Assessment Policy
Assessment of student learning
will occur at various periods throughout the school year.
Assessment instruments may be of a number of formats including exams
and tests, written tasks, oral tasks, project preparation and performance.
Assessment will be used to inform
teacher judgements about student learning according to syllabus requirements.
Students will be awarded semester ratings which represent descriptors
determined by the Department of Education, Training and The Arts.
These are mandated. (See page 1)
CONDITIONS FOR ALL STUDENTS
• A clear outline of assessment will be centrally issued to
all students each semester.
• Class teachers will issue to students specific assessment
tasks which clearly state requirements including task description,
due dates and criteria against which student performance or achievement
will be measured. Teachers will articulate task requirements before
students address the assessment task.
• Responses to assessment tasks must be the student’s
own work.
• Students who are absent from school on the day of an exam
or submission due date are required to produce a note of explanation
from parents or Medical Certificate to negotiate an alternate submission
or completion date and time. It is the responsibility of the student
to comply with this condition.
• Failure to comply with student responsibilities regarding
assessment may incur failure to achieve semester credit and/or subject
Exit Level of Achievement.
ASSESSMENT POLICY (MIDDLE
PHASE OF LEARNING – YEARS 8 AND 9)
Assessment of student learning will
take various forms (Tests, assignments, orals etc) and will provide
judgements about what students know and what they can do with what
they know.
Most assessment in the middle phase
will be completed in class time. Assignments and complex tasks will
be staged over a period of time with monitoring opportunities provided
for students, teachers and parents to enable assistance to be provided
for students to achieve success.
There will also be provided opportunities
for students who are capable and motivated to achieve deeper learning
for extra credit. This may require extra work outside of school hours.
When a student exits Year 9, he/she
will be expected to know how to analyse a complex task and synthesise
a response.
MIDDLE
PHASE OF LEARNING
A
MESSAGE TO STUDENTS AND PARENTS
The
first two years of secondary education at Keebra Park will be spent
in the Middle School. At Keebra Park we recognise that the transition
to secondary school is a very important one and our staff offer curriculum,
learning experiences, assessment and extra curricular opportunities
specifically designed to meet the needs of the young adolescent. We
term this period of time spent in Years 8 and 9 the Middle Phase of
Learning.
The
purpose of the Middle Phase of Learning at Keebra Park is for students
to:
· Develop a love of learning which will motivate further independent
learning.
· Achieve success in curricular and extra curricular pursuits.
· Develop the necessary skills, knowledge and attitudes to
equip students to manage the Senior Phase of Learning (Years 10, 11
and 12) successfully.
In
order to do this, students and parents will need to observe the four
elements of learning success:
· Be present in all classes
· Be prepared with equipment in classes
· Be focused in class and
· Complete all tasks set in class
Compliance with the four elements of learning success should result
in at least a Sound Level of Achievement in each subject in Years
8 and 9.
Semester achievement in each subject
is assessed by subject teachers against a set of mandated descriptors
and is rated and reported as follows:
| A |
The student consistently
demonstrates a very high level of knowledge, skills and understanding
and is able to apply them independently in a wide range of contexts. |
| B |
The student demonstrates a high
level of knowledge, skills and understanding and is able to apply
them independently in most contexts. |
| C |
The student demonstrates a sound
level of knowledge, skills and understanding and is able to apply
them in some contexts. |
| D |
The student demonstrates limited
knowledge, skills and understanding and is able to apply them,
with support, in some contexts. |
| E |
The student demonstrates very
limited knowledge, skills and understanding. |
| N |
Insufficient evidence to make
a judgement.
Student not rated in this assessment period. |
Celebrating
Student Academic Success
At the end of each semester, student achievement
is analysed and students who achieve three VHAs (and no less than
SA for any other subject) are inducted into the “AA List”
which entitles them to a Certificate, congratulatory letter home to
parents and Ceremony at Assembly.
Students who earn no less than SA for all subjects
become members of the “A List” which entitles them to
a Certificate and Ceremony at assembly. In the Middle Phase of Learning,
it is our aim that all students can make the “A List”.
This is achievable by complying with the four elements of learning
success described earlier.
The most important celebration of student academic
success occurs at the end of the year when the school holds its Annual
Awards Evening for the students judged to be the best achievers in
each subject area for the year.
