Stage 4 Term 1, 2020 Task Notifications€¦ · DATE or in the period nominated if it is a presentation task. Students will sign/record their task on the Assessment Register at the

Stage 4Term 1, 2020

Task Notifications

Narromine High School has a Stage 4 assessment program to make sure that students are eligible and ready for their future studies. Mandatory curriculum requirements

Narromine High School (NHS) has developed an assessment program that covers New South Wales Education (NESA) requirements, taking into account fairness to students and balance between courses. In addition, students must:

● Attend school regularly. ● Actively participate in all lessons showing effort and dedication. ● Complete all assessment tasks. ● Satisfactorily complete all subjects including Music, Visual Arts, LOTE and Technology (Mandatory) in

Stage 4. ● Satisfactorily participate in sport lessons. ● Achieve some or all course outcomes.

Faculty Assessment Programs

Faculties develop an assessment program for each course. This means the faculty will:

● Identify the student tasks which best measure each syllabus component. ● Specify values to be applied to each of the tasks to maintain the relative importance of each of the

components. ● Schedule the various tasks throughout the course. ● Prepare a statement for students showing the requirements in each course, before the commencement

of the assessment program. ● Students will be assessed in class based activities as well as the common tasks set out in this booklet.

Faculty tasks are written to conform to the NESA and Department of Education (DoE) approved assessment

procedures within the following guidelines: ● Each task should contribute not less than 10% and not more than 50% of the final mark. ● If the task does not discriminate between students, it may be followed by a similar task, but marks of the

first task cannot be discarded.● If the task has been found to an unreliable measure of achievement between students, it may be

followed by a similar task, but marks of the first task cannot be discarded. ● The assessment records are made and kept in secure places.

Commencement of assessment period

Assessment commences in Term 1 Year 7 and concludes in Term 4 of the same year.

Requirements for the submission of Assessment Tasks and Penalties

● Students will present the task to their class teacher either by email, or in person by 9am on the DUE

Term 2, 2019

Term 1, 2020

Stage 4

DATE or in the period nominated if it is a presentation task. Students will sign/record their task on the Assessment Register at the office and leave the task in the tray. Teachers are to collect tasks and sign that they have been collected.

● If the class teacher is absent the Head Teacher of the subject will manage the collection of tasks. ● Any student not in the lesson to hand in or complete the task will need to complete an Illness/

Misadventure Form within THREE calendar days of the due date to be eligible for full marks, otherwise penalties will apply.

● Students absent for an in class task or presentation must complete the task at the earliest opportunity upon their return to school. This should be organised by the classroom teacher.

● N Award letters will be sent home within five days for students who have not completed an Illness/Misadventure Form.

Penalties

● A late penalty of 10% of the awarded/final mark per calendar day late will apply to assessment tasks across Years 7 - 12 up to a maximum of FIVE days.

● This ONLY applies to students who fail to submit tasks on time without an Illness/Misadventure Form.

● If a task is not submitted by the FIFTH calendar day, a mark of ‘0’ is awarded and an N-warning letter is generated via Sentral.

● Students MUST still complete the task to provide evidence of course outcomes.

● It is the classroom teacher’s responsibility to keep assessment records, including the date of submission of tasks.

Illness or misadventure checklist

If a student is sick or has a valid reason for not completing the task on the due date she/he should follow these steps:

● If a student knows that they will not be able to complete the task on the due date they or their parent/caregiver MUST notify the school on or before the due date in writing or in person. The parent may be asked go to the doctor for a doctor’s certificate if the student is sick.

OR

● If a student cannot attend school on the day due to sudden changes or misfortune their parent/

caregiver MUST phone the school on 6889 1499 and leave a message for your teacher, Head Teacher of the subject or Year Adviser.

Parents/caregivers when they contact the school must provide the following information:

● Student name, assessment task/s details (including the subject) and details of the illness/misadventure and possible return date.

Term 1, 2020

Stage 4

On the day the student returns to school the student must:

1. Report to the Head Teacher to advise that they have returned to school. 2. The Head Teacher of the subject to arrange an alternative time for the task.

It is the student’s responsibility to follow these procedures and to complete all assessment tasks. If a student is absent when information about an assessment task is given out, they can apply for an extension of time using the Illness/Misadventure form. In cases where students have received prior information about the time an assessment task will be distributed, and a student is subsequently absent at that time, it is the student’s responsibility to collect the task.

Information and advice about assessment

Advice about assessment tasks is available from:

● The class teacher. ● The Head Teacher of the faculty concerned. ● The Deputy Principal for information about NHS procedures. ● The Learning Centre for assistance. Access the Learning Centre well before the task is due. ● The Library. Access the Library well before the task is due. ● The NESA website for information about how the RoSA assessment program must be delivered in

schools. Notification of assessment tasks

NHS will provide students with:

● An assessment booklet at the beginning of each ter. ● Assessment notifications at least two weeks before an assessment task is due.

Notification of assessment results

Students are provided with information on their performance in each task through feedback and a mark or grade.

Appeals

Students may request an appeal if they believe the teacher/faculty did not follow the procedures stated in the assessment program for that subject. Please note marks awarded by the teacher for assessment tasks will not be subject to review.

The school review panel will consist of the Deputy Principal, the Head Teacher concerned and the Year Adviser. The Year Adviser will act as the student advocate.

Test and Examination Rules

The day-to-day rules of the school apply during all tests and examinations. Failure to comply can result in exclusion from the test or examination and zero marks for the test or

Term 1, 2020

Stage 4

examination. Students are expected to be in the correct uniform and behave in a polite and courteous manner towards all staff and other students at all times. Students are also expected:

● to be seated in the examination room five minutes before the start of the examination when the examination is held in the hall. Otherwise they must follow the teacher’s instructions.

● Have no phones , smartwatches, bags or notes in the examination room – students must hand it to staff to be collected at the end of the examination. Students must leave all bags and notes outside the door.

● Only clear water bottles, pencil cases or plastic bags with pens, pencils and erasers are to be brought into the examination room. Students need to provide their own calculator and ruler for all examinations. They may not borrow equipment from other students during the examination. They cannot have geometry sets in a tin. No correction tape is allowed.

