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2011
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Year 7 Assessment
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Schedule
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This booklet is also available on the school’s website:
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www.mitchell-h.schools.nsw.edu.au
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Name: ____________________
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Welcome to High School
What is an assessment task and why is it so important?
Assessment is the opportunity to show what you know and what you can do.
Your assessment tasks will help to diagnose your strengths and weaknesses so that teachers can focus their teaching
on what you need to learn to be successful at school. You will also find out about areas to concentrate on to improve.
There are assessment tasks in each subject. This will happen in each year of high school and you will be able to
access the information in this booklet on the school website: www.mitchell-h.schools.nsw.edu.au
The tasks that you will complete could be:
formal examinations
tests
assignments
essays
creative works
field studies
excursion reports
in class assessment task
All assessment tasks contribute towards your achievement and grades and must be completed. The results of this work
will be shown in your Half Yearly and Yearly Reports. In class, you will be given a sheet showing you the assessment
schedule for each subject. It will tell you when each assessment task will be held, what you will be assessed on, and
what the task is worth. This sheet will be pasted into your exercise book so that you can refer to it throughout the year.
You may obtain advice regarding your assessments from your teacher or the Head Teacher of the subject.
Please remember, you are also required to complete class work and homework.
THE SCHOOL’S RESPONSIBILITIES
___________________________________________________________________________
The school is responsible for:
Setting relevant, high quality tasks to measure student performance in each subject.
Providing a criteria which will be used to assess the task.
Providing the outcomes which will be assessed in the task.
Adhering to the published assessment task schedule and specifying the mark value for each task.
Using school assessment task proforma for the publication of tasks and ensuring consistency in presentation
of information across all subjects.
Maintaining a record of each student’s performance on each task and reporting on it.
Providing students with information on their progress.
Please Note
The School reserves the right to make any changes considered necessary after this handbook has been issued. The
changes will be advised in writing two weeks prior to the due date of the assessment task affected.
To complete the assessment task you will need to:
Read the assessment task carefully issued on the school’s proforma.
Plan and mark the due dates for the tasks in your homework diary and the calendar at the end of this book.
Break the task into small manageable parts and complete it gradually.
Organise any notes, materials and resources that you are using.
Complete any research and keep a list of resources used (bibliography).
Speak to your teacher if you need help and to check how you are going.
Check that any technology or equipment needed to complete the task is working before the due date.
Correct drafts and complete your presentation.
Complete the feedback/evaluation sheet on your performance on the task.
Keep your drafts in case something happens.
Put your task or any equipment you will need to complete the task in your bag the night before it is due.
Keep a record of your submission of the task.
Keep a record of your results.
Late Policy
If you do not complete the task on the due date, you will need to do the following:
Give your class teacher or the Head Teacher of the subject a note from your parents or guardians explaining why
your assessment task has not been done on the first day back at school after an absence. If you have a medical
certificate this will explain the reason and no penalty will apply. Bring in your drafts as evidence of attempting
the task.
Please Note
Unexplained absences are unacceptable because it is a deliberate attempt to advantage yourself.
Technology failure is not an excuse for late submission of tasks.
The task must still be handed in and a penalty of 25% of the marks gained each calendar day will be
applied.
Unexplained late tasks will be marked by the teacher and will be recorded as a zero. You will still benefit
from the teacher’s feedback on your task.
COMMONLY ASKED QUESTIONS
___________________________________________________________________________
What if you know in advance that you will be absent?
If you know that you will be absent with sufficient reason e.g. a funeral, an approved school activity or urgent
medical attention, you will need to explain the circumstances in a note, before the absence, to your class teacher
and a new due date will be given.
What if you have been absent from school?
When you have missed a lesson, it is your responsibility to check with your class teacher or peers to see if any
relevant information about an assessment task has been provided and arrange to catch up the work.
What happens when you hand in an assessment task?
Your class teacher will keep records of the assessment task completed and handed in. An Assessment Task
Receipt sheet will be used. In a formal examination, you will complete an examination attendance slip for each
subject.
Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others.
