Stage 4 Assessment Guide 2021 - Braidwood Central School
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Stage 4
Assessment Guide
2021
1Braidwood Central School Stage 4 Assessment Guide 2021 Table of Contents Eligibility for a RoSA ................................................................................................................................ 2 School attendance .................................................................................................................................. 2 Principles of Effective Assessment.......................................................................................................... 3 Standards referenced assessment .......................................................................................................... 4 Assessment for, as and of learning ......................................................................................................... 5 Adjustments for students with special needs ......................................................................................... 6 2021 Stage 4 Home Study Program ........................................................................................................ 7 Mathematics Homework ........................................................................................................................ 8 Science Homework ................................................................................................................................. 9 Mandatory Technology and Visual Arts Homework ............................................................................. 10 My Homework Plan............................................................................................................................... 11 English Course Overview 2021 .............................................................................................................. 14 Geography Course Overview 2021 ....................................................................................................... 17 History Course Overview 2021 ............................................................................................................. 19 Mathematics Course Overview 2021 .................................................................................................... 21 Music Course Overview 2021 ............................................................................................................... 24 Personal Development, Health and Physical Education Course Overview 2021 .................................. 26 Science Course Overview 2021 ............................................................................................................. 28 Technology Mandatory Course Overview 2021.................................................................................... 31 Visual Arts Course Overview 2021 ........................................................................................................ 33 Student Responsibilities........................................................................................................................ 35 Illness/Misadventure Form ...................................................................... Error! Bookmark not defined. Appeal Form ............................................................................................. Error! Bookmark not defined. Assessment Task Appeal Form................................................................. Error! Bookmark not defined. Submission Cover Sheet........................................................................... Error! Bookmark not defined. 1|Page
Braidwood Central School Stage 4 Assessment Guide 2021
Eligibility for a RoSA
To be eligible for a RoSA, students must have:
• Completed the mandatory curriculum requirements for Years 7 to 10.
• Attended a government school, an accredited non-government school or a recognised
school outside NSW.
• Completed courses of study that satisfy Education Standards’ curriculum and assessment
requirements for the RoSA.
• Complied with the requirements from the Education Act.
School attendance
NESA does not set minimum attendance for the satisfactory completion of a course. However, a
principal may determine that, due to absence, course completion criteria may not be met.
To receive a RoSA, students must attend school until the final day of Year 10.
They must also complete the following mandatory Years 7-10 curriculum requirements.
English: Our syllabus must be studied substantially throughout Years 7–10. By the end of
Year 10, 400 hours need to be completed.
Mathematics: Our syllabus must be studied substantially throughout Years 7–10. By the end
of Year 10, 400 hours need to be completed.
Science: Our syllabus must be studied substantially throughout Years 7–10. By the end of
Year 10, 400 hours need to be completed.
Human Society and its Environment: Our syllabus must be studied substantially throughout
Years 7–10. By the end of Year 10, 400 hours need to be completed. This must include 100
hours each of History and Geography in each Stage.
Languages Other than English: 100 hours to be completed in one language over one
continuous 12-month period between Years 7–10 but preferably in Years 7–8.
Technological and Applied Studies: Our Technology (mandatory) Years 7–8 syllabus to be
studied for 200 hours.
Creative Arts: Two hundred hours to be completed, consisting of our 100-hour mandatory
courses in each of Visual Arts and Music. We expect that the 100-hour mandatory courses in
these subjects will be taught as coherent units of study and not split over a number of years.
Personal Development, Health and Physical Education: Our mandatory 300-hour course to
be completed. This integrated course is to be studied in each of Years 7–10.
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Principles of Effective Assessment
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.
Assessment:
• provides opportunities for teachers to gather evidence about student achievement in
relation to outcomes
• enables students to demonstrate what they know and can do
• clarifies student understanding of concepts and promotes deeper understanding
• provides evidence that current understanding is a suitable basis for future learning.
Assessment activities should:
• be valid and be based on syllabus outcomes
• include criteria to clarify for students what aspects of learning are being assessed
• enable students to demonstrate their learning in a range of different contexts
• be reliable, be free from bias and provide evidence that accurately represents a student’s
knowledge, understanding and skills
• enable students and teachers to use feedback effectively and reflect on the learning
process
• be inclusive of and accessible to all students
• be part of an ongoing process where progress is monitored over time.
Teachers should consider the effect that assessment and feedback have on student motivation and
self-esteem, and the importance of the active involvement of students in their own learning.
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Standards referenced assessment
Standards-referenced assessment refers to the process of collecting and interpreting information
about students’ learning. It uses syllabus outcomes as key reference points for decisions about
students’ progress and achievement.
