Stage 4 curric and assessment booklet 2010 by 0rwGs6gk

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									Mary MacKillop College


      Stage 4

 Curriculum and

Assessment Handbook
Mary MacKillop College 2010




Curriculum Handbook for New Students.   2
Mary MacKillop College 2010
                                                Introduction

Commencing high school is an exciting and often daunting experience for children as everything seems
much bigger and the child may feel lost and insecure at first. From being the school leaders they are now
the school beginners in a much bigger school.


Students need to get accustomed to the many changes found in high schools such as having a number of
different teachers and different classrooms, often spread across the school. In Year 7 students usually have
eight or more subject teachers and a Year 7 Pastoral Adviser to coordinate their activities. At the start,
teachers may not even know all the students' names (some teachers may have 200 or more students) and it
will take some time for them to get to know the students as well as the primary teachers did. It's common for
new Year 7s to feel that no one is interested in their specific needs - it's important to let them know people
are there to help and not to hesitate to ask questions.


Each day will be different with set periods for each subject and a timetable to follow. To keep track of all
the lessons and classrooms, students are given a timetable with their subjects, times and room locations
listed. They will be required to check their timetables each night to make sure they have the correct books,
equipment and completed homework for the next day's classes. Reading and understanding timetables takes
some getting used to, and moving from room to room might unsettle and tire them. They will be required to
carry around notes and books, sometimes heavy, from class to class.


In Year 7 students will be introduced to subjects they haven't experienced before, and other subjects may
have a different approach and emphasis from primary school learning. They will also be expected to be
more independent, self reliant and self-motivated than in primary school. Lessons will often be more
student-centred and teachers will become resources and guides, rather than instructors. Much of their
progress will depend on initiative, work and ambition.
One of the most daunting tasks for Year 7 students is that of making new friends. In addition to coping with
the new school routines, this can prove to be a sensitive issue for some children and a bad experience can
hinder their progress and attitude towards school.
It's a good idea for parents/caregivers and kids to talk every day about their new school experiences, the
people they've met or observations they've made - that way there is an awareness of difficulties when they
arise rather than when it's too late. It's also important for parents/caregivers to re-assure children who are
taking a while to 'find their place' in the school, and their new set of friends. Making new friends and the
desire to fit in sometimes forces students to do things they might not normally do - just so they can be liked
or be one of the crowd. Making children aware of the fact that they don't have to do everything their peers
do, is an important way of ensuring the friendships they make are genuine and positive and not based on
pressure or conformity.
For more practical advice on starting a new school and schooling visit www. Schools.nsw.edu.au




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Mary MacKillop College 2010


Ten Tips for a stress free transition into Year 7 or a new school.1

1. Talk about what you expect with your friends.
2. Learn to judge whether people might be exaggerating or 'stirring'.
3. Get your school bag ready in plenty of time.
4. Rushing at the last minute can be stressful and expensive.
5. Enjoy the change.
6. Going to high school is an exciting time in your life. Remember that many of the other Year 7s
     will feel exactly the same as you.
7. Find out about how you will get to school.
8. Know what you will do if your normal bus or train does not turn up.
9. Talk to people at home about safety issues when travelling.
10. Make sure your family knows about your travel arrangements and backup plan.



Ten practical tips for students for a positive, fun and stress-free transition into
Year 7.


1. Organise the equipment you'll need for the next day.
2. Bring the right equipment, books and uniforms to class so that you won't miss out on any sports
     or practical classes.
3. Learn the names of important people at your new school.
4. Your year adviser and Roll Call teacher, your classroom teacher.
5. Look after your school bag and equipment.
6. You will be in a lot of different classrooms throughout the day. It is easy for items to be
     misplaced.
7. Only take things you need to school.
8. Walkmans, gameboys and other valuable items can be easily lost.
9. Talk to your classmates.
10. Good friends will help you adjust to your new school and you can learn new routines together.




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   Mary MacKillop College 2010
   2 Department of Education and Training, NSW 2002




                        Teaching Staff with Special Responsibilities
Principal ........................................................................ Mrs N Archer
Assistant Principal ...................................................... Miss L Dowd
Curriculum Coordinator ............................................ Mr E Rainert
Pastoral Care Coordinator.......................................... Mrs N Gesson
Administration Coordinator ...................................... Miss M Israel
Religion Studies Coordinator .................................... Mrs C Blinco
English Coordinator .................................................... Mr M O’Connor
Mathematics Coordinator .......................................... Miss L Trinder
Science Coordinator .................................................... Ms C Mathieu
TAS Coordinator .......................................................... Mr J Whitlock
HSIE Coordinator ........................................................ Mr J Rooney
PDHPE Coordinator .................................................... Mrs C Cox
Creative Arts Coordinator ......................................... Mrs C Fante
LOTE Coordinator ....................................................... Mrs B Di Bella
Careers, TAFE, VETAB ............................................... Mrs M Pedavoli
Coordinator: Saturday School of Community
Languages, Open High School, Distance
Education and Outside Tutor .................................... Mr E Rainert
Special Needs Coordinator ........................................ Ms V Haley
ESL Coordinator .......................................................... Mrs B Szymanska
College Librarian ......................................................... Ms M Mogielnicki

Pastoral Care Coordinators 2010
O’Shane House & Year 12 Coordinator ................... Mrs L Toohey
Arena House & Year 11 Coordinator ....................... Miss P Gagliano
Henderson House & Year 10 Coordinator ............... Mrs J Pentecost
McCormack House & Year 9 Coordinator ............... Ms Messina
Goolagong House & Year 8 Coordinator ................. Mr P Webb
Crosio House & Year 7 Coordinator ......................... Ms S Boustani

Vietnamese Liaison Officer ........................................ Sr Dorothy Hoang rsj




   * With the exception that a student following a Life Skills course of study in a subject does not participate in
   the School Certificate test for that subject. (See Students with special education needs on the next page.)

