Stage 4 Information for Students and Parents - Mount Carmel Catholic College - Assessment Handbook
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Mount Carmel
Catholic College
Stage 4
Assessment Handbook
Year 7 2021
Information for Students and Parents
FOREWORD
Welcome to Year 7, the first year of your Stage 4 education and High School. This is a very
important year of transition when students commence their learning in Stage 4 courses and strive
to achieve their potential.
The following pages are designed to give you the necessary information regarding assessment
procedures in the Year 7 Course. It is very important that parents and students read this
Handbook closely because it outlines the responsibilities of a Year 7 student in terms of their
studies. It is imperative that each student has a thorough understanding of the processes and
procedures involved in order to maximise results and reduce misunderstandings.
The assessment procedures reward those students who are consistent and diligent in their
approach to study. This Handbook contains information about the Year 7 internal assessment
program at the College for each subject offered. It also includes Level of Achievement Descriptors
for each course so that students are aware of the standards for each grade.
After reading this carefully, students and parents are invited to seek clarification from relevant
members of staff, should this be necessary.
We wish you well with your studies.
Mr Stephen Lo Cascio Ms Judith Tolomeo
Principal Curriculum Coordinator
2
Issued February 2021COLLEGE ASSESSMENT POLICY AND PROCEDURES
The College Assessment policy reflects the concern of this community, with justice and the dignity of
each person.
Assessment is defined as ‘the process of gathering and interpreting information about the development
of student learning.’
Therefore we will promote assessment for learning by :
• building a shared understanding of the purpose of assessment and of performance standards;
• providing regular opportunities for teachers to collaboratively reflect on the purposes of
assessment; discuss authentic assessment strategies; and establish performance standards;
• embedding assessment at all stages in the teaching and learning program;
• placing importance on knowing each of our students, their learning needs and interests;
• using assessment to inform teaching practices and in the planning of future learning activities;
• valuing regular communication between teachers and students about learning as a form of
assessment;
• giving clear, constructive and individualized feedback to students that will explicitly assist them
to improve their learning;
• creating opportunities for students to undertake self-assessment and peer assessment as a
means to reflect on and take responsibility for their own learning;
• using standards as a means to facilitate discussion about achievement between teachers,
students and parents.
3
Issued February 2021We will undertake assessment of learning by:
• using assessment as a tool to improve learning outcomes and performance standards across
the college;
• building a collective understanding of assessment language and applying agreed
performance standards consistently across the College;
• developing assessment programs that offer a variety of rich assessment tasks that
encourage deeper learning;
• being inclusive of all students’ needs and abilities in designing and implementing assessment
tasks;
• working collaboratively to develop performance standards for assessment tasks;
• being explicit about the learning goals and criteria of assessment tasks and the performance
standards upon which student achievement will be measured;
• providing students and parents with accurate and useful information about students’
learning;
• demonstrating and recording student achievement of performance standards by archiving
work samples and marking scales;
• adopting assessment and reporting practices that are consistent, equitable and inclusive;
• evaluating the success of our assessment policy and procedures annually;
• facilitating ongoing discussion of performance standards across the College to maintain
consistency in assessment and reporting.
2. Curriculum requirements for Year 7
All students at Mount Carmel Catholic College study courses in the 8 Key Learning Areas across Years 7 –
10.
These are : English
Mathematics
Science
Human Society and its Environment
Languages other than English
Technology and Applied Studies
Creative Arts
Personal Development, Health and Physical Education
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Issued February 2021Mount Carmel Catholic College students also undertake the Catholic Studies course developed by the
Archdiocese of Wollongong Catholic Education Office and approved by NESA.
3. School Based Assessment
The Year 7 Grading System is concerned with describing the student’s achievement at the end of each
course in Stage 4.
A fuller picture is given by schools reporting on student achievement in all courses, measured with
reference to Course Performance Descriptors issued NESA. These are a series of statements that
summarise observable and measurable features of student achievement. They are an assessment and
reporting tool to assist subject teachers to award grades to students.