Syllabus outcomes:
• indicate the knowledge, understanding and skills expected to be acquired by most students
by the end of a stage as a result of effective teaching and learning
• are derived from the syllabus objectives
• present a sequence of learning for each stage and take into account prior and subsequent
learning of students
• are used by teachers to:
– plan and develop learning and assessment opportunities
– monitor student progress throughout each stage
– assess and measure student achievement against intended learning at each stage
– report student progress and achievement during, and at the end of, a stage.
Standards-referenced assessment:
• links the achievement of students to specified standards, through evidence collected from a
number and variety of activities and from observations over time
• involves teachers gathering evidence of student achievement formally and informally, to
make judgements and to facilitate and monitor students’ progress using syllabus outcomes.
Standards describe:
• what students are expected to know, understand and do at each stage, described in
NSW syllabuses through outcomes, content and stage statements
• how well students have achieved.
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Assessment for, as and of learning
NSW syllabuses and support materials promote an integrated approach to teaching, learning and
assessment. Assessment for learning, assessment as learning and assessment of learning are
approaches that can be used individually or together, formally or informally, to gather evidence
about student achievement and to improve student learning.
The principles of assessment for learning and assessment as learning strategies have some common
elements.
Assessment for learning and assessment as learning incorporate:
• self-assessment and peer assessment
• strategies for students to actively monitor and evaluate their own learning
• feedback, together with evidence, to help teachers and students decide whether students
are ready for the next phase of learning or whether they need further learning experiences
to consolidate their knowledge, understanding and skills.
Assessment for learning involves teachers using evidence about students’ knowledge, understanding
and skills to inform their teaching. Sometimes referred to as ‘formative assessment’, it usually occurs
throughout the teaching and learning process to clarify student learning and understanding.
Assessment for learning:
• reflects a view of learning in which assessment helps students learn better, rather
than just achieve a better mark
• involves formal and informal assessment activities as part of learning and to inform
the planning of future learning
• includes clear goals for the learning activity
• provides effective feedback that motivates the learner and can lead to
improvement
• reflects a belief that all students can improve
• encourages self-assessment and peer assessment as part of the regular
classroom routines
• involves teachers, students and parents reflecting on evidence
• is inclusive of all learners.
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Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how
to use assessment for new learning.
Assessment as learning:
• encourages students to take responsibility for their own learning
• enquires students to ask questions about their learning
• involves teachers and students creating learning goals to encourage growth and
development
• provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning
• encourages peer assessment, self-assessment and reflection.
Assessment of learning assists teachers in using evidence of student learning to assess achievement
against outcomes and standards. Sometimes referred to as ‘summative assessment’, it usually
occurs at defined key points during a unit of work or at the end of a unit of work, term or semester
and may be used to rank or grade students.
Assessment of learning:
• is used to plan future learning goals and pathways for students
• provides evidence of achievement to the wider community, including parents, educators,
the students themselves and outside groups
• provides a transparent interpretation across all audiences.
Assessment for learning and assessment as learning approaches, in particular, help teachers and
students to know if current understanding is a suitable basis for future learning. Teachers using their
professional judgement in a standards-referenced framework are able to extend the process of
assessment for learning into the assessment of learning.
Adjustments for students with special needs
Teachers may need to make adjustments to teaching, learning and assessment practices for some
students with special education needs so that they are able to demonstrate what they know and can
do in relation to syllabus outcomes and content. The types of adjustments made will vary, based on
the needs of individual students.
These may be:
• adjustments to the assessment process, for example additional time, rest breaks, quieter
conditions, or the use of a reader and/or scribe or specific technology
• adjustments to assessment activities, for example rephrasing questions or using simplified
language, fewer questions or alternative formats for questions
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2021 Stage 4 Home Study Program
In addition to completing in class assessment tasks, students will also be expected to complete the following home study tasks:
• English – reading fiction (1.5 hour per week)
• Mathematics –tasks to consolidate class learning (1.5 hours per week)
• PDHPE – class tasks or physical activity (40 minutes per week)
• Science – weekly themed tasks (1 hour per week)
• Geography – Fortnightly geographical tools task (30 minutes a fortnight)
• History – Fortnightly skills and concept worksheet (30 minutes a fortnight)
• TAS and creative arts subjects – discuss and apply what you are learning at home (40 minutes per week)
• Music – practising key skills (40 minutes per week)
Sample home study timetable
Monday Tuesday Wednesday Thursday Friday
4:00 Week A: Geography – geo Maths - times tables
tools task practice
Week B: History sheet
4:30 Maths - Class exercises Science – science selfie Maths - class exercises Science – YouTube viewing
task task
5:00 English – reading (20 Music – listen to playlist English – reading (20 English – reading (20
pages) created by Ms Mason pages) pages)
5:30 TAS – watch New Inventors Art – NGA website task PDHPE – Class tasks PDHPE – physical activity
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Mathematics Homework
Week 2 3 4 5 6 7 8 9 10 11
Class
Any exercise left over from classwork
Exercises
Drills and
Small weekly question sets
Skills
Times tables 3, 6, 9 2, 4 , 8 6, 12 5, 10, 15 7, 11 3, 6, 9 2, 4 , 8 6, 12 5, 10, 15 7, 11
Class Exercises – During lessons students are told which exercise from the text book is to be completed (e.g. Exercise 9.6) and which questions from that
exercise are to be completed (e.g. all questions or odd questions or Q1, 3, 7, 13). Students should have written this information down in their exercise book
before starting the exercise. Students are expected to complete any exercise left over from classwork as homework. Additional revision questions will be
provided as needed.