   Curriculum Handbook for New Students.                         5
Mary MacKillop College 2010




                         Some terms used in the NSW curriculum
K–10 Curriculum Framework
This is a document prepared by the Board of Studies to provide a set of broad learning outcomes.
These outcomes summarise the knowledge, understanding, skills, values and attitudes essential for
all students to have in order to succeed in and beyond their schooling. The learning principles
established in the Framework support sustained, sequential, high quality learning, and these
principles have guided the revisions of all the syllabuses.
The Framework can be accessed on the Board‟s website at:
http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/curriculum_fw_K10.pdf

Key Learning Areas
These are broad categories of subjects. The Years 7–10 curriculum is organised in eight key
learning areas (KLAs): English; Mathematics; Science; Human Society and Its Environment;
Personal Development, Health and Physical Education; Creative Arts; Technological and Applied
Studies; and Languages.

School Certificate
The Board of Studies awards the School Certificate to students who have completed the mandatory
curriculum requirements for Years 7–10. It consists of a testamur and a record of achievement in the
courses studied.
Stage
This is a period of learning, typically of two years duration. Stage 4 refers to Years 7 and 8. Stage 5
refers to Years 9 and 10.

Syllabus
This is a document that specifies what students are expected to learn about and learn to do in a
particular subject. Some 7–10 syllabuses are for mandatory subjects for the School Certificate and
others are for elective subjects. Electives provide opportunities for further study that will support the
needs, interests and aspirations of students.



The transition from primary to secondary

The primary school curriculum (K–6) is divided into six key learning areas: English; Mathematics;
Science and Technology; Creative and Practical Arts; Human Society and Its Environment (HSIE);
and Physical Development, Health and Physical Education (PDHPE). All the Years 7–10 syllabuses
facilitate transition between primary and secondary schooling by building on the knowledge and
skills that students develop in Years K–6. The courses of study also form the foundation for
progressing beyond Year 10 to the Higher School Certificate, TAFE, further study and work.



                              NSW School Certificate Curriculum
The Board‟s mandatory curriculum requirements for the award of the School Certificate and the
related Stage 5 elective courses offered at the college are listed below. All time allocations are



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Mary MacKillop College 2010
indicative of the time expected for a typical student to achieve the objectives and outcomes of the
course.




School Certificate Tests
All students* sit for the following School Certificate tests at the end of Year 10:
 English-literacy
 Mathematics
 Science
 Australian History, Geography, Civics and Citizenship (one test)
 Computing Skills Assessment


Key Learning                  Mandatory Courses
Area
English                       All students study English, Mathematics and Science in Years 7, 8, 9 and
Mathematics                   10. By the end of Year 10 all students must complete 400 hours in each of
                              these subjects.
Science
Key Learning Area             Mandatory Courses                        Elective Courses
Creative Arts                 All students study 100-hour courses in   Dance
                              each of Visual Arts and Music.           Drama
                                                                       Music
                                                                       Visual Arts
Human Society and Its         In Stage 4 (Years 7–8) all students
Environment (HSIE)            study 100-hour courses in each of        Commerce
                              History and Geography.
                                                                       Geography Elective
                              In Stage 5 (Years 9–10) all students
                              study 100-hours each of Australian       History Elective
                              History and Australian Geography.        Work Education
                              By the end of Year 10 all students
                              must complete 400 hours of History
                              and Geography combined.
Languages                     All students must study 100 hours in     French
                              one language over one continuous 12-     Italian
                              month period at some stage during
                              Years 7–10.                              Spanish
                                                                       Vietnamese


Personal Development,         All students study PDHPE in Years 7,     Physical Activity and Sports Studies
Health and Physical           8, 9 and 10. By the end of Year 10 all
Education (PDHPE)             students must complete 300 hours of
                              PDHPE.
Technological and             All students study Technology            Design and Technology
Applied Studies (TAS)         (mandatory) for 200 hours, usually in    Food Technology
                              Stage 4 (Years 7–8.)                     Graphics Technology
                                                                       Information and Software Technology
                                                                       Technology
                                                                       Textiles Technology




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Mary MacKillop College 2010




                                   Students with special education needs

All Years 7–10 syllabuses are inclusive of the learning needs of the full range of students.
Most students with special education needs will participate fully in learning experiences and
assessment activities provided by the regular syllabus outcomes and content, although they may
require additional support, including adjustments to teaching and learning activities and/or
assessment tasks. However, for a small percentage of these students, particularly those with an
intellectual disability, the Life Skills outcomes and content in each syllabus can provide a more
relevant, accessible and meaningful curriculum option.
The decision to access Life Skills outcomes and content should be a collaborative one that involves
parents, caregivers, teachers and support staff.
A student who follows a Life Skills course of study in one subject is not precluded from the regular
outcomes and content of another syllabus. The decision should be made on a subject-by-subject
basis with consideration to the needs, interests, strengths and goals of the individual student.


                                                    Standards
Syllabuses provide guidance about what students are expected to achieve in the following ways:
 the outcome statements and the specific content (described in terms of „Students learn about…‟
    and „Students learn to…‟) make clear what is to be learnt
 the Stage Statements provide succinct summaries of what a typical student will know and be
    able to do by the end of each Stage.

In addition, for each subject a separate document titled Descriptions of Levels of Achievement has
been developed. These contain summary statements that assist in making judgements about where a
student is at in their learning and what they must do to progress to the next level of achievement.

                                                   Assessment
In good teaching, assessment is built into the learning process rather than being a separate event.
The teacher monitors the responses of students as they do activities that have been designed to show
what they have learnt. These activities also provide opportunities for feedback on what has been
achieved and what needs to be done for students to progress in their learning.
In some cases it is possible for students to monitor their own learning or to benefit from
peer feedback. At particular times in the program the teacher may plan to record evidence of student
achievement. This could be through noting observations in the course of the learning process or
through more formal assessment tasks. The assessment procedures to be applied to Stage 4 can be
found on pages 28 to 31 of this booklet.

                                        Reporting at the School Certificate
Achievement in each subject in Year 10 will be reported on the student‟s School Certificate record
of achievement. The report will be based on their performance in relation to the Course
Performance Descriptors that best reflects the teacher‟s overall judgement of the student‟s
achievement.
Students who undertake Life Skills courses will receive an individual profile containing the
outcomes that they have studied rather than a grade.




