peakhurst campus - georges river · pdf filepeakhurst campus. guide to year 7 . assessment ....

Georges River College

PEAKHURST CAMPUS

Guide to Year 7 Assessment

Year 7 2015

Guidelines for Assessment

Assessment Procedures ………………………………………………………. 3

English…………………………………………………………………………….4

HSIE Geography………………………………………………….…….……….6 HSIE History……………………………………………………………………...7

Mathematics……………………………………………………….…………….. 8 Music……………………………………………………………............. ………11 Performing Arts………………………………………………………………….13

PDHPE…………………………………………………………………………...14

Science……….………………………………………………………………….16 SMART…………………………………………………………………………..18

Technology Mandatory…………………………………………………….….19 Visual Arts………………………………………………………………….……22

Year 7 Assessment Booklet 2015 Page - 2 -

Assessment Procedures

The Purpose of this Document The Guide to Year 7 Assessment has been developed to help students plan and prepare for assessments in order to maximise their learning. The document is a guide to the timing and type of assessments that will be used to meet the outcomes of each Year 7 course. Assessments can take many forms and students should use their results and feedback from their teacher to help them revise and improve their future assessment planning and preparation. It is the expectation of the school that all students will take responsibility for their learning in order to aim for excellence in all years that they are enrolled at GRC Peakhurst Campus. This document is also a guide for parents and carers to help them support their child throughout the year. It is important that parents and carers ask their child for the specific assessment notification that will be provided prior to all assessment tasks. The specific assessment notification will also be available on the school’s web site, once issued to the students. Homework expectations have also been included with each subject. Homework is seen as a valuable part of schooling. It allows for practising, extending and consolidating work done in class. Homework provides training for students in planning and organising time and develops a range of skills in identifying and using information resources. Additionally, it establishes habits of study, concentration and self-discipline which are important life long skills. Late Submission of Assessment Tasks Apart from exceptional circumstances, all work must be submitted on time. If a student knows that they will be absent on the due date of the task, they must submit the task before the due date. Any task submitted after the due date will be issued a zero mark unless appropriate documentation such as a Doctors Certificate is provided. For group, speaking and practical tasks, refer to the specific assessment notification for the task. Submission of such tasks will be considered on their merit. Computer and printer failure will not be accepted as an excuse for late submission of an assessment task.

If a zero mark is given, assessment tasks will still be required for submission in order to satisfy course outcomes Plagiarism Plagiarism is unacceptable in all forms. Students found to be plagiarising will receive zero marks. All work must be put into your own words and cutting and pasting from any source is considered a form of plagiarism.

Plagiarism – ‘the imitation or use of another’s ideas and manner of expressing them to be passed off as one’s own’

Source: Macquarie Concise Dictionary – 3rd edition.

Any student giving their original work to another student to plagiarise, may incur a zero mark.

English


In this subject, assessment will be based on:

• knowledge and understanding of the use of the English language as a communicator in areas of reading, writing, speaking, talking, listening and representing. • skills in interpreting, creating, responding and communicating. • development towards competence and participation in everyday communication.

Time Term Week

Topic Type of Task Assessment Weighting

1

2-6 Me, Myself and I Speaking Task 10%

1

5-8 Text Types Writing Task-Narratative or Persuasive Writing

10%

1

10 Half Yearly Examination Novel

Literacy Based Exam - M/C and Short Answer responses

10%

1-2

Ongoing Semester 1 Classwork /Bookwork

Classwork/Bookwork 10%

1-2

Term 1 Wk 10 – Term 2 WK 3

NAPLAN Preparation

Language Conventions and Reading Comprehension

Class Assessment

2 4 NAPLAN Examinations – Language Conventions, Writing and Reading

External

2 1-5 Poetry Common Poetry Test- Reading, Writing and Listening

15%

2 6-10 Text Types

Factual Texts Composing and Responding

Class Assessment

3 1-5 Fiction/Short Stories Creative Writing and Response Class Assessment

3 9 Yearly Exam Literacy based – M/C, Short Answer and Writing

20%

3 6-10 Literature Reading and Responding- Book Review

15%

3/4 Ongoing Semester 2 Classwork /Bookwork

Classwork/Bookwork 10%

4 1-4 Film Class based assessment Review and Response

Class

Assessment

4 4-7 Drama Class based assessment- Making

Class

Assessment

4

7-10 TV (Mass Media)

