Year 8 Assessment Booklet

2020

SIR JOSEPH BANKS HIGH SCHOOL

Turvey Street, Revesby, NSW 2212 Phone: (02) 9773 6054

Email: sirjosephb-h.school@det.nsw.edu.au

Website: sirjosephb-h.schools.nsw.edu.au

@SJBHS3 @SirJosephBanksHigh @sjb_high

Mr Kitteringham, Principal Welcome to your second year of high school. At the end of this year you will have completed Stage 4 of your schooling. This year you will have the opportunity to continue to work on building good learning habits in order to create a foundation for Stage 5 (Years 9 and 10). Sir Joseph Banks High School will continue to offer you many learning opportunities and extra-curricula activities. Many students experienced these last year and took full advantage of the learning experiences they were offered. To parents/caregivers, it is important that your child (or children) sees that you think education is important. If there is a problem, it should be dealt with by adults. Your first point of contact in all communication concerning your child should be their Year Adviser. Together, parents and schools can solve most problems. It is important that children see that parents and schools are on the same side. Success in your courses will be achieved through your hard work, dedication and commitment to course requirements. To meet this challenge you must attend school regularly and be punctual to every class. If we have concerns about your attendance, the school will contact your family. Your parents or caregivers may also contact us by telephone at any time for details of absences and partial absences from school throughout the year. A permanent computer-based record is kept of daily and period attendance and of lateness. This record is attached to your school reports. Wearing school uniform correctly by students in all years is compulsory and is strictly enforced. This helps to create a positive learning environment which supports our school’s high reputation and helps ensure the safety of our students. Students must have full uniform for every day of school. This means having at least two sets of uniform. We feel sure that Sir Joseph Banks High School will provide you with all the educational opportunities necessary for you to obtain the best results possible each year as you work towards achieving your educational goals. Ours students are our main concern and we hope there will be successful partnerships between parents, caregivers, staff and students that will continue throughout your time at high school.

Mrs Check, Year 8 Deputy Principal 2020

Welcome to Year 8, this will be your final year in Stage 4 (Years 7 and 8). Now that you are used to the routines of high school, this year will not be as daunting as last year may have appeared. Many of the programs that were running last year will again be offered this year. Many students took full advantage of these last year and found that the extra-curricula activities complemented what they were studying in their classes. Later in the year you will have the opportunity to choose your elective subjects that you will study for two years, commencing in Year 9. This process will be explained to you during Term 3 and it involves a subject selection information evening which your parents will be asked to attend. Talk to your teachers in the Mathematics, HSIE, TAS, PDHPE and CAPA faculties about what subjects are offered. As in society, the school has established certain requirements in relation to uniform and attendance that all students must adhere to. The school has a strict uniform policy that requires students to be in full school uniform each day. Please read the uniform flow chart in this booklet if for any reason you cannot wear correct uniform. Attending school every day on time is also important. If you are late you MUST report to the front office. If you are late on a number of occasions within the term, your parents will be contacted and may be asked to come to the school for an interview where a strategy will be discussed about how to have you arrive at school on time. Your Year Adviser and Assistant Year Adviser will be able to answer most of your questions about school procedure, so if you or your parents have any queries about school policy, please do not hesitate to contact the school. Parents are requested to make appointments before coming to the school.

Ms Tardif Mrs Giannoulis Year Adviser Assistant Year Adviser

Year 8 Advisers 2020 Sir Joseph Banks High School is widely acknowledged for its approach to student support and welfare. We understand that good teaching and learning is underpinned by positive and productive relationships between students, families, teachers and our community partners. The role of the Year Adviser is to assist in student welfare matters, monitor attendance and punctuality and support commitment to learning. Each year is assigned a Year Adviser and Assistant Year Adviser to ensure that support and guidance is given to students as needs arise. We look forward to supporting and guiding you in Year 8 and beyond.