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Mary MacKillop College 2010


                                                        Education in Faith


As a Catholic school, Mary MacKillop College proclaims the Gospel message of God's love for
everyone. We celebrate this in regular prayer in Home Room, in the celebration of the Eucharist
each week (on which one Home Room is rostered), and in regular whole school liturgies. Parents
and friends are welcome to attend these events, especially the Opening Mass, Irene McCormack
Remembrance Day, Mary MacKillop Day and the Year Twelve Graduation Mass.
One of the Founding Beliefs of the College says:
“that education is about the liberation and the redemption of the human spirit in all its aspects”
The Sydney Catholic Education Office has developed a syllabus for Religious Education to be used
in all secondary Catholic Schools in the Archdiocese. The syllabus, „Faithful to God, Faithful to
People‟ builds on Religious Education program of the primary school, „Celebrating our Journey‟.
„Faithful to God, Faithful to People enables teachers to present a Religious Education program that
promotes the liberation and redemption of the human spirit.
It is important to note that it is not only the formal Religious Education classes that provide this
opportunity. The Catholic secondary school provides comprehensive Religious Education
consisting of a number of interdependent elements. These include:
• the classroom Religious Education program
• integration of Catholic values across the curriculum
• the liturgical and prayer life of the school
• opportunities for retreats and reflection day
• community service programs and voluntary groups The other elements of Religious Education, as
well as the whole fabric of school life, join with the classroom program to make Religious
Education. All the elements assist students towards the „Emmaus‟ vision of Religious Education.

The school aims at the integration of faith and culture, and faith and life. The integration of Catholic
values across the curriculum is an element of Religious Education. A Sense of the Sacred is a major
means by which schools can consolidate the religious dimension of the whole curriculum. The
classroom Religious Education program contributes to this integration by providing specific links
between its modules and all the Key Learning Areas.


Five Areas of Study
The Religious Education Curriculum is organised around five main areas of study. Each of the five
areas is given equal expression throughout the curriculum. Each area is identified in the Aims and
Objectives and is consolidated progressively in the Syllabus Outcomes and modules of each of the
three stages of secondary school.

A. Scripture and Jesus
B. Church and Community
C. God, Religion and Life
D. Prayer, Liturgy and Sacraments
E. Morality and Justice
(From Archdiocese of Sydney Faithful to God: Faithful to People Religious Education. )



Students study three modules in each of these five main areas of study for their Stage 4 curriculum.
Each module is studied for a five week period.


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Mary MacKillop College 2010
The teaching of each module is supported with a newly developed textbook series “To Know,
Worship and Love”. This series has been produced by the Melbourne Archdiocese in consultation
with experts from the Sydney Catholic Education Office. These textbooks will be issued to each
student from Year 7 – 10 under a book hire system.



                                                English


English is a mandatory course that is studied substantially in each of Years 7–10 with at least 400
hours to be completed by the end of Year 10.

Course description
Students of English in Years 7–10 learn to read, enjoy, understand, appreciate and reflect on the
English language in a variety of texts, and to write texts that are imaginative, interpretive, critical
and powerful.

What will students learn about?
Students study books, films, radio, television, newspapers, the internet and CD-ROMs. The texts
give students experience of Australian literature and literature from other countries and times, and
insights into Aboriginal experiences and multicultural experiences in Australia.

Students also study texts that give experience of cultural heritages, popular cultures and youth
cultures, picture books, everyday and workplace texts, and a range of social, gender and cultural
perspectives. Students experience Shakespearean drama in Stage 5 (Years 9 and 10).

What will students learn to do?
Students develop their skills, knowledge and understanding so that they can use language and
communicate appropriately and effectively for a range of purposes and audiences, in a range of
contexts. They learn to think in ways that are imaginative, interpretive and critical. They express
themselves and their relationships with others and the world. They reflect on their learning in
English.

Course requirements
The study of English in Stage 4 (Years 7 and 8) requires experience of at least two works of each of
fiction, film, non-fiction and drama and a wide range of types of poems. In Stage 5 (Years 9 and 10)
it requires experience of at least two works of each of fiction, film, non-fiction and drama, and a
variety of poetry drawn from different anthologies or from particular poets.
In Stage 5, the selection of texts must give students experience of Shakespearean drama.




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Mary MacKillop College 2010




                                                   Mathematics

Mathematics is a mandatory course that is studied substantially in each of Years 7–10 with at least
400 hours to be completed by the end of Year 10.

Course description
Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise
means of communication and is a powerful tool for solving problems both within and beyond
mathematics. In addition to its practical applications, the study of mathematics is a valuable pursuit
in its own right, providing opportunities for originality, challenge and leisure. The aim of

Mathematics in K–10 is to develop students‟ mathematical thinking, understanding, competence
and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the
subject, and their engagement in lifelong learning.

What will students learn about?
Students study Number, Patterns and Algebra, Data, Measurement, Space and Geometry. Within
each of these strands they will cover a range of topics including:

-    fractions                          -   decimals                         -   percentages
-    consumer arithmetic                -   probability                      -   algebraic techniques
-    coordinate geometry                -   graphing and interpreting data   -   perimeter
-    area                               -   surface area and volume          -   trigonometry
-    properties of solids               -   geometrical figures              -   deductive geometry.

What will students learn to do?
Students learn to ask questions in relation to mathematical situations and their mathematical
experiences; to develop, select and use a range of strategies, including the use of technology, to
explore and solve problems; to develop and use appropriate language and representations to
communicate mathematical ideas; to develop and use processes for exploring relationships,
checking solutions and giving reasons to support their conclusions; and to make connections
between their existing knowledge and understanding and the use of mathematics in the real world.




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Mary MacKillop College 2010


                                              Science


Science is a mandatory course that to be studied substantially in each of Years 7–10 with at least
400 hours to be completed by the end of Year 10.

Course description
Science develops students‟ knowledge, understanding and skills in making sense of and explaining
the biological, physical and technological world, enabling them to make informed choices and
responsible decisions as individuals and as part of the community.

What will students learn about?
Through their study of science, students develop knowledge and understanding about the living and
non-living world. Students examine the historical and continuing contributions of scientists and the
implications of scientific research for scientific knowledge, society, technology and the
environment.

What will students learn to do?
Students work individually and in teams in planning and conducting investigations. They evaluate
issues and problems, identify questions for inquiry and draw evidenced-based conclusions from
their investigations. Through this problem-solving process they develop their critical thinking skills
and creativity. They gain experience in making informed decisions about the environment, the
natural and technological world and in communicating their understanding and viewpoints.