Class based assessment- Groupwork

Class

Assessment

Homework expectations:

• Completion of work from class • Revision for English tests and external literacy tests • Prepare and complete assessment tasks • Wide reading via the home reading scheme • Completion of weekly homework in ‘Complete English Basics 1 Textbook’

UNIT TITLE OUTLINE

Me, Myself and I – Autobiography and Biography

Reading and writing a range of autobiographical and biographical texts.


Fiction and Non-Fiction Text Types

Study of the conventions of fiction and non-fiction texts.

Poetry

Study of poetic forms and techniques. Analysis of the meaning and relevance of the ideas expressed through poetry

Literature – Short Stories

Reading and analysis of a range of short stories to develop an understanding and appreciation of the style and meaning of a variety of composers.

Literature – Novel Terms 1 and 2

Reading and analysis of substantive literature to develop an understanding of plot, character development, narrative style, language, structure and purpose.

Film Study

Close study of film – representation of setting, characters and themes. Analysis of film techniques and the language of film making.

Drama Study of extracts from plays and performance of scripted and unscripted drama. Study of dramatic techniques.

TV – Mass Media Study of television as a form of mass media.

SAMPLE:- Term 3 (Weeks 6-10) Literature In this unit, students will learn about: 1. The development of plot, character and structure in novels. 2. The use of language to convey important ideas. 3. The relationship between literature and their lives. 4. The way ideas are expressed through literal, inferential and figurative language. In this unit, students will learn to: 1. Respond to and compose texts that demonstrate an understanding of the language and meaning. 2. Focus on and evaluate aspects of the texts including storyline, perspective and cultural positioning. 3. Make predictions, infer and interpret texts. 4. Describe and explain how language is used to create interest and enjoyment in reading.

HSIE: Geography In Geography, assessment will be based on your:

• knowledge and understanding of a variety of global communities and environments • application of geographical knowledge and concepts • skills in gathering and processing data


Time Term Week Topic Type of Task Assessment

Weighting

3 4 BOLTS Mapping Assignment 20%

3

8 What is Geography Skills and Content

Examination 40%

4 1 World Heritage Reseach Report 40%

4 7 Mountains Skills Class Assessment


Homework will be given on a regular basis and may require students to: • Complete class work when necessary • Complete exercises set to reinforce material covered in class • Revise for examinations • Complete assignment work • Undertake library research

UNIT TITLE OUTLINE

A Geographer’s World

An introduction to the world of Geography, including the tools and

skills used. Skills covered include; world mapping (including continents and oceans) map reading (including area and grid

references, quadrants, direction, scale and key) World Heritage Sites

An overview of the importance of World Heritage Sites

Major Study:Mountains Minor Study: Deserts / Wetlands / Rainforests

A detailed study of mountain environments, including climate, ecosystems and management issues.

Global Environments An overview of the world’s natural ecosystems. At the end of the unit titled “A Geographer’s World” you will be able to:

• Name and locate the continents and Oceans of the World • Name and locate the main lines of latitude and longitude • Understand the features that all maps must contain – BOLTS • Draw a map containing all necessary features – BOLTS • Interpret direction using the 16-point compass rose • Measure distances between objects using a linear scale • Understand that scale can be measured in a number of different ways, including linear, ratio,

sentence • Locate objects on a map using area and grid references • Identify objects on a map using a key

HSIE: History

In History, assessment will be based on your:

• knowledge and understanding of historical events and concepts. • skills in investigating, researching, communicating and interpreting historical events.

