2020 Year 7 Assessment Manual - (Updated 8 May 2020) A Schedule of Tasks and Rules for Students in Year 7 - Barker Institute
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2020 Year 7 Assessment Manual (Updated 8 May 2020) A Schedule of Tasks and Rules for Students in Year 7
2020 Year 7 Assessment Manual
Assessment Program
for Year 7 2020 (updated)
1. Middle School Assessments at Barker College
Nature and Purpose of Assessment ................................................................... 3
What is formative assessment? .......................................................................... 3
How Year 7 assessments work .......................................................................... 3
2. Frequently Asked Questions ..................................................... 4
3. Term Summaries of Formal Assessment Tasks (updated) ..... 6
4. Subject Formal Assessment Schedules (updated)
Christian Studies ................................................................................................ 8
English ................................................................................................................ 8
Mathematics ....................................................................................................... 9
Science ............................................................................................................... 9
History ................................................................................................................ 9
Languages ....................................................................................................... 10
Music ................................................................................................................ 11
PDHPE ............................................................................................................. 11
Technology ....................................................................................................... 12
Visual Arts ........................................................................................................ 12
5. Formative Subject Rubrics ...................................................... 13
22020 Year 7 Assessment Manual
1. Middle School Assessments at Barker College
1.1 Nature and Purpose of Assessment
Year 7 Assessment practices centre on a formative assessment approach. Research has shown that the use
of a formative assessment approach has a large effect on student achievement.
1.2 What is formative assessment?
Educational researcher Dylan Wiliam defines formative assessment “as encompassing all those activities
undertaken by teachers, and/or by students, which provide information to be used as feedback to modify the
teaching and learning activities in which they are engaged”. Frequent, interactive ‘assessments’ of students’
progress and understanding are used to identify learning needs and adjust teaching appropriately.
This means that there is less reliance on the more traditional ‘point in time’ assessment task. Departments
have devised rubrics to identify key components for their subject and identified descriptors for each level of
performance. At any point in time a student’s performance can be identified on this rubric. Research has also
told us that self and peer assessment are very powerful tools affecting student progress. Students and their
peers (and parents) can interact with the rubric to assess performance at any time, as well as see descriptions
that identify better performances.
In this way, more time can be dedicated to the teaching and learning process, and more feedback given on
student progress.
1.3 How Year 7 Assessments work
There are two different modes of assessment in Year 7:
1. Formal assessment tasks and
2. Formative subject rubrics
Students will complete one formal assessment task in every subject during each semester. Students will be
issued with notifications approximately two weeks prior to the sitting or submission date of any formal
assessment task. It is a student’s responsibility to ensure that their work is submitted on time or that they are
present for a formal, in-class Assessment task.
During the semester, teachers will also work with students to indicate where the student places on the
formative subject rubric. The aggregated position will be reported on formally each semester. The ultimate aim
is to foster an environment where teachers can have ongoing and more meaningful conversations with
students about where the student is at, where they need to improve, and what goals they might have. Students
can reflect better on their own learning and that of their peers. The process is one to where students can
concentrate on how to improve rather than making a definite and lasting judgement on a student’s ability at a
point in time.
32020 Year 7 Assessment Manual
2. Frequently Asked Questions
about the performance of Formal Assessment Tasks
In order that the Formal Assessment program is fair for all students, the following arrangements apply.
2.1 What do I do if I am sick on the day of the assessment task?
If you are unable to sit or submit an Assessment task (including examinations) on the day of the task, the
following must be done:
• Notify the Middle School Office on 8438 7236 by 8:20am on the morning of the task
• Submit a letter or email to the relevant Dean of Middle School to explain the reason for being unable
to complete/submit the assessment task.
• Students should expect to sit the task, or an equivalent task, on their return to school or at the next
reasonable opportunity. The relevant Dean of Middle School will coordinate this process.
2.2 What happens if I can't do an assessment task in the way described on the assessment task
notification?
If you require variations to an assessment task, you need to see the relevant Dean of Middle School at least
one week before each task that requires a variation to make alternative arrangements, unless the request is
the result of an unforeseen incident. You will be asked to provide documentation indicating specific reasons
why the variation is required.
2.3 What do I do if I can't make a deadline for an assessment task?
If you are unlikely to meet a deadline then you should see the relevant Dean of Middle School at least one
week prior to the due date (where possible). They may be able to help you find a way to complete the task on
time. We all want you to produce your best effort and can help you do this if enough notice has been given.
An extension to the published due date can only be granted by the relevant Dean of Middle School after
consultation with the relevant Head of Department.
Individual teachers may not, under any circumstances, grant extensions for assessment tasks.
If you have been granted an extension, work should be submitted to the relevant Dean of Middle School. If
you have not been granted an extension, then penalties will apply for work submitted late (see below).
