B, All EN4-1A, EN4-4B, EN4- All
EN4-2A, EN4-5C EN4-3B, 6C
EN4-3B, EN4-5C,
EN4-5C EN4-7D
Year 8 2021 Assessment Book Page 14Mathematics
Scope and Sequence
Term Week Year 8 - 2021
1 Area of plane shapes
2 MA41WM, MA42WM, MA310MG, MA413MG
3
4
O
N 5 Volume and Capacity of Prisms and Cylinders
E 6 MA41WM, MA42WM, MA414MG, MA311MG
7
8 Data Collection and
9 representation
MA41WM, MA42WM,
10
MA43WM, MA419SP,
1 MA420SP, MA318SP
2
3
4 Examination Week - begins Friday
T
W 5 Examination Week
O 6 Data Interpretation, Evaluation and Single Variable Data Analysis
7 MA41WM, MA42WM, MA43WM, MA419SP, MA420SP
8 Financial Mathematics
9 MA41WM, MA42WM, MA43WM, MA45NA, MA46NA
10
1 Further algebra
2 MA41WM, MA42WM, MA43WM, MA48NA
3
T
4
H
R 5 Further linear equations
E 6 MA41WM, MA42WM, MA43WM, MA410NA
E 7
8 Patterns and Linear relationships
9 MA41WM, MA43WM, MA411NA
10
1 Geometry and congruence
2 MA41WM, MA42WM, MA43WM, MA417MG
3
4
F
O 5 Ratio/Rates and Distance-time graphs
MA41WM, MA42WM, MA43WM, MA47NA
U
R
6 Examination Week
7 Ratio/Rates and Distance-time graphs
MA41WM, MA42WM, MA43WM, MA47NA
8 Further probability
MA41WM, MA42WM, MA43WM, MA421SP
Year 8 2021 Assessment Book Page 15Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Task Common Task Summative Task Common Task Common Task Summative Task
In-class In-class In-class In-class
Exam
Assessment/ Assessment/ Assessment/ Assessment/ Exam
Assignment Assignment Assignment Assignment
Term 1, Term 1, Term 2, Term 3, Term 3, Term 4,
Week 5 Week 10 Week 5 Week 5 Week 10 Week 6
Volume &
Capacity and
Equations and
Area of Plane Data Collection Finance and
Linear
Shapes Algebra
Relationships
MA41WM,
MA41WM, MA42WM, MA41WM,
All Semester 1 MA41WM, All Semester 2
MA42WM, MA414MG, MA42WM,
Content MA42WM, Content
MA310MG, MA311MG, MA43WM,
MA43WM,
MA413MG MA43WM, MA45NA,
MA410NA,
MA419SP, MA46NA,
MA411NA
MA420SP, MA48NA
MA318SP
Year 8 2021 Assessment Book Page 16Science
Scope and Sequence
Term Week Year 8 2021
1
2 Skills revision SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4 9WS
3 Plant and animal systems SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS,
SC4 9WS, SC4-14LW, SC4-15LW Swim Carnival
O
4
N
E 5
6
7
8
9
10
1 Elements and Compounds SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS,
SC4 9WS, SC4-16CW, SC4-17CW
2
3
T 4 Examination Week - begins Friday
W
O 5 Examination Week
6
7 Changing earth SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4 9WS,
SC4-12ES, SC4-13ES
8
9
10
1
2
3 Energy SC4-6WS, SC4-7WS, SC4-8WS, SC4 9WS, SC4-11PW
T
4
H
R 5
E 6
E 7
8
9 Living Environments SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4
9WS, SC4-14LW, SC4-15LW
10
1
2
3
4
F
O 5 Earth resources SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4 9WS,
SC4-12ES, SC4-13ES
U
R 6 Examination Week
7
8
9
10
11
Year 8 2021 Assessment Book Page 17Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Common Summative Common Common Task Summative
Task Task Task Task Task
Plants and Elements Examination Changing Living Examination-
Animals and Plants and Earth, Energy Environments Changing
Compounds Animals, Earth, Energy,
Elements and Living
Compounds Environments
Year 8 2021 Assessment Book Page 18Music
Scope and Sequence
Term Week Year 8 - 2021
1 Unit 1: Elements of Music - Students explore the essence of music, exploring
2 the foundational concepts of Rhythm & Pitch, with a focus on percussion,
3 drumming and basic piano skills.