Time Term Week

Topic Type of Task Assessment Weighting

1

6

Investigating the Ancient Past

Research Assignment 30%

1 8 Historical Skills/Otzi Examination/Skills 40% Year 7 Assessment Booklet 2015 Page - 6 -

Case study 2

3 Egypt Examination 30%

2 9 Ancient China Skills Class Assessment Homework expectations:

• Homework will be given on a regular basis • Students will have to complete an across the year assignment and oral task at allocated times • in the semester • Students will need to prepare facts, ideas and principles for across the year tests. • Students will be advised at least two weeks prior to the task

HISTORY OUTLINE

UNIT TITLE OUTLINE

Investigating the Past

An introduction to the world of History, including the use of primary and secondary sources, classifying time in various ways and investigating historical mysteries.

Ancient Egypt

A study of the ancient civilisation of Egypt, including the Nile, social structure, pyramids, hieroglyphics, mummification, religion and housing.

Ancient China

A study of the life and times of people living in Ancient China

Ancient Egypt – A checklist

• The importance of the Nile River – flooding time, seed time, harvest time or transportation • The social hierarchy – pharaohs, nobles, priests, scribes, craftsmen, officials and peasants

– types of housing (rich and poor) • Pharaohs – their role in society

- King Tutankhamun – why is he important today? • Scribes – their role in society

- hieroglyphics • Pyramids – how and why were they built?

- different examples • Mummies – the process of mummification • Gods and Religion – different gods

- the belief in the afterlife

Mathematics In this subject, assessment will be based on your knowledge, skills and understanding in the content strands listed below:

• Working Mathematically • Number and Algebra • Measurement and Geometry • Statistics and Probability

Time Term Week Topics Type of Task Assessment

Weighting 1 9 All Topics

Term 1 Common Test 1 20%

2 3 All Topics

Term 1 and Term 2 Half Yearly Examination 25%


3 4 All Topics

Terms 1-3 Common Test 2 20%

4

2 All Topics Terms 1-4

Yearly Examination

35%

4 8 All Topics Numeracy Examination Class Placement

Assessment * All written assessments are Non-Calculator for Year 7. * Calculators may be used in Online Assessments. Bookwork and Homework Expectations Layout Your grid exercise book should be covered, have a title page and all worksheets should be glued in. Each topic must start with a Topic Overview Sheet as a title page. All other pages should be divided in half using a ruler so you can complete your work in two columns.

Theory Each new set of theory notes should have a heading and a date. All work should be written in blue or black ink only (not with felt-tip pens or fluorescent colours) and should be as neat as possible. Any booklets issued should be kept in a separate A4 display folder.

Text Book Exercises All exercises should start with a heading and all necessary working should be shown. When you have finished an exercise, you must mark your work and make any necessary corrections.

Homework All homework tasks should be genuinely attempted and completed to the best of your ability by the due date. When you have finished an exercise, you must mark your work and make any necessary corrections. Diagrams, Tables and Constructions Always use a pencil and a ruler for diagrams, tables and constructions. All diagrams, tables and constructions should be clearly labelled and construction markings should be clearly visible and not erased.

Year 7 Mathematics Course Outline Unit Unit Title Outline 1. Computation with

positive integers Place value in Hindu-Arabic numbers Adding and subtracting positive integers Algorithms for adding and subtracting Multiplying small positive integers Multiplying large positive integers Dividing positive integers and dealing with remainders Estimating and rounding positive integers Order of operations with positive integers

2. Angle relationships Points, lines, intervals and angles Measuring and classifying angles Adjacent angles and vertically opposite angles Transversal lines and parallel lines Solving geometry problems Circles and constructions with ruler and compasses EXTENSION Constructions with dynamic geometry software EXTENSION

3. Computation with Working with negative integers


positive and negative integers

Adding or subtracting a positive integer Adding or subtracting a negative integer Multiplying or dividing by an integer Order of operations with positive and negative integers The Cartesian plane