Times tables – Parents looking to support their child with their mathematics can assist by spending time building fluency with times tables. Suggestions are
this activity could be completed over the dinner table or whilst doing household tasks.
Homework Centre
The homework centre runs on Wednesday afternoons in the library from 4pm-5pm. Students wishing to discuss Mathematics homework are encouraged to
attend.
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Science Homework
Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10
Activities
Work
Scientifically
Science Selfies
Watch a Video
Student
signature
Adult
signature
Each week students are encouraged to complete a choice of 2 activities.
Options explained
Work Scientifically – Students undertake a range of activities that strengthen their ability to work scientifically in the following areas. Questioning and
Predicting, Planning and Conducting Investigations, Processing and Analysing Data, Problem solving, Communication.
Science Selfies – based on the theme word/phrase, take a photo and caption it to demonstrate the link between your image and the theme. Themes are
selected based on the content being studied in class for the week. Submission – upload selfie to google classroom.
Watch a Video – Stay up to date in the world of science by watching a short video on topics related to what you are learning in class. Video clips or links will
be posted to the google classroom and will have space for discussion.
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Mandatory Technology and Visual Arts Homework
Technology Mandatory • Watch Landline available on ABC Sundays 12:30pm or on ABC iView
Agriculture/Food • Read The Land newspaper or another rural newspaper – 3 articles
• Cook the family a meal
“Fill your belly”
Technology Mandatory • Watch episodes of New Inventors- available on YouTube
Engineered systems
“Electric cars”
Technology Mandatory • Find and decorate a box which will house their Arduino alarm and components.
Students should consider design features of this box. Students are encouraged to discuss the design process with their
Digital Technologies
parents/carers. They are encouraged to consider creating a theme which will link with the design of their actual alarm, eg:
“Crack the code” Ghostbusters themed box, and an alarm which flashes green lights and plays the Ghostbusters theme.
• Take note of automated systems they meet with in the real world. Point these out to family members, and identify the
'input' and 'output' of each.
For example, at the IGA, the remote doors are an automated system - a sensor detects people and sends a message to the
motors to open the doors; after a period of time, the motors then close the doors.
Technology Mandatory • - Test your weaving skills you have learnt in class by creating something using materials you find around the house
• - Research weaving artists and designers by looking at museum and gallery websites - for example: the National Museum
Material Technologies
website, National Gallery of Australia, Museum of Contemporary Art (Sydney).
“Weaving Wonders”
Visual Arts • Take a virtual tour of an art gallery – AGNSW, NGA, MCA, White Rabbit Gallery, National Portait Gallery, MOMA, The
Metropolitan Museum, Los Angeles Contemporary
• Visit a local Braidwood gallery, or a gallery on your wider travels – e.g. Canberra or Goulburn
• 5 mins: Tell your family or friends about a new artwork you’ve seen recently.
• 20 mins: Draw something in your house or backyard.
• 20 mins: Create an artwork sculpture out of found objects (e.g. leaves, sticks, recycling).
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My Homework Plan
Monday Tuesday Wednesday Thursday Friday
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Braidwood Central School Stage 4 Assessment Guide 2021 13 | P a g e
Braidwood Central School Stage 4 Assessment Guide 2021
English Course Overview 2021
This is a general Stage 4 English scope and sequence. Class teachers will provide a detailed class scope and sequence at the beginning of 2021.
Content Students will be assessed:
Students will complete one of the topics below in term 1 and the other in term 4. The specific texts to be studied will be listed on the
class scope and sequence.
Topic 1: Topic 2: Each term students will be assessed on at least
one responding and one composing task.
In this topic students will engage in the close reading of, listening In this topic students will engage in the close reading of, listening
to or viewing of non-fiction texts. They will be explore examples of to or viewing of picture books and poetic texts. They will be Responding Composing
multimedia, media and digital texts. explore examples of visual texts.
- Reading - Writing
- Listening - Speaking
- Viewing - Representing
Students will complete one of the topics below in term 2 and the other in term 3. The specific texts to be studied will be listed on the Students will be assessed:
class scope and sequence.
Topic 1: Topic 2: Each term students will be assessed on at least
one responding and one composing task.