Course requirements
Practical experiences which emphasise hands-on activities will occupy a substantial amount of
course time. All students will be required to undertake at least one research project during each of
Stage 4 and Stage 5. At least one project will involve „hands-on‟ practical investigation. At least one
Stage 5 project will be an individual task.




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Mary MacKillop College 2010


                                           Geography


The Geography (Mandatory) course requires students to complete:
 100 hours of Global Geography in Stage 4
 100 hours of Australian Geography in Stage 5.

Course description
Geography allows students to develop enjoyment of and interest in the interaction of the physical
and human environments. Students will develop geographic knowledge, understanding, skills,
values and attitudes in order to engage in the community as informed and active citizens.

The syllabus has two key dimensions that form the basis for the study of all content in Geography:
 the spatial dimension – where things are and why they are there
 the ecological dimension – how humans interact with environments.

What will students learn about?
Global Geography consists of four focus areas in which students learn about the geographical
processes and human interactions that shape global environments. They also learn about
geographical issues and responses to them, including appropriate methods of citizenship for their
management.

Students of Australian Geography learn about the interaction of human and physical geography in a
local context. They examine Australia‟s physical environments and communities and explore how
they are changing and responding to change. Students also look at Australia‟s roles in its region and
globally, and how individuals and groups are planning for a better future. An important feature of
the Australian Geography course is to allow students to become more informed and active citizens.

What will students learn to do?
Students learn to gather, process and communicate geographical information from a variety of
primary and secondary sources. The study of Geography also provides opportunities for students to
learn to use a wide range of geographical tools including information and communication
technologies (ICT). Geographical tools such as maps, graphs, statistics, photographs and fieldwork
assist students to gather, analyse and communicate geographical information in a range of formats.

Course requirements
Fieldwork is an essential part of the study of Geography in Stages 4 and 5. In Stage 5, students are
required to investigate a geographical issue through fieldwork by developing and implementing a
research action plan.




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Mary MacKillop College 2010




                                             History


The History (Mandatory) course requires students to complete:
 100 hours of History in Stage 4
 100 hours of Australian History in Stage 5.

Course description
History develops in young people an interest in and enjoyment of exploring the past. A study of
History provides opportunities for examining events, people and societies from ancient, medieval
and modern times, including twentieth-century Australia.
What will students learn about?
Students explore the nature of history, how historians investigate the past and the importance of
conserving our heritage. Aspects of the ancient and medieval world are studied, including origins
and daily life of the ancient world and beliefs and values of medieval societies. The nature of
colonisation and contact history is also examined.
Students develop an understanding of significant developments in Australia‟s social, political and
cultural history. They study Federation, the Vietnam War era and the social history of one decade in
depth. They examine Australia‟s international relationships through study of the two world wars and
our role as a global citizen. The changing rights and freedoms of Aboriginal peoples and other
groups in Australia are also studied.

What will students learn to do?
Students learn to apply the skills of investigating history, including analysing sources and evidence
and sequencing major historical events to show an understanding of continuity, change and
causation. Students develop research and communication skills, including the use of information
and communication technologies (ICT), and examine different perspectives and interpretations to
develop an understanding of a wide variety of viewpoints. Students also learn to construct a logical
historical argument supported by relevant evidence and to communicate effectively about the past to
different audiences.

Course requirements
All students must complete a site study in Stage 4 and Stage 5.




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Mary MacKillop College 2010




                                           Languages


Students must study at least 100 hours in one language, to be completed over one continuous 12-
month period. The 100-hour course must cover the Stage 4 outcomes and content of the chosen
language syllabus, and must be studied between Years 7–10, but preferably in
Years 7–8.

The Board has developed syllabuses in the following languages for the mandatory course:
 Aboriginal Languages  Hebrew                           Modern Greek
 Arabic                     Indonesian                  Russian
 Chinese                    Italian                     Spanish
 Classical Greek            Japanese                    Turkish
 French                     Korean                      Vietnamese.
 German                     Latin

When students have completed the mandatory 100 hours of language study, they may continue the
study of that language as an elective for the School Certificate and/or choose to study another
language.

Course description
A language course provides students with the opportunity to gain effective skills in communicating
in the chosen language, to explore the relationships between languages and English, and to develop
an understanding of the cultures associated with the chosen language.

What will students learn about in the study of a modern language?
Students will develop the knowledge, understanding and skills necessary for effective interaction in
a language.
They will explore the nature of languages as systems by making comparisons between English and
the chosen language.
Students will also develop intercultural understanding by reflecting on similarities and differences
between their own and the target culture.

What will students learn to do in the study of a modern language?
Students will develop the skills to communicate in another language. They will listen and respond to
spoken language. They will learn to read and respond to written texts in the language they are
learning. Students will establish and maintain communication in familiar situations using the
language.
Students will explore the diverse ways in which meaning is conveyed by comparing and contrasting
features of the language.
They will develop a capacity to interact with people, their culture and their language.




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Mary MacKillop College 2010




                                                Music


The Music Years 7–10 mandatory course is taught as a coherent study of 100 hours, not spread over
several years.
Course description
All students should have the opportunity to develop their musical abilities and potential. As an
artform, music pervades society and occupies a significant place in world cultures and in the oral
and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic
and spiritual lives of people. At an individual level, music is a medium of personal expression. It
enables the sharing of ideas, feelings and experiences. The nature of musical study also allows
students to develop their capacity to manage their own learning, engage in problem-solving, work
collaboratively and engage in activities that reflect the real-world practice of performers, composers
and audiences.
What will students learn about?
In both the mandatory and elective courses, students will study the concepts of music (duration,
pitch, dynamics and expressive techniques, tone colour, texture and structure) through the learning
experiences of performing, composing and listening, within the context of a range of styles, periods
and genres.
The mandatory course requires students to work in a broad range of musical contexts, including
exposure to art music and music that represents the diversity of Australian culture. In the elective
course students are required to study the compulsory topic Australian Music,
as well as a number of optional topics that represent a broad range of musical styles, periods and
genres.
What will students learn to do?
In Music, students learn to perform music in a range of musical contexts, to compose
music that represents the topics they have studied and to listen with discrimination,
meaning and appreciation to a broad range of musical styles.
Studying the concepts of music underpins the development of skills in performing, composing and
listening.
Course requirements
The mandatory course is usually studied in Year 7 and/or Year 8. Students may not commence study
of the elective course until they have completed the requirements of the mandatory course.