4. Understanding fractions, decimals and percentages

Factors and multiples Highest common factor and lowest common multiple What are fractions? Equivalent fractions and simplified fractions Mixed numerals and improper fractions Ordering positive and negative fractions Place value in decimals and ordering decimals Rounding decimals Decimal and fraction conversions Connecting percentages with fractions and decimals Decimal and percentage conversions Fraction and percentage conversions Percentage of a quantity Using fractions and percentages to compare two quantities

5. Probability Describing probability Theoretical probability in single-step experiments Experimental probability in single-step experiments Compound events in single-step experiments Venn diagrams and two-way tables Probability in two-step experiments

6. Computation with decimals and fractions

Adding and subtracting decimals Adding fractions Subtracting fractions Multiplying fractions Multiplying and dividing decimals by 10, 100, 1000 etc. Multiplying by a decimal Dividing fractions Dividing decimals Computation with negative fractions EXTENSION

7. Time Units of time

Working with time Using time zones

8. Algebraic techniques Introduction to formal algebra Substituting positive numbers into algebraic expressions Equivalent algebraic expressions Like terms Multiplying, dividing and mixed operations Expanding brackets Applying algebra EXTENSION Substitution involving negative numbers and mixed operations Number patterns EXTENSION Spatial patterns EXTENSION Tables and rules EXTENSION The Cartesian plane and graphs EXTENSION

9. Equations Introduction to equations Solving equations by inspection Equivalent equations Solving equations systematically Equations with fractions Equations with brackets


Formulas and relationships EXTENSION Using equations to solve problems EXTENSION

10. Measurement and computation of length, perimeter and area

Using and converting units of length Perimeter of rectilinear figures Pi and circumference of circles Arc length and perimeter of sectors and composite figures Units of area and area of rectangles Area of triangles Area of parallelograms Area of composite figures Mass and temperature

11. Introducing indices Divisibility tests Prime numbers Using indices Prime decomposition Squares, square roots, cubes and cube roots The zero index and index laws

Students in the Selected Enrichment Class are provided with extension and enrichment activities across all strands and topics outlined above, including inquiry-based activities, puzzles and challenges. Technology in the Classroom All students have access to engaging and interactive maths software through fortnightly ICT lessons where they are given the opportunity to utilise useful online tools, including Mathletics, as well as various applications using tablet technology and desktop computers.

Music

In this subject, assessment will be based on the development of knowledge, understanding and skills in the musical concepts through: Performing: as a means of self expression, interpreting musical symbols and developing solo and or ensemble techniques. Composing: as a means of self expression, musical creation and problem solving. Listening: as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts..

Time Topic Type of Task Assessment

Weighting Term Week

1

7

Sounds and how they are made

Guitar/Keyboard/Drums Study Units

Practical Skills Test 20%

2

4 Instruments of the World

Half yearly Examination:

Musical Literacy/Aural Skills/Misicology

Performance Examination

20%

3 7 Rock & Popular Music Musicology Assignment 20%

2 Rock and Popular Yearly Examination: 20%


4

Music / Music and the Movies

Musical Literacy/Aural Skills/Misicology

Performance Examination

4

6 Music and the Movies Movie Creation Group Project 20%

4 9 Songwriting Project Composition Task Class Assessment

Homework expectations

• Completion of work from class • Revision for in-class tests • Assignment work • Library research • Private practise • Listening to a wide range of music


Music Outline

Unit Title Unit Outline

The Basic Elements of Music

Familiarisation with methods of sound production and the concepts of music.

The Instruments of the World

Identification of instrument families and their methods of sound production.

The History of Popular Music

The history of popular music styles in the 20th and 21st Centuries.

Music for Film, Radio, TV and Multimedia

Exploring music and its purpose in various forms of media.

SAMPLE:- Term 4 Music for Film, Radio, TV and Multimedia In this unit, students will learn about:

1. How music can evoke time and place. 2. How music can convey characters and ideas. 3. How music can create mood and atmosphere. 4. How music can express emotions.