● Students must use a pen and the provided examination booklets. They should not write outside

the lines on each page of the writing booklet.

● They must make a serious attempt at the examination . Simply attempting multiple-choice

questions is not sufficient for an attempt to be considered serious.

● Toilet breaks – In Stage 4 examinations NHS permits toilet breaks only in an emergency. A staff member will accompany students to the staff bathroom and wait outside for the student.

● During examinations, suspicious behaviour is reportable to the Head Teacher or Deputy Principal for investigation. (eg extended or multiple toilet breaks)

● No student is allowed to leave the examination room. Students with Disability Provisions may

leave before the end of their extra time.

Any breaches of examination rules MUST be reported to the Deputy Principal. Students may receive zero

for the examination and the offence recorded on the SENTRAL file for the student. Academic honesty

Students who attempt to gain unfair advantage over other students by actions such as plagiarism or cheating, or who abet such activities will be subject to disciplinary action.

This may take the form of:

● A written reprimand, providing the student does not gain any unfair advantage.

● Making alternative arrangements for assessment.

● A zero mark in the particular component of the assessment concerned.

Term 1, 2020

Stage 4

Plagiarism or malpractice ● Any student who deliberately plagiarises someone else’s work may receive a mark of zero for the

assessment task. Plagiarism is ‘the wrongful attempt to pass off another’s work as one’s own’ or ‘the act of copying without permission or acknowledgement’.

● Any student who cheats in an examination or in any other assessment situation, may receive a mark of zero for the assessment task involved in that examination or other situation.

● Any student who feels that he/she has been wrongly accused of plagiarism or cheating may appeal against the zero assessment allocated by writing a full account to the Principal, who will decide on the merits of the appeal.

Term 1, 2020

Stage 4

Stage 4

ENGLISH

Term 1, 2020

Task Type: Narrative and Reading JournalWeighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 3rd April - Week 10

Syllabus Outcomes: • EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts• ENG4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence• ENG4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts• ENG4-8D identifies, considers and appreciates cultural expression in texts

Cathy Reynolds HT ENGLISH/HSIE/CAPA

Signed: Date:

This assessment task has been reviewed by the responsible Head Teacher and bears the endorsement of that Head Teacher.

Task Description:This task will be completed during class time.PART A; NARRATIVE 15%You will hand in a Survival story of your own, based on the work you complete in class. You will need to hand in a draft, which has been edited as well as the final copy. You will have practice writing these types of stories over the term. Your Survival narrative will need to: • The structure of a survival narrative.• A variety of descriptive language for effect.• Appropriate paragraphing, spelling, punctuation and grammar..• A draft which has been edited by at least TWO people.• You will complete a draft, and have 1-2 periods in class to edit it.• You will write the published copy in class.• You will need to hand in the draft with your final copy.

PART B: READING JOURNAL 10%Over the term you will keep a reading journal. This is a free writing book in which you can keep records of ideas, and responses to your reading. Your teacher will give you activities to do in your journal and other ideas. Your teacher will also give you more information about the journal in class.

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Stage 4

ENGLISH

Marking Criteria


Signed: Date:


TheStudent: Grade

A

• Responds to a range of texts through thoughtful writing and independent reflection• Makes valid connections between texts and experience based on competent understanding of language forms, features & purpose• Evidence of a reading a range of texts

B

• Responds to a range texts through writing and guided reflection • Makes connections between texts and own experience supported by understanding of language forms, features & purpose• Evidence of reading of required texts

C

• Responds to texts through limited writing and superficial reflection• Makes limited connections between texts and experience with de-veloping understanding of language forms, features & purpose• Evidence of reading of some texts

D

• Minimal evidence of engagement in writing or reflection • Attempts to make connections between texts • Evidence of reading engagement with support

• Non-attempt or non-serious attempt of the assessment task

E

N

Term 1, 2020

• Responds to a wide range of texts through well considered thoughtful comments and judicious reflection • Makes insightful connections between texts and experience based on deep understanding of language forms, features & purpose• Evidence of independent wide reading

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Stage 4

HUMAN SOCIETY AND ITS ENVIRONMENT -HISTORY

Task Description:Task Overview: You are a curator responsible for creating a ‘Pop-Up’ Museum for an Ancient Egyptian exhibition. Your exhibition will educate school children on various aspects of Ancient Life, which may include:• Entertainment• Daily life• Afterlife• Mummification• Royal family/Leadership

Your Task: (25 marks)As the curator, you will need to research and create an artefact for the selected aspect of life to be displayed. There are three sections to the task.

PART A: Museum information card (5 marks)

Briefly outline the artefact, including name and characteristics.

PART B: Artefact (5 marks)

Create an artefact relating to an aspect of life in Ancient Egypt. This can include a model or 2D visual and can be as creative as you like.


Signed: Date:


Term 1, 2020

Task Type: Research and Presentation/Hand InWeighting: 50%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 8th May - Week 2, Term 2

Date:

TheStudent: Grade

A

• Responds to a range of texts through thoughtful writing and independent reflection• Makes valid connections between texts and experience based on competent understanding of language forms, features & purpose• Evidence of a reading a range of texts

B

• Responds to a range texts through writing and guided reflection • Makes connections between texts and own experience supported by understanding of language forms, features & purpose• Evidence of reading of required texts

C

• Responds to texts through limited writing and superficial reflection• Makes limited connections between texts and experience with de-veloping understanding of language forms, features & purpose• Evidence of reading of some texts

D

• Minimal evidence of engagement in writing or reflection • Attempts to make connections between texts • Evidence of reading engagement with support


E

N

• Belief system• Women• Arts• Architecture• Other (discuss any other ideas with your teacher before proceeding)

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Stage 4


Syllabus Outcomes: • HT4.2 Describe major periods of historical time and sequences events, people and societies from the past. • HT4.3 Describes and assesses the motives and actions of past individuals and groups in the context of past societies. • HT4.6 Uses evidence from sources to support historical narratives and explanations. • HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past. • HT4.10 Selects and uses appropriate oral, written, visual and digital forms to communicate about the past.