Malpractice includes, but is not limited to:
Copying someone else’s work in part or in whole, and presenting it as your own;
Using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate
acknowledgement;
Using material directly from books, journals, CDs or the internet or any other source without reference to the
source;
Building on the ideas of another person without referring to the source;
Buying, stealing or borrowing another’s work and presenting it as your own;
Damaging another student’s work;
Paying or having someone else complete the task for you;
Submitting work which another person such as a parent, tutor, subject expert or a sibling has contributed
substantially;
Breaking published school examination rules;
Using non approved aides during an assessment task;
Providing false explanations for work not handed in by the due date;
Assisting another student to engage in malpractice.
What if you copy other people’s work?
A zero penalty will be imposed for copying, plagiarism or having someone else do the work for you.
What if you do not make a serious attempt or cheat?
A zero penalty will be imposed if you do not make a serious attempt in an assessment task, produce irrelevant or
offensive material, or cheat.
Please Note
Parents will be informed of any instances of malpractice.
STAGE 4 ENGLISH OUTCOMES
A Student:
1. responds to and composes text for understanding, interpretation, critical analysis and pleasure
2. uses a range of processes for responding to and composing tests
3. responds to and composes text in different technologies
4. uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts
5. make informed language choices to shape meaning with accuracy, clarity and coherence
6. draw on experience, information and ideas to imaginatively and interpretively respond to and compost texts
7. think critically and interpretively about information, ideas and arguments to respond to and compose texts
8. make connections between and among texts
9. demonstrate understanding that texts express views of their broadening world and their relationships within it
10. identify, consider and appreciate cultural expressions in texts
11. use, reflect on and assess individual and collaborative skill for learning
.
Year 7 English
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Outcomes Components Weight
Term 1 Term 2 Term 3 Term 4
Weeks 7 & 9 Week 1 to 2 Week 8 Weeks 1 to 4
Analysis of Visual
Written Composition Half Yearly Exam Yearly Exam
Material
2, 3, 4, 9 Representing 20% 25%
Reading
1, 2, 5, 6, 7 20% 20%
Representing
Viewing
3, 5, 8 Listening 30% 25%
Representing
Reading
1, 2, 4, 8, 9 30% 30%
Representing
TOTAL MARK 100% 25% 20% 25% 30%
STAGE 4 MATHEMATICS OUTCOMES
A Student:
Working Mathematically
WMS4.1 Asks questions that could be explored using mathematics in relation to Stage 4 content
WMS4.2 Analyses a mathematical or real-life situation, solving problems using technology where appropriate
WMS4.3 Uses mathematical terminology and notation, algebraic symbols, diagrams, text and tables to communicate mathematical ideas
WMS4.4 Identifies relationships and the strengths and weaknesses of different strategies and solutions, giving reasons
WMS4.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 4 content
Stage 4 – Number
Operations with Whole Numbers NS4.1 (p 56) Recognises the properties of special groups of whole numbers and applies a range of strategies to aid computation
Integers NS4.2 (p 58) Compares, orders and calculates with integers
Fractions, Decimals and Percentages NS4.3 (p 63) Operates with fractions, decimals, percentages, ratios and rates
Probability NS4.4 (p 74) Solves probability problems involving simple events
Stage 4 – Algebra
Algebraic Techniques PAS4.1 (p 82) Uses letters to represent numbers and translates between words and algebraic symbols
Number Patterns Ways PAS4.2 (p 83) Creates, records, analyses and generalises number patterns using words and algebraic symbols in a variety of ways
Algebraic Techniques PAS4.3 (p 85) Uses the algebraic symbol system to simplify, expand and factorise simple algebraic expressions
PAS4.4 (p 86) Uses algebraic techniques to solve linear equations and simple inequalities
Linear Relationships PAS4.5 (p 96) Graphs and interprets linear relationships on the number plane
Stage 4 – Data
Data Representation DS4.1 (p 114) Constructs, reads and interprets graphs, tables, charts and statistical information