ATTENDANCE
LEGISLATION AND POLICY
ETRF legislation makes it compulsory for young people to remain
at school until they finish Year 10 or turn 16. This is termed
the compulsory phase of learning. They will then be required
to participate in education and training:
• For a further two years or
• Until they have gained a Queensland Certificate of
Education or
• Until they have gained a Certificate III vocational
qualification or
• Until they have turned 17 or
• Until they enter full time work
At Keebra Park, enrolment in Years 8 and 9 will be in the
Middle Phase of Learning. Enrolment in Years 10, 11 and 12
is in the Senior Phase of Learning.
DAILY
ATTENDANCE POLICY
School begins at 8.45am each day either with a Year Assembly
or Home Group meeting. This is where registration of student
attendance is recorded by Home Group Teachers. Students who
do not have their attendance recorded will be allocated an
unexplained absence for that day.
Students follow a timetable of scheduled classes or program
arranged by Administration. Students are required to attend
every class for which they are scheduled. Failure to do so
without a satisfactory explanation will be considered a truancy.
Sport is a compulsory part of the school curriculum. It, like
all other activities timetabled for students, is compulsory.
In all instances where students are unable to participate
for a valid reason, an alternate educational activity will
be allocated.
LATENESS
Students arriving at School after 9:00am are required to bring
a note of explanation from parents to the rolls room to register
daily attendance. Their names will be recorded and they will
be handed a LATE DOCKET. Where no parental explanation for
the lateness is supplied, students will be issued with a REPLY
DOCKET to be signed by parents and returned to the Rolls Room
by the student the next day.
Students who, through timetable considerations, usually arrive
at school after 9am must also sign in at the Rolls Room and
will be issued with a Late Docket.
ROLL MARKING
It is the student’s responsibility to ensure that their
attendance is recorded during Home Group, on Year Assembly,
at sport and during classes.
ABSENCE
The school requires an explanation for all absences. A note
explaining each day's absence must be signed by a parent or
carer and be handed to the Home Group Teacher on the day of
the student's return. Alternatively, the note may be posted
at the letter box in the Rolls Room courtyard.
Students who know they will be absent
for periods of more than (2) days (holiday, medical reasons,
or sporting commitments) are required to furnish a note of
explanation, signed by the parent/carer, to the Rolls Room
so the reasons for absences may be recorded.
Those receiving AUSTUDY need to be especially aware of their
responsibilities. Payments could be either reduced or stopped
or repayment of benefits demanded.
THE FOUR ELEMENTS
OF LEARNING SUCCESS
Punctual attendance at all classes is the first and most important
of the Four Elements of learning Success for Middle Phase
students.
Excess student absence is the most common reason for academic
underachievement. Students are expected to be in attendance
every day the school is open.
Statement
of Purpose
Keebra Park State High School empowers all students to achieve
best possible learning outcomes:
• Within a safe caring and disciplined learning environment
• For a lifetime in our local, national and global communities
We provide a personalised
Future Pathways Curriculum which recognises the individual
needs of our students and equips them to contribute to a socially,
intellectually, economically and culturally vibrant society.
VALUES:
Keebra Park State High School is committed to the six values
of The Queensland Department of Education, Training and the
Arts and the nine values of the National Charter:
• Excellence in Endeavour: Doing your best
• Respect for People: Respect, Care and Compassion
• Integrity in Service: Integrity, Honesty & Trustworthiness
• Professionalism in Performance: Understanding, Tolerance,
Inclusion
• Environmental Sustainability: Responsibility
• Unity in Purpose: Fair go, Freedom
This is achieved by active promotion of the one school rule:
“Do
the right thing.”
This
rule is directed towards establishing mutual trust and consideration,
promoting respect for others and their property, accepting the consequences
of one’s actions and becoming a worthwhile citizen.
Keebra
Park High also seeks to establish an environment that not only makes
education a stimulating, worthwhile experience, but also provides
avenues for success, fulfilment and maturation.
These
ideals are nurtured by focussing on each individual students’
pathway and by the provision of:
*
a
wide range of subject offerings and extra curricula activities catering
for all abilities and interests
* guidance and counselling to ensure the achievement of realistic,
appropriate goals
* avenues for changes of direction in career paths, as well as for
personal development.
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