Signed: Date:


Term 1, 2020

PART C: Written Overview (15 marks)

Complete historical research on your artifact and presented as written overview. This information package will allow the viewer to learn more about the artefact, including:a. When and where the artefact was found b. What is the significance of the artefact (What was it used for during Ancient Egyptian time?) c. How does the artefact help us understand an aspect of Ancient Egyptian society or cultured. Justification of the reason why the topic and artefact was selected You may choose to present this information in the form of a PowerPoint, brochure, poster or report.

19/02/2020

Stage 4



Signed: Date:


TheStudent: Grade

A

• Museum information card demonstrates very good understanding of artefact by clearly identifying the artefact and describing the artefact characteristics using appropriate historical vocabulary.• Artefact includes detail to create a replica piece that is historically accurate• Demonstrates very good research in to artefact to make piece authentic.• Demonstrates a very good understanding of Ancient Egyptian Life through good research and written skills that detail the significance of the artefact and how this has assisted us to understand an aspect of Ancient Egyptian Life• Use of historical terms is mostly accurate throughout writing.

B

• Museum information card demonstrates a sound understanding of artefact by identifying the artefact. Artefact characteristics are provided with some appropriate historical vocabulary. • Artefact includes some detail to create a piece that is satisfactorily designed and is mostly historically accurate.• Demonstrates some research to create a artefact that is somewhat authentic looking.• Demonstrates a sound understanding of Ancient Egyptian Life through satisfactory research and written skills that outline the significance of the artefact•Attempts to demonstrate an understanding of how the artefact has assisted us to understand an aspect of Ancient Egyptian Life• Use of historical terms is accurate at times during the writing.

C

Term 1, 2020

• Museum information card demonstrates outstanding understanding of artefact by clearly identifying the artefact and concisely describes artefact characteristics using appropriate historical vocabulary.• Artefact includes great detail to create a replica piece that is historically accurate. • Demonstrates outstanding research in to artefact to make piece appear authentic.• Demonstrates an outstanding understanding of Ancient Egyptian Life through an written presentation that is well researched and highly detailed to communicate the significance of the artefact and how this has assisted us to understand an aspect of Ancient Egyptian Life• Use of historical terms is accurate throughout writing.

19/02/2020



Signed:


Term 1, 2020

Date:

Stage 4

• Museum information card demonstrates a basic understanding of artefact by identifying the artefact.• Limited artefact characteristics provided and minimal historical vocabulary used.• Little detail included in artefact to create a piece that is basic in designed and may not be historically accurate or authentic looking. • Demonstrates a basic understanding of Ancient Egyptian Life using simple sentences that lack detail and/or accuracy• Written presentation lacks research to communicate necessary knowledge and understanding• Use of historical terms is mostly inaccurate during the writing.

D

• Museum information card demonstrates a limited understanding of artefact by only identifying the artefact. • Information card does not provide characteristics about the artefact.• Artefact lacks historical accuracy, is poorly detailed and designed and is not authentic looking• Limited ability to communicate understanding of Ancient Egyptian Life in written presentation• Limited ability to demonstrate an understanding of how the artefact has assisted us to understand an aspect of Ancient Egyptian Life• Limited use of historical terms.


E

N

19/02/2020

Stage 4

LANGUAGES OTHER THAN ENGLISH

Syllabus Outcomes: • 4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately• 4.UL.3 establishes and maintains communication in familiar situations• 4.UL.4 experiments with linguistic patterns and structures in Aboriginal languages to convey infor-mation and to express own ideas effectively• 4.MLC.1 demonstrates understanding of the importance of correct and appropriate use of language in diverse contexts


Signed: Date:


Term 1, 2020

Task Type: Oral Presentation/In ClassWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 27th March - Week 9

Task Description:In pairs you are to develop a 2 minute conversation using Wiradjuri.

It needs to be performed for the class or recorded and emailed as a sound file, to your teacher.Use the attached scaffold and word bank to construct your conversation.

*The scaffold and Wiradjuri word bank will be provided to you in class. You will have time in class to prepare and practice your conversation.

19/02/2020

Stage 4


Marking Criteria


Signed: Date:


TheStudent: Grade

A

• Conversation uses a range of Wiradjuri language appropriately• Maintains interesting and fluent dialogue in a realistic setting • Clear use and pronunciation of Wiradjuri language

B

• Conversation uses selected Wiradjuri language appropriately• Maintains dialogue in a realistic setting • Developing confidence in the use and pronunciation of Wiradjuri language

C

• Conversation uses some Wiradjuri language appropriately• Attempts to Maintain dialogue in a realistic setting • Still learning the use and pronunciation of Wiradjuri language

D

• Minimal conversation and use of WIradjuri language• Tends to rely on English with little attempt at Wiradjuri words


E

N

Term 1, 2020

• Conversation uses a wide range of Wiradjuri language appropriately• Maintains interesting and fluent dialogue in a realistic setting • Use and pronunciation of Wiradjuri language approximates that of Indigenous speakers

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Stage 4

MATHEMATICS - 4.1/4.2

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their absence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MA3-4NA: Orders, reads and represents integers of any size and describes properties of whole numbers• MA3-5NA: Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size• MA3-6NA: Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation• MA4-4NA: Compares, orders and calculates with integers, applying a range of strategies to aid computation• MA4-5NA: Operates with fractions, decimals and percentages• MA4-6NA: Solves financial problems involving purchasing goods

Christopher SchubertHT Mathematics/Science/Library

Signed: Date:


Term 1, 2020

Task Description:Students will be completing a one-hour examination on the following topics:• Basic Number• Integers• Fractions• Decimals• Percentages

Task Type: Topic TestWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 3rd April - Week 10

Stage 4


Date:


TheStudent: Grade

A

• Conversation uses a range of Wiradjuri language appropriately• Maintains interesting and fluent dialogue in a realistic setting • Clear use and pronunciation of Wiradjuri language