Assessment Structure of Assessment – Stage 4

Assessment of Stage 4 • Consists of written work, oral work, practical work, tests, assessment tasks and assignments

as is appropriate to the course. These assessments may be class or grade based. • NESA outcomes are used to make assessment judgements. Assessment for Reports Year 7 The Report for Year 7 contains: • Class mark which is the total mark out of 100. • Class position which is the position in the class based on the course work. • Overall Achievement which is based on the areas of learning which is described using a five

point achievement scale. Additional information about how students compare with their peer group is available on request.

Year 8 The Report for Year 8 contains: • Class mark which is the total mark out of 100. • Class position which is the position in the class based on the course work. • Overall Achievement which is based on the areas of learning which is described using a five

point achievement scale. Additional information about how students compare with their peer group is available on request.

Life Skills Assessment Policy Assessment for students undertaking Life Skills outcomes and content involves collecting evidence and reflecting on the student performance in relation to the Life Skills outcomes identified for each individual child. This will occur through both formal and informal activities. The student’s learning needs should determine which Life Skills outcomes and content are addressed. • Students integrated in regular classes receive a Life Skills report. However, if a student is to

access course outcomes, this is discussed in consultation with their teacher at their PLP meeting.

Examinations Overview of structure of examinations • Students in Years 9-12 sit for formal examinations across KLAs at half yearly intervals.

Students in Year 12 also sit for a trial HSC examination. • Head Teachers, in consultation with executive responsible for assessment and reporting,

are responsible for deciding the duration of these examinations. • HSC course exams where possible will be the same duration as NESA HSC examinations. • Students in Years 7 and 9 sit for National Testing as per DoE guidelines.

What are you going to learn this year? Sir Joseph Banks High School offers a comprehensive range of courses for students of all academic abilities. In the first two years at Joeys, students are required to follow a pattern of study as determined by NESA. As students move into Stages 5 and 6 they are given more choices in the subjects they study. The subjects Year 8 students will study are listed below.

English

History

Mathematics

Music

Personal Development, Health and Physical Education

Science

Technology

Visual Arts

Drama

English In the Year 8 course you will develop the skills of listening, talking, reading and writing. In the area of spoken language, you will learn about exercising control over your oral language. This will involve you talking and listening in a wide range of situations for different purposes and audiences. The aim for reading is to teach you to understand, enjoy and respond to what you have read in a wide range of contexts. This involves you reading for pleasure and deepening your knowledge in what you have read. The aim of the writing section of the syllabus is to help you write well and with confidence. Throughout the course you will take part in many writing activities. During the year, you will complete a number of assessment tasks. These tasks plus the following program are designed to test the different skills and knowledge you have learned in the English course.

Topics studied in Year 8 include:

Refugees – persuasive writing

Poetry – public speaking

Fantasy – narrative

Media – newspaper report

For Year 8, there are no formal examinations, however students will undertake assessment activities in each course throughout the year.

English Assessment Schedule

Task Term Week Type Topic Weight

1 1 10 Persuasive writing Refugees 25%

2 2 9 Speech Language and Poetry 25%

3 3 9 Narrative Fantasy 25%

4 4 3 News report Media 25%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 10 Persuasive writing Essay (class blog) Refugees 25%

2 2 9 Speech Language and Poetry 25%

3 3 9 Narrative and Map Fantasy 25%

4 4 3 News report / Vlog Media 25%

History Welcome to History.

The study of history is to stimulate students' interest in and enjoyment of exploring the past, to develop a critical understanding of the past and its impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed and responsible citizens. Students in Year 8 mainstream will be studying the following historical topics:

Investigating the Ancient Past The Mediterranean World: Egypt The Asian World: China The Western and Islamic World: Vikings The Asia-Pacific World: Polynesia Expanding Contacts: The Black Death

Students in the Enrichment stream will be studying the following topics:

Investigating the Ancient Past The Mediterranean World: Ancient Egypt The Mediterranean World: Ancient Rome The Asian World: Ancient China Expanding Contacts: The Black Death

