Year 7 Assessment Policy Handbook 2017 · Assessment Policy Year 7 2 CONTENTS Year 7 Assessment Policy ... in Science and oral work in English. School assessments ... School-based

Moorefield Girls

H i g h S c h o o l

Year 7 Assessment Policy

Handbook

2017

MOOREFIELD GIRLS HIGH SCHOOL YEAR 7 2017

Assessment Policy Year 7

2

CONTENTS


1. Assessment Overview 3

2. Course Requirements 4

3. Illness & Misadventure 4

4. Appeals Surrounding Assessment Procedure 6

5. Academic Integrity 6

6. Disability Provisions 8

7. Requesting Leave 8

Appendix A – Notification of Extended Absence 9

Appendix B – Illness or Misadventure Claim Form 13

Assessment outlines:

English 14 Creation Innovation Citizenship 15

Mathematics 16 Music 17 Science 18 HSIE 19 PDHPE 20 Technology (Mandatory) 21 Visual Arts 22


1. Assessment Overview

The Purpose of Your School Assessment

School assessment tasks are designed to measure your achievement in each course you study. A variety of assessment tools will be used to allow you to demonstrate your learning. There are some aspects of study which cannot be adequately assessed through examinations or research tasks, such as practical work in Science and oral work in English. School assessments will measure your actual performance in the whole course. Satisfactory Completion of a Course “Satisfactory completion” means that, in the Principal’s view, there is sufficient evidence that a student has:

followed the course developed or endorsed by the NSW Board of Studies;

applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school;

achieved some or all of the course outcomes;

attended school sufficiently regularly so that course completion requirements can be met. As a general rule, an attendance rate of at least 85% would be expected.

School Assessment Tasks

School-based assessment tasks are designed to develop and assess a student’s learning outcomes in each course. Students will be provided with marking guidelines for tasks to clearly identify performance standards.

Each task enables teachers to collect information about the students’ achievement in relation to one or several outcomes, to award marks in accordance with marking guidelines, and to provide constructive feedback to students on their performances highlighting their strengths and where they could make improvements. Work that shows more complex development and higher order achievement should receive more marks than work that demonstrates a more basic level of achievement.

Reports will be available at the end of each semester. Each report will indicate your performance in each course at that time.

Course Assessment Schedule

Course Assessment Schedules will be distributed and explained to you by your classroom teacher for each subject.

It is your responsibility to check with the relevant Head Teacher if any areas of the course schedule need clarification, or if you do not have a course assessment schedule for a subject which you are studying.

The course assessment schedule is mandatory and is not negotiable. It contains information about the set tasks in each component of your course. The course assessment schedule also informs you of approximately when the various assessment tasks will take place, and tells you the weighting of each task.

The date of each assessment task will be provided by the classroom teacher, in writing, at least two weeks prior to the task.

Assessment of Outcomes

Twice a year, students are provided with a report which allocates an overall grade for each course, outlining student achievement levels. The school uses common grading language across all courses. A student working at a ‘sound’ level will achieve a ‘C’.

Grade A

A student achieving at ‘OUTSTANDING’ level can consistently:

Show highly detailed knowledge and apply it accurately and appropriately to various new situations and tasks.

Demonstrate excellent skills.

Apply critical thinking to a range of new and challenging situations.

Grade B

A student achieving at ‘HIGH’ level can usually:

Show detailed knowledge and apply it accurately to various new situations and tasks.

Demonstrate high level skills.

Apply critical thinking to a range of situations.

Grade C



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A student achieving at ‘SOUND’ level can:

Show general knowledge to complete work in some detail with examples.

Demonstrate skills with a degree of competency.

Apply key terms appropriately in written and verbal responses.

Grade D

A student achieving at ‘BASIC’ level can:

Show basic knowledge to complete work with some assistance.

Demonstrate basic skills.

Recall and use basic terminology.

Grade E

A student achieving at ‘LIMITED’ level can:

Show limited knowledge to complete work with regular assistance.

Demonstrate limited skills.

Recall some information with guidance.

Grade N

A student will receive an ‘N’ grade when they:

Have not completed any work to demonstrate sufficient knowledge and skills.

When an ‘N’ grade is given, a student is still required to complete the work to demonstrate achievement of outcomes. e.g. complete and submit for assessment purposes.