In this unit, students will learn to:

1. Identify aurally the ways film composers use musical elements to evoke a setting, convey characters and ideas, create a mood or an atmosphere and express emotions.

2. Identify aurally scales and triads as either major or minor. 3. Identify aurally and visually tones and semitones. 4. Perform the C pentatonic scale.


Performing Arts

In this subject assessment will be based upon your:

• Ability to work independently • Ability to work cooperatively in a group situation • Complete set practical tasks/ learn lines/ learn dance steps • Work to achieve their personal best • Behaves in a responsible and respectful manner

Students will be assessed on whether these skills are present: Not Evident Sometimes Usually Students will Rotate each trimester so that within the year they will have covered the following three areas:

Time Topic Lion King Term Week

Rotation 13 weeks

Dance • Do warmup - Stretches and light rhythmical movements • Conditioning – exercises that focus on core strength and upper body

strenght • Skill development • Choreography - Learn a piece (short combination) in the style of the

theme for the year. • Learning to dance and perform

Rotation 13 weeks

Drama • Improvise and focus games to build self confidence. • Script reading and performance of short plays. • Development of body language and voice • Learning to act and perform dramatic parts

Rotation 13 weeks

Stagecraft • Improvise and focus games to build self confidence. • Script reading and performance of short plays. • Learning to create props, masks and scenery.

2,3,4 Performance Homework expectations:

It is important that students are invited and encouraged to do some form of homework in regard to Performing Arts. The type of homework will certainly vary according to what is being taught. It may take the form of:

• Completion of work – where classwork needs to be finished off at home • Special research – where a student is required to watch a movie or play • Collect materials – where students bring in visual images or objects for work in class

(e g for drawing or music or sculpture inspiration). • Research/project work – where students are set research assignments or worksheets • Student focused work – where a student takes the initiative to do extra work or practice relative

to the topic and subject taught by their teacher

PDHPE


In this subject assessment will be based on your: • Ability to demonstrate and refine movement skills in a range of contexts and environments • Describes and analyses the influences on a sense of self and identifies and selects strategies

that enhance their ability to cope and feel supported • Describes the nature of health and analyses how health issues may impact on young people • Engages successfully in a wide range of movement skills throughout a variety of physical

activities

Time Term Week Topic Type of Task Assessment

Weighting

1

4-10

Lifelong Physical Activity/ Movement Skill and

Performance Athletics and Cross Country

Cross Country Result

Athletics Results

15% ( 5% X-Country

, 10% Athletics )

1

10

Self Esteem I Am An Individual Writing Task & Oral Presentation 15%

2

6-10 Indigenous / Global sports Practical Application 10%

3

7

Growth and Development

What’s Happening to Me Focus on writing 20%

3

Term 3 Wk 1 –

Term 4 Wk 10

Lifelong Physical Activity/Movement Skill and Performance: Team Sports

Practical Movement Skills 20%

4

2 Smoke –No Joke Research Task/

Video Stimulus and Questions 20%

4 9 Summer Sun Summer Fun Extended Response Task Ongoing Class Assessment

Homework expectations Homework will be given on a regular basis and may require students to:

• Complete class work when necessary • Complete exercises set to reinforce material covered in class • Revise for tests • Complete assignment work • Undertake library research


PDHPE THEORY OUTLINE

Unit Title Unit Outline

I am an individual

Students explore the notion that all humans are

created individual and analyse the influences on a sense of self.

Better Bodies

A study of lifestyle and the effects an individual’s

lifestyle has on their health.

What’s happening to me?

Students explore the physical, social and emotional changes during adolescence for males and females.

Smoke no joke

An anti-smoking program designed to raise the awareness of the dangers of tobacco use.