History Assessment Schedule

Task Term Week Type Topic Weight

1 1 5 Comprehension Task

and Extended Response

Investigating the Ancient Past 25%

2 1 9 Biographical Recount The Mediterranean World: Ancient Egypt 20%

3 2 7 Extended Response The Asian World: China 30%

4 3 8 Comprehension and Extended Response Polynesia 25%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 5 Comprehension Task

and Extended Response

Investigating the Ancient Past 25%

2 1 10 Report The Mediterranean World: Ancient Egypt 20%

3 2 8 Extended Response The Mediterranean World: Ancient Rome 30%

4 3 8 Comprehension and Extended Response

The Asian World: Ancient China 25%

Mathematics In Year 8 students will be introduced to the major concepts and principles of Mathematics. The strategic use of Information and Communication Technology (ICT) including Mathletics and literacy activities will also form an important part of students’ learning program.

Students and teachers will work with the specialist Numeracy Coordinator to focus on problem solving strategies.

These units of work are studied by students in Year 8. Fractions and Percentages Pythagoras’ Theorem

Integer Review Ratio and Rates

Decimals Shapes - Two Dimensional Shapes

Patterns, Algebra and Equations Angles and Parallel Lines

Percentages Properties of Geometrical Figures

Area and Perimeter Number Plane

Surface Area and Volume Congruence and Similarity

Data

Mathematics Assessment Schedule

Task Term Week Type Topic Weight

1 1 7 Class task Length, Area, Volume 20%

2 1 11 Practical task Angle Relationships 25%

3 3 10 Class test Algebraic Techniques Equations 25%

4 4 3 Yearly exam Single Variable Data Analysis 30%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 7 Class task Algebraic Techniques Equations 20%

2 1 11 Practical task Angle Relationships 25%

3 3 6 Class Task Financial Mathematics Ratios and Rates 25%

4 4 3 Yearly exam

Right-Angled Triangles (Pythagoras) Probability

Single Variable Data Analysis

30%

Personal Development, Health and Physical Education

This course consists of 50% practical activities and 50% theory. The course includes a wide range of physical activities that are designed to teach students the rules, skills and strategies required to successfully participate in various sports. The aim of the practical component of this course is to teach and encourage lifelong participation in practical activities. The theory component of this course deals with issues such as relationships, nutrition, drug use and abuse as well as growth and development. The overall aim of this course is to develop knowledge and skills in the areas of physical, social and mental health. Units of Work Students study the following units of work. Food for Thought

Drug Wise

The Careful Consumer

It Isn’t Easy Being Green

Fitness Testing

Striking Games

X Country

Net Court Games

Indoor Sports 2

Invasion Games 1

PDHPE Assessment Schedule

Task Term Week Type Topic Weight

1 1 6 Ongoing Practical Assessment Striking Games 25%

2 2 5 Comparative Study It’s Just a Fad! 25%

3 3 8 Research task Keeping Myself Safe 25%

4 4 2 Ongoing Practical Assessment Invasion Games 25%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 6 Ongoing Practical Assessment Striking Games 25%

2 2 5 Comparative It’s Just a Fad! 25%

3 3 8 Research task Keeping Myself Safe 25%

4 4 2 Ongoing Practical Assessment Invasion Games 25%

Science Year 8 Science is a general science course designed to provide learning experiences through which students will develop: • interest in and enthusiasm for science, as well as an appreciation of its role in finding

solutions to contemporary science-related problems and issues • knowledge and understanding of the nature and practice of scientific inquiry and skills in

applying the processes of Working Scientifically • scientific knowledge of and about phenomena within the natural world and the application of

their understanding to new situations and events • appreciation of the development and dynamic nature of scientific knowledge, its influence in

improving understanding of the natural world and the contribution of evidence-based decisions in informing societies’ use of science and technology.

The course is also designed for students to further develop skills in:

• planning investigations • conducting investigations • communicating information and understanding • literacy, numeracy and ICT

Students study the following units of work.