4 * Percussion
O 5 * Polyrhythms
N 6 * Drum Notation and grooves
E 7 * Piano basics
8 * Notation-simple scores
9 * Notation-simple scores
10 - Guitar Windows
- Bass Clef
* Bass Guitar-Performing
* Musical Form
- Binary, Ternary, Rondo
* Metre
* Duration
Common Task 1: Piano Test: Week 7
Outcomes: 4.1, 4.2, 4.3, 4.5, 4.8, 4.9
1 Unit 2: The instruments of Music- Students experience and develop their
2 knowledge across a wide variety of musical instruments, focussed on the
3 instruments of the orchestra, with a practical focus on bass guitar and acoustic
guitar.
T * Families of instruments
W * Playing non-melodic Instruments
O - Percussion
* Listening to a range of repertoire
- Woodwind/voice
- Brass
- Strings
* Playing melodic instruments Keyboard and bass and acoustic guitar
Summative Task: Written/Listening Test: Week 5
Outcomes: 4.1,4.3,4.4,4.7,4.8,4.11,4.12
4 Examination Week - begins Friday
5 Examination Week
6 Common Task 2 :Guitar Task: Week 6
7
8
9
10
1 Unit 3: What is Rock?- Students engage in a wide variety of practical
2 activities on guitar, bass guitar, piano/keyboards, drums and vocals, focussing
3 on Rock Music from the 1950’s to present day.
T 4 * What is Rock?
H 5 - Instruments of Rock
R 6 - Rock Riffs
E 7 * Rock Styles
E 8 ● Traditional Rock
9 ● Rock Crossover Styles
10 ● Modern Rock
* The Drum Kit
Common Task 3: Ensemble Task A, week 6.
1 Unit 4: Music for Film and Television - Students engage with a variety of
2 music sourced from television and films scored by influential film composers
3 from the 20th Century.
4 * Music on T.V.
F 5 - Cartoon Themes
O - Music for Sitcoms
U - Crime Themes
R - Sci-fi Themes
6 Examination Week
Year 8 2021 Assessment Book Page 197 * Film Score Analysis
- Lord of the Rings
- Superman
- Various Film Scores
Common Task 4: Ensemble Task B Week 4
Summative task: Film and Television Portfolio Week 5
Outcomes: 4.1,4.3,4.4,4.7,4.8,4.11,4.12
Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Task Common Summative Common Common Summative Task
Task Task Task Task
Piano Test: Guitar Test Examination Ensemble Ensemble Film Score
Week 9, T1 Week 6, T2 Week 5, T2 Task A Task B Assessment
Week 6, T3 Week 4, T4 Week 5, T4
Year 8 2021 Assessment Book Page 20Visual Arts
Scope and Sequence
We Year 8 - 2021
ek
13 Week 1 Safety in Visual Arts classroom
Rotation 2 What is Art? Frames in Art? Conceptual Framework
For 3 TOPIC: STILL LIFE DRAWING
Each 4
Group 5
6 Common Task: Research Task
7 TOPIC: CERAMIC VESSELS
8
9 Summative Task: In Class Test
10 TOPIC: PLACE AND SPACE
11
12
13 Common Task: Body of Work
Component Weighting Sequence
Semester Report
Common Task Common Task Summative Task
Week 13 Week 6 Week 9
Body Work Research Task In Class Test
Year 8 2021 Assessment Book Page 21History
Scope and Sequence
Term Week Year 8 History - 2021
1 Depth Study 1: Investigating the Ancient Past (including the overview) -
2 Outcomes HT4.1 HT4.5 HT4.6 HT4.8 HT4.9 HT4.10
Historians and Archaeologists
- Approaches to investigation (primary and secondary sources)
O Out of Africa Theory
N Ancient Australia/Mungo Man
E The importance of conservation
Historical mystery
3 Swim Carnival
4 Depth Study 2: Mediterranean- Ancient Greece: Outcomes HT4.2 HT4.3
5 HT4.6 HT4.8 HT4.9 HT4.10
6 Physical features
The role of key groups within society
7
- Law and religion
8 - Social structure
9 - Daily life
10 Significance of beliefs, values and practices related to: warfare