2.4 What types of penalties exist for late assessment tasks?
For hand-in assessment tasks, when there is no valid reason for submitting an assessment task on time,
penalties will be applied as follows for late work:
(a) up to one day late (i.e. 8:20am of the next school day): 10% penalty
(b) Two days late: 20% penalty
(c) Three days late: 30% penalty
(d) Four days late or more: 50% penalty
It is at the discretion of the relevant Dean of Middle School or the Director of Studies to apply any lesser
penalty.
2.5 What happens if technology breaks down?
Students may use technology (e.g. word processing programs, PowerPoint, etc) for the presentation of
assessment tasks but should note the following:
42020 Year 7 Assessment Manual
A student cannot come on the day an assessment task is due and claim that they cannot hand in, or complete,
the task because:
(a) the computer broke down
(b) the printer will not work, or,
(c) some other technological problem
No extension can be granted in this case. If there is a problem with technology, students must be able to show
evidence of the construction of the task, ie. students must print a hard copy at various stages of the task and
keep these as evidence until the final task has been submitted or presented.
Students are also strongly encouraged to use USB sticks, drop boxes, email, iCloud, Google Docs etc. to store
copies of their research and drafts.
2.6 What other penalties might apply?
Students who are found to be cheating may be awarded zero for that task. This includes plagiarism.
Students are responsible for the ownership of their work. Plagiarism is the deliberate or unintentional use of
another author’s work, resulting in the impression that it is your own. It includes the following:
• copying any material from books, journals, study notes or tapes, the web, or any other source without
indicating this by quotation marks or by indentation, italics or spacing and without acknowledging that
source by footnote or citation;
• rephrasing ideas from books, journals, study notes or tapes, the web, the work of other students, or any
other source without acknowledging the source of those ideas by footnotes or citations;
• unauthorised collaboration with any other student that goes beyond the discussion of general strategies
or other general advice;
• the copying of all or of part of another student’s work;
• re-using the work of someone who did the subject in an earlier year;
• memorising another’s work and rewriting it at a later date;
In the School Diary are some guidelines to assist students with the correct referencing of other’s work. Students
are strongly advised to read this and refer to the guidelines, their teachers, the library when submitting work
involving the ideas of others.
It is often very tempting to copy and paste work from the internet or another source and claim it as your own.
This is treated very seriously – students are advised to acknowledge all sources, as staff can often identify
work that is clearly not a student’s own.
2.7 Do I still need to complete an assessment task if I have been given zero?
Yes. In order to satisfy the NSW Education Standards Authority (NESA) requirements you must apply yourself
with diligence and a sustained effort throughout the year. This means that all Assessment tasks should be
completed to allow the School to inform NESA that you have met the outcomes of that course.
2.8 Can I receive an estimate if I have been absent for a task?
It should never be assumed that estimates can be given for assessment tasks unless they have been approved
by the relevant Dean of Middle School and the Director of Studies. In almost all circumstances, a substitute
task will be provided. As noted above, assessment tasks must be completed so that the outcomes of the
course can be met.
52020 Year 7 Assessment Manual
3. Term Summaries of Formal Assessment Tasks
for Year 7 2020
Term 1 2020 (updated)
Week Date Scheduled Formal Assessment Tasks
1 -
2 -
3 -
4 -
5 Teen Ranch & STEAM days
6 Music (Sem 1 group)
Christian Studies
7
Visual Arts (Sem 1 group)
8 -
9 -
10 -
11 Holidays
Term 2A, 2020 Reimagined
Week Date Scheduled Formal Assessment Tasks
1 -
2 -
3 -
4 -
5 Chinese, French, Japanese, Latin
6 Science
7 History
Mathematics
Music (Sem 1 group)
Visual Arts (Sem 1 group)
8
62020 Year 7 Assessment Manual
Term 2B, 2020 Reimagined
Week Date Scheduled Formal Assessment Tasks
9 English
10 -
11 -
12 -
13 Music (Sem 2 group)
14 -
Term 3A, 2020 Reimagined
Week Date Scheduled Formal Assessment Tasks
1 -
Christian Studies
2
Visual Arts (Sem 2 group)
Chinese, French, Japanese, Latin
3
PDHPE
4
Term 3B, 2020 Reimagined
Week Date Scheduled Formal Assessment Tasks
5 -
English
6
History
Mathematics
7
Science
Technology
8
Visual Arts (Sem 2 group)
9 Music (Sem 2 group)
10 -
11 -
12 -
13 -