In this topic students will engage in the close reading of, listening In this topic students will engage in the close reading of or
to or viewing of film and drama. They will be explore examples of listening to of fictional texts. They will be explore examples of Responding Composing
spoken texts. print texts.
- Reading - Writing
- Listening - Speaking
- Viewing - Representing
Outcomes
All nine of the stage 4 outcomes will covered across the course of the year. Outcomes 3 and 9 will be embedded across all topics.
EN4 – 3B A student uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-9E A student uses, reflects on and assesses their individual and collaborative skills for learning
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Text selection
In selecting specific texts for study in English, class teachers will consider the needs, interests and abilities of their students. The text selection will ensure
that students experience all of the following across the year:
• Australian literature including Aboriginal experience in Australia
• Texts written about intercultural experiences
• Texts that include aspects of environmental and social sustainability
• A wide range of cultural, social and gender perspectives, popular and youth cultures
Textual concepts
Each of the four topics covered in the year will be explore through the lens of one or more of the textual concepts. Concepts include:
• Argument • Connotation, imagery and • Literary value • Representation
symbolism
• Authority • Context • Narrative • Style
• Character • Genre • Perspective • Theme
• Code and convention • Intertextuality • Point of view
Stage 4 English outcomes:
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and
technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN4-6C identifies and explains connections between and among texts
15 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021 EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it EN4-8D identifies, considers and appreciates cultural expression in texts EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning By the end of Stage 4 students respond to a variety of texts critically, imaginatively and interpretively and compose accurate, clear and coherent texts. They use English in personal, social and learning contexts with increasing control and understanding of the form and features of language and structures of texts, and with increasing awareness of purpose, audience and context. Students make connections between texts, they recognise the main ideas and points of view, and the ways in which texts seek to position responders. They make decisions about whether content and language are appropriate to purpose, audience and context. In speaking, writing and representing, students shape meaning through the thoughtful selection and ordering of appropriate content and by drawing on a widening repertoire of language choices. They can express a personal point of view, give words and images to their imaginings and compose logical argument. They experiment with form and language in different modes and technologies to produce various types of texts for specific purposes. As appropriate, they plan, draft and edit to produce polished texts. Students apply their knowledge of textual features and conventions to their texts. They constructively analyse and evaluate their own and others’ compositions and they articulate their response to texts and to the process and experience of composing. Students reflect on their learning, becoming aware of how they learn and identifying what they have learned, effective ways to learn and what they need to learn next. Students who have achieved Stage 4 respond to literary and other texts for enjoyment and to expand their perspectives on their own lives. They engage with images of their real and imagined worlds and explore the relationship between them. They explore texts critically, evaluating content, differentiating between fact and opinion, challenging points of view and identifying, considering and appreciating cultural expressions. They respond to imagery and symbolism in verbal and visual forms. They engage with print, film and digital texts with an informed awareness of the language forms and features and structures of those texts. Students develop personal preferences in what they hear, read and view, and are able to articulate their preference in personal and critical responses. 16 | P a g e
Braidwood Central School Stage 4 Assessment Guide 2021
Geography Course Overview 2021
Term Topic Assessment
Landscapes and landforms Using geographical tools tasks
Students explore landscapes and landforms using examples from Australia and throughout the world. (homework):
1
They explain processes that create landscapes and shape individual landforms and they describe the Maps
value of landscapes and landforms to different people. Students examine issues of land degradation Fieldwork
and ways to manage and protect landscapes and landforms. Students also investigate a natural hazard Graphs and statistics
associated with landscapes and people’s responses to that hazard. Spatial technologies
Visual representation
2
Outcomes: GE4-1, GE4-2, GE4-3, GE4-5, GE4-7, GE4-8
Some class tasks will also be used
for assessment purposes
Place and Liveability Using geographical tools tasks
Students discuss factors that influence people’s perceptions of the liveability of places. They investigate (homework):
3
features and characteristics of places across a range of scales that support and enhance people’s Maps
wellbeing such as community identity, environmental quality and access to services and facilities. Fieldwork
Students assess the liveability of places and propose strategies to enhance the liveability of a place in Graphs and statistics
Australia Spatial technologies
Visual representation
4
Outcomes: GE4-2, GE4-3, GE4-4, GE4-5, GE4-7, GE4-8
Some class tasks will also be used
for assessment purposes
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Stage 4 Geography Outcomes
GE4-1 locates and describes the diverse features and characteristics of a range of places and environments
GE4-2 describes processes and influences that form and transform places and environments
GE4-3 explains how interactions and connections between people, places and environments result in change
GE4-4 examines perspectives of people and organisations on a range of geographical issues
GE4-5 discusses management of places and environments for their sustainability
GE4-6 explains differences in human wellbeing
GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry
GE5-8 communicates geographical information to a range of audiences using a variety of strategies
By the end of Stage 4, students describe geographical processes that influence the features and characteristics of places and environments across a range of
scales. They describe how places are perceived and valued differently and explain interconnections within environments and between people, places and
environments. Students investigate environmental change and differences in human wellbeing and discuss strategies for addressing geographical
challenges, taking into account environmental, economic and social factors.