Teachers at Mount Carmel Catholic College will gather information about student performance through a
range of assessment tasks. This data will assist teachers to determine which description best reflects the
level of achievement in the course obtained by each student at the end of the course for that student. At
the end of the program, teachers make a summative judgment of each student’s overall level of
achievement and use the Course Performance Descriptors to award the appropriate grade. The final
decision is made in relation to the “standard” reached by the individual student, not on the basis of
performance relative to other students.
The Course Performance Descriptors for each subject can be found in Section 2 of this booklet.
The assessment program for each Year 7 course will be available on the College Website.
4. Results of assessment tasks and grades reported on semester reports
Students in Years 7 to 10 at Mount Carmel Catholic College receive a report at the completion of each
semester. The grades achieved are determined by students’ performance on assessments throughout the
semester along with informal tasks such as class work, homework, group work.
At the end of a semester, the assessment information teachers have gathered for each individual student
will be reviewed. Teachers will align student’s achievement with the appropriate Course Performance
Descriptor. The appropriate grade will then be allocated.
5. What is your responsibility as a student?
• To check your school email account every day for information pertaining to assessment
tasks. Absence from school on the day a task is distributed does not justify an appeal for
an extension to the submission of a task. All Assessment tasks will be emailed to students
on the same day the hard copy or notification of an in- class task is distributed to students.
• To familiarize your self with the College Assessment Policies as outlined in this Handbook.
• To speak with the KLA Coordinator if you are in any doubt about the requirements of the
Assessment Policy.
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Issued February 2021• To cooperate with the process of Assessment.
• To inform the College if you are to be absent on the day of an assessment task.
• In the case of a student becoming ill during an examination or an in-class assessment task,
inform the teacher who is supervising, even if you are able to complete the task. At the
earliest possible opportunity consult the KLA Coordinator.
6. Submission of Tasks
What are the procedures for submitting a task on the date that it is due?
• NESA expects each student to complete all assessment tasks and submit by the specified date.
• If the task is to be completed in class it is to be submitted at the prescribed time.
• All other tasks are to be submitted to the KLA Coordinator or Subject Teacher by 8.40 am on the due
date.
• Tasks are NOT to be handed to teachers during a lesson or left in a teacher’s pigeonhole.
• Practical Tasks in Visual Arts, Industrial Technology, Design and Technology need to be submitted by
8.40am on the due date to the specialist teaching area as directed by the KLA Coordinator.
• A task handed in after 8.40 am will be recorded as ‘Late’, and you will be required to submit an
‘Appeal’ with reasons why. These tasks are to be handed in at the College Office and signed in to a
member of the Office staff.
What if I submit my task late?
• Regardless of the reason, if an assignment is submitted late you must report immediately to the Office,
complete an Illness and Misadventure Appeal form and then submit the task with the appeal form
attached to the office on the submission day. In most cases late submission will result in
consequences such as; Phone call home, letter to parents, recess / lunch / after school detention.
What if my computer cannot print my task, or the computer will not save my work?
The use of technology (e.g. word processors, computer printers) is your responsibility. No allowances will
be made for problems related to technical malfunctions.
The College will not accept Assessment tasks submitted on a students’ USB.
• Work that has been completed on a computer is to be saved on both the hard drive and a portable
storage device.
• All draft work completed on a computer should be backed up by the student.
• An additional safeguard in an emergency is that you can email the task to the College if you
experience a printing failure the night before submitting a task. The College email address is:
info@mcccdow.catholic.edu.au
Students who experience technology failure should submit drafts of the assessment task and complete
the Appeal Procedure.
What if I need an extension of time to submit a task?
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Issued February 2021• The Curriculum Co-ordinator only may grant an extension of time. You must ensure that you apply
for an extension before the date that the task is due by lodging an application for Extension Appeal
(pink) Form available from the College Office.