2. Course Requirements

Satisfactorily completing the course

A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

followed the course developed or endorsed by the NSW Board of Studies;

applied herself with diligence and sustained effort to the set tasks and experiences provided the course by the school; and,

achieved some or all of the course outcomes.

Failure to submit an assessment task on time If a student does not submit an assessment task on time and does not have a valid reason, marks will be deducted as follows: I day late – 25% of total marks 2 days late – 50% of total marks 3 days late – 75% of total marks For 4 days or more:

a zero mark will be recorded for that task

the student will be interviewed by the classroom or head teacher

the student and her parents will be advised in writing

the student will still be required to submit the task to assess learning outcomes achieved

Where a student has a valid reason/s for lateness a letter of explanation from a parent/guardian will need to accompany the task together with a completed misadventure form (Appendix B). The student must inform the teacher or head teacher on or as soon as possible after the task was due. Non-serious attempts Students must make a genuine attempt to complete course requirements. These requirements include students applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, regardless of whether or not these tasks contribute to the final assessment mark. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these requirements.

3. Illness or Misadventure

Student attendance before an assessment task Students will be signed in for the whole school day and attend all timetabled lessons or scheduled school activities (excursions) on the day of an assessment task. If you know you will be away at the time of an

assessment task with a valid reason (eg an operation)

you need to request leave from the Principal and Head



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Teacher. This should be done in advance of the event

and in writing.

Students who are aware they will be absent on the day

of an assessment due to another school commitment

will be required to notify the Head Teacher of the clash

of dates. Teachers will arrange an alternative option

for completing the task or handing it in that does not

disadvantage any student.

Student is absent from an assessment task due to sickness If a student is sick and cannot attend on the day of the task or date a task is due, the student is to:

notify the school by phone on 9587 6095 on the day of the task or as soon as possible following this date;

complete an illness/misadventure form (Appendix B), with an attached doctor’s certificate and/or parent note, and present it to the class / head teacher on the first day of return to school.

The Head Teacher may award an extension of time or a mark may be awarded based on a substitute task or on other available information.

Student is absent due to a misadventure Misadventure refers to an event beyond the student’s control which allegedly prevented the student from attending the assessment task or school the date a task was due. Following failure to complete an assessment task at the due time, the student is to:

notify the school by phone on 9587 6095 on the day of the task or as soon as possible following this date;

submit an illness / misadventure form (Appendix B), with appropriate supporting documentation, to the head teacher on the first day of return to school to negotiate alternative arrangements.

An extension of time may be provided or a mark may be awarded based on a substitute task. Where there is no valid reason for not completing an assessment task, a zero mark will be recorded for that task.

Students who complete the assessment task and suffer illness/misadventure Students may lodge an illness / misadventure appeal in writing if they believe that circumstances immediately prior or during the assessment task, which were beyond their control, significantly diminished their assessment performance. In such cases, students need to complete the Illness/ Misadventure appeal form (Appendix B) and provide documentary evidence such as doctor’s certificate, clearly detailing and supporting the illness or misadventure. The provision of such documents does not dictate the outcome of the appeal. Students should submit this appeal to the Head Teacher as soon as possible after the assessment task.

Hand-In tasks Hand-in tasks should be submitted to the teacher / faculty as specified on the notification of the assessment task. Assessment tasks may be handed in prior to the due

date. Therefore being absent on the last date for

submission may not be a sufficient excuse for late

submission. In such situations the Head Teacher of the

course will decide whether marks will be allocated

based upon the evidence submitted with the

prescribed Illness / Misadventure form.

A student can seek from the Head Teacher an extension of time to submit the task. An illness / misadventure appeal form (Appendix B) must be submitted to the Head Teacher with appropriate supporting documentation before the extension can be considered.

If an assessment task is submitted late, and there is no successful illness / misadventure appeal, students will receive a zero for that task. Students should still submit the task to gain necessary feedback.

Technology and assessment tasks Technology and / or computer equipment failure may not be valid grounds for misadventure involving the late submission of assessment tasks. To assist students in the utilisation of technology, the following guidelines should be considered:

always complete work before the deadline. This enables appropriate measures to be taken in the event of equipment failure.