72020 Year 7 Assessment Manual
4. Subject Formal Assessment Schedules
(updated)
The mode or form of the task is indicated in the column “Type”. The following codes are used:
C in-class test, including practical tests
H hand-in task: A task completed outside of class time and submitted on the due date
E formal examination in the Semester 2 examination period
O oral task
P performance
Christian Studies
Task Name Type Term/Week Weighting Description of Task
Term 1 Students give a 1-2 minute explanation
Oral Presentation O 50%
Week 7 of one of the Barker values
Term 3A Students creatively write an account
Creative Writing H 50% from the perspective of someone who
Week 2
met Jesus
English
Task Name Type Term/Week Weighting Description of Task
Term 2A Reading and Writing task
Reading and Writing H/C 50% based on Term 2A study of
Task Week 9
Poetry
Term 3B Writing Task based on Term 2B
Writing Task H/C 50% and 3A Guided Inquiry of
Week 6
Shakespeare
82020 Year 7 Assessment Manual
Mathematics
Task Name Type Term/Week Weighting Description of Task
In-class assessment testing Non-
Term 2A Calculator skills, applications and
Assessment Task 1 C 40%
Week 7 understanding of selected course
concepts
Written task involving testing of
Non-Calculator and Calculator
Term 3B
Assessment Task 2 C 60% skills, applications and
Week 7
understanding of all course material
covered to date
Science
Task Name Type Term/Week Weighting Description of Task
An assessment of the practical
Term 2A
Practical Test C 45% skills and data processing abilities
Week 6
acquired to date
Semester 2 Term 3B An assessment of a selection of
C 55%
assessment Week 7 topics covered during the year
History
Task Name Type Term/Week Weighting Description of Task
Term 2A Students complete a test on content
In-class Test C 50%
Week 7 covered to date
Term 3B Students complete an in-class
Source skills test C 50%
Week 6 source skills test
92020 Year 7 Assessment Manual
Languages
Semester 1 group
Task Name Type Term/Week Weighting Description of Task
French: Term 2A An assessment of the components of language
C 50%
Class Test Week 5 studied to date.
Japanese: Term 2A An assessment of the components of language
C 50%
Class Test Week 5 studied to date.
Chinese: Term 2A An assessment of the components of language
C 50%
Class Test Week 5 studied to date.
Latin: Term 2A An assessment of the components of language
C 50%
Class Test Week 5 studied to date.
Semester 2 group
Task Name Type Term/Week Weighting Description of Task
French: Term 3A An assessment of the components of language
C 50%
Class Test Week 3 studied to date.
Japanese: Term 3A An assessment of the components of language
C 50%
Class Test Week 3 studied to date.
Chinese: Term 3A An assessment of the components of language
C 50%
Class Test Week 3 studied to date.
Latin: Term 3A An assessment of the components of language
C 50%
Class Test Week 3 studied to date.
102020 Year 7 Assessment Manual
Music
Semester 1 group
Task Name Type Term/Week Weighting Description of Task
Portfolio of class activities in
First submission of Term 1 performance, composition and
H 40%
portfolio Week 6 listening based on the unit Music
Fundamentals
Portfolio of class activities in
Second submission of Term 2A performance, composition and
H 60%
portfolio Week 7 listening based on the unit
Wonderment
Semester 2 group
Task Name Type Term/Week Weighting Description of Task
Portfolio of class activities in
First submission of Term 2B performance, composition and
H 40%
portfolio Week 13 listening based on the unit Music
Fundamentals
Portfolio of class activities in
Second submission of Term 3B performance, composition and
H 60%
portfolio Week 9 listening based on the unit
Wonderment
PDHPE
Task Name Type Term/Week Weighting Description of Task
Term 3A Portfolio of specified tasks and written
Portfolio submission H 50%
Week 3 reflection
Formative assessment: Ongoing in-class teacher observations
during
movement, skill and P 50% of student’s movement, skills,
Terms 1 - 3
performance interactions and active participation
112020 Year 7 Assessment Manual
Technology
Using Formative Assessment processes along with the following formal task
Task Name Type Term/Week Weighting Description of Task
Term 3B Practical Design Project and
Design Project H 100%
Week 8 Evaluation task
Visual Arts
Semester 1 Group
Task Name Type Term/Week Weighting Description of Task
Term 1
Critical and Historical Task C 40% In-class written test
Week 7
Term 2A
Artmaking Task H 60% Digital Portfolio task
Week 7
Semester 2 Group
Task Name Type Term/Week Weighting Description of Task
Term 3A
Critical and Historical Task C 40% In-class written test
Week 2
Term 3B
Artmaking Task H 60% Digital Portfolio task
Week 8
122020 Year 7 Assessment Manual
Year 7 Christian Studies Standards – How am I going in Christian Studies?