• If you are going to be absent for an extended period of time (eg travel, participation in sporting
competitions etc.) you must make a written application to the Principal seeking approval, at least
two weeks prior to the commencement of your period of leave. A decision will then be made regarding
when tasks will be submitted or undertaken, or the determination of a grade based on other evidence.
7. Non Completion of a task
The following may be regarded as justifiable reasons for non completion of a task. The onus of proof is
on the student.
a) ILLNESS - A Medical Practitioner must complete the Illness & Misadventure form for the date
explaining the reason why a student was absent from school and unable to submit an assessment task
on that day.
b) MISADVENTURE – such as public transport delays or car breakdowns (in this case, the student may
be asked to provide proof of the circumstances leading to the delay).
Failure of computer systems, incompatibility of systems, disk errors are NOT an acceptable reason
for failing to submit work on time.
c) APPROVED LEAVE FROM THE COLLEGE PRINCIPAL – all known leave for pressing family or medical
reasons must be approved by the College Principal in writing. Students and their families must apply
for Leave to the College Principal in Writing for any leave known of in advance and apply for an
“Exemption from School Attendance”, from the College Principal, in accordance with Government
requirements. Failure to do so requires the College to report the absence.
8. Absence
• In the case of Illness, you must see a Medical Practitioner and have them complete the relevant
sections of the Illness & Misadventure form to explain your absence. An attached Dr’s Certificate or
note from parents will NOT be sufficient.
• In the case of Misadventure, a letter from your parent will be required. This will be verified with a
phone call.
• In the case of an examination, call the College Office before 8.30 am and leave a message for both the
KLA and Pastoral Coordinator.
• Report to the Office before school on the FIRST day back from your absence to submit an Illness and
Misadventure Appeal form with the required documentary evidence.
• If you miss an examination or in class task, you should assume that you will complete this at the first
available opportunity e.g. first lesson of the subject or first day back at school.
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Issued February 20219. Malpractice
Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes:
• copying someone else’s work in part or in whole, and presenting it as your own
• using material directly from books, journals, CDs or the internet without reference to
the source
• building on the ideas of another person without reference to the source
• buying, stealing or borrowing another person’s work and presenting it as your own
• submitting work to which another person such as a parent, coach or subject expert has
contributed substantially
• using words, ideas, designs or the workmanship of others in practical and performance
tasks without appropriate acknowledgement
• paying someone to write or prepare material
• breaching school examination rules
• using non-approved aides during an assessment task
• giving false explanations to explain work not handed in by the due date
• assisting another student to engage in malpractice.
If a student’s work is found to exhibit malpractice, the task will be deemed to be invalid. A notice to re
submit will be distributed and parents will be informed in writing.
10. Non completion of a task
A student will be deemed to have made no submission of an assessment task if he/she:
• has not submitted the task by the due date or time
• fails to provide an acceptable reason for absence from a test
A warning letter will be sent home to parents. The reply slip must be returned to the KLA Coordinator.
Upon the satisfactory completion of this task within the specified time period, as outlined in the warning
letter, the task will be assessed and grades recorded.
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Issued February 2021KEY WORDS FOR COLLEGE ASSESSMENT
Account for: state reasons for, on report
Account Give an account of: narrate a series of events or transactions
Identify components and the relationship between them, draw out and relate
Analyse implications
Apply Use, utilize, employ in a particular situation
Appreciate Make a judgment about the value of
Assess Make a judgment of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make, build, put together items or arguments
Contrast Show how things are different or opposite
Critically Add a degree or level of accuracy, depth, knowledge and understanding , logic,
(Analyse/Evaluate) questioning, reflection and quality to (analysis/evaluation
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being district or different from; to note differences
between
Evaluate Make a judgment based on criteria; determine the value of
Examine Inquire into
Relate cause and effect; make the relationship between things evident; provide
Explain why and/or how
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Issued February 2021Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support and argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (e.g. a point of view, idea, argument, suggestion) for consideration of
action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons for
Recount Retell a series of events
Summarise Express concisely the relevant details
Synthesise Putting together various elements to make a whole
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Issued February 2021Section 2
STAGE 4
GENERAL PERFORMANCE DESCRIPTORS
General Performance Descriptors describe the main features of typical students’ performances at
the end of the semester.