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back-up files regularly.

print out copies of drafts and keep them while

the assignment is in progress. Bring a copy of

the file to school by either email or USB.

4. Appeals Surrounding the Assessment Procedure

Grounds for an appeal The appeal concerning assessment procedures may only be based on the assessment process and not on individual student related issues such as illness or misadventure. While a teacher may choose to review the mark allocated for a task or part of a task, the professional judgment of a teacher is not grounds for an appeal.

Appeals Process When a student feels that a decision applied to his/her work is not consistent with the school’s assessment policy and procedures he/she may appeal. The first appeal MUST be to the Head Teacher. Where a student feels that the appeal to the head teacher has not been heard appropriately, he/she may appeal to the Principal / Deputy Principal to determine if:

the weightings specified by the school in its assessment program were followed and conform with the Board’s requirements as detailed in the syllabus;

the procedures used to determine the final assessment marks conform with the issued assessment program; and,

there are no computational or other clerical errors in the determination of the assessment mark.

5. Academic Integrity

The Board of Studies has strict requirements concerning the integrity of ownership of work submitted. These are mirrored by the school’s expectations. All work presented in assessment tasks and examinations, including submitted works and practical examinations, must be your own.

Any failure to comply with the rules as set out in this policy will be judged to be malpractice. Defining Malpractice Malpractice is any activity undertaken by a student that allows her to gain an unfair advantage over others or places other students at an advantage. It includes, but is not limited to:

Plagiarism - copying someone else’s work

in part or in whole, and presenting it as

your own or using material directly from

books, journals, CDs or the internet

without reference to the source. Refer to

the appendix for more information.

Building on the ideas of another person

without reference to the source

Buying, stealing or borrowing another

person’s work and presenting it as your

own

Submitting work to which another person

such as a parent, coach or subject expert

has contributed substantially

Using words, ideas, designs or the

workmanship of others in practical and

performance tasks without appropriate

acknowledgement

Paying someone to write or prepare

material

Breaching school examination rules

Using non-approved aides during an

assessment task

Contriving false explanations to explain

work not handed in by the due date

Assisting another student to engage in

malpractice

Strategies to ensure the authenticity of student responses to tasks. Moorefield Girls High School implements programs to help students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their studies. This includes correctly referencing material.



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Referencing Referencing is a way of acknowledging the work of others which you have used in your task or assignment. The order for documenting references for books, journals and periodicals is as follows:

* author’s surname and initials * year of publication * title of publication in italics with

maximal capitalisation * title of series, volume number, edition,

if applicable * editor, reviser, compiler or translator, if

other than the author * publisher * place of publication * page number or numbers, if applicable

For example Popper, K.R. 1961, The Poverty of Historicism, Routledge & Kegan Paul, London.

Online (electronic) material For electronic media (World Wide Web, disk or CD-ROM) the order for references is as follows:

* Author’s surname and initials * Date of publication * Date of revision in parentheses in day-month-year format * Date accessed in parentheses in day-month-year format * Title of article in single quotation marks with minimal capitalisation * Title of work in italics with maximal capitalisation * Address of site, written on a separate line if necessary to avoid hyphenation, which can cause confusion.

For example, a World Wide Web site may be quoted like this: Harris, R. 1997 (updated 15 May 2003, accessed 10 Sept. 2006), Evaluating Internet Research Sources, http://www.ssccu.edu/faculty/R_Harris/evalu8it.htm

Teaching and Learning Centre. UNE. The University of New England Style Guide. (last modified 28/03/06) http://www.une.edu.au/tlc/stvleguide/author.htm

Misconduct in formal examinations and other

assessment tasks

Misconduct during any task or formal examination may be regarded as malpractice. Zero marks may be awarded to students who are involved in misconduct during an examination or other assessment task. Misconduct refers to any form of behaviour or activity that may fall under the definition of malpractice, is not consistent with school rules or causes disruption to assessment procedures. All class tasks including formal examinations must be attempted seriously. Non-serious attempts or offensive language in answers will be referred to the Head Teacher and/or the Principal / Deputy Principal and may be awarded a zero for that task. Managing Issues of Malpractice Issues of malpractice need to be investigated by the Head Teacher and in more serious cases reported to the Principal / Deputy Principal. Where the malpractice is serious and where penalty or zero mark is to be awarded, the student will be advised of the issue and the school’s intention to manage a course of action. The student will be given an opportunity to appeal the outcome of this decision. Students are made aware that sharing / showing their hand-in task to other students prior to it being submitted may lead to issues construed as malpractice and lead to a zero mark for that task. Students are encouraged not to share the substance of a hand-in task with other students. Likewise, students who may receive a substitute task through an appeal outcome are not to make any effort to gain knowledge, wording or content of the original task.