Students undertake geographical inquiry to build knowledge and understanding of people, places and environments through the collection, collation and
analysis of primary data and secondary information. Students propose explanations for spatial distributions, patterns and trends and infer relationships.
They propose solutions, and may take action to address contemporary geographical challenges and predict outcomes. Students participate in fieldwork to
collect primary data and develop their personal capabilities and workplace skills.
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History Course Overview 2021
Term Content Students will be assessed:
Term 1 Title: The Mediterranean World Through a range of class
tasks. In addition each
Blurb: Students will complete a study of either ancient Greece or Rome. Students will learn about:
term they will complete
- How we know about the ancient past homework tasks focused
- Where and why the earliest societies developed on the skills of historical
enquiry:
- The defining characteristics and legacy of the society
- Comprehension
Outcomes: HT4-2, HT4-3, HT4- 6, HT4-9, HT4-10
- Source analysis
Term 2 Title: The Western and Islamic World - Perspectives and
interpretations
Blurb: Students will complete a study of either Medieval Europe or Renaissance Italy. Students will learn about: - Empathetic
understanding
-How societies changed from the end of the ancient period to the beginning of the modern age
- Research
- The key beliefs and values that emerged and influence societies
Outcomes: HT4-3, HT4-5, HT4- 7, HT4-8, HT4-9, HT4-10
Term 3 Title: The Asia-Pacific World
Blurb: Students will complete a study of Angkor/Khmer Empire or Japan under the Shoguns or The Polynesian expansion across the Pacific.
Students will learn about:
-How societies changed from the end of the ancient period to the beginning of the modern age
- Which significant people, groups and ideas from this period have influenced the world today
Outcomes: HT4-2, HT4-4, HT4- 6, HT4-7, HT4-9, HT4-10
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Term 4 Title: Expanding Contacts
Blurb: Students will complete a study of Mongol expansion OR The Black Death OR The Spanish Conquest of the Americas OR Colonisation and
Contact history. Students will learn about:
-How societies changed from the end of the ancient period to the beginning of the modern age
- The causes and effects of contact between societies in this period
Outcomes: HT4-2, HT4-3, HT4- 4, HT4-6, HT4-7, HT4-10
Stage 4 History Outcomes
HT4-1 describes the nature of history and archaeology and explains their contribution to an understanding of the past
HT4-2 describes major periods of historical time and sequences events, people and societies from the past
HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies
HT4-4 describes and explains the causes and effects of events and developments of past societies over time
HT4-5 identifies the meaning, purpose and context of historical sources
HT4-6 uses evidence from sources to support historical narratives and explanations
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past
HT4-8 locates, selects and organises information from sources to develop an historical inquiry
HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
By the end of Stage 4, students describe the nature of history and archaeology, and explain their contribution to an understanding of the past. They describe major periods of
historical time and sequence events, people and societies from the past. Students recognise and explain patterns of change and continuity over time and explain the causes and
consequences of events and developments. They describe and assess the motives and actions of people in the past. Students demonstrate an understanding of the causes and
effects of events, past societies and developments over time.
Students sequence events and developments within a chronological framework with reference to periods of time. They select and organise information from primary and secondary
sources and use it as evidence to answer inquiry questions. They identify and describe the meaning, purpose and context of historical sources and use the evidence from these
sources to support historical narratives and explanations. They identify and describe different contexts, perspectives and interpretations of the past. Students identify and explain
different points of view in sources. They develop texts, particularly descriptions and explanations. In developing these texts, and organising and presenting their findings, they use
historical terms and concepts. They use evidence in sources and acknowledge their sources of information. They select and use appropriate oral, written, visual and/or digital forms
to communicate about the past. Students undertake a relevant site study either by visiting an actual site or through a virtual source.