The Areas for Assessment consist of the knowledge and skills objectives from the syllabus.
The five Grade statements outlined below describe different levels of student performance. In using
these descriptors, teachers “Match” each of their students to the descriptor column that best fits
the student’s overall achievement in the course. The corresponding grade for that descriptor is then
awarded to the student.
Grade
A The student has an extensive knowledge and understanding of the
content and can readily apply this knowledge. In addition, the
student has achieved a very high level of competence in the
processes and skills and can apply these skills to new situations.
B The student has a thorough knowledge and understanding of the
content and a high level of competence in the processes and skills.
In addition, the student is able to apply this knowledge and these
skills to most situations.
C The student has a sound knowledge and understanding of the
content and has achieved an adequate level of competence in the
processes and skills.
D The student has a basic knowledge and understanding of the
content and has achieved a limited level of competence in the
processes and skills.
E The student has an elementary knowledge and understanding in
few areas of the content and has achieved very limited competence
in some of the processes and skills
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Issued February 2021LISTS OF SUBJECTS STUDIED IN YEAR 7 2021
MANDATORY COURSES: Studied by all students
• Catholic Studies
• English
• Geography
• History
• Mathematics
• Personal Development Health & Physical Education
• Science
• Music
• Technology
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Issued February 2021Section 3
Assessment Plans for Individual Subjects
• The following pages give information about the assessment program that students
will undertake in each of the subject areas. The plans give information about the
broad areas of assessment, the nature of tasks and the approximate timing of
tasks. Students will be given additional information in writing prior to the
assessment task.
• The Assessment plans outline the major assessments that teachers will use to
determine final grades. However, students need to know that assessment is an
ongoing process, and informal assessment, homework and class work can all be
used to determine the standard that a student achieves at the end of the course.
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Issued February 2021YEAR 7 COURSE
CATHOLIC STUDIES
2021 ASSESSMENT PLAN
The purpose of assessment in Catholic Studies is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of
forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task
Task One Task Two Task Three
Number
Due Date Term 2, Week 4 Term 3, Week 4 Term 4, Week 2
Task Diocesean Common Assessment Task
Course Test Research
Type Presentation
Areas for Assessment Sacred Scriptures Ways of Praying Stewards of Creation
Articulates an understanding of the
Understands the nature and purpose of Understands that human beings participate in,
core beliefs of the Catholic Tradition
Knowledge common forms of prayer in the Catholic contribute to and are responsible for God’s
Describes the structure of the Bible and
Tradition. creation.
some of its principle themes
Investigates and identifies the key
characteristics of Catholic
Engages in a range of prayer forms and Explores and identifies ways by which people
Skills communities.
experiences. may be stewards of creation.
Locates and explore and draw meaning
from a range of scripture passages
Demonstrates religious literacy
Communication Demonstrates religious literacy through Demonstrates religious literacy through written,
through written, oral and/or visual
written, oral and/or visual means. oral and/or visual means.
means.
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Issued February 2021YEAR 7 COURSE
ENGLISH
2021 ASSESSMENT PLAN
The purpose of assessment in English is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms
including completion and competence in class work, and assessment for, as and of learning. Assessment for, as and of learning approaches may include strategies such as collaborative
activities, peer assessment, self-assessment, teacher observations, inquiry-based research activities, presentations and performance activities, and collections of student work.