Data Analysis and Evaluation DS4.2 (p 115) Collects statistical data using either a census or a sample, and analyses data using measures of location and range
Stage 4 – Measurement
Perimeter and Area MS4.1 (p 124) Uses formulae and Pythagoras’ theorem in calculating perimeter and area of circles and figures composed of rectangles and triangles
Surface Area and Volume MS4.2 (p 131) Calculates surface area of rectangular and triangular prisms and volume of right prisms and cylinders
Time MS4.3 (p 138) Performs calculations of time that involve mixed units
Stage 4 – Measurement
Properties of Solids GS4.1 (p 147) Describes and sketches three-dimensional solids including polyhedra, and classifies them in terms of their properties
Angles SGS4.2 (p 153) Identifies and names angles formed by the intersection of straight lines, including those related to transversals on sets of parallel lines,
and makes use of the relationships between them
Properties of Geometrical Figures SGS4.3 (p 154) Classifies, constructs, and determines the properties of triangles and quadrilaterals
SGS4.4 (p 156) Identifies congruent and similar two-dimensional figures stating the relevant conditions
Year 7 Mathematics
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 4 Task 4
Term 1 Term 2 Term 3 Term 4
Week 8 Week 2 Week 4 Weeks 1 - 4
Components Weight
Assignment Half Yearly Exam Assignment Yearly Exam
Knowledge 16% 6% 2% 8%
Problem Solving 43% 5% 10% 10% 18%
Communication 12% 5% 3% 4%
Application of Skills and
29% 10% 9% 10%
Investigation
TOTAL MARK 100% 15% 30% 15% 40%
STAGE 4 SCIENCE OUTCOMES
A Student:
Prescribed Focus Areas Outcomes
4.1 identifies historical examples of how scientific knowledge has changed people’s understanding of the world
4.2 uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena
4.3 identifies areas of everyday life that have been affected by scientific developments
4.4 identifies choices made by people with regard to scientific developments
4.5 describes areas of current scientific research
Knowledge and Understanding Outcomes
4.6 identifies and describes energy changes and the action of forces in common situations
4.7 describes observed properties of substances using scientific models and theories
4.8 describes features of living things
4.9 describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe
4.10 identifies factors affecting survival of organisms in an ecosystem
4.11 identifies where resources are found, and describes ways in which they are used by humans
4.12 identifies, using examples, common simple devices and explains why they are used
Skills Outcomes
4.13 clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem
4.14 follows a sequence of instructions to undertake a first-hand investigation
4.15 uses given criteria to gather first-hand data
4.16 accesses information from identified secondary sources
4.17 evaluates the relevance of data and information
4.18 with guidance, presents information to an audience to achieve a particular purpose
4.19 draws conclusions based on information available
4.20 uses an identified strategy to solve problems
4.21 uses creativity and imagination to suggest plausible solutions to familiar problems
4.22 undertakes a variety of individual and team tasks with guidance
Year 7 Science
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Graphing Skills Task Half Yearly Exam Classy Features Task Yearly Exam
Outcomes Components Weight
Term 1 Term 2 Term 3
Term 4 Week 4
Week 6 Weeks 1 & 2 Week 6
4.1, 4.2, 4.3, 4.4 Knowledge
4.5, 4.6, 4.7, 4.8 And 30% 10% 5% 15%
4.9, 4.10, 4.11, 4.12 Scientific Concepts
4.13, 4.14 Practical and Investigating 10%
30% 5% 15%
4.15 4.16, 4.17 Skills
Developing scientific
4.19, 4.20, 4.21, 4.22 thinking and problem 20% 5% 5% 10%
solving techniques
Communication and
4.18 20% 5% 10% 5%
Expression
TOTAL MARK 100% 20% 25% 25% 30%
STAGE 4 HISTORY OUTCOMES
A Student:
4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy.
4.2 describes the significant features of Aboriginal and indigenous cultures, prior to colonisation.
4.3 explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other.
4.4 identifies major periods of historical time and sequences people and events within specific periods of time.
4.5 identifies the meaning, purpose and context of historical sources.
4.6 draws conclusions about the usefulness of sources as evidence in an inquiry.
4.7 identifies different contexts, perspectives and interpretations of the past.
4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research.