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Mary MacKillop College 2010




                     Personal Development, Health and Physical Education


Personal Development, Health and Physical Education (PDHPE) is a mandatory course that is
studied in each of Years 7–10 with at least 300 hours to be completed by the end of Year 10.
Course description
PDHPE develops students‟ capacity to enhance personal health and wellbeing. It promotes their
enjoyment of and commitment to an active lifestyle and helps them to achieve confidence and
competence in a wide range of activities.
Through PDHPE students develop knowledge, understanding, skills, values and attitudes that enable
them to advocate lifelong health and physical activity.
What will students learn about?
All students study the following four modules:
 Self and Relationships – Students learn about sense of self, adolescence and change, sources of
    personal support and the nature of positive, caring relationships.
 Movement Skill and Performance – Students explore the elements of composition as they
    develop and refine movement skills in a variety of contexts.
 Individual and Community Health – Students learn about the specific health issues of mental
    health, healthy food habits, sexual health, drug use and road safety. They examine risk, personal
    safety and how to access health information, products and services.
 Lifelong Physical Activity – Students consider lifestyle balance and the importance of physical
    activity and its physical benefits. Students learn to participate successfully in a wide range of
    activities and to adopt roles that promote a more active community.
What will students learn to do?
Students will learn some important skills that will enable them to take action to maintain their
health and physical activity. These include skills in communicating, interacting, problem-solving,
decision-making, planning and moving.




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Mary MacKillop College 2010


                                        Technology (Mandatory)


The Technology (Mandatory) course is studied for 200 hours, typically in Stage 4 (Years 7 and 8).
Technology (Mandatory) is the foundation course for a range of elective courses in the Technology
learning area.
Course description Technology (Mandatory) develops in students an understanding of design and
design processes and the technologies that can be employed to produce creative and innovative
solutions to identified needs. It enables students to select and use materials, tools and techniques in
a responsible and safe manner.
What will students learn about?
All students will learn about the processes of designing through the development of design projects
in the areas of:
Built Environments
Products
Information and Communications.
They will learn about the properties and applications of a range of materials and the tools and
equipment that are used to shape, form and join these materials. Students will gain an understanding
of the factors that influence design including function and aesthetics. They will study the work of
designers and the impact of technological advancement on society and the environment.
What will students learn to do?
Students will learn to identify and respond to needs through the development of quality design
projects. They will learn to access and safely use a range of materials, tools and techniques to aid in
the development of design projects and to critically evaluate their own work and the work of others.
Students will learn to undertake research and experiments to inform the development of design
projects and to evaluate, analyse and apply the results of these activities to individual projects.




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                                             Visual Arts


The Visual Arts Years 7–10 mandatory course is to be taught as a coherent study of 100 hours, not
spread over several years.
Course description
Visual Arts provides opportunities for students to enjoy the making and studying of art. It builds an
understanding of the role of art in all forms of media, both in the contemporary and historical world,

and enables students to represent their ideas and interests in artworks. Visual Arts enables students
to become informed about, to understand and to write about their contemporary world.
What will students learn about?
Students learn about the pleasure and enjoyment of making different kinds of artworks in 2D, 3D
and 4D forms. They learn to represent their ideas and interests with reference to contemporary
trends. They learn how artists, including painters, sculptors, architects, designers, photographers and
ceramists make artworks.
Students learn about how art is shaped by different beliefs, values and meanings by exploring artists
and artworks from different times and places and relationships between the artist – artwork – world
– audience. They also explore how their own lives and experiences can influence their artmaking
and critical and historical studies.


What will students learn to do?
Students learn to make artworks using a range of materials and techniques in 2D, 3D and 4D forms,
including traditional and more contemporary forms, site-specific works, installations, video and
digital media and other ICT forms, in order to build a body of work over time.

They learn to develop their research skills, how to approach experimentation and how to make
informed personal choices and judgements. They learn to record procedures and activities about
their artmaking practices in their Visual Arts diary.

They learn to investigate and respond to a wide range of artists and artworks in artmaking, and in
critical and historical studies. They also learn to interpret and explain the functions of and
relationships between the artist – artwork – world – audience.

Course requirements
Students are required to produce a body of work and keep a Visual Arts diary.




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                  Homework and Study Requirements for Stage 4
Definition
Home study/homework can be defined as theoretical and practical work undertaken at home which
relates to, consolidates, and supports work undertaken in school hours. This includes subject, test,
and examination preparation, completion of set tasks, assignments, work requirements, revision and
research and wider reading.


Philosophy
Mary MacKillop College views the setting and completion of Home Study as an integral part of the
educational process. The College believes that this involvement reinforces and enriches the
curriculum, encourages excellence, develops organisation and time management skills, and the
capacity to assume self-responsibility for learning. Students are encouraged to realise that high
aspirations and consistent effort in school and home study maximise the likelihood of success.
Home study should be overseen and supported by both parent and teacher groups.


  ‘Homework is purposeful out-of-class learning that seeks to enhance the extent to which each
                   child benefits from the school’s educational program’



Why is homework so important?
Homework bridges the gap between learning at school and learning at home. It reinforces work
done in class. It helps develop skills such as research and time management. Homework helps to
establish the habits of study, concentration and self discipline. Parents/caregivers have the
opportunity to see the progress of their child. Homework provides challenges and stimulus to gifted
and talented children.
For success at secondary level, balanced and consistent application is needed at school and at home.
The nature and amount of home study at each year level will vary according to individual age,
learning needs and contexts. Students at junior levels are introduced to appropriate tasks, study
techniques, and time management skills. Sequential development of these skills assists preparation
for the final senior years, when individual initiative and planning are particularly vital. A committed
and motivated student will invest time and effort in home study, and develop and practice
constructive work habits and organisational skills necessary for success beyond the school setting. It




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is important that home study is balanced by hobby, social and sporting pursuits, in order to provide
appropriately for individual interests, growth and relaxation.



How much homework?
Homework set will vary in amount and type because of the number of teachers and subject
variations, but most students will need to do some homework each night - whether it be a review of
the day's lesson, completion of exercises or starting an assignment that is due down the track. Then
there needs to be study time - which is separate from completing homework.