Grounds for an Appeal Students who believe a task has been incorrectly

marked should discuss the matter with the class

teacher concerned. Dissent about a mark which a

teacher has determined is NOT grounds for appeal.

The appeal concerning assessment procedures may only be based on the assessment process and not on individual student related issues such as illness or misadventure. While a teacher may choose to review the mark allocated for a task or part of a task, the professional judgement of a teacher is not grounds for an appeal.

http://www.ssccu.edu/faculty/R_Harris/evalu8it.htm

http://www.une.edu.au/tlc/stvleguide/author.htm



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Appeals Process When a student feels that a decision applied to her work is not consistent with the school's assessment policy and procedures, she may appeal. The first appeal must be to the Head Teacher.

Where a student feels that the appeal to the head teacher has not been heard appropriately, she may appeal to the Principal / Deputy Principal in writing within a week of the return to them of the task mark to determine if:

the weightings specified by the school

in its assessment program were

allowed and conform with the Board's

requirements as detailed in the

syllabus;

the procedures used to determine the

final assessment marks conform with

the issued assessment program; and,

there are not computational or other

clerical errors in the determination of

the assessment mark.

6. Disability Provisions at Moorefield Girls High School

Disability Provisions for Examinations

Disability provisions may be provided if a student has a special need which would, in a normal examination situation, prevent her from: reading and interpreting the examination

questions and/or communicating her responses.

Principals have the authority to decide on and to implement special provisions for school-based assessments including tests. ACE Manual 13.1 Regardless of the nature of the special need, the provisions granted will be solely determined by the implications of that need on the student’s functioning in an examination situation. ACE Manual 13.2 Moorefield Girls High School will support students seeking disability provisions. Where it is appropriate and suitable these provisions will be offered to the students to complete their internal assessment component.

If a student experiences a one-off incident which affects her examination performance and requires Disability Provisions eg a physical injury, the Principal may elect to grant Disability Provisions for an individual task. These provisions will be issued using the Board of Studies general guidelines. Moorefield Girls School will endeavour to provide students with access to Disability Provisions to ensure a fair process for all students. The implementation of Disability Provisions is however restricted by the resources available and remains the decision of the school. Student responsibilities Students must make an appointment with the Learning and Support Teacher (LaST) to formalise an application for disability examination provisions. Application forms are available from the LaST. Students who have been awarded disability provisions are to check with their class teacher the arrangements for these provisions for the upcoming task.

7. Requesting Leave (eg Travel) Students must inform the School if they are taking leave. They should ensure that their leave does not interfere with their assessment tasks. Taking leave without the School's knowledge may be putting the students Record of School Achievement at risk because they may not be able to satisfy course requirements. If leave is necessary:

Short periods of leave (4 days or more) for

holidays must be applied for in writing to the

Principal using the DEC 'Exemption from

attendance" form (Appendix A attached and

also available from the front office). This must

be done before departure/travel.

Students must complete and submit the form

“Notification of Extended Absence” (Appendix

A attached and also available from the front

office). Students may still receive an ‘N’ award

if they fail to meet course outcomes even if

the school is aware of your absence.

APPENDIX A

Notification of Extended Absence Year 7

Students Name _______________________________ Class ___________ The above student will be absent from school because ___________________ _____________________________________________________________________

from _____________ to ______________ . The table below is to be completed by your class teacher and returned to the Deputy Principal before you

take leave.

Subject Work Issued (Y/N)

Assessment Task (Y/N)

Alternative Arrangements for Assessment Task (Y/N)

Teacher’s Signature

Date received _____________ Signature Deputy Principal __________________



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11



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APPENDIX B Illness or Misadventure Claim Form X Attach any supporting evidence here with a staple or a pin.