Contacts and Conflicts
The role of a significant individual within society
1 Depth Study 3: Asian World-Ancient China - Outcomes HT4.2 HT4.3 HT4.6
2 HT4.9 HT4.10
3 Physical features
The role of key groups within society
4
T - Law and religion
W - Social structure
O - Daily life
Significance of beliefs, values and practices:warfare
5 Examination Week
6 Contacts and Conflicts
7 The role of significant individuals within society
8
9 The Ancient to Modern World (including the overview)
10 Depth Study 4: The Vikings- Outcomes HT4.3 HT4.5 HT4.8T HT4.9 HT4.10
1 Way of life & roles of different groups
Significant developments that led to expansion
2
Viking conquests and relationships with subject peoples ie monks
3 - Norwegian and Norman Invasions
T
4 - Danelaw
H
R 5 Role of significant individual & Viking influence
E 6
E 7
8 Depth Study 5: The Polynesian Expansion across the Pacific – Outcomes
9 HT4.2 HT 4.4 HT4.6 HT4.7 HT4.9 HT4.10
10 Theories about the origin and spread throughout the Pacific
- geographical locations and features
1
- different societies
2 The use of environmental resources
3 The way of life for ONE Polyneisan society (Maori)
4 - everyday life
F
5 - political features
O
- economic activities
U
Cultural achievements
R
6 Examination Week
7 Depth Study 6: The Black Death in Asia, Europe and Africa Outcomes HT4.2
8 HT4.3 HT4.4 HT4.6 HT4.7 HT4.10
9 Living conditions & religious beliefs
10
Year 8 2021 Assessment Book Page 22Role of expanding trade between Europe and Asia in the Black Death
Causes and symptoms, responses of different groups in society
Effects on Asian, European and African Populations (Immediate & long-term)
Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Common Summative Common Common Summative
Task Task Task Task Task Task
Investigating Ancient Ancient Greece Vikings Polynesian Vikings &
the Ancient Greece & Ancient Expansion Polynesia
Past China
Google form Oral task Examination Source Written Examination
Week 4 Week 9/10 Week 5 analysis response Week 6
Week 6 Week 3
4.1, 4.5 4.6, 4.8, 4.9, 4.2, 4.3, 4.4, 4.3, 4.5 4.9, 4.10 4.3, 4.6, 4.9,
4. 10 4.7 4.10
Year 8 2021 Assessment Book Page 23Italian
Scope and Sequence
Term Week Year 7 - 2021
1 Unit 1: Welcome to Italy - Greetings & basic personal information
2
3 Swim Carnival
4
O
N 5
E 6 Unit 2: School
7
8
9
Common Task: Writing
10
1 Unit 3: Describing self & describing friends
2 Common Task: Speaking
3
4 Examination Week - begins Friday
T
W 5 Examination Week
O 6 Unit 4: Describing family, pets & your home (CWV)
7
8
9
10
1 Unit 5: Fashion, clothing, seasons & weather
2
3
T
4
H
R 5 Unit 6: The Weekend
E 6
E 7
8
9
Common Task: Writing
10
1 Unit 7: Food (CWV)
2 Common Task: Speaking
3
Weekly work on choice board activity
4
F
O 5
U 6 Examination Week
R 7
8
9 Unit 8: Presentation of Choice Board Activity & Christmas in Italy
10
11
Year 8 2021 Assessment Book Page 24Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Common Summative Common Common Summative
Task Task Task Task Task Task
Writing Speaking Listening & Writing Speaking Listening &
Reading Reading
Year 8 2021 Assessment Book Page 25PDHPE
Scope and Sequence
Term Week Year 8 - 2021
1
2 Swim Carnival
3 Positive Relationships Term 1
Outcomes: PD4-1 PD4-2 PD4-3 PD4-6 PD4-9. PD4-10
4
O Theory Weeks 1-10
N 5 Common Task1: Matrix p 8-9
E 6 Strike Catch & Throw Term 1
7 Outcomes: PD4-4, PD4-5,PD4-11
8 Prac Weeks 1-11