Three types of homework

Practice Exercises help students to remember and practice newly acquired skills - such as
memorising mathematical tables, practising spelling words, writing essays and reading for pleasure.

Preparatory Homework requires students to source and read background information to prepare
them for future lessons on a specific subject - such as reading an article on the Gold Rush in
preparation for a lesson in Australian history.


    Extension Assignments encourage students to pursue knowledge individually and
    imaginatively. Assignments may include writing a book review, researching local news or
    retrieving items from the Internet.


                We believe that homework should reinforce the learning in the classroom.



It is important that homework should:

 be a positive interaction between family members
 be challenging and stimulating on an individual level, to be achieved through a mixture open-
ended, revision and consolidation activities
 encourage the development of independent study habits
 vary in the time required, according to the ability of the student.




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 We believe that homework is a partnership between school and home, teacher, parent and child
                                  each have responsibilities:



THE TEACHER’S ROLE IS TO:

 provide interesting and challenging homework appropriate for the varying abilities in the class

 provide a balance of open-ended, creative and practice activities

 give clear, explicit instructions and feedback

 be consistent in their approach to homework

 teach the necessary research and other skills to enable students to complete homework tasks



THE PARENT’S ROLE IS TO:

 provide an environment for the child where supervision, encouragement and help are provided

 respect the child‟s knowledge and skills

 communicate with the teacher and sign the homework

THE STUDENT’S ROLE IS TO:

      accept responsibility for the completion of the homework and complete tasks to the best of
     their ability

      ask for help from teacher and family if necessary

What can parents/caregivers do to help?

         Take an active interest in your child's homework.

         Support your child in setting aside time each day for homework.

         Provide a dedicated place for homework and study if possible.

         Assist teachers to monitor homework by signing completed work if requested, and be aware
          of the amount of homework set.

         Communicate with teachers any concerns about the nature of homework or your child's
          approach to homework.

         Encourage your children to read and take an interest in current events.

         Alert the school to any domestic circumstances or extra curricular activities which may need
          to be taken into consideration when homework is being set or marked.




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Mary MacKillop College 2010


Some useful tips for Homework

* When you get home from school, take a break (not too long).
* After a day at school, you will probably forget some or most of what your teachers have taught
you. Therefore, you should revise your notes on the same day, giving you a better start. This will
refresh your memory and ensure your homework is correct. This method requires less time to be
spent on homework.
* Do not start each night with the same subject.
* Have a ten-minute break between subjects.
* Do not do you study or homework in front of the TV or whilst listening to the radio. You need to
concentrate and not allow for any types of distractions.
* When you have finished your homework, prepare for the next school day. Revise the subjects for
the day. It is a good idea to read the text or notes supplied in advance. This will assist your
understanding.




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Mary MacKillop College 2010



                                        Glossary of Key Words

A glossary of key words has been developed to help provide a common language and consistent
meaning, across all Key Learning Areas and stages. Using the glossary will help students to
understand what is expected in class work, homework, examinations and assessment tasks.
Text:                                   Anything which communicates ideas, thoughts or feelings e.g., a
                                        poem, a story, a sculpture, a painting, an advertisement, a film, a
                                        speech, a mime, a cartoon, music, a performance, an e-mail.

Composer:                               Whoever creates a text.

Responder:                              Whoever receives and reacts to a text e.g., reads, sees, hears.

Purpose:                                Why a text is created e.g., its desired result i.e., to inform, to
                                        persuade, to educate.
Target Audience:                        A group of responders for whom a text is composed/created.
Subject Matter:                         What a text is about.

Genre:                                  The classification of a text by subject matter, e.g., romance, thriller,
                                        mystery, fable, science fiction.

Context:                                The circumstances or environment in which a text is composed, set or
                                        responded to e.g., historical, social, cultural, economic. In Visual
                                        Arts, context is referred to as "frame".

Medium of Production:                   Text form, written, spoken or visual.

Font:                                   Size and style of print e.g., bold, italics

Graphics:                               A visual form of communication e.g., drawings, diagrams,

                                        photographs, cartoons, angles of boxed items, shading which can be
                                        used to communicate with the responder.

Layout:                                 The arrangement or plan of the page e.g., headings, subheadings,
                                        graphics and fonts. "

Register:                               Use of language that is appropriate to the purpose, audience and      ~




                                        context. Different levels of language include:
                                                . Formal: Correct use of language.




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Mary MacKillop College 2010

                                               . Informal: A more relaxed use of language e.g.,
                                               conversational, colloquial (everyday) or slang.

                                               . Jargon: language used by and among a particular group of
                                               people e.g., doctors, lawyers, computer users.

Style:                                  Manner of communicating through choice of language, spoken,
                                        written or visual.

Tone:                                   The composer's attitude towards the subject and audience of the text
                                        revealed through style e.g., emotional, sympathetic, and ironic.



Structure of Text:                      How the different parts of a text are organised to achieve a purpose
                                        e.g., a narrative structure - orientation, complication, resolution;
                                        visual structure - angles, framing, left-right/top-bottom positioning,
                                        vectors.
Language Features
& Structures:                           The details of language:

                                               . Prose texts - paragraph structure, sentence structures,
                                               punctuation, language level (register), word choice e.g.,
                                               subjective, objective, emotive, persuasive and biased.
                                               . Poetry texts - stanzas, imagery, rhyme and rhythm.
                                               . Visual. texts - framing, use of colour, positioning of people
                                               and objects, shape size and the relationship between parts.
                                               Spoken texts - idioms, pauses, use of silence, questions,
                                               speaker interaction.

                                               Poetic language devices, e.g., metaphor, personification,
                                               imagery etc. can also be used to respond to all texts, including
                                               visual ones.

Globalisation:                          The blurring of national identities into a worldwide grouping, e.g.,
                                        economic, cultural, social, ethnic. .

Postmodern:                             Approach, particularly in Visual Arts and literature, in which
                                        traditional ideas are challenged or blended. All texts are open to
                                        individual interpretation and no idea is regarded as fact.




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Mary MacKillop College 2010




                                                KEY VERBS
Account:                                Account for: state reasons.
                                        Give an account of: narrate a series of events.

Analyse:                                Identify parts and how they relate to each other.

Apply:                                  Use in a particular situation.

Appreciate:                             Judge the value of something.