Unit 1 – Under the Knife Unit 2 – What’s the Matter? Unit 3 – Energy and Electricity Unit 4 – Rocks and Minerals

Science Assessment Schedule

Task Term Week Type Topic Weight

1 1 7 Research task Under the Knife 25%

2 2 3 Literacy / Numeracy task

What’s the Matter? / Under the Knife 25%

3 3 7 Student research project (SRP) Energy and Electricity 25%

4 4 2 Yearly exam All topics 25%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 7 Research task / Project 1 Under the Knife 25%

2 2 3 Literacy / Numeracy task / Project 2

What’s the Matter? / Under the Knife 25%

3 3 7 Student research project (SRP) Energy and Electricity 25%

4 4 2 Yearly exam All topics 25%

Technology

The aim of Technology (Mandatory) Year 8 at Sir Joseph Banks High School is to develop students’ ability to design, produce and evaluate quality solutions that respond to identified opportunities and/or needs. This subject allows students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques along the way. Students may complete each or some of the units outlined below. Agriculture and Food Technologies Agriculture (food and fibre production) focuses on the investigation of managed environments, such as farms and plantations. Students learn about the processes of food and fibre production and investigate the innovative and sustainable supply of agriculturally produced raw materials. Students develop knowledge and understanding about managed systems that produce food and fibre through designing and producing solutions. Food technologies focuses on the use of resources produced and harvested to sustain human life. Students learn about the characteristics and properties of food. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety and how to make informed choices when experimenting with and preparing nutritious food. Digital Technologies The Digital Technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and decompose real-world problems, and implement and evaluate digital solutions. Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey. Engineered Systems The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their solutions. They understand how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Material Technologies The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and practical investigation, and when they make products to satisfy identified needs and opportunities. The Material Technologies context can include but is not limited to electronics, graphics, metals, multimedia, polymers, textiles, timber.

Technology Assessment Schedule

Task Term Week Type Topic Weight

1 1-2 Ongoing

Design Project 1: Product Development

(ongoing practical, project, etc)

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

30%

2 1-2 Progress

and Final

Design Project 1: Portfolio

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

20%

3 3-4 Ongoing

Design Project 2: Product Development

(ongoing practical, project, etc)

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

30%

4 3-4 Progress

and Final

Design Project 2: Portfolio

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

20%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1-2 Ongoing

Design Project 1: Product Development

(ongoing practical, project, etc)

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

30%

2 1-2 Progress

and Final

Design Project 1: Portfolio

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

20%

3 3-4 Ongoing

Design Project 2: Product Development

(ongoing practical, project, etc)

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

30%

4 3-4 Progress

and Final

Design Project 2: Portfolio

Agriculture and Food, Digital Technologies

Materials Technologies Engineered Systems

20%

Visual Arts Assessment Schedule

Task Term Week Type Topic Weight

1 1 9 Artmaking Who Am I 30%

2 2 6 Critical and Historical Studies Artist Research 15%

3 3 9 Artmaking Practical Portfolio 40%

4 4 5 Critical and Historical Studies Street Art 15%

Enrichment Assessment Schedule

Task Term Week Type Topic Weight

1 1 10 Artmaking Exploration Portfolio 30%

1 2 3 Critical and Historical Studies Exploration Study 20%

2 3 10 Artmaking Invention Portfolio 30%

2 4 3 Critical and Historical Studies

Invention Persuasive 20%

Drama

The Year 8 Drama course introduces students to drama and communication skills. Students’ learning will be experienced through practical work. Theory work will focus on reflective writing and scriptwriting. Students study the following units of work. Warm up and group games Games and activities to build confidence and trust Improvisation skills Role play and character Play building Scriptwriting techniques Play built performance on chosen theme Students do not receive a report or assessment for Drama.