9 Common Task 2 : Strike ,catch and throw self and peer evaluation
10
1 Are you okay? Term 2
2 Outcomes: PD4-1 PD4-2 PD4-6. PD4-7, PD4-8. PD4-9
3 Theory Weeks 1-10
T
W 4 Examination Week - begins Friday
O 5 Examination Week Summative Task 1 : Examination
6 World Games/the Games Term2
7 Outcomes: PD4-4, PD4-5,PD4-11
8 Prac Weeks 1-10
9
10
1 Managing Safety & Risk Term 3
2 Outcomes: PD4-1, PD4-6. PD4-7, PD4-8. PD4-9 PD4-10
T Theory Weeks 1-10
3
H Common Task 3: Risk Kahoot
R 4
E 5 Net/Court Games Term 3
E 6
7 Outcomes : PD4-4, PD4-5,PD4-11
8 Prac Weeks 1-10
9 Common Task 4: Skill performance
10
1 Movement skills and performanceTerm 4
2 (Dance Weeks 1-4) Theory Weeks 1-7
3 Outcomes :PD4-4, PD4-5,PD4-10,PD4-11
F 4
O
5
U
R 6 Examination Week Summative Task 2 : Examination Stage 4
7 Summer Fun Term4
Outcomes: PD4-4 PD4-6. PD4-7, PD4-8. PD4-9 PD4-10 PD4-11
(Water safety Weeks 5-10) Theory 7-10
Year 8 2021 Assessment Book Page 26Component Weighting Sequence
Semester 1 Report Semester 2 Report
Common Common Summative Common Common Task Summative
Task 1 Task2 Task 1 Task 3 4 Task 2
Exam Exam
Positive Self and Peer Positive Risk analysis Skill Stage 4
Relationships Evaluation relationships Kahoot Performance
Matrix are you Ok?
PD4-1 PD4-2 PD4-4, PD4- PD4-1 PD4-2 PD4-1, PD4- PD4-4, PD4-5, TBD
PD4-3 PD4-6 5, PD4-6. PD4- 6. PD4-7, PD4-11
PD4-9. PD4- PD4-11 7, PD4-8. PD4-8. PD4-9
10 PD4-9 PD4-10
Year 8 2021 Assessment Book Page 27Technology Mandatory
Scope and Sequence
Term Rot Week Year 7 & 8 - 2021
1 Rotation 1
2
3 Swim Carnival
4 Terminology, safety, equipment identification and use based on the context area you
O 1
are in for Rotation 1 TE4-3DP
5
N
E 13 6
Week
s 7
8
appro
x 58 9 Design/sketching/Notations/communication based on the context area you are in for
hours Rotation 1 TE4-1DP
10
1
2
3 Portfolio/project/evaluation based on the context area you are in for Rotation 1 TE4-
1DP, TE4-2DP, TE4-3DP, TE4-10TS
T
4 Examination Week - begins Friday Rotation 2 begins
W 5 Examination Week
O
6
7
8 Terminology, safety, equipment identification and use based on the context area you
are in for Rotation 2 TE4-3DP
9
2
10
13
Week 1
s
2 Design/sketching/Notations/communication based on the context area you are in for
appro Rotation 2 TE4-1DP
T x 58
3-5
hours
H
R 6 Portfolio/project/evaluation based on the context area you are in for Rotation 2 TE4-
E 1DP, TE4-2DP, TE4-3DP, TE4-10TS
E
7 Rotation 3 begins
8
9 Terminology, safety, equipment identification and use based on the context area you
are in for Rotation 3 TE4-3DP
10
1
2 Design/sketching/Notations/communication based on the context area you are in for
3 Rotation 3 TE4-1DP
13 3-5
Week
F s 6 Examination Week Portfolio/project/evaluation based on the context area you are in
O
for Rotation 3 TE4-1DP, TE4-2DP, TE4-3DP, TE4-10TS
U appro
R x 58 7
hours 8
9
10
11
Year 8 2021 Assessment Book Page 28Component Weighting Sequence
13 Week Rotation Report
Common Task 1 : Common Task 2: Summative Task:
Terminology, safety, Design/sketching/Notations/co Portfolio/project/evaluation
equipment identification and mmunication
use
TE4-3DP TE4-1DP TE4-1DP, TE4-2DP, TE4-
3DP, TE4-10TS
The following outcomes are specific to each context area and will be assessed throughout the
tasks above.
AgriFood - TE4-5AG, TE4-6FO
Digital - TE4-4DP, TE4-7DI
Engineering - TE4-8EN
Materials - TE4-9MA
Year 8 2021 Assessment Book Page 29You can also read