4.9 uses historical terms and concepts in appropriate contexts.
4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.
Year 7 History
2011 Internal Assessment Program, Stage 4
Task 1 Task 2
Outcomes Components Weight
Term 1 or 3 Term 2 or 4
Week 10 Week 4
Source Analysis
Research Skills
4.1, 4.4, 4.5
Description Family Tree Research
4.6, 4.8, 4.10
Explanation
Structured Text
Time Lines
Interpretation of
Visual Sources
4.1, 4.4, 4.5
Written Sources Skills Examination
4.6, 4.7, 4.9
Primary Sources
Secondary Sources
Family Tree
TOTAL MARK 50% 25% 25%
STAGE 4 GEOGRAPHY OUTCOMES
A Student:
4.1 identifies and gathers geographical information
4.2 organises and interprets geographical information
4.3 uses a range of written, oral and graphic forms to communicate geographical information
4.4 demonstrates a sense of place about environments outside Australia
4.5 describes the geographical processes that form and transform environments
4.6 identifies and discusses geographical issues from a range of perspectives
4.7 describes the interrelationships between people and environments
4.8 describes differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments.
4.9 explains how geographic knowledge, understanding and skills contribute to active and informed citizenship.
Year 7 Geography
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3
Term 1 Term 1 or 3 Term 2 or 4
Week 6 Week 8 Week 2 or 4
Outcomes Components Weight
World Heritage Site
Class Test Yearly Exam
Assignment & Speech
4.1, 4.2, 4.3, 4.4 Research 20% 20%
Course Work 30% 15% 15%
Examination 50% 10% 40%
TOTAL MARK 100% 35% 25% 40%
STAGE 4 PERSONAL, DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION OUTCOMES
A Student:
Strand 1: Self and relationships
Objective: enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships
4.1 describes and analyses the influences on a sense of self
4.2 identifies and selects strategies that enhance their ability to cope and feel supported
4.3 describes the qualities of positive relationships and strategies to address the abuse of power
Strand 2: Movement skill and performance
Objective: move with confidence and competence, and contribute to the satisfying and skilled performance of others
4.4 demonstrates and refines movement skills in a range of contexts and environments
4.5 combines the features and elements of movement composition to perform in a range of contexts and environments
Strand 3: Individual and community health
Objective: take actions to protect, promote and restore individual and community health
4.6 describes the nature of health and analyses how health issues may impact on young people
4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm
4.8 describes how to access and assess health information, products and services
Strand 4: Lifelong physical activity
Objective: participate in and promote enjoyable lifelong physical activity
4.9 describes the benefits of a balanced lifestyle and participation in physical activity
4.10 explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity
Year 7 Personal, Development, Health and Physical Education (PDHPE)
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Term 1 Term 1 Term 3 Term 3
Week 5 Week 2 Week 3 Week 5
Term 1 Term 1 Term 3 Term 3
Week 8 Week 8 Week 6 Week 7
Outcomes Components Weight
Kid Counsellor Be Active Food Habits Strike Catch Show
4.1, 4.2, 4.3
4.5, 4.6, 4.7 Role Play and Booklet 20% 25%
4.8, 4.9, 4.10
4.6, 4.9 Skill Observation 25% 25%
4.6, 4.9, 4.10 Exam 20% 25%
4.4, 4.5 Skill Observation 25% 25%
TOTAL MARK 100%
STAGE 4 TECHNOLOGY OUTCOMES (MANDATORY)
A Student:
4.1.1 applies design processes that respond to needs and opportunities in each design project
4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications
4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life
4.2.1 generates and communicates creative design ideas and solutions
4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
4.4.1 explains the impact of innovation and emerging technologies on society and the environment
4.5.1 applies management processes to successfully complete design projects
4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project
4.6.1 applies appropriate evaluation techniques throughout each design project
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects
Year 7 Technology (Mandatory)
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Term 1 Term 2 Term 2 Term 3
Week 7 & 8 Week 1 & 2 Week 6 & 7 Week 5
Outcomes Components Weight
Research Task
Research Task Project 1 Project 2
Emerging
Impact of Designers (Technology Specific) (Technology Specific)
Technologies
4.1.2, 4.1.3, 4.2.2 15%
Research 30% 15%
4.4.1, 4.2.1
4.1.1, 4.3.2
Project Work and Folio 70% 35% 35%
4.5.1, 4.5.2
TOTAL MARK 100% 15% 35% 15% 35%
STAGE 4 MUSIC OUTCOMES
Students will develop 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.