Summer Sun Summer Fun

Students investigate strategies and develop plans to keep themsleves safe out in the sun and in the water

PDHPE PRACTICAL UNITS

Unit Title Basic skills and modified games

Cross Country

Athletics

Indigenous / Global Sports

Soccer

Cricket

Hockey

Oz Tag


Science In this subject, assessment will be based on:

• knowledge and understanding of scientific concepts. • ability to process and present a variety of forms of scientific information. • investigative, practical and problem-solving skills.

Term Week Topic Type of Task Assessment Weighting

Ongoing

Ongoing

All Topics

Bookwork – marked for completion

Homework – collected weekly

10%

1

5 Science is ….. Speech to class on a given scientist 5%

1

8

Science is…… Topic Test –Knowledge and Practical Skills 10%

2

3 Science is…and Mixtures Half Yearly Exam 10%

2

4 Science is…and Mixtures Vocabulary Test 5%

2

10 Living Things Independently researched and written Descriptive Report 10%

3

2 Living Things Information processing skills test 10%

3

5 Astronomy PowerPoint presentation 5%

3

7 Astronomy Topic Test 10%

4

2 Cells Practical skills Test 5%

4 2 All Topics Yearly Examination 20%

4 9 Student Research Project Course Content

Yr 8 Class

Placement

Assessment


• Students complete small tasks begun/set in class overnight. • Students complete Science homework booklets issued for each topic. • Students are self-directed to review class work at least once per week. • Students revise work in preparation for small class quizzes or unit tests (notice always given). • Students complete assignments when set.


UNIT TITLE OUTLINE 1. Science is …… Introduction to Science equipment, the Science laboratory and how

scientists work with an emphasis on safely performing practical work.

2. Mixtures Looking at substances around us. Lots of practical work separating mixtures.

3. Living Things Looking at how scientists classify living things. Making observations and reading keys is emphasised here

4. Astronomy An investigation of the solar system. Group work to research and present information using a PowerPoint presentation.

5. Cells Using microscopes to examine different types of cells.

6. Forces Practical investigations of some important physical forces – gravity, static electricity, friction, magnetism.

7. Student Research Project Modelling how students can undertake a fair scientific investigation independently. Using word processing and graphing software to present information.

At the end of each topic, students are issued with a sheet to help them revise e.g. Unit 1 - Science is…..

Tick the box when you can:

1. Identify and know the function of the following pieces of laboratory equipment:

beaker, tripod, measuring cylinder, wire gauze, filter funnel, retort stand, Bunsen burner, test-tube, test-tube holder, watchglass, tongs, conical flask, evaporating basin, crucible.

2. Draw scientific diagrams of the abovementioned equipment.

3. Use your senses to make accurate observations.

4. List the units of measurement used by scientists.

5. Accurately measure length, volume, temperature and mass of objects.

6. Label the parts of a Bunsen burner.

7. Light a Bunsen burner safely.

8. Write a procedure for an experiment.

9. Briefly outline the work of a scientist you have studied.

SMART What is SMART?


SMART stands for “Student Modules- Assessment Rich Tasks”. It is a program which has been designed to implement a structured gifted and talented course and to provide enrichment activities for all students. Assessment of SMART In this subject assessment will be based upon a student’s:

• Ability to work independently • Ability to work cooperatively in a group situation • Ability to complete tasks • Ability to demonstrate progress in literacy and numeracy skills • Ability to work to achieve their personal best

General aims of the course in Year 7 • To optimise development of the potential of gifted and talented students. • To develop a flexible approach to the education of students of all abilities. • To provide a range of learning experiences to develop a talent or talents.