MOOREFIELD GIRLS HIGH SCHOOL

ILLNESS OR MISADVENTURE CLAIM FORM

Students Name: ___________________________Year: _____ Roll Class: ___________

Parent’s name: ___________________Daytime parent phone number: ______________

Assessment task affected: __________________________________________________

_____________________________________________Due date of task: ____/____/____

Subject: __________________________Class Teacher’s name: ____________________

Type of claim ( Please tick ) Illness Misadventure

Describe your reasons for submitting this claim. (Describe the illness or misadventure) (Students must ensure they are familiar with MGHS assessment policy. Supporting evidence, such as a doctor’s certificate should be attached to the top left corner of this form. Letters from parents are only applicable on compassionate grounds or in exceptional circumstances)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________

Head Teacher’s Decision:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________

Parent or Guardian’s Signature: ________________________ Date:_____/_____/_____ INSTRUCTIONS: (Please read the following instructions carefully.)

This claim form, along with any supporting evidence, such as a doctor’s certificate etc, should be submitted to the Head Teacher of the subject area concerned.

This claim form should be submitted as soon as possible after the examination or assessment task in

question has occurred. (It may also be submitted before the task is due.)

Failure to comply with these instructions may result in a zero assessment being recorded. _________________________________________________________________________

Head Teacher use only

Day & Date claim received by Head Teacher: Mo Tu We Th Fr ___/_____/_____

Head Teacher’s name: __________________________ Signature: ___________________

This claim form should be filed in the student’s master file attached to a brief note describing the outcome of the claim


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English

Component Weighting Task 1 Task 2 Task 3 Task 4

Weebly Website with Compositions

Character Monologue Response Task Appropriation & Composition – Picture book

Term 1 – Wk. 10

Term 2 – Wk. 9

Term 3 – Wk. 9

Term 4 – Wk. 9

Focus outcomes 1A, 2A, 3B, 4B, 5C, 7D, 8D

Focus outcomes 1A, 3B, 5C, 8D

Focus outcomes 1A, 2A, 5C, 8D, 9E

Focus outcomes 1A, 4B, 5C, 6C, 7D

Unit 1: Your Story, Our Story

30

30% Task

Unit 2: A Novel Idea: Novel study

30

10% Class task 20% Task (main task)

Unit 3: The Power of Pictures: Visual Literacy

20

20% Task

Unit 4: Fairytales and Fantasy

20

20% Class work and non-weighted formal assessment

Marks 100 30 30 20 20


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Creation Innovation Citizenship TERM Course

Component Task Due Date Weighting

1 & 2

TBA

Skills Test with written and practical components

Term 2, Week 1

35%

3

TBA

Skills Test with written and practical components

Term 3, Week 1

35%

4

TBA

Mock Assessment task utilising digital literacy skills.

Term 4, Week 6

30%


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Mathematics

Subject Weight

%

Task 1 Project 1

Task 2 Task 3 Project 2

Task 4

Common Test

Group Work

Common Test

Common Test

Group Work

Common Test

Term 1,Week 9

Term 2 Term 2, Week 5

Term 3, Week 7 Term3 Term 4, Week

6

Syllabus

Components

MA4-4NA,MA3-10MG,MA4-13MG, MA4-

12MG, MA4-5NA

MA4-5NA,

MA4-18MG, MA4-8NA,MA4-9NA,MA4-10NA

,MA4-19SP,MA4-

21SP,MA4-15MG,MA-17MG

Computation with Numbers and Integers Length and Area Fractions

20 20%

Angle Relationships Decimals And Percentages

20

20%

Algebraic Techniques 1 Indices Linear Equations

20

20%

Data Collection and Representation Probability Time Transformation Drawing and building solids