A student:
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.
Students will develop knowledge, understanding and skills in the musical concepts through composing as a means of self-expression, musical creation and problem solving.
A student:
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.
Students will develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness and communicating ideas about
music in social, cultural and historical contexts.
A student:
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.
Students will value and appreciate the aesthetic value of all music and the enjoyment of engaging in performing, composing and listening.
A student:
4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an art form.
4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences.
Year 7 Music
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Outcomes Components Weight
Term 1 Term 2 Term 3 Term 4
Weeks 9 & 10 Weeks 9 & 10 Weeks 9 & 10 Weeks 3 & 4
4.1, 4.2, 4.3 Performance 30% 30%
4.4, 4.5, 4.6 Composition 30% 30%
4.7, 4.8, 4.9, 4.10 Aural & Musicology 40% 20% 20%
TOTAL MARK 100% 20% 30% 30% 20%
STAGE 4 VISUAL ARTS OUTCOMES
A Student:
4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks
4.2 explores the function of and relationships between artist – artwork – world – audience
4.3 makes artworks that involve some understanding of the frames
4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the Visual Arts
4.5 investigates ways to develop meaning in their artworks
4.6 selects different materials and techniques to make artworks
4.7 explores aspects of practice in critical and historical interpretations of art
4.8 explores the function of and relationships between the artist – artwork – world – audience
4.9 begins to acknowledge that art can be interpreted from different points of view
4.10 recognises that art criticism and art history construct meanings
Year 7 Visual Arts
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4
Term 1 Term 2 Term 3 Term 3
Week 9 Week 9 Week 9 Week 10
Outcomes Components Weight
BOW & VAPD Case Study BOW & VAPD Yearly Exam
4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Making 60% 30% 30%
Critical & Historical
4.7, 4.8, 4.9, 4.10 40% 15% 25%
Studies
TOTAL MARK 100% 15% 15% 30% 25%
STAGE 4 LANGUAGE (LOTE) OUTCOMES
Using Language
A Student:
Listening and Responding
4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately
Reading and Responding
4.UL.2 demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately
Speaking
4.UL.3 establishes and maintains communication in familiar situations
Writing
4.UL.4 applies a range of linguistic structures to express own ideas in writing
Making Linguistic Connections
4.MLC.1 demonstrates understanding of the importance of appropriate use of language in diverse contexts
4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of German
Moving Between Cultures
4.MBC.1 demonstrates understanding of the interdependence of language and culture
4.MBC.2 demonstrates knowledge of key features of the culture of (German, French, Japanese) speaking communities
Year 7 Language (LOTE)
2011 Internal Assessment Program, Stage 4
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 TOTAL
Term 1 Term 2 Term 1 Term 3 Term 4 Term 4
Week 6 Weeks 2 & 3 Week 9 Week 7 Weeks 3 & 4 Week 5
Class Work Class Work