B

• Conversation uses selected Wiradjuri language appropriately• Maintains dialogue in a realistic setting • Developing confidence in the use and pronunciation of Wiradjuri language

C

• Conversation uses some Wiradjuri language appropriately• Attempts to Maintain dialogue in a realistic setting • Still learning the use and pronunciation of Wiradjuri language

D

• Minimal conversation and use of WIradjuri language• Tends to rely on English with little attempt at Wiradjuri words


E

N

19/02/2020

Stage 4

MATHEMATICS - 4.3/4.4/4.5


Signed: Date:


Term 1, 2020

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their absence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MA3-4NA: Orders, reads and represents integers of any size and describes properties of whole numbers• MA3-5NA: Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size• MA3-6NA: Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation• MA4-4NA: Compares, orders and calculates with integers, applying a range of strategies to aid computation• MA4-5NA: Operates with fractions, decimals and percentages• MA4-6NA: Solves financial problems involving purchasing goods

Task Description:Students will be completing a one-hour examination on the following topics:• Basic Number• Integers• Fractions• Decimals• Percentages• Financial Mathematics

Task Type: Topic TestWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Wednesday 1st April - Week 10

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Stage 4

MUSICTask Type: Composition/PerformanceWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Thursday 2nd April - Week 10

Task Description:Compose an 8 bar rhythm. Notate your piece of music accurately using manuscript paper provided by the teacher.

Further Instructions:Your composition should consist of:• 8 bars• common time (4/4)• treble clef• title and composer• notes and rests, including semibreve, minim, crotchet & quaver

Syllabus Outcomes: • 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


Signed: Date:


Term 1, 2020

19/02/2020

Stage 4

MUSIC

Marking Criteria


Signed: Date:


TheStudent: Grade

A

• a high understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• an effective notation of compositional work • a substantial use of musical instruments in the composition process

B

• an adequate understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• a satisfactory notation of compositional work • a sound use of musical instruments in the composition process

C

• a limited understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• a poor notation of compositional work • a basic use of musical instruments in the composition process

D



E

N

Term 1, 2020

• an excellent understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• an outstanding notation of compositional work • an extensive use of musical instruments in the composition process

19/02/2020

Date:

TheStudent: Grade

A

• a high understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• an effective notation of compositional work • a substantial use of musical instruments in the composition process

B

• an adequate understanding of the musical concepts through exploring, experimenting, improvising, organising, arranging and composing• a satisfactory notation of compositional work • a sound use of musical instruments in the composition process

C


D



E

N

Stage 4

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Task Type: Creating Health Products Weighting: 25%Feedback: Feedback is to be given within two weeks of submission


Task Description:There are TWO parts to this assessment task. You are required to complete BOTH parts and submit for marking.

Part A: Product Creation (15 Marks)Students are to create their own health product. The product you create can be something that already exists or something totally new. Your product must claim to have a positive impact on a person’s health (eg. Weight Loss Supplement).

NOTE: You do not need to make the actual product but rather a prototype container for that product.

You need to create a product that: • Has a physical prototype that shows us what your product would look like on the shelf (3 Marks)• Claims to have a realistic impact on a person’s health (3 Marks)• Has a label with a brand name and logo created by you (3 Marks)• Includes instructions of use on the label. Including any warnings (3 Marks)• Includes text reasoning the importance of this product (3 marks)

Part B: Product Presentation (10 marks)Once you have created the product, you will then present your product to the class in a 1-3 minute presentation.

In your Presentation you will:

• Introduce your product and brand/logo/slogan to the class (2 Marks)• Discuss the reason people would need to use your product in regard to the health benefits (3 Marks)• Discuss the pricing and sizing of your product and where it would be available to buy (2 Marks)• Discuss the target audience for your product and explain how you have catered for that group (3 Marks)

Rebecca SmythHT TAS/PDHPE

Signed: Date:


Term 1, 2020

19/02/2020

Stage 4



Signed: Date:


Term 1, 2020

Syllabus Outcomes: • PD4-6 - Recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and participation in physical activity.• PD4-7 - Investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities.• PD4-8 - Plans for and participates in activities that encourage health and a lifetime of physical activity.• PD4-10 - Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts.

19/02/2020

Stage 4



Signed: Date:

Term 1, 2020

Marking Criteria - Part ATheStudent: Grade

A

• Creates a good prototype of the health product that is presented well• Claims to have a positive impact on a person’s health• Product has an original logo and brand name• Product includes some instructions of use and some warnings • Product provides an argument and reason for the importance of using the product

B

• Creates a basic prototype of the health product that is presented well• Claims to have an impact on a person’s health• Product has an original logo and brand name• Product includes some instructions of use • Product provides a reason for the use of the product

C

• Creates an attempted prototype with little effort into its appearance• Claims to have an effect on a person’s health that is possible yet makes some unreasonable claims• Product has a logo or brand name • Product brand and logo are not original• Product includes some information of use• Product includes some information regarding its importance

D

• Attempts to create a prototype • Makes unreasonable claims about the effectiveness of the product• Product has no logo or brand name or is copied from existing products• Product includes limited or no information of use• Product includes little to no information regarding its importance


E

N

• Creates an excellent prototype of the health product that is neatly presented and attractive to look at• Claims to have a realistic impact on a person’s health• Product has a unique and well thought out logo and brand name• Product includes the instructions of use and any warnings necessary• Product provides a compelling argument and reason for the importance of using the product

19/02/2020

Stage 4



Signed: Date:


Term 1, 2020

Marking Criteria - Part B

TheStudent: Grade

A

• Student briefly mention their product to the class• Student discusses some information related to the need for people to use their product• Student briefly talks about the size and price of their product• Student briefly talks about their target market and makes some reference to how they cater for that market

B

• Student shows their product to the class• Student mentions some reasons for the use of their product• Student mentions the size and price of their product• Student mentions their target audience

C

• a limited understanding of the musical concepts through exploring, experi-menting, improvising, organising, arranging and composing• a poor notation of compositional work • a basic use of musical instruments in the composition process

D

•Student shows their product to the class, identifying limited information about the use, size, price and target audience


E

N

• Attempts to create a prototype • Makes unreasonable claims about the effectiveness of the product• Product has no logo or brand name or is copied from existing products• Product includes limited or no information of use• Product includes little to no information regarding its importance

19/02/2020

Stage 4

SCIENCE

Task Description:Students will be completing a model making task on the layers of the Earth.