Support Unit The Support Unit at Sir Joseph Banks High School has five classes for students with mild and moderate learning disabilities. There are three classes for students with mild intellectual disabilities and two for students with moderate intellectual disabilities. Students are offered placement within the Unit by the South Western Sydney Regional Placement Panel. Year 8 Support class students access the following Key Learning Areas:

English Life Skills

Geography Life Skills

History Life Skills

Languages Life Skills\

Mathematics Life Skills

Music Life Skills

Personal Development, Health and Physical Education Life Skills

Science Life Skills

Technology (Mandatory) Life Skills

Visual Arts Life Skills

Students are taught through a range of subjects using explicit teaching programs that develop skills, especially in literacy and mathematics. Students are also provided the opportunity to develop independent living skills throughout all subjects as well as by accessing the community on a weekly basis. The program for the Support class is individualised to meet the needs of each student within the class. All students within the Support Unit are provided with the opportunity to participate in all school activities.

English Life Skills The focus of the English Life Skills course for Year 8 students at Sir Joseph Banks High School is the development of individual literacy skills so that each student can appreciate and enjoy the English language and develop effective communication skills. Students are assessed at the beginning of the year to determine their literacy levels and an individual literacy program is developed and implemented for each student focussing on specific, systematic and structured literacy interventions with the aim to enhancing the student’s literacy potential. Students with special education needs may not be able to use all of the modes of language: reading, listening, speaking, writing and viewing. Some students with special education needs communicate through a variety of verbal or nonverbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students within the context of the English Years 7–10 Life Skills outcomes and content. The staff in the Support Unit of SJBHS has developed units of work that improve students’ ability to engage within and enjoy the English curriculum. Below you will find a brief outline of these units.

Throughout the year students will be engaged in commercial and teacher developed reading programs designed to improve individual reading levels. These reading programs will focus on enhancing literacy skills through systematic, specific and explicit teaching of essential literacy skills improving students’ ability to read, comprehend and write about the text they are discovering. There will be daily opportunities for students to read with support staff, practise spelling skills, be guided in carefully structured written responses and ask questions about the texts being read.

Matilda will lead students to discover the wonderful world of cinematography. Students will discover what motivates each of the characters to behave the way they do. They will investigate how films are promoted, look at film posters and different aspects of cinematography. Poetry in Motion is a unit of work designed to make learning about poetry fun and exciting. Students will be able to identify different types of poems, read many wonderful poems and write their own poetry. After developing their own rhyming dictionary, students will even create their own funny poem or rap podcast to share with others.

This unit of work, called Moments and Memories, is designed to enable students to develop their ability to understand social and cultural issues that have impacted people in their community and the world. After studying selected biographies and community/ world events, students will use their interview skills to produce texts that recount experiences or express opinions on a particular subject, event or person of interest. Media is a unit of work designed to develop students’ ability to use media and multimedia to gather

information and report on a particular subject. Students will study the impact media, magazines, television and social media has had on people and be able to decide whether what is being viewed or advertised has a positive or negative influence. Students will design their own cartoon, advertisement or poster that promotes theirs or the opinions of others.

As students view the magical film Jumanji, they will discover the wonderful world of make believe and the supernatural. Students will create a board game that promotes critical thinking and problem solving skills. They will also create their own children’s book based on the characters in the movie. Along with the many literacy activities designed to develop students’ ability to sequence events, predict outcomes and understand the ‘big ideas’ in movies, students will love reading as a class Chris Van Allsburg’s fascinating book.

Students will learn about the universal meaning of signs and symbols and will explore the ways in which information and meaning is conveyed in visual texts, safety information and timetables. Studying and recognising signs and logos used in the local and wider community as well as important safety information and timetables will enable students to be informed about the choices they make as participants in the community. Students will collate a visual diary of the information they come across in their daily lives, from warning labels on medications, to traffic signs in the community. They will then design a logo they would use to sell a product of interest.