Component Elementary Basic Sound Thorough Extensive
Wrestling with I find it hard to see how the I’m sometimes able to see a way I can see ways in which the life of I can increasingly see ways in which I can confidently see many ways in
life of Jesus or other Bible in which the life of Jesus and other Jesus and other Bibles stories the life of Jesus and other Bible which the life of Jesus and other Bible
ideas:
stories could help people to Bible stories might help people might help people make sense of stories can help people make sense stories can help people make sense
• Engage with make sense of life. make sense of life. life. of life. of life.
multiple
perspectives I am not able to think of any I occasionally think of a question I ask questions about the Bible and I can increasingly identify some I can confidently identify questions
• Ask critical questions about the Bible about the Bible and the Christian the Christian faith and am questions about the Bible and the about the Bible and the Christian faith
questions and the Christian faith. I faith and am beginning to see how becoming more familiar with how to Christian faith and I am able to find and I know how to find answers.
wouldn’t know how to go I might answer it. find answers. answers most of the time.
about answering a question I
have.
Understanding: I’m not able to understand I sometimes understand the Bible, I understand the Bible, who Jesus I have a good understanding of the I have an excellent understanding of
• Of Christianity aspects of the Bible and who who Jesus is, and am beginning to is, his place in history and his Bible, who Jesus is, and his impact on the Bible, who Jesus is, and can
Jesus is. understand his place in history impact on the world. the world. analyse his place in history and his
and other and his impact on the world. impact on the world.
viewpoints
• Empathy I find it hard to step into the I am sometimes able to step into I am increasingly able to step into I can often able to step into the shoes I find it easy to step into the shoes of
shoes of a Christian. the shoes of a Christian. the shoes of a Christian. of a Christian. a Christian.
Communication: I barely write any responses. My written responses are simple In my written responses I use 1-2 My written responses are somewhat My written responses are always
If I do I write in dot point or where I use a word or a sentence sentences to answer a question. I detailed and I use a few sentences. I detailed where I respond using one
• Written
words. to answer a question. I never use rarely use an example to support am able to explain this and full paragraph. I am always able to
responses examples. my response. sometimes give an example. explain this with an example.
• Verbal
participation I do not participate verbally When I communicate verbally I am When I communicate verbally I feel I communicate verbally with a clear I confidently communicate verbally
• Present an in class. If I do it is only quiet and unclear. I rarely I lack some clarity. Some of the voice that everyone in the room can with a clear voice that everyone in the
argument and because I absolutely have participate in discussion and have class cannot hear me at times. I hear. I initiate discussion and ask room can hear. I regularly initiate and
respectfully to. to be called upon to do so. participate in discussion but will questions in front of my peers and participate in discussions.
rarely initiate it. teacher sometimes.
disagree
I can clearly and confidently state my
I find it hard to state my own I can state my own view with help. I can state my own view and I am increasingly comfortable to state own view, with examples to support
view. I can’t find anything to I am able to find something to sometimes build an argument that my own view with an example to my argument. I can identify things I
respectfully disagree with in respectfully disagree with if given is logical. I can identify something I support my argument. I can identify disagree with and state that
what others say. guidance. disagree with respectfully. things I disagree with and state that respectfully and with reasons.
respectfully.
Personal I’m finding it hard to let the Some of the things Jesus said and Some of the things Jesus said and Increasingly, some of the things Jesus Wherever I can I want things that
things Jesus said and did, did, some parts of the Bible, and did, parts of the Bible, and aspects said and did, parts of the Bible, and Jesus said and did, parts of the Bible,
Response:
the Bible, and the Christian some aspects of the Christian faith of the Christian faith are having an aspects of the Christian faith are and aspects of the Christian faith to
• Personally faith make a difference to my are beginning to have an impact impact on my thoughts and actions. having an impact on my thoughts and impact my thoughts and actions.
respond to issues thoughts and actions. on my thoughts and actions. actions.
raised in class As a result of what we have done As a result of what we have done in
• Take At this stage I have no desire As a result of what we have done in Christian Studies, I am thinking As a result of what we have done in Christian Studies, I am eager to think
responsibility for to make a difference to in Christian Studies, I taking small more often of ways I can make a Christian Studies, I am regularly of as many ways as possible that I
making a anyone beyond my circle of steps to think of ways I can make difference to people beyond my thinking of ways of making a positive can make a positive difference to
family and friends. a difference to people beyond my circle of family and friends. difference to people beyond my circle people beyond my circle of family and
difference in the
circle of family and friends. of family and friends. friends.
world
132020 Year 7 Assessment Manual
Year 7 English Standards – How am I going in English?
Elementary Basic Sound Thorough Extensive
Learning Learning Learning Learning Learning
I am finding it hard to learn details I am starting to learn details. I can I have learnt textual details. I can define I have detailed knowledge of what we are I have a very detailed knowledge of
Knowing English
about the English we are studying. define and use some important important terms. learning in English. what we are learning in English.
Recalling English terms. Recalling Recalling Recalling
Any details that I learn I seem to Recalling I can remember details. I can recall the text in detail and am I can recall precise knowledge
forget. I can recall some of the details we Organising and prioritising confident about using the correct terms. including textual details about
have studied. I am beginning to see that some ideas are Organising and prioritising important events and characters.
more important than others. I can move I confidently recall the best examples when Organising and prioritising
from general ideas to precise ideas. writing, thinking or speaking about English I make logical choices about the
texts. details needed to support my thinking,
speaking and writing.