Further Instructions:• Students are encouraged to refer closely to the information and marking criteria that is attached• Students who need help getting materials or making the project must speak with their teacher BEFORE the end of week 6

Syllabus Outcomes: • SC4-8WS: Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems• SC4-9WS: Presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations• SC4-12ES: Describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system


Signed: Date:


Term 1, 2020

Task Type: Model Making Task/Hand InWeighting: 20%Feedback: Feedback is to be given within two weeks of submission


More information regarding this assessment will be handed out in class

19/02/2020

Stage 4

SCIENCE

Signed: Date:


TheStudent: Grade

A

• Model is 3 dimensional, has the 4 main layers and some of the additional layers, colorful and neat. • Shows effort. • 8 - 10 parts are clearly labeled. Labels are not securely attached to the project and fall off in transport.• Descriptions of 3 of the layers is complete or errors are minor • Key is attached to the rest of the Project.

B

• Model is 3 dimensional, has the 4 main layers. Layers are not clearly marked or the project does not look like the Earth. • Shows some effort.• 5-7 parts are clearly labeled. Or labels are not securely attached to the project and fall off in transport.• Descriptions of most layers are missing some information and/or key is not attached to the rest of the project.

C

• Model is not 3 dimensional, or does not clearly show the 4 main layers. Model is not neat or col-orful. • Does not show effort.• 2-4 parts are clearly labeled. Or labels are not securely attached to the project and fall off in transport.•Descriptions of Layers are missing significant amounts of information and/or key is not attached to the rest of the Project.

D

• Non-attempt or non-serious attempt of the assessment task E

Term 1, 2020

• Model is 3 dimensional, has the 4 main layers and additional layers clearly shown, colorful and neat, shows time and effort• *Extra point if made of recyclable materials • All 10 parts are clearly labeled. Labels are securely attached to the project.• Descriptions of the 4 Main layers are complete• Key is attached to the rest of the Project.• Short, creative story about a journey to the center of the Earth includes the all of the 10 labeled parts. •Story is typed or neatly written and attached to project.


19/02/2020

Date:

Stage 4

TECHNOLOGY MANDATORY - FOOD TECHNOLOGYTask Type: Digital Presentation/PracticalWeighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Thursday 2nd April - Week 10

Task Description:PART A: Many adolescents struggle to find information that accurately assists them to understand their nutri-tional requirements. You are going to develop a communication tool that will help adolescents under-stand how to maintain their health. PART B: After investigating the dietary needs of adolescents, as well as the range of cooking and preparation techniques to maintain nutrient value, create a healthy lunchbox for an adolescent. You will be marked on your ability to create an appealing lunchbox, the nutritional value of the lunch, safe food and hygienic handling.

Syllabus Outcomes: • TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities • TE4-2DP plans and manages the production of designed solutions • TE4-3DP selects and safely applies a broad range of tools, materials and processes in the production of quality projects • TE4-6FO explains how the characteristics and properties of food determine preparation techniques for healthy eating


Signed: Date:


Term 1, 2020

19/02/2020

Term 1, 2020

AB

CD

E

Hom

e pa

ge/F

irst s

lide

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tud

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tivel

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Page

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lide

2: P

lan

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as u

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atch

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the

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hest

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plan

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ete

anw

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show

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e-tio

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r

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web

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page

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eme)

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logy

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ks

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ctiv

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the

web

page

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e-sh

ow.

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e tim

e pl

an

feat

ures

less

than

0-

1 sp

ellin

g, g

ram

-m

ar, f

orm

attin

g or

tech

nolo

gica

l erro

rs.

spel

ling,

gra

mm

ar,

form

attin

g or

tech

-no

logi

cal e

rrors

.

spel

ling,

gra

mm

ar,

form

attin

g or

tech

-no

logi

cal e

rrors

.

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e tim

e pl

an

feat

ures

som

e sp

ellin

g, g

ram

mar

, fo

rmat

ting

or te

ch-

nolo

gica

l erro

rs.

incl

uded

feat

ures

m

any

spel

ling,

gr

amm

ar, f

orm

at-

ting

or te

chno

logi

-ca

l erro

rs.

Page

2: D

evel

op•

Ad

oles

cent

he

alth

ad

vice

in

clud

es:

•Se

rvin

g siz

es

and

die

tary

gu

idel

ines

ou

tline

d fo

r ad

oles

cent

s of

all m

acro

and

m

icro

nut

rient

s.•

Func

tions

of t

he

nutri

ents

in th

e bo

dy is

defi

ned

.•

Food

sour

ces

and

sugg

estio

ns

are

des

crib

ed.

•St

uden

t has

use

d

repu

tabl

e so

urc-

es.

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ellin

g, g

ram

-m

ar, f

orm

attin

g (th

eme)

and

te

chno

logy

wor

ks

effe

ctiv

ely.

Stud

ent h

as e

xplic

-itl

y ou

tline

d a

ll die

tary

gu

idel

ines

for a

dol

es-

cent

hea

lth.

Stud

ent h

as in

clud

-ed

cle

ar re

com

men

-d

atio

ns fo

r the

serv

-in

gs o

fop

rote

in,

ocar

bohy

dra

tes,

ofat

s,ov

itam

ins,

owat

er a

ndom

iner

als.

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den

t has

de-

fined

the

func

tions

of

all m

acro

and

m

icro

nutri

ents

in th

e bo

dy.

oStu

den

t has

de-

scrib

ed m

any

food

so

urce

s of m

acro

an

d m

icro

nutri

ents

.