Appropriated Text:                      A text which has been taken from one context and translated into
                                        another to gain new insights into the original text and to highlight the
                                        contextual differences.
Assess:                                 Judge the value, quality, outcomes results or size of something.
                                        Calculate: To work out from facts, figures or information.
Clarify:                                Make clear or plain.
Classify:                               Put into classes or 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:                             A logical and reflective approach which increases accuracy,
                                        depth, knowledge, understanding, quality.
Deduce:                                 Draw conclusions.

Define:                                 State meaning and identify basic qualities. Demonstrate: Show
                                        through examples.

Describe:                               Provide characteristics and features.
Discuss:                                Identify issues and provide arguments for and against.
Distinguish:                            Indicate or show the differences between.
Evaluate:                               Judge using criteria; determine the value of Examine: Look at closely
                                        to identify information

Explain:                                Show cause and effect, identify relationships between things, state
                                        how and/or why.




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Mary MacKillop College 2010
Extract:                                Choose relevant and/or appropriate details

Extrapolate:                            Identify, recognise and name new information based on what is
                                        already known.

Interpret:                              Make clear the intended meaning.

Investigate:                            Form plan of action to look at closely and identify information and
                                        draw conclusions about it.

Justify:                                Support an argument or conclusion with evidence.

Outline:                                Briefly and generally state the main ideas or features or give a general
                                        description.

Predict:                                Suggest what may happen based on available information.

Propose:                                Put forward a point of view, idea, argument or suggestion for
                                        consideration or action.

Recall:                                 State remembered ideas, facts or experiences.
Recommend:                              Give reasons in favour of
Recount:                                Retell a series of events.

Summarise:                              State briefly the relevant details.

Synthesise:                             Connect the parts to make a whole.

Transformation:                         The use of an existing text to create a new text.




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Mary MacKillop College 2010



                                                       Study


If you are to perform at your best and achieve good results you will need to develop some good
study skills.


What is Study ?

Study is more than doing your homework.
Study is about remembering and memorising.
Study means that you have to be an active learner.

There are three main types of study activities:
1. Revising work so that you will understand it better and remember it in the future,
2. Memorising special pieces of information such as Maths formulas and lists of names and
3. Practicing skills such as playing a musical instrument, giving a speech , typing, drawing.

When and Where to study

Study when your mind is fresh - not after you have completed all your homework and assignments
- set aside a special time.
Set aside a special place where you can concentrate – not in front of the TV .
It‟s best to work at a table or desk – don‟t lie down!
Choose one subject and topic at a time – don‟t be too ambitious –
but do plan to make time for all your subjects.
One hour per topic is an ideal amount of time.
After half an hour, take a short break (5 minutes) this will help you to stay focused.

What You Will Need

        A clear uncluttered desk or table
        Your text book or your folder of notes
        Paper and pens (different coloured pens ) to make lists and test yourself
        Your Voice! Saying things out loud helps you to remember.
        Perhaps a friend: Working (not gossiping) together can be helpful. Test each other. See who
     can remember the most.



                                        Quick tips to manage your time better:

                                           Create a daily 'to do' list
                                          List goals and set priorities
                                    Do 'A's' first (Most important things)
                                    Handle each piece of paper only once
                                                   Do it now
                           Ask yourself 'What is the best use of my time right now?'




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                                        Assessment in Stage 4.

What is Assessment?

Assessment is the process of identifying, gathering and interpreting information about students learning.


The key purposes of assessment are to provide information on student achievement and progress in
each course in relation to the syllabus standards and to report on the standard of performance
attained at the end of the course. By measuring student achievement of these objectives and
outcomes, teachers can build up a profile of the achievement of each student.
This achievement will be measured by assessment strategies throughout the course. Student's
levels of achievement will be based on the school's assessment of a student's performance in
particular courses. That is, both formal assessment tasks and informal assessment opportunities
have a place in terms of determining level of achievement.



What is Standards -Referenced Assessment?
Students study of a variety of courses with rich and varied learning experiences. Learning is
enhanced when students have a clear understanding of what is expected of them. It is important that
students understand what is to be learned and the level of achievement that they will need to
demonstrate.
For this reason courses will have a standards-referenced approach to assessment and reporting. A
standards-referenced approach to assessment and reporting means that the achievements of a student
are assessed and reported against specified standards that are established for each course.
In the courses taught, these standards are:
    the knowledge, skills and understanding expected to be learned by students as a result of
     studying the course – the syllabus standards
    the levels of achievement of the knowledge, skills and understanding.
Together, they specify what is to be learned and how well it is to be achieved.
A standards-referenced approach provides the means by which students know what they are
expected to learn and the standards against which they will be assessed.
The assessment tasks set by the school will be used to provide data to 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.




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                                        Level of Achievement Descriptors


 GRADE             MEASURE OF                                       ACHIEVEMENT DESCRIPTORS
                  ACHIEVEMENT

                                         The student has an extensive knowledge and understanding of the content and can
     A                                   readily apply this knowledge. In addition, the student has achieved a very high level
                    Very High
                                         of competence in the processes and skills and can apply these skills to new situations


                                         The student has a thorough knowledge and understanding of the content and a high
     B                                   level of competence in the processes and skills. In addition, the student is able to apply
                       High
                                         this knowledge and these skills to most situations.


                                         The student has a sound knowledge and understanding of the main areas of content
     C               Adequate
                                         and has achieved an adequate level of competence in the processes and skills.


                                         The student has a basic knowledge and understanding of the content and has achieved
     D                Limited
                                         a limited level of competence in the processes and skills.


                                         The student has an elementary knowledge and understanding in few areas of the
     E             Very Limited
                                         content and has achieved very limited competence in some of the processes and skills.




     Applying the Descriptors of Levels of Achievement will involve teachers in:

              •    Using Assessment Tasks which relate to the knowledge
                   objectives and skill objectives of that course of study.

              •    Making assessment observations and recording their judgements.

              •    Making a "summative" assessment judgement for each student, that
                   is, what is the extent of a student's achievement at the end of the
                   course.

              •    Applying the Descriptors to determine the most appropriate overall
                   description of each student's Level of Achievement.