Concepts Concepts Concepts Concepts Concepts
Understanding English
I find it difficult to understand I am starting to understand the I use the correct terms relating to I understand that multiple concepts can I can confidently explain how multiple
concepts in English concepts in English. concepts. I can identify multiple concepts operate simultaneously in shaping meaning concepts operate simultaneously to
Evidence Evidence in texts. in texts. shape meaning in texts.
I struggle to find evidence of I am starting to find evidence of Evidence Evidence Evidence
concepts in texts. them in texts I can find evidence of concepts in texts. I I can explain the relationship between I use conceptual inferences to form a
Inquiry Inquiry am thinking about the uses and limitations concepts and the meaning, purpose and deeper analysis of meaning of texts.
I am unsure how to inquire about I am starting to understand how of concepts. I am starting to question their context of texts. I can use concepts to infer Inquiry
the identity and purpose concepts concepts are constructed. I know purpose in shaping meaning. meaning. I can draw conclusions about the value
in texts. that I have to ask questions to Inquiry Inquiry of concepts in forming strong and well
understand them. I am starting to select textual information to I am forming my own ideas and arguments supported arguments.
explain important concepts that shape about concepts and supporting them with
meaning evidence from the text.
Answering the question Answering the question Answering the question Answering the question Answering the question
Writing English
I find it hard to express what the I am beginning to express my I can recognise and address the key words My vocabulary is helping me to express My language is carefully chosen to
question is asking. responses accurately. in a question. opinions more appropriately. support an argument and support an
Structuring Structuring Structuring Structuring opinion.
I find writing a response difficult. I am starting to write in a structured I am structuring my writing by paying I am using introductions, structured Structuring
Applying knowledge way. attention to topic sentences and T+TEEL paragraphs and conclusions to help focus My writing is logically structured.
I am not confident that what I am Applying knowledge paragraphs. on the question. Applying knowledge
writing down is right. I am sometimes including textual Applying knowledge Applying knowledge My points are well reasoned and
references. I am starting to use my conceptual My arguments are getting better as I use my researched, and I use the best, most
knowledge to support my writing. knowledge of concepts and paragraphing. relevant examples.
Asking questions Asking questions Asking questions Asking questions Asking questions
Speaking English
I tend not to speak up in English. I am starting to ask questions, in I ask questions of my teachers, peers and I regularly ask appropriate questions. I make thoughtful contributions to
Listening class and in my head. I am not of myself. Listening class discussions by asking insightful
I find it hard to listen in class. always confident. Listening I listen actively and use what I hear to check questions.
Reasoning Listening I listen carefully and try to be respectful of and improve my ideas. Listening
I find it hard to use what we are I do not always listen carefully in opinions that I may not agree with. Reasoning I listen actively and relate my ideas to
learning to help me answer class. Reasoning I am able to justify and support my views what I have heard in class.
questions. Reasoning I think about and use my knowledge of with evidence. Reasoning
I try to use my knowledge of English concepts to help me contribute to I can explain my ideas with clarity and
English concepts to help me class discussions. with evidence. My comments show
answer questions. that I am thinking deeply.
142020 Year 7 Assessment Manual
Year 7 Mathematics Standards – How am I going in Mathematics?
Component Elementary Basic Sound Thorough Extensive
Recalls extensive
Recalls limited knowledge Recalls basic knowledge Recalls sound knowledge Recalls thorough
Knowledge and knowledge and has
and has limited and has basic and has sound knowledge and has
extensive understanding.
Understanding understanding. Makes understanding. Makes understanding. Makes thorough understanding.
Makes extensive and rich
limited connections basic connections sound connections Makes many connections
connections between
between concepts. between concepts. between concepts. between concepts.
Do I know? concepts.
Has an extensive ability to
Has a limited ability to Has a basic ability to Has a sound ability to Has a thorough ability to
Communicating communicate
communicate communicate communicate communicate
mathematical terms and
and Reasoning mathematical terms and mathematical terms and mathematical terms and mathematical terms and
concepts logically and
concepts logically and concepts logically and concepts logically and concepts logically and
sequentially.
sequentially. sequentially. sequentially. sequentially.
Can I explain?
Uses strategies such as Can select from an
Problem Solving Uses basic strategies to Uses useful strategies to Uses a variety of
guess and check to solve extensive variety of
solve only simple and solve non-routine strategies to solve non-
only simple and familiar strategies to solve non-
familiar problems with problems with some routine problems with
Can I solve problems with limited routine problems with
some success. success. success.
success. consistent success.
problems?