Stud

ent h

as

used

repu

tabl

e so

urce

s sug

gest

ed

and

has

refe

r-en

ced

them

on

oStu

den

t has

out

-lin

ed a

ll die

tary

gu

idel

ines

for a

do-

lesc

ent h

ealth

.oS

tud

ent h

as in

clud

-ed

reco

mm

end

atio

ns

for t

he se

rvin

gs o

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rote

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ocar

bohy

dra

tes,

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s, ov

itam

ins,

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er a

ndom

iner

als.

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den

t has

de-

fined

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func

tions

of

mos

t mac

ro a

nd

mic

ronu

trien

ts in

the

bod

y.oS

tud

ent h

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e-sc

ribed

som

e fo

od

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f mac

ro

and

mic

ronu

trien

ts.

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tud

ent h

as

used

repu

tabl

e so

urce

s sug

gest

ed

and

has

refe

r-en

ced

them

on

the

foot

note

of t

hew

ebpa

ge/s

lides

how

.

oStu

den

t has

re

calle

d d

ieta

ry

guid

elin

es fo

r ad

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esce

nt h

ealth

.oS

tud

ent h

as

incl

uded

som

e re

com

men

-d

atio

ns fo

r the

se

rvin

gs o

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rote

in,

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dra

tes,

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s, ov

itam

ins,

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er a

ndom

iner

als.

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den

t has

liste

d

the

func

tions

of

mos

t mac

ro a

nd

mic

ronu

trien

ts in

th

e bo

dy.

oStu

den

t has

na

med

som

e fo

od so

urce

s of

mac

ro a

nd

mic

ronu

trien

ts.

Stud

ent h

as u

sed

re

puta

ble

sour

ces

sugg

este

d a

nd

has

refe

renc

ed th

em o

n

Stud

ent h

as

reca

lled

die

tary

gu

idel

ines

for a

d-

oles

cent

hea

lth.

OR

Stud

ent h

as

incl

uded

som

e re

fere

nce

to 1

or

mor

e of

the

mac

ronu

trien

ts

or m

icro

nutri

-en

ts.

Stud

ent h

as

men

tione

d th

e fu

nctio

ns o

f som

e m

acro

and

mi-

cron

utrie

nts i

n th

e bo

dy.

Stud

ent h

as

nam

ed so

me

food

sour

ces o

f m

acro

and

mi-

cron

utrie

nts.

Stud

ent h

as

used

mos

tly re

p-ut

able

sour

ces

sugg

este

d a

nd

may

hav

ere

fere

nced

them

on

Stud

ent h

as

atte

mpt

ed to

list

die

tary

gui

del

ines

fo

r ad

oles

cent

he

alth

.O

R

Stud

ent h

as in

-cl

uded

som

e re

fer-

ence

to 1

or m

ore

of

the

mac

ronu

trien

ts

or m

icro

nutri

ents

.O

R

Stud

ent h

as

men

tione

d th

e fu

nctio

ns o

f som

e m

acro

and

mi-

cron

utrie

nts i

n th

e bo

dy.

OR

Stud

ent h

as

nam

ed so

me

food

so

urce

s of m

acro

an

d m

icro

nutri

ents

.

Stud

ent h

as/h

as

not u

sed

repu

tabl

e so

urce

s sug

gest

edan

d m

ay/m

ay n

ot

the

foot

note

of t

he

web

page

/slid

e-sh

ow.

oSpe

lling,

gra

mm

ar,

form

attin

g an

d te

ch-

nolo

gy a

re c

orre

ct

with

0-1

erro

rs.

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lling,

gra

mm

ar,

form

attin

g an

d te

ch-

nolo

gy a

re c

orre

ct

with

1-2

erro

rs.

the

foot

note

of t

he

web

page

/slid

e-sh

ow.

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lling,

gra

m-

mar

, for

mat

ting

and

tech

nolo

gy

are

corre

ct w

ith

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rs.

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foot

note

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he

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e-sh

ow.

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e sp

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g,

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mar

, for

mat

-tin

g an

d te

chno

lo-

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rrors

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s-en

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the

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des

how

.

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y sp

ellin

g,

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mar

, for

mat

ting

and

tec

hnol

ogy

er-

rors

are

pre

sent

.

Page

3: E

xam

ine

Fast

food

reci

-pe

incl

uded

.

Stud

ent h

as m

ade

3- 4

mod

ifica

tions

to

the

fast

food

reci

pe.

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ent h

as

just

ified

the

mod

ifi-

catio

ns su

ppor

ting

the

adju

stm

ents

with

ex

plic

it an

nota

tions

.oS

pellin

g, g

ram

mar

, fo

rmat

ting

and

tech

-no

logy

are

cor

rect

w

ith 0

-1 e

rrors

.

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food

reci

-pe

incl

uded

.

Stud

ent h

as m

ade

2- 3

mod

ifica

tions

to

the

fast

food

reci

pe.

Stud

ent h

as c

lar-

ified

the

mod

ifica

-tio

ns su

ppor

ting

the

adju

stm

ents

with

cl

ear a

nnot

atio

ns.

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lling,

gra

mm

ar,

form

attin

g an

d te

ch-

nolo

gy a

re c

orre

ct

with

1-2

erro

rs.

Fast

food

reci

-pe

incl

uded

.

Stud

ent h

as

mad

e 1-

2 m

odifi

-ca

tions

to th

e fa

st

food

reci

pe.

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ent h

as

liste

d th

e m

odifi

-ca

tions

supp

ortin

g th

e ad

just

men

ts

with

ann

otat

ions

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pellin

g, g

ram

-m

ar, f

orm

attin

g an

d te

chno

logy

ar

e co

rrect

with

2-

3 er

rors

.

Fast

food

reci

-pe

incl

uded

.

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ent h

as

mad

e 0-

1 m

odifi

-ca

tions

to th

e fa

st

food

reci

pe a

nd

has r

ewrit

ten

the

reci

pe.

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ent h

as

liste

d th

e m

odifi

-ca

tions

with

ann

o-ta

tions

.oS

ome

spel

ling,

gr

amm

ar, f

orm

at-

ting

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-gy

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rs a

re p

res-

ent.

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foo

d r

ec-

ipe

may

or

may

no

t be

incl

uded

.