Speaking Language Test Language Test Listening
Book Work Book Work
4.UL.3 4.UL.1, 4.UL.2, 4.UL.4 4.UL.1, 4.UL.2, 4.UL.4 4.UL.1
4.UL.3, 4.UL.4 4.UL.2, 4.UL.4
Reading Writing
Reading 10% 10%
10% 20% 20% 10%
Listening 10%
Listening
10%
10% 20% 20% 20% 10% 100%
2011 TERM DATES
31 January 2011 (Years 7 & 11)
Term 1 8 April 2011
1 February 2011 (Years 8, 10 & 12)
Term 2 28 April 2011 1 July 2011
Term 3 19 July 2011 23 September 2011
Term 4 10 October 2010 16 December 2011
2011 PUBLIC HOLIDAYS
1 January 2011 New Years Day
26 January 2011 Australia Day
22 April 2011 Good Friday
23 April 2011 Easter Saturday
24 April 2011 Easter Sunday
25 April 2011 Easter Monday
25 April 2011 Anzac Day
13 June 2011 Queen’s Birthday
3 October 2011 Labor Day
25 December 2011 Christmas Day
26 December 2011 Boxing Day
TERM 1 2011
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT / SUN
24 25 26 27 28 29/30
JANUARY 1 School Holidays School Holidays Australia Day School Holidays School Development Day
31 1 2 3 4 5/6
JAN/FEB 2 Years 7 & 11 Commence Years 8, 10 & 12 Commence
7 8 9 10 11 12/13
FEBRUARY 3
14 15 16 17 18 19/20
FEBRUARY 4
21 22 23 24 25 26/27
FEBRUARY 5
28 1 2 3 4 5/6
FEB/MARCH 6
7 8 9 10 11 12/13
MARCH 7
14 15 16 17 18 19/20
MARCH 8
21 22 23 24 25 26/27
MARCH 9
28 29 30 31 1 2/3
MARCH/APRIL 10
4 5 6 7 8 9/10
APRIL 11
11 12 13 14 15 16/17
APRIL School Holidays School Holidays School Holidays School Holidays School Holidays School Holidays
18 19 20 2 22 23/24
APRIL School Holidays School Holidays School Holidays 1 School Holidays Good Friday Easter Saturday & Sunday
TERM 2 2011
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY* FRIDAY SAT / SUN
25 26 27 28 29 30/31
APRIL 1 Easter Monday Public Holiday School Development Day
Anzac Day
2 3 4 5 6 7/8
MAY 2
9 10 11 12 13 14/15
MAY 3
16 17 18 19 20 21/22
MAY 4
23 24 25 26 27 28/29
MAY 5
30 31 1 2 3 4/5
JUNE 6
6 7 8 9 10 11/12
JUNE 7
13 14 15 16 17 18/19
JUNE 8 Queen’s Birthday
20 21 22 23 24 25/26
JUNE 9
27 28 29 30 1 2/3
JUNE/JULY 10
4 5 6 7 8 9/10
JULY School Holidays School Holidays School Holidays School Holidays School Holidays School Holidays
11 12 13 14 15 16/17
JULY School Holidays School Holidays School Holidays School Holidays School Holidays School Holidays
TERM 3 2011
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT / SUN
18 19 20 21 22 23/24
JULY 1 School Development Day
25 26 27 28 29 30/31
JULY 2
1 2 3 4 5 6/7
AUGUST 3
8 9 10 11 12 13/14
AUGUST 4
15 16 17 18 19 20/21
AUGUST 5
22 23 24 25 26 27/28
AUGUST 6
29 30 31 1 2 3/4
AUG/SEPT 7
5 6 7 8 9 10/11
SEPTEMBER 8
12 13 14 15 16 17/18
SEPTEMBER 9
19 20 21 22 23 24/25
SEPTEMBER 10
26 27 28 29 30 1/2
SEPT/OCT School Holidays School Holidays School Holidays School Holidays School Holidays
3 4 5 6 7 8/9
OCTOBER School Holidays School Holidays School Holidays School Holidays School Holidays
TERM 4 2011
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT / SUN
10 11 12 13 14 15/16
OCTOBER 1
17 18 19 20 21 22/23
OCTOBER 2
24 26 26 27 28 29/30
OCTOBER 3
31 1 2 3 4 5/6
OCT/NOV 4
7 8 9 10 11 12/13
NOVEMBER 5
14 15 16 17 18 19/20
NOVEMBER 6
21 22 23 24 25 26/27
NOVEMBER 7
28 29 30 1 2 3/4
NOV/DEC 8
5 6 7 8 9 10/11
DECEMBER 9
12 13 14 15 16 17/18
DECEMBER 10
19 20 21 22 23 24/25
DECEMBER School Development Day School Development Day School Holidays School Holidays School Holidays Christmas Eve
Christmas Day