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Mathematics Course Overview 2021
Term Topic Assessment
Computation with Positive and Negative Integers Class tasks including topic tests
Understanding Fractions, Decimals and Percentages Rich Tasks
1
Outcomes: MA3-4NA, MA3-5NA, MA3-6NA, MA4-4NA, MA3-7NA, MA4-5NA
Computation with Fractions, Decimals and Percentages Class tasks including topic tests
Financial Mathematics Rich Tasks
2
Introducing Indices
Outcomes: MA3-7NA, MA4-5NA, MA3-7NA, MA4-5NA, MA4-6NA, MA4-9NA
Algebraic techniques Class tasks including topic tests
Indices Rich Tasks
3
Equations
Outcomes: MA3-8NA, MA4-8NA, MA3-8NA, MA4-8NA, MA4-9NA, MA4-10NA
Equations Class tasks including topic tests
Linear relationships Cumulative review
4
Measurement and Computation of Length, Perimeter and Area
Outcomes: MA4-10NA, MA4-11NA, MA3-9MG, MA3-10MG, MA4-12MG, MA4-13MG
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Stage 4 Mathematics Outcomes
Skill:
Communicating MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
Problem Solving MA4-2WM applies appropriate mathematical techniques to solve problems
Reasoning MA4-3WM recognises and explains mathematical relationships using reasoning
Computation with Integers MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation
Fractions, Decimals and Percentages MA4-5NA operates with fractions, decimals and percentages
Financial Mathematics MA4-6NA solves financial problems involving purchasing goods
Ratios and Rates MA4-7NA operates with ratios and rates, and explores their graphical representation
Algebraic Techniques MA4-8NA generalises number properties to operate with algebraic expressions
Indices MA4-9NA operates with positive-integer and zero indices of numerical bases
Equations MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations
Linear Relationships MA4-11NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the
Cartesian plane
Length MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles
Area MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area
Volume MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume
Time MA4-15MG performs calculations of time that involve mixed units, and interprets time zones
Right-Angled Triangles (Pythagoras) MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related
problems
Properties of Geometrical Figures MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent
triangles to find unknown side lengths and angles
Angle Relationships MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines
Data Collection and Representation MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays
Single Variable Data Analysis MA4-20SP analyses single sets of data using measures of location, and range
Probability MA4-21SP represents probabilities of simple and compound events
22 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021 By the end of Stage 4, students use mathematical terminology, algebraic notation, diagrams, text and tables to communicate mathematical ideas, and link concepts and processes within and between mathematical contexts. They apply their mathematical knowledge, skills and understanding in analysing real-life situations and in systematically exploring and solving problems using technology where appropriate. Students develop fluency with a range of algebraic techniques and in the solution of familiar problems. In solving particular problems, they compare the strengths and weaknesses of different strategies and solutions. Students develop a range of mental strategies to enhance their computational skills. They operate competently with integers, fractions, decimals and percentages, and apply these in a range of practical contexts, including problems related to GST, discounts and profit and loss. Students are familiar with the concepts of ratios and rates, and apply these when solving problems. They investigate divisibility tests, use index notation for numbers with positive integral indices, and explore prime factorisation, squares and cubes, and related square and cube roots, and the concept of irrational numbers. Extending and generalising number patterns leads students into an understanding of the use of pronumerals and the language of algebra. They simplify algebraic expressions, substitute into algebraic expressions and formulas, and expand and factorise algebraic expressions. Students solve simple linear and quadratic equations. They develop tables of values from linear relationships and illustrate these relationships on the Cartesian plane, with and without the use of digital technologies. Students calculate the perimeters and areas of a variety of polygons, circles, sectors and simple composite figures, and solve related problems. They calculate the volumes and capacities of right prisms and cylinders, and solve related problems. They convert between units of area and units of volume, and connect units of volume and capacity. Pythagoras’ theorem is used to calculate side lengths in right-angled triangles and solve problems in two dimensions. Students calculate time duration and apply their understanding of Australian and world time zones to solve problems. Knowledge of the properties of two-dimensional geometrical figures, angles, parallel lines, perpendicular lines and congruent figures enables students to apply logical reasoning to solve numerical exercises involving unknown lengths and angles in figures. Students construct, interpret and compare data displays, including dot plots, stem-and-leaf plots, sector graphs, divided bar graphs, and frequency tables and histograms. In analysing data, they consider both categorical and numerical (discrete and continuous) variables, sampling versus census, and possible misrepresentation of data, and calculate the mean, mode, median and range. Students represent events using Venn diagrams and two-way tables, and calculate the probability of simple and complementary events in single-step chance experiments. 23 | P a g e
Braidwood Central School Stage 4 Assessment Guide 2021
Music Course Overview 2021
Term Content Students will be assessed:
Term 1 Introduction to Music - Listening task template –
This topic allows students to develop their understanding of music and enhance their skills in composing, listening and performing music. structure and duration
The focus areas include a range of music, how the use of musical concepts impacts the music and how to read music. The formative
assessment tasks draw on students’ knowledge of these focus areas and measure their learning and ability within composing, listening and
performing areas.