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ent h

as

mad

e 0-

1 m

odifi

-ca

tions

to th

e fa

st

food

reci

pe.

OR

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ent h

as lis

ted

th

e m

odifi

catio

ns

with

ann

otat

ions

.

Man

y sp

ellin

g,

gram

mar

, for

mat

-tin

g an

d te

chno

logy

er

rors

are

pre

sent

.

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st fo

od re

cipe

incl

uded

.•

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ifica

tions

hav

ebe

en m

ade

to; f

or e

.g.

-red

uce

suga

r, -

red

uce

sat f

at,

-red

uce

salt,

-incr

ease

fibr

e,-in

crea

se v

itam

ins,

-incr

ease

min

eral

s.•

Just

ifica

tion

for t

hese

mod

ifica

tions

isso

phist

icat

ed a

ndad

just

men

ts a

re e

xplic

itth

roug

h th

e us

e of

supp

ortin

g an

nota

tions

.•

Spel

ling,

gra

mm

ar,

form

attin

g (t

hem

e) a

ndte

chno

logy

wor

ksef

fect

ivel

y.

Page

4: E

valu

ate

S

tud

ent h

as m

ade

S

tud

ent h

as

Stu

den

t has

S

tud

ent h

as

Stu

den

t has

liste

d 3

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ake

a ju

dge

men

tan

hon

est j

udge

men

tex

plai

ned

feat

ures

of

des

crib

ed fe

atur

essk

etch

ed in

gen

eral

or m

ore

feat

ures

such

onon

the

des

ign

of th

eir

the

des

ign

of th

eir

of th

e d

esig

n of

thei

rte

rms t

he fe

atur

es o

fas

:- f

unct

ion;

eas

e of

web

page

/slid

esho

ww

ebpa

ge/s

lides

how

web

page

/slid

esho

wth

e d

esig

n of

thei

roa

esth

etic

app

eal t

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e,ba

sed

on:

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d o

n:ba

sed

on:

web

page

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esho

wan

ad

oles

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loa

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etic

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ooa

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etic

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etic

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eal

base

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n:au

die

nce,

for a

n ad

oles

cent

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oles

cent

to a

n ad

oles

cent

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ctio

n-ea

se o

f use

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die

nce,

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ble

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l to

Id

entifi

catio

n is

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e co

nten

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ble

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Stage 4

TECHNOLOGY MANDATORY - ENGINEERINGTask Type: Research adn Practical Weighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Monday 6th April - Week 10

Task Description:You are to DESIGN and CONSTRUCT a bottle rocket that will demonstrate the principles of flightYour design is to be documented in a folio that is to be presented with your final product.

Syllabus Outcomes: • TE4-1DP: Designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities • TE4-2DP: Plans and manages the production of designed solutions • TE4-3DP: selects and safely applies a broad range of tools, materials and processes in the production of quality projects • TE4-8EN explains how force, motion and energy are used in engineered systems


Signed: Date:


Term 1, 2020

Further Instructions:Students will work in pairs to construct their rockets. The design elements of the rocket will be their fins and taped decorations.Students will also need to document the Technology Process followed to complete the task. Opportunity will be made to modify the design to allow the rocket to fly further.

INVESTIGATION▪ What is the task asking you to do?DESIGNING- You must complete research on the principles of flight that apply to your rocket.PRODUCTION▪ Produce the rocket carefully following the steps.EVALUATION▪ Make judgements about the appropriateness of design ideas, processes and products when meeting design challenges. Allow for modifications to the design.REFLECTION▪ Reflect on the impact which this design challenge had on you and your learning.

19/02/2020

Stage 4

TECHNOLOGY MANDATORY - ENGINEERING

Marking Criteria


Signed: Date:


StudentDemonstates: Grade

A

• High level of ability to produce a produce a bottle rocket that flies well.• High level of documentation on the principles of flight• High level ability to work independently and co-operatively with a focus on time management

B

• Sound level of ability to produce a produce a bottle rocket that flies.• Sound level of documentation on the principles of flight• Sound level ability to work independently and co-operatively with a focus on time management

C

• Basic level of ability to produce a produce a bottle rocket that flies well.• Basic level of documentation on the principles of flight• Basic level ability to work independently and co-operatively with a focus on time

D

• Limited level of ability to produce a produce a bottle rocket that flies.• Limited level of documentation on the principles of flight• Limited level ability to work independently and co-operatively with a focus on time


E

N

Term 1, 2020

• Outstanding ability to build a rocket that flies well and demonstrates the principles of flight.• Outstanding level of documentation on the principles of flight• Outstanding ability to work independently and co-operatively with a focus on time management

19/02/2020

Stage 4

TECHNOLOGY MANDATORY - TIMBERTask Type: ProductWeighting: 25% Feedback: Feedback is to be given within two weeks of submission


Task Description:You are to DESIGN and CONSTRUCT a child’s toy with wheels. The toy can be up to 250mm long x 90 mm wide You must also submit a design folio showing the processes you followed to create the toy. Before making the toy you will make a small box to learn skills in the workshop.

Further Instructions:Students will have access to tools and materials in the workshop. Students will also need to document the Technology Process followed to complete the task. Students will be guided through this process in class to complete their folio.

INVESTIGATION▪ What is the task asking you to do?DESIGNING- You must complete research on ways to make toys. PRODUCTION▪ Produce and present your toy. Make sure your toy is well sanded and lacquered at the end.EVALUATION▪ Make judgements about the appropriateness of design ideas, processes and products when meeting design challenges.REFLECTION▪ Reflect on the impact which this design challenge had on you and your learning.