Mathematics Life Skills The focus of the Mathematics Life Skills course for Year 8 students at Sir Joseph Banks High School is the development of individual numeracy skills so that each student can appreciate and enjoy the world of Mathematics. Students will learn about numbers, patterns, algebra, time, data, graphing and measurement. Students access the Mathletics program which provides each student with a fun and competitive opportunity to practise their maths skills. The staff in the support Unit at SJBHS has developed units of work that improve students’ ability to engage within and enjoy the Mathematics curriculum. Below you will find a brief outline of these units. Working Mathematically Students learn about the world of numbers and why it is important to be able to work mathematically at school, at home and out in the community. Skills are reinforced through explicit and systematic teaching practices and mathematical games.

Space and Geometry Learning about shapes in Year 8 is fun. Constructing 2D and 3D shapes and manipulating these objects will allow students to develop a greater understanding of the properties of shapes and explore the language associated with this topic. Learning about maps and graphing as well as advances in technology such as GPS and other ITC programs will assist students to grasp concepts associated with this topic.

Data and Graphs Being able to read, interpret and gather information and then present it in graphs is a great way for students to learn about data analysis. Students will learn to determine which graphs are appropriate for a given set of data. They will learn to read and interpret line, bar and circle graphs. Students are also shown how to construct these graphs from data.

Measurement Students will learn about the importance of measuring accurately so they can function in everyday life; from ruling an accurate line to working out distances when travelling and being able to measure the appropriate amounts of ingredients for recipes. This is a fun unit with lots of hands on activities.

Time and Money Everyone knows how important it is being able to use and manage money. Students will be able to identify amounts of money, tender the correct amount and begin working out why it is important to receive the correct change. Managing your money means being able to purchase goods and services effectively. Being able to tell the time, read timetables to catch buses, trains and planes and manage your time effectively is a very important skill that will be learnt and practised in this unit of work.

Geography and History Life Skills The focus of the Geography / History Life Skills courses for Year 8 students at Sir Joseph Banks High School is learning about Australia, the world and other information, selected on the basis that the study meets the particular needs, abilities, goals and priorities for students. The units of work studied will incorporate the use of appropriate geographical tools, skills and ICT. The staff in the Support Unit at SJBHS has developed units of work that improve students’ ability to engage in and enjoy the History and Geography curriculum. Below you will find a brief outline of these units. Investigating History This unit focuses on History; what it is all about and how we investigate historical information to find out the things we want to know from the past. Australia – a Beautiful Land Students will have a wonderful look at Australian geographical wonders and the Australian tourism industry. Students will plan a holiday and present their ideas in a booklet.

Aboriginal Studies This unit takes students on a discovery of Aboriginal culture, dreamtime, bush tucker, art, transport, clothing and shelter and how the natural environment was managed. We also look at the impact of British colonisation in Australia, and subsequent development.

The Vikings Students will discover the wonderful world of the Vikings, Viking lifestyle, customs and beliefs. Students will present an assignment of their choice on any aspect of this study. Great Explorers There are many great explorers in history and the current world. Students will study the explorers who have made an impact on Australia and the world and learn about the expeditions undertaken on their journeys. Students will research one of these great explorers and trace their journey and experiences along the way. Ancient Egypt Researching the Great Pyramids and tombs of the Ancient Egyptians, the Egyptian way of life and customs, will provide students with a general understanding of one of the most awesome dynasties. A pyramid will be constructed and presented in diorama form.

Great Inventors From the humble can opener to the amazing spaceship, students will look at some of the most interesting and life changing inventions in history and will discover the inventors responsible for these great inventions. They will research one of these inventors and report on their invention. Natural Disasters A look at natural disasters around the world, what they are, how they are caused and the impact they have on the natural world and human society. Students will make a volcano and/or a tsunami. Languages Life Skills – Spanish and other cultures In order to provide a relevant and meaningful program of study that reflects the needs, interests and abilities of each student, the staff in the Support Unit at Sir Joseph Banks High School has developed a Spanish Life Skills program that provides student with the opportunity to experience conversational languages, the Spanish culture and the important features of the Spanish background. Students also get to discover their own and other cultural backgrounds and study important aspects of these cultures.