By modifying the curriculum we are providing opportunities that are uniquely appropriate for each student. All students benefit from enrichment and all students should benefit from a classroom which offers opportunities and challenge. When does Smart run? The SMART program consists of a two hour block of time each 2 week cycle and is integrated into the year 7 timetable. How does the SMART program work? A number of “themed” units of study have been developed. Each unit of study contains 48 tasks which are cross-referenced to merge a level of thinking with a style of learning. Tasks involve the deepening of students’ knowledge, understanding and skills. Students are able to choose and complete tasks at their own pace. They may choose quick and easy tasks or more complex and time consuming tasks depending on their preference and the rewards they can achieve. Points are allocated for the completion of each task:

Knowing / Understanding = 1 point each Applying / Analysing = 3 points each Creating / Evaluating = 5 points each

Minimum points to achieve for each unit of study = 18 points. In the SMART enrichment program students work through activities to strengthen their literacy and numeracy abilities. Students in the SMART/SEALS program are accelerated to complete three themed units of study in 2 terms. They then undertake a program of skills lessons over 8 hours to prepare them for the SEALS projects. The skills lessons cover working as a group, researching on the Internet, giving speeches, designing and producing brochures, successful PowerPoint presentations, preparing GANTT charts and compiling portfolios. In the SEALS program students are placed in groups to prepare a public presentation on a given topic.

Technology Mandatory

In this subject, assessment will be based on:

• your skills in designing, producing and evaluating design projects • your ability to work independently and cooperatively on practical tasks


• ability to undertake and communicate design processes you undertake • work safety on projects

Year 7 will participate in 3 rotations during the year. The 3 units will involve using the materials food, textile and metal. Their design projects and accommodating documentation, research task and work booklets are all to be completed on the following dates. Students work on these tasks throughout the unit. An examination will occur in the last week of the rotation.

Assessment for Food Unit

Term and Week Topics Type of Task Assessment Weighting

Term 1-4 Ongoing Design Process Class Practical Task 30%

Term 1-4

Rotation1,2 or 3

Week 3 Term 2 Week 7 Term 3 Week 8 Term 4

Safety and Hygiene Recipe Terminology Measurement Packaging and labelling Guidelines for healthy eating and lifestyle Designer Profile

Booklets, workbook and homework books 20%

Term 1-4

Rotation1,2 or 3


Design Process – Designing and

packaging a snack food. Design Project and Folio 40%

Term 1-4

Rotation1,2 or 3


All Topics Examination 10%

Assessment for Metal/Wood Unit


Term 1-4

Rotation1,2 or 3


Safety Design Process

Freehand Drawings Workshop Equipment

Work Booklet Tasks 10%

Term 1-4

Rotation1,2 or 3

Week 3 Term 2 Product Design - Bicycle Research Task 20%


Week 7 Term 3 Week 8 Term 4

Term 1-4

Rotation1,2 or 3


Design Process Design Project 40%

Term 1-4

Rotation1,2 or 3


Design Process Design Folio 20%

Term 1-4

Rotation1,2 or 3



Assessment for Textiles Unit


Term 1-4

Rotation1,2 or 3


Safety Fibre Classification\

Accessories Interior Design

Textile Equipment

Booklets, workbook and homework books 20%

Term 1-4

Rotation1,2 or 3


Hat Design Research Task 20%

Term 1-4

Rotation1,2 or 3


Design Process Cushion Design Project and Folio 40%

Term 1-4

Rotation1, 2 or 3



Homework expectations Homework will be given on a regular basis and may require students to:

• Complete class work when necessary • Complete exercises set to reinforce material covered in class • Revise for tests • Complete assignment work • Undertake library research • Bring all required equipment to all lessons.


Food Shrewd Food

Current statistics indicate that there is a high incidence of obesity amongst Australian youth today. Shrewd Food aims to assist students to understand how this has generated through a high fat and sugar diet. Students make and design a range of healthy snack foods.

Textiles Pillow Talk

Students work through the design process to construct a textile product. The unit Pillow Talk aims to assist students to understand Textile Technology and how textiles relate to our everyday life.

Metal/Timber House Marker

During this unit of work students will design and construct a House Marker which will include some form of decorative wrought ironwork as a top bracket and a wooden sign on which a house number or name is marked.