152020 Year 7 Assessment Manual
Year 7 Science Standards – How am I going in Science?
Component Elementary Basic Sound Thorough Extensive
Recalls limited Recalls basic Has a sound Has a thorough Has an extensive
Knowledge &
knowledge and knowledge and knowledge and knowledge and knowledge and
Understanding
understanding. understanding. understanding. understanding. understanding.
Plans, conducts and
Conducts a range of Plans, conducts and
Conducts simple evaluates a range of
investigations. evaluates a range of
With assistance can investigations. investigations.
Planning and conducting Identifies some investigations.
conduct a range of Identifies some Identifies variables to
investigations variables to be Understands the
investigations. experimental be controlled,
controlled, measured importance of scientific
variables. measured and
and changed. variables in a fair test.
changed.
Analyses and explains
With assistance is able Displays data using Explains and displays trends in data
Processing and analysing Is able to draw tables
to draw tables and appropriate tables and data using appropriate displayed using
data and simple graphs.
simple graphs. graphs. tables and graphs. appropriate tables and
graphs.
Communicates
Communicates using Communicates using Communicates effectively and
Communicates using
limited scientific basic scientific effectively using succinctly using
Scientific Communication scientific language and
language and language and scientific language and precise scientific
representations.
representations. representations. representations. language and
representations.
162020 Year 7 Assessment Manual
Year 7 History Standards – How am I going in History?
Component Elementary Basic Sound Thorough Extensive
Knowledge Is unsure about the nature
of history, archaeology and
Is starting to describe the nature
of history and archaeology, and
Describes the nature of history
and archaeology, and
Consistently describes the
nature of history and
Describes extensively the nature
of history and archaeology, and
its contribution to their contribution to understands their contribution to archaeology, and understands understands their contribution to
understanding the past understanding the past understanding the past their contribution to understanding the past
understanding the past
Has a limited knowledge of Is starting to describe major Describes major periods of Describes major periods of
major periods of historical periods of historical time in a historical time in a sound Consistently describes major historical time extensively
time and finds it hard to basic manner manner periods of historical time in a
describe them thorough manner Describes the actions and
Is beginning to sequence events Sequences events from the past assesses the motives of past
Is unsure about how to put from the past (chronology) (chronology) Consistently describes the individuals and groups
events in order actions of past individuals and
Beginning to describe the Describes the actions of past groups Can describe and explain the
actions of past individuals and individuals and groups causes and effects of events and
groups Can consistently describe the developments of past societies
Can describe the causes and causes and effects of events
effects of events and and developments of past
developments of past societies societies
Inquiry Is not sure what is meant by
historical sources and
Is beginning to understand what
historical sources are
Can identify the meaning and
purpose of historical sources
Consistently identifies the
meaning and purpose of
Can identify the meaning, purpose
and context of historical sources
inquiry historical sources
Uses information from sources Uses evidence from sources to Uses evidence from sources to
Uses sources in a limited in a basic way in written and support sound historical Consistently uses evidence from support extensive historical
way in written and verbal verbal answers narratives sources to support thorough narratives and explanations
answers historical narratives
Is starting to understand what is Identifies different perspectives Identifies different contexts,
meant by historical inquiry and interpretations Consistently identifies different perspectives and interpretations
perspectives and interpretations
Selects and organises Selects and organises information
information from sources to Consistently selects and from sources to develop an
develop an inquiry organises information from inquiry. Uses inference to better
sources to develop an inquiry understand sources.
Communication Uses limited historical terms
and concepts
Uses correct historical terms and
concepts to communicate a
Uses a range of historical terms
and concepts to communicate a
Consistently uses a range of
historical terms and concepts to
Uses a range of well-selected
historical terms and concepts to
basic understanding of the past sound understanding of the past communicate a thorough communicate an extensive
Does not feel confident understanding of the past understanding of the past
about how to communicate Sometimes selects and uses Selects and uses appropriate
ideas about History appropriate oral, written, visual oral, written (PEEL), visual and Consistently selects and uses Expertly selects and uses
and digital forms to digital forms to communicate an appropriate oral, written (PEEL), appropriate oral, written (PEEL),
communicate an understanding understanding of the past visual and digital forms to visual and digital forms to
of the past communicate an understanding communicate an understanding of
of the past the past
172020 Year 7 Assessment Manual
Year 7 Languages Standards – How am I going in Languages?