Syllabus Outcomes: • TE4-1DP: Designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities • TE4-2DP: Plans and manages the production of designed solutions • TE4-3DP: selects and safely applies a broad range of tools, materials and processes in the production of quality projects • TE4-9MA: Investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions


Signed: Date:


Term 1, 2020

19/02/2020

Stage 4

TECHNOLOGY MANDATORY - TIMBER

Marking Criteria


Signed: Date:



A

• High level of decision making when designing a toy, which covers most requirements listed in assignment indicating a comprehensive understanding of design process• High level ability to produce a toy of professional appearance• High level of documentation of technology process through folio• High level ability to work independently with a focus on time management

B

• Sound design choice for the toy, which covers some requirements listed in assignment indicating some understanding of desired market.• Sound ability to produce a toy of professional appearance• Sound level of documentation of technology process through folio• Sound ability to work independently with a focus on time management

C

• Basic design choice of a toy, which covers requirements listed in assignment indicating a basic understanding of desired market.• Basic ability to produce a toy of professional appearance• Basic level of documentation of technology process through folio• Basic ability to work independently with a focus on time management

D

• Limited design choice for a toy, which covers a requirements listed in as-signment, indicating a limited understanding of desired market.• Limited ability to produce an toy of professional appearance• Limited level of documentation of technology process through folio• Limited ability to work independently with a focus on time management


E

N

Term 1, 2020

• Outstanding design choice of toy, which covers all requirements listed in assignment indicating a comprehensive understanding of design process.• Outstanding ability to produce an toy of professional appearance• Outstanding level of documentation of technology process through folio• Outstanding ability to work independently with a focus on time management

19/02/2020

Stage 4

TECHNOLOGY MANDATORY - TEXTILES

Task Description:You are to DESIGN and CONSTRUCT a drawstring bag with a personalised logo. The bag can be up to 25cm long x 25cm wide.You must also submit a design folio showing the processes you followed to create the bag.

Further Instructions:Students will have access to sewing machines and materials in the classroom. Students will also need to document the Technology Process followed to complete the task. Students will be guided through this process in class to complete their folio. INVESTIGATION● What is the task asking you to do?DESIGNING● You must complete research on ways to make toys. PRODUCTION● Produce and present your toy. Make sure your toy is well sanded and lacquered at the end.EVALUATION● Make judgements about the appropriateness of design ideas, processes and products when meeting design challenges.REFLECTION● Reflect on the impact which this design challenge had on you and your learning.

Syllabus Outcomes: • TE4-1DP: Designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities • TE4-2DP: Plans and manages the production of designed solutions • TE4-3DP: selects and safely applies a broad range of tools, materials and processes in the production of quality projects • TE4-9MA: Investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions


Signed: Date:


Term 1, 2020

Task Type: ProductWeighting: 25% Feedback: Feedback is to be given within two weeks of submission


19/02/2020

Stage 4

TECHNOLOGY MANDATORY - TEXTILES

Marking Criteria


Signed: Date:


A

• High level of decision making when designing a bag, which covers most requirements listed in assignment indicating a comprehensive understanding of design process• High level ability to produce a bag of professional appearance• High level of documentation of technology process through folio• High level ability to work independently with a focus on time management

B

• Sound design choice for the bag, which covers some requirements listed in the assignment indicating some understanding of the desired market.• Sound ability to produce a bag of professional appearance• Sound level of documentation of technology process through folio• Sound ability to work independently with a focus on time management

C

• Basic design choice of a bag, which covers requirements listed in assignment indicating a basic understanding of desired market.• Basic ability to produce a bag of professional appearance• Basic level of documentation of technology process through folio• Basic ability to work independently with a focus on time management

D

• Limited design choice for a bag, which covers a requirements listed in assignment, indicating a limited understanding of desired market.• Limited ability to produce a bag of professional appearance• Limited level of documentation of technology process through folio• Limited ability to work independently with a focus on time management


E

N

Term 1, 2020

• Outstanding design choice of bag, which covers all requirements listed in assignment indicating a comprehensive understanding of the design process.• Outstanding ability to produce a bag of professional appearance• Outstanding level of documentation of technology process through folio• Outstanding ability to work independently with a focus on time management

19/02/2020

Stage 4

VISUAL ARTS

Term 1, 2020

Task Type: Practical Weighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Tuesday 31st March - Week 10

Further Instructions:

Syllabus Outcomes: • 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• 4.5 investigates ways to develop meaning in their artworks• 4.7 Explores aspects of practice in critical and historical interpretations of art• 4.10 recognises that art criticism and art history construct meanings


Signed: Date:


Task Description:You are expected to create a creature using features from three different animals. You must use three or more different drawing materials (such as felt-tip pen, coloured pencil, lead pencil, crayon, textas, oil pastel, water colour, chalk pastel) and a minimum three elements of design (e.g. line, colour, tone, pattern, texture).

In your VAPD (artbook/folder) you will also be required to show working drawings of your design, and your three animal research sheets. Students will be given class time to complete the artwork on the paper provided.

19/02/2020

Stage 4

VISUAL ARTS

Term 1, 2020


Signed: Date:


A

• Effective use of three animal features, three drawing materials and three elements of art/design to create the artwork.• Majority of required evidence in your VAPD and classwork• Displays technical sensitivity and refinement (quality and execution of the finished artwork) although some aspects are more refined than others.

B

• Uses three animal features, three drawing materials and three elements of art/design to create the artwork, although some aspects are more refined than others.• Most of the required evidence in your VAPD and classwork• Displays technical proficiency yet not very sensitive or refined (quality and execution of the finished artwork).

C

• Limited use of animal features, drawing materials and elements of art/design to create the artwork. May be lacking in exploration.• Some of the required evidence in your VAPD and classwork• Displays little refinement (quality and execution of the finished artwork).

D

• Elementary use of animal features, drawing materials and elements of art/design to create the artwork. Artwork may be hurried and lacking regard for the requirements of the task.• Little of the required evidence in your VAPD and classwork• Displays elementary accomplishment (quality and execution of the finished artwork). Artwork may be rushed and lacking in consideration of artistic concepts.


E

N

• Excellent and cohesive use of three animal features, three drawing materials and three elements of art/design to create the artwork.• All required evidence in your VAPD with all classwork.• Displays technical sensitivity and refinement (quality and execution of the finished artwork).

19/02/2020

Term 1, 2020

Documents

Stage 4 Term 1, 2020 Task Notifications€¦ · DATE or in the period nominated if it is a presentation task. Students will sign/record their task on the Assessment Register at the