Reading Writing Speaking Listening Viewing/Representing
• Performance readings • Character profiles • Prepared and • Paired discussions • Imaginative recreation
• Oral and written • Journal writing impromptu speeches • Written and oral • Letter writing
retellings • Critical response • Debates retellings • Role play
• Doodling exercises • Brainstorming • Storyboarding
•
• Student/teacher • Conferencing
Digital networks • Extended responses • Diary entries
• Extended research • Narrative writing
conferences • Role play activities • Journal writing
• Imaginative recreation • Reflective tasks • Paired discussions • Graphic representations • Character profiles
• Graphic representation • Web publication of • Role play • Peer conferencing • Multimodal
• Whole class and small learning • Interview • Small group and whole representations
group discussions • Small group and whole class discussions
class discussions
• Presentations using
digital tools
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Issued February 2021YEAR 7 COURSE
HISTORY & GEOGRAPHY
2021 ASSESSMENT PLAN
The purpose of assessment in History and Geography is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number
of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 4, Week 5
Task Type Source based task Skills and knowledge test
Areas for Assessment History Geography
Knowledge HT 4-2, HT 4-3 GE 4-1, GE 4-3, GE 4-6
Skills and inquiry HT 4-6 GE 4-7
Communication HT 4-9 GE 4-8
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Issued February 2021YEAR 7 COURSE
MATHEMATICS
2021 ASSESSMENT PLAN
The purpose of assessment in Mathematics is to provide opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including
completion and competence in classwork, and assessment for, as and of learning. Assessment for, as and of learning approaches may include strategies such as collaborative activities, peer
assessment, self-assessment, teacher observations, inquiry-based research activities, presentations and performance activities, and collections of student work.
Reading Writing Speaking
• Doodling exercises • Problem-solving • Student/teacher conferences
• Research tasks • Brainstorming • Paired discussions
• Whole class and small group discussions
• Analysing problems
• Investigations • Small group and whole-class discussions
• Assignments • Research tasks
• In-class responses • Reflective tasks
• Research tasks
• Reflective tasks
• Portfolios
• Learning journal
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Issued February 2021YEAR 7 COURSE
MUSIC
2021 ASSESSMENT PLAN
The purpose of assessment in Music is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms
including completion and competence in class work, informal assessment, and formal assessment.
The formal assessment tasks are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 6 Term 4, Week 6
Task Type Instrumental Performance Film Music Composition
Areas for Assessment
Performing 4.1, 4.2, 4.3, 4.11
Compsing 4.4, 4.6, 4.12
Listening 4.7, 4.10 4.9
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Issued February 2021YEAR 7 COURSE
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION
2021 ASSESSMENT PLAN
The purpose of assessment in PDHPE is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms
including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 10 Term 3, Week 8
Task Type ICT Task In Class/Presentation
Areas for Assessment
Knowledge and understanding PD4-2, PD4-3 PD4-6, PD4-7, PD4-8
Skills PD4-9 PD4-9
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Issued February 2021YEAR 7 COURSE
SCIENCE
2021 ASSESSMENT PLAN
The purpose of assessment in Science is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms
including completion and competence in class work, informal assessment and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 2 Term 4, Week 2
Task Type Skills and Knowledge Task Skills and Knowledge Task
Areas for Assessment Water, Water Everywhere Gold Digger and Matter Matters
Knowledge and understanding 17CW 12ES, 16CW
Application of knowledge 4WS, 8WS 4WS, 8WS
Analysis of information 7WS
Investigations 5WS, 6WS
Communication of information 9WS
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Issued February 2021YEAR 7 COURSE
TECHNOLOGY MANDATORY
2021 ASSESSMENT PLAN
The purpose of assessment in Technology Mandatory is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number
of forms including completion and competence in class work, informal assessment, and formal assessment.
The formal assessment tasks are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 4, Week 4
Task Type Project 1 Project 2
Areas for Assessment
Food and Agriculture Context Food and Agriculture Context
TE4-5AG, TE4- 6FO TE4-5AG, TE4- 6FO
Knowledge and understanding or or
Materials Context Materials Context
TE4-9MAT TE4-9MAT
TE4-1DP TE4-1DP
Design and production skills TE4-2DP TE4-2DP
TE4-3DP TE4-3DP
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