Component Elementary Basic Sound Thorough Extensive
Listens to a range of short Listens to a range of short Listens to a range of Listens to a range of short Listens to a range of short
Listening texts and produces texts and produces short texts and produces texts and produces texts and produces
and responses that responses that responses that responses that responses that
Responding demonstrate limited demonstrate basic demonstrate satisfactory demonstrate substantial demonstrate clear
understanding understanding understanding understanding understanding
Reading Reads short texts and Reads short texts and Reads short texts and Reads short texts and Reads short texts and
produces responses that produces responses that produces responses that produces responses that produces responses that
and demonstrate limited demonstrate basic demonstrate satisfactory demonstrate substantial demonstrate clear
Responding understanding understanding understanding understanding understanding
Speaks with longer Speaks with some
Speaks with pauses and Speaks confidently and
pauses and many pauses and Speaks fluently with very
pronunciation errors. Uses fluently with minimal
pronunciation errors. pronunciation errors. minor pronunciation errors.
Speaking Intonation of sentences
mostly correctly intonation
Uses mostly correct Uses correct intonation for
pronunciation errors. Uses
for sentences and correct intonation for
and questioning requires intonation for sentences sentences and questions.
questions. sentences and questions.
improvement. and questions.
Applies a very narrow Applies a basic range of Applies a wide range of Applies a wide range of
Applies a range of
range of vocabulary and vocabulary and sentence vocabulary and sentence vocabulary and sentence
Writing structures with errors that structures with errors that
vocabulary and sentence
structures, with some structures, with minimal
structures with errors
limit understanding may limit understanding errors errors
182020 Year 7 Assessment Manual
Year 7 Latin Standards – How am I going in Latin?
Component Elementary Basic Sound Thorough Extensive
Reads well-rehearsed Reads short passages, Reads passages of Latin, Reads passages of Latin,
Reading Reads aloud words in language patterns of Latin recognising words and recognising language recognising language
and Latin; shows a limited in familiar learning phrases in Latin; shows a structures and showing a structures and showing an
Responding understanding of the text. situations; shows a basic sound understanding of thorough understanding of extensive understanding of
understanding of the text. the text. the text. the text.
Identifies words, their Analyses grammatical Analyses grammatical
Recognises and responds
Identifies and responds to inflections and language structures used in simple structures used in simple
to words and phrases in
Latin words and phrases structures of simple Latin sentences in extended sentences in extended
Analysing Latin in a familiar
in context; shows a basic sentences; shows a passages of Latin, showing passages of Latin, showing
situation; shows a limited
understanding of the text. sound understanding of a thorough understanding an extensive
understanding of the text.
the text. of the text. understanding of the text.
Demonstrates developing Recognises and Translates short
Translates sentences in Translates sentences in
skills in translation by translates, from Latin into passages of Latin,
extended passages from extended passages from
recognising and copying English, words and containing familiar
Translating words in Latin; shows a phrases linked to familiar vocabulary, into clear
Latin to fluent English, Latin to fluent English,
showing a thorough showing an extensive
limited understanding of contexts; shows a basic English; shows a sound
understanding of the text. understanding of the text.
the text. understanding of the text. understanding of the text.
192020 Year 7 Assessment Manual
Year 7 Music Standards - How am I going in Music?
Component Elementary Basic Sound Thorough Extensive
I can perform pieces
I can perform pieces
I am not yet able to I find it difficult to I can perform beginner with well-developed
Performing perform pieces perform pieces pieces competently
with musicality and good
musicality and fluent
technique
technique
I can compose music that I can compose music
I can compose music
I am not yet able to I find it difficult to shows some that shows logical
Composing compose music compose music understanding of musical
that effectively
patterns and creative
structures musical ideas
style musical ideas
I do not yet understand I find it difficult to I can listen to a piece of I can demonstrate an
I can analyse the use of
the use of musical understand the use of music and independently extensive understanding
Listening concepts in listening musical concepts in describe some of the
most musical concepts
of musical concepts in
in listening examples
examples listening examples musical concepts listening examples
I cannot yet write I find it difficult to write I can write responses that I can write responses I can write responses
responses to listening responses to listening show some that demonstrate a that demonstrate a deep
Writing examples using musical examples using musical understanding of musical sound understanding of understanding of
terminology terminology terminology musical terminology musical terminology
202020 Year 7 Assessment Manual
Year 7 PDHPE Standards - How am I going in PDHPE?
Component Elementary Basic Sound Thorough Extensive
Knowledge Elementary knowledge and Basic knowledge and Sound knowledge and Thorough knowledge and Extensive knowledge and
understanding in few areas understanding of the understanding of content understanding of content understanding of the content
and of the content. content. and attempts to apply this and can apply this and can readily apply this
Understanding knowledge. knowledge in some knowledge in a variety of
settings. mediums.
Writing Answering the question Answering the question Answering the question Answering the question Answering the question
Displays difficulty in Inconsistent interpretation Beginning to interpret Interprets and responds to Accurately interprets and
PDHPE question interpretation and of questions. questions more accurately the set question. responds to the intricacies of
requires assistance. Structuring and attempts to use Structuring the set question.