Student’s absence from assessment task or failure to complete due assessment
task
If you are absent for any assessment task or fail to hand in a task on time you must follow the
procedures shown on the flow chart on page 54.
A student may be recorded as not having achieved the outcomes of a task if the student fails to
submit or sit for the task on the due date. Such students may have the opportunity to sit for or
submit the task within a reasonable time as determined by the Subject Coordinator (but not more
than 3 days after the date it was due). In this case the student may be assessed as meeting some of
the outcomes. Failure to make-up for a missed assessment task will result in the non-achievement of
the outcomes for that task.

Where a student misses an Assessment Task for a justifiable reason, a substitute task may be given.
Where a student is late in handing in an Assessment Task, suitable documentation eg: doctors
certificate, will be required and must be presented by the student to the Subject Coordinator.


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Extended absences

An absence from school for an extended period of time is of extreme concern as a student would fail
to meet the outcomes of courses.

The Board of Studies has indicated that students will find it difficult to achieve outcomes of a
course if absent for more than 4 weeks. For this reason the College cannot approve absences for an
extended period of time, unless a guarantee is given that the student will be engaged in some
form of schooling while absent eg. Private tutor or enrolment at a school while overseas.

It is the parent‟s responsibility to provide documentation that this will be done. If this is not done
the student may have to repeat her current year of study.




                              STUDENT RESPONSIBILITIES
                     Students will be responsible for:

                              •    doing each Assessment Task to the best of their ability so that they
                                   demonstrate their maximum level of achievement.

                              •    ensuring that any questions they have about the marks/grades/
                                   comments awarded for an individual piece of work are resolved at
                                   the time the work is handed back.

                              •   demonstrating that through effort and achievement they have met
                                  all the requirements of the course.

                              •   Contacting the KLA Co-ordinator if she is unable to sit for or
                                  submit an assessment task. This must be done as soon as possible by
                                  the student.




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                     Assessment procedures to follow when:




          Absent on day task is                                       Absent on the day of an
          due because of illness
                                                  OR               in-class test or a formal exam
              or misadventure




If at all possible, get someone to                              If you know that you will be away
deliver the task on the due day at                              beforehand,  inform  your    KLA
the due time to the KLA                                         coordinator as soon as possible
coordinator.                                                    otherwise….




                                Ring the College (97254322) and ask that a
                                message be forwarded to the KLA Coordinator
                                stating the reason why you are unable to
                                personally submit or sit for the task.




                                On your return to school, before going to your
                                first     lesson, obtain   and    fill  in    an
                                Illness/misadventure Form. Give this form to the
                                KLA Coordinator concerned as soon as you have
                                filled it in.




       Attach       all      available                             Attach all available evidence eg some
       evidence eg. a medical                                      form       of     proof       if    a
       certificate if an illness                                   misadventure/accident


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                                                    Reporting

Reporting is the provision of information about a student‟s progress to a variety of interested parties
including:
 The student‟s themselves
 Parents
 Other teachers
 Employers
 The wider community

Formal reporting

At present, the College prepares reports for all students twice a year. Reports are prepared under
College guidelines using outcomes based reports that are standards referenced and relate directly to
formal and informal tasks completed by students.
Academic reports also indicate the achievement of sound learning practices in each subject. This
enables parents to know whether the student is demonstrating satisfactory attitudes to learning.
Students need to be self-motivated and properly prepared for lessons, capable of working with
others and responsive to a learning environment.
The Areas for Assessment in a course and Learning Practices are ticked in accordance with the
varying levels of achievement outlined in the Assessment Handbooks.
Some departments make progress reports on a more regular basis. Information on the progress of a
student can be sought at any time during the academic year by contacting the relevant Year
Coordinator or KLA Coordinator and at Parent Teacher night.

The Overall Course Grade.

Assessing student achievement is the process of collecting information on student performance
in tasks relevant to the outcomes of a course. The Overall Course Grade on the school report
reflects the overall achievement of the outcomes in the Areas for Assessment for the semester.
Although there is a close correlation between the levels of achievement obtained and the grade
awarded, each Area for Assessment may not receive the same emphasis. As a result the Overall
Course Grade and the Levels of Achievement may differ.


Description of the Learning Practices reported on.
LP1: Demonstrates self discipline, motivation and enthusiasm for learning
Evidenced by:
-ability to work independently in order to improve levels of achievement
-active involvement during lessons
-positive response to teacher instruction, guidance and feedback
-curiosity about the subject

LP2: Organises time and equipment
Evidenced by:
- punctuality
- bringing necessary equipment to class
- proper maintenance of books and folders
- maximisation of time during learning activities
- meeting of assessment deadlines


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LP3: Completes set tasks including class work, homework and assessment tasks
Evidenced by:
- completion of tasks set as homework and assignments
- completion of learning activities during lessons
- utilisation of resource teachers to assist completion of tasks (where eligible)

LP4: Works collaboratively with others
Evidenced by:
- ability to work productively with peers during group tasks
- contribution to discussion
- ability to listen to the views of peers and teacher
- response to teacher instruction and advice
- cooperative behaviour during class activities

Measures of Learning Practices used on the school report

Always
In all cases the student has endeavoured to meet the requirement of the learning practice.
(with the exception of illness and/or misadventure)

Usually
In most cases the student has met the requirements of the learning practice.

Sometimes
The student has occasionally met the requirements of the learning practice.

Rarely
The student has hardly ever met the requirements of the learning practice.

YEAR 7 NAPLAN ASSESSMENTS

     In semester 2, parents will receive a report on their child‟s performance in the Year 7
     National Assessment Program – Literacy and Numeracy. This report provides information
     on how their child performed in the test compared to other students in Australia and also
     indicates:
          what band their child achieved in reading, writing, language conventions and
             numeracy
          what the national average was for students in reading, writing, language conventions
             and numeracy.

Parent teacher evenings and interviews

Parent-Teacher interviews are conducted in Semester 1 and 2. Dates for interviews are published in
the school calendar. The interviews are arranged by an appointment system distributed to students
well before the evening. Appointments are taken from about 4pm to 8pm.

Official letters to parents

If there are serious concerns about a student‟s lack of effort and commitment to school work the
College will issue warning letters documenting reasons for concern and the outcomes that are not
being met. Parents/caregivers are urged to take such letters seriously. Failure to hand in assessment
tasks or continual absences that result in failure to meet syllabus outcomes may result in students
not receiving School Certificate credentials in Year 10.



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