Syllabus outcomes in Geography Elective Years 7–10 contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills. Assessment Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes. Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. BOSTES syllabuses particularly promote Assessment for Learning as an essential component of good teaching. Further advice on programming and appropriate assessment practice in relation to Geography is contained on the BOSTES website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs. Assessment for students with special education needs Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be: alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology. It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests. Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for: Geography special education needs Life Skills Years 7–10. Reporting Reporting is the process of providing feedback to students, parents and other teachers about student progress.
Syllabus outcomes in Geography Elective Years 7–10 contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills. Assessment Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes. Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. BOSTES syllabuses particularly promote Assessment for Learning as an essential component of good teaching. Further advice on programming and appropriate assessment practice in relation to Geography is contained on the BOSTES website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs. Assessment for students with special education needs Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be: alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology. It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests. Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for: Geography special education needs Life Skills Years 7–10. Reporting Reporting is the process of providing feedback to students, parents and other teachers about student progress.