20

20%

Total Task

100 20

10 20 20

10 20


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Music

Syllabus Components

Weight %

Task 1 Task 2 Task 3 Task 4

Music Assignment Performance Composition Assignment

Date Term 1 Week 8-9

Term 2 Week 8-9

Term 3 Week 8-9

Term 4 Week 5

Concepts 25% 25%

Performance 25% 25%

Composition 25% 25%

Musicology 25% 25%

Outcomes 4.4-4.6 4.1 4.4 4.7

Total 100% 25% 25% 25% 25%


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Science

Science

Weight %

Task 1

Task 2

Task 3

Task 4

Year 7 Task

Research and Recount: Famous Scientists

First hand investigation and processing data

Information Report and Weebly: Cells

Yearly Examination

Term 1 2 3 4

Week 7 3 6 4

Total 100% 20% 20% 20% 40%

Syllabus Outcomes

WS7.1a,b,c,d

WS9.b,c,d

CW3

WS-6a,b,g

WS5.3a,b

WS7.1a,b,c

WS7.2 b

LW2

WS9a,c,d

Ws7.1d

PW2

WS5.bc,d

WS7.1e

WS8d

WS9d,e


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HSIE

Semester 2

Weight %

Task 1

Task 2

Geography

Topics:

1. Landscapes & Landforms

2. Place & Liveability

Research Task on

WHS

Yearly Test - Skills

Term

3 4

Week

7 4

Date

Total task % 50% 20%

30%

Outcomes

GE4.1, 4.6, 4.8, 4.10

GE 4.4, 4.5, 4.7, 4.9, 4.10

Semester 1

Weight %

Task 1

Task 2

History

Topics:

1. What is History?

2. Ancient Egypt OR Ancient Greece OR Ancient Rome

3. Ancient China

Test – Topic 1

Research Task – Ancient Society

Term 1 2

Week 9

4 (A)

Date

Total task %

50% 30% 20%

Outcomes

4.1, 4.6, 4.8,

4.10

4.2, 4.3, 4.6,

4.9, 4.10


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PDHPE

Syllabus

Components

Weight

% Task 1 Task 2 Task 3 Task 4

PDHPE

Fitness Topic

Test

Mental illness

Literacy & ICT

Task

Growing and

Changing

Task

Movement

Skills

Term 1 Term 3 Term 4 Term 1- 4

Week 10 Week 5 Week 4 Ongoing

How Well Do You

Move?

4.9, 4.10 20 20%

Good Habits Die

Hard

4.6, 4.9, 4.12,

4.15 30 30%

Growing and

Changing?

4.1, 4.3, 4.8,

4.16 20 20%

Movement Skills

and Performance

4.4, 4.5, 4.13,

4.14 30 30%

Total Task

100 20 30 20 30

Movement Skills – Semester 1 – includes games & athletics (15%) Movement Skills – Semester 2 – includes games, aquatics and dance. (15%)


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Technology (Mandatory)

N.B. All of Year 7 will complete Communication in Term 1. Classes will then rotate through the remaining three units.

Unit

Outcomes

Weight

Task 1

Innovation

Research &

report

Task 2

Recycled

product

Task 3 Chindogu

Design

oral

Task 4

Product -

Jigsaw

Task

5

Flow

chart

Task 6

Practical

lessons

Task 7

Portfolio

Task 8

Product – Apron

Task 9

Portfolio

Information &

communication

4.1.3, 4.4.1

20%

10%

5%

5%

Timber technology

4.1.1,

4.1.2,

4.3.1,

4.2.1, 4.6.2

25%

15%

10%

Lunchbox Revolution

4.3.1,

4.3.2, 4.2.1,

4.2.2, 4.5.1

30%

10%

20%

Textiles

4.1.1,

4.2.1,

4.2.2,

4.3.2,

4.5.1, 4.5.2

25%

15%

10%

TOTAL

100%

10%

5%

5%

15%

10%

10%

20%

15%

10%


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Visual Arts

Task Outcomes Date Due Making Critical &

Historical TOTAL

SEMESTER ONE

1. Printmaking 4.1, 2, 3, 4, 5, 6 Term 1 Week 10 25% 5% 30%

2. Printmaking Assignment

4.7, 8, 9 Term 1 Week 10

5% 5% 10%

3. Ceramics

4.1, 2, 3, 5, 6 Term 2 Week 10 20% 10% 30%

SEMESTER TWO

4. Painting Assignment

4.7, 8, 9, 10

Term 4 Week 5 5% 5% 10%

5. Painting

4.1, 2, 4, 5, 6 Term 4 Week 6 15% 5% 20%

TOTALS

70% 30% 100%

Documents

Year 7 Assessment Policy Handbook 2017 · Assessment Policy Year 7 2 CONTENTS Year 7 Assessment Policy ... in Science and oral work in English. School assessments ... School-based