Visual Arts

70% art making and 30% theory In this subject, assessment will be based on your:

• Practical: knowledge and skills used to produce creative and technically accomplished artworks. • Practice: problem solving ability to select appropriate procedures and techniques to make and

refine artworks. • Visual Arts Process Diary: ability to record, organise and present your art making process over

time. • Exhibition: exhibiting artwork in competitions and exhibitions. • Research: ability to gather and present information on artists and their works using the ‘Frames

and an understanding of the function and relationship between Artist – Artworld – Audience ‘Framework.

• Exams: ability to analyse previously unseen art works (Section 1) and an ability to write an extended response on your own and other artists work using the ‘Frames’ and ‘Framework’. (Section 2)

Time Term Week

Topic Still Life (Elements of Art)

Type of Task Assessment Weighting

1

5

Drawing and Painting • Elements

-Line -Texture -Colour

• Principles -Contrast and Harmony

• Frames -Structural, (Cultural GT)

VAPD

5%

1

9

Creation of an acrylic on canvas painting

• Realism or • Symbolism

Practical, Body of Work 20%

Practise 10%

30%

2 3 Half Yearly Research Research 10%

3 or 4

3

Sculpture or Ceramics ( Clay)

• Elements -texture -space and form -positive and negative

• Frames: Structural, Subjective

VAPD

5%

3 or 4

7

Creation of an Animal Based • sculpture • ceramic form

Body of Work 20%

Practice 10%

30%

OR OR OR OR OR

3 or 4 3

Digital Media – Claymation, animation or Photoshop

• elements/principals: -repetition & singular -ryhthm & chaos

• Frames -post modern

VAPD

5%

3 or 4 7

Creation of a digital image or animation based on animal forms

Body of Work 20% Practice 10%

30%

3 9 Yearly Exam Section 1: Unseen Artworks Section 2: Your own Art Making and Artists you have studied in

Yearly Exam

15%


class 3

9

Public Exhibition Preparation

Peakview

5%

4 9 Mixed Media work on an animal Theme

Practical Body of Work

Class Assessment

Year 7 Visual Arts

o In Year 7 each student will participate in Drawing and Painting. o They will undertake a unit on the three dimentional media, Sculpture or Ceramics. o In addition they will create digital art works in either Photoshop or Claymation. o Each student is also required to exhibit their work. o They will also be assessed through a Half Yearly Research Task and Yearly Examination.

UNIT TITLE OUTLINE Painting and Drawing Introduction to the Elements of Art, and knowledge about the Structural

and Cultural Frames. Develop and use basic drawing and painting techniques, through a range of mediums such as pencil, charcoal, acrylic, and watercolour paint. Students create an animal –themed painting. Develop an understanding of the history of painting and drawing, and investigate the material and conceptual practice of artists who paint and/or draw.

Ceramics /Sculpture Introduction to the Sculptural Elements of Art and knowledge abou t theSubjective Frame. Develop and use ceramic techniques such as slip-casting, coil-making and pinching, to create a ceramic teapot. Develop an understanding of the history of clay, and investigate the material and conceptual practice of ceramic artists. Or Develop and use sculptural techniques, such as wire, papier mache, found object assemblage. Develop an understanding of the history of sculpture, and investigate the material and conceptual practice of sculptors.

Digital Media – Photoshop or claymation

Introduction to the Digital Elements of Art, especially digital terminology. Alsoan introduction to the Post Modern Frame. Students develop skills in Photoshop, and use these skills to create and edit images involving animals, real or fantastic. Or Students develop skills in Animation or Claymation, and use these skills to create and edit animated images involving animals, real or fantastic.


• Students complete regular drawing homework/practise. • Students complete work from class. • Students complete Visual Art homework booklets issued for each topic. • Students complete homework when notified, such as vocab lists, and researching artworks for inspiration. • Students revise theory work in preparation for Visual Art exams. • Students prepare and complete assessment tasks when set.


peakhurst campus - georges river · pdf filepeakhurst campus. guide to year 7 . assessment ....

Documents