Outcomes: 4.1, 4.2, 4.3, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12
Term 2 Film and Multimedia Music - performance – melody
This topic allows students to develop their understanding of film and multimedia music and enhance their skills in composing, listening and
- Listening task template –
performing music. The focus areas include a range of film and multimedia music and how the use of musical concepts impacts the music.
pitch and texture
The formative assessment tasks draw on students’ knowledge of these focus areas and measure their learning and ability within composing,
listening and performing areas. - Theory quiz
Outcomes: 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, 4.11, 4.12
- composition
Term 3 Popular music - Performance – Popular
This topic allows students to develop their understanding of popular music and enhance their skills in listening and performing music. The music
focus areas include a range of popular music and how the use of musical concepts impacts the music. The formative assessment tasks draw
- Listening template – tone
on students’ knowledge of these focus areas and measure their learning and ability within listening and performing areas.
colour, dynamics and
Outcomes: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.11, 4.12
expressive techniques
Term 4 Music for Small Ensembles - Performance – group
This topic allows students to develop their understanding of music for small ensembles and enhance their skills in composing, listening and
- Group composition
performing music. The focus areas include a range of music for small ensembles and how the use of musical concepts impacts the music.
The formative assessment tasks draw on students’ knowledge of these focus areas and measure their learning and ability within composing,
listening and performing areas.
Outcomes: 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, 4.9, 4.10
24 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021
Stage 4 Music Outcomes
4.1 performs in a range of musical styles demonstrating an understanding of musical concepts
4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles
4.3 performs music demonstrating solo and/or ensemble awareness
4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing
4.5 notates compositions using traditional and/or non-traditional notation
4.6 experiments with different forms of technology in the composition process
4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording
musical ideas
4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire
4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study
4.10 identifies the use of technology in the music selected for study, appropriate to the musical context
4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform
4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences
Students who have achieved Stage 4 in Music have an understanding of a variety of musical styles, periods and genres. They participate in musical activities
individually and in groups and have an understanding of the role that music plays in people’s lives.
Students engage in a range of musical experiences, developing an understanding of the concepts of music as the basis of musical knowledge. They are able to
recognise how musical concepts are used, manipulated and recorded in a variety of ways through experiences in performing, composing and listening and the
exploration of musical notation.
Students perform a broad range of repertoire in classroom settings. This repertoire reflects their developing understanding and appreciation of music of different
styles, periods and genres. They are capable of performing music in group situations and have experiences of performing individually their own works and the
works of others.
Students experiment, improvise and organise their musical ideas into musical works. They experiment further with the concepts of music and become increasingly
able to manipulate these concepts through aspects such as note and rest values, rhythms, textures, structures, pitches, harmonies, dynamics, expressive
techniques and tone colours. Students learn to make musically discriminating choices to form compositions. They notate their work using a variety of notational
schemes, both traditional and non-traditional.
Students listen and aurally observe with increased discrimination and understanding. They are aware of how composers have used and manipulated the concepts
of music within their works. Students begin to aurally analyse and interpret music from a range of styles, periods and genres and make informed decisions and
choices regarding these.
25 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021
Personal Development, Health and Physical Education Course Overview 2021
Term Content Students will be assessed:
Term 1 Theory: Is this good for me? - Pre test
- Physical activity
Nutrition, physical activity, consumerism guidelines task
Practical: Striking and fielding games - Post test
- Striking games peer
Outcomes: PD4-1, PD4-4, PD4-5, PD4-6, PD4-7, PD4-8, PD4-11 assessment
Term 2 Theory: You, me and others - ICT task
- Scenario activity
Bullying, Power, Inclusivity - Research case study
Practical: Take your marks
Outcomes:PD4-2, PD4-3, PD4-4, PD4-7, PD4-9, PD4-10, PD4-11
Term 3 Theory: Party safe - Drug education
learning matrix
Drug education (alcohol and tobacco) and first aid - Dance task
Practical: Dance/Invasion games
Outcomes: PD4-3, PD4-4, PD4-5, PD4-6, PD4-7, PD4-9, PD4-10, PD4-11
Term 4 Theory: A healthy mind - Data collection and
graph
Mental health, body image - Literacy response
Practical: Net and target games
Outcomes: PD4-1, PD4-2, PD4-4, PD4-5, PD4-6, PD4-8, PD4-9, PD4-11
26 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021
Stage 4 outcomes
PD4-1 examines and evaluates strategies to manage current and future challenges
PD4-2 examines and demonstrates the role help-seeking strategies and behaviours play in supporting themselves and others
PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships
PD4-4 refines, applies and transfers movement skills in a variety of dynamic physical activity contexts
PD4-5 transfers and adapts solutions to complex movement challenges
PD4-6 recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and participation
in physical activity
PD4-7 investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities
PD4-8 plans for and participates in activities that encourage health and a lifetime of physical activity
PD4-9 demonstrates self-management skills to effectively manage complex situations
PD4-10 applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or
contexts
PD4-11 demonstrates how movement skills and concepts can be adapted and transferred to enhance and perform movement sequences
By the end of Stage 4, students propose skills and strategies to enhance their health and wellbeing by exploring ways to connect with their communities. They
recognise factors that influence changes and transitions and evaluate strategies to manage current and future challenges. Students analyse ways to cultivate
resilience and demonstrate help-seeking strategies and behaviours to support themselves and others. They recognise the characteristics of respectful relationships
and the importance of belonging and connecting with others. Students investigate health practices, behaviours and resources and propose actions to promote
health, safety and wellbeing for themselves and others in relation to a range of health and physical activity issues. They develop critical thinking skills in relation to
accessing support and health information. Students recognise the need to develop habits for positive health and a lifetime of physical activity.