Structuring Beginning to write complete strategies to assist in Usually writes clearly and Structuring
Sentence and paragraph sentences and form question interpretation. logically. Applies elements Writes clearly and logically
structure is limited. paragraphs. Structuring of PEEL paragraph Effectively applies PEEL
Applying Knowledge Applying Knowledge Attempts to write clearly structure paragraph structure.
Elementary application of Attempts to apply basic and logically. Beginning to Applying Knowledge Applying Knowledge
knowledge to specific knowledge to the specific apply PEEL paragraph Demonstrates Demonstrates excellent
questions. question. structure understanding by applying understanding by apply
Applying Knowledge knowledge to the specific knowledge to the specific
Beginning to apply relevant question. question.
knowledge to the specific
question.
Movement Demonstrates some Demonstrates movement Demonstrates sound Demonstrates proficient Demonstrates highly
movement skills and skills and concepts to movement skills in a range movement skills in a range developed movement skills in
Skill and concepts to improve improve performance in a of contexts and the of contexts and the a range of contexts and the
Performance performance in predictable choice of movement capacity to transfer skills to capacity to transfer skills to capacity to transfer skills to a
movement situations situations. a variety of movement a variety of challenging variety of challenging
situations. movement situations. movement situations
Interaction Need to improve Is developing the ability to Generally demonstrates Demonstrates proficient Demonstrates highly
awareness of others and to work positively with others sound ability to work with ability to work with others developed ability to work with
with others adapt behaviour to and learning to adapt others and generally and adapts behaviour to and lead others, adapting
and in teams enhance the productivity of behaviour to enhance the adapts behaviour to positively influence the supportive and encouraging
others productivity of others. positively influence the physical activity behaviour to positively
physical activity experiences of others. influence the physical activity
experiences of others. experiences of others.
212020 Year 7 Assessment Manual
Year 7 Technology Standards – How am I going in Technology?
Component Elementary Basic Sound Thorough Extensive
Applies a sound Applies thorough Effectively applies
Applies partial knowledge Applies basic knowledge
Design Theory and understanding and understanding
knowledge and knowledge and comprehensive knowledge
understanding understanding and understanding
Presents basic graphic Presents sound graphic Presents thorough and Presents an extensive range
Provides limited graphic
Graphic communication communication effective graphic of effective and appropriate
communication
Communication techniques techniques communication graphic communication
techniques techniques
Uses Tools and
Uses Tools and Uses Tools and Uses Tools and Uses Tools and Techniques
Techniques under
Techniques under close Techniques to produce Techniques to produce proficiently to produce
Practical Skills constant guidance to
guidance to produce sound practical solutions excellent practical excellent practical solutions
produce limited practical
basic practical solutions. safely. solutions safely. in a safe manner.
solutions.
Displays a thorough
A limited ability to engage A basic ability to engage Displays a sound ability to Displays an extensive ability
ability to engage and
Evaluating and reflect on design and reflect on design engage and reflect on
reflect on design
to engage and reflect on
solutions. solutions design solutions design solutions
solutions
222020 Year 7 Assessment Manual
Year 7 Visual Arts Standards – How am I going in Visual Arts?
Component Elementary Basic Sound Thorough Extensive
A comprehensive
A slow and indecisive start A sound level of A more confident and
Artmaking- A basic level of artmaking. investigation and
to creating artworks. artmaking has occurred. thorough investigation is
A developing level of skill development of resolved
Technical A limited level of skill
and confidence in the
A sound level of skill in evident in artworks.
series of artworks with
Skill apparent in using the using the selected Achieving technical
selected media extensive use of
selected media. media. resolution in most areas.
techniques.
A limited level of idea A thoroughly explored idea A complex idea has been
A basic idea is developing A sound idea has been
Artmaking- development has been has been developed more developed through
and is more literal rather explored and
Idea explored through the
than insightful. considered.
thoroughly and is well extensive consideration. It
artmaking process considered. is insightful and unique.
A sound exploration of
Very limited A basic exploration of A thorough exploration of An extensive exploration of
Visual Arts artists including inspiring
research/discussion of artists including inspiring artists including inspiring artists including inspiring
images, sketches,
Diary/Digital artists and inspiring images images, sketches, research
research and discussion
images, sketches, research images, sketches, research
Portfolio and sketches are and discussion to inform and discussion to inform and discussion to inform
to inform artmaking
presented. the artmaking practice. the artmaking practice. artmaking practice.
practice.
A very limited knowledge of A thorough knowledge of
A sound knowledge of An extensive and clear
the Frames and or key A developing knowledge of the Frames and or key
Critical and the Frames and or key understanding of the
concepts. the Frames and or key concepts
concepts Frames and or key
Historical Student shows difficulty in concepts.
More information and
Points of view are
concepts.
Studies understanding questions or An uneven or a basic sustained with more
evidence is used to A well sustained and well-
produces an irrelevant response. evidence and answers are
support responses. reasoned response.
response. analytical.
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