Students demonstrate control and accuracy when performing specialised movement sequences and skills in dynamic physical activity contexts. They transfer and
adapt solutions to complex movement challenges by performing specialised movement skills and selecting, applying and combining movement concepts. Students
investigate and create plans to achieve movement and fitness outcomes. They participate in a wide variety of moderate to vigorous physical activities to apply,
adapt and vary movement skills with increased confidence and precision. Students apply and refine skills to promote safety, collaboration, fair play and inclusivity
in physical activity contexts. They examine the cultural significance of physical activities and how connection and inclusion can enhance health, safety, wellbeing
and physical activity levels of the wider community.
27 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021
Science Course Overview 2021
Term Strand Topic Assessment focus
Mixtures – types, separation techniques and application to daily lives. Practical Skills test
Chemical World Outcomes: SC4-17CW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
1
Energy – situations involving different types of energy, energy transformations. Knowledge and understanding
Physical World Outcomes: SC4-11PW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS test
Ecosystems – living things and the way they interact with their environment. Relate characteristics to their Biological diagrams
Living World survival. Food chains, food webs and energy in ecosystems
Outcomes: SC4-14LW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
2
Resources – formation of non-renewable resources, extraction and use of fossil fuels, alternative fuel Excursion worksheet
Earth and Outer sources, mining, and conservation of non-renewable resources.
Space Outcomes: SC4-13ES, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Chemical Change – physical and chemical changes. Use equations to describe chemical reactions. Change the Graphing exercises
Chemical World rate of reactions, investigate common chemical reactions.
Outcomes: SC4-17CW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
3
Energy Efficiency – conduct a valid scientific investigation relating to energy efficiency. Student Research Project
Physical World Outcomes: SC4-11PW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Biotechnology – how science led to important discoveries in the area of health and medicine. Epidemiology, Philosophical Chairs (debate)
Living World microbes, antibiotics and their use.
Outcomes: SC4-15LW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
4
Water for Life – importance of water, water cycle, global warming, strategies for managing water use and System diagrams
Earth and Outer supply in sustainable ways
Space Outcomes: SC4-13ES, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
28 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021
Stage 4 Science Outcomes
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
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
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
By the end of Stage 4 students use scientific inquiry by actively engaging in using and applying the processes of Working Scientifically. They identify questions and
problems that they can test or research scientifically. They select and use appropriate strategies, understanding and skills to generate creative plausible solutions
to identified problems. Individually and collaboratively they plan and conduct a range of types of first-hand investigations, including fieldwork and controlled
experimental methods, ensuring that fairness, safety and ethical guidelines are followed.
Students process and analyse data and information from first-hand investigations and secondary sources to identify trends, patterns and relationships, drawing
relevant, evidence-based conclusions. They reflect on how the methods, strategies used and the quality of data obtained could be improved. Their ideas, methods
and findings are communicated to a given audience using appropriate scientific language, representations and text types, with information sources acknowledged
using a recognised method.
29 | P a g eBraidwood Central School Stage 4 Assessment Guide 2021 By engaging in scientific inquiry, students develop their knowledge of and about science ideas and concepts, as well as the nature, development and importance of scientific evidence. They explain how scientific knowledge changes as new discoveries and technological developments are made available, appreciating that new evidence leads to an improved understanding of the world. Students describe the action of unbalanced forces on the motion of objects in everyday situations, including the Earth’s gravity. They discuss how developments in scientific knowledge and technology have contributed to finding solutions to problems involving the use of energy transfers and transformations in simple systems and how the solutions may impact on other areas of society. Students relate the structure and function of living things to their classification, survival and reproduction. They predict the effects of environmental changes on ecosystems and how scientific understanding influences the development of some management practices. They explain the contribution and influence of scientific knowledge and technological advances in finding solutions to contemporary issues and that these solutions may involve ethical considerations. Students describe the dynamic nature of models, theories and laws in developing scientific understanding of the Earth, solar system and observed properties and behaviour of matter. They describe processes occurring in and on the Earth and the time scales involved, as well as situations where understanding and skills from across the disciplines of Science are used in exploration for resources and obtaining and processing of materials. They explain how advances in scientific understanding influence the choices people make about resource use and management practices in shaping sustainable futures. Students relate the physical and chemical properties of matter to how materials are processed and used by society in everyday life. They describe situations where scientific knowledge and collaboration between scientists generates solutions to obtaining and making new substances from the Earth’s spheres. 30 | P a g e
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