THOMAS MORE COLLEGE

STUDENT ASSESSMENT REPORT

2022 Semester 2 - Cycle 3 Assessment Report

Year 08
Fatema Rezaei

8A
T (08) 8182 2600 | E tmc@tmc.catholic.edu.au
www.tmc.catholic.edu.au
23 Amsterdam Crescent, Salisbury Downs, SA, 5108

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 Student Values
Welcome to the 2022 Semester 2 - Cycle 3 Assessment Report for Fatema. The following report is a summary of your
daughter's progress throughout the semester. As part of the Wellbeing program Thomas More College students learn
about the following student values.

Wisdom to Seek​: Thomas More College students Connect through being present to others and themselves. They
prioritise attendance, punctuality and communication. Thomas More College students Persist with learning and the
challenges they confront daily. 

Courage to Thrive​: Thomas More College students Respect that each individual is unique and each member of our
community has a valuable contribution to make. Thomas More College students act with Integrity aiming to do the
right thing in a reliable way. 
 
Power to Change: Thomas More College students believe that to Serve others promotes a better understanding of
oneself. Thomas More College students Strive for excellence in all aspects of life; from the classroom to extracurricular
activities and into the wider community. 

Wellbeing Mentor: Ms Leah Williams

STUDENT VALUES
Managing Managing with Not Yet
Values Excelling Self-Managing
Effectively Assistance Managing
CONNECTION ✓

PERSISTENCE ✓

RESPECT ✓

INTEGRITY ✓

SERVICE ✓

STRIVING ✓

Days absent: 6.5 Days late: 23 Attendance: 93.23%

Mr Tavella
PRINCIPAL

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Digital Technologies
Mr Alistair Knight

D 91.7
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how
text, image and audio data can be represented, secured and presented in digital systems.
Students plan and manage digital projects to create interactive information. They define and decompose problems in
terms of functional requirements and constraints. Students design user experiences and algorithms incorporating
branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and
their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range
of sources to model and create solutions. They use appropriate protocols when communicating and collaborating
online.

Evidence of Learning
Assessments Result
Task 1: Programming Skills - Animal Quiz App A
Task 3: Game Development Project D
Task 6: Self-driving - Obstacle Course E

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Performing Arts
Mr Nathan Quadrio

B 87.5
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
Dance
By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production
elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how
they and others from different cultures, times and places communicate meaning and intent through dance.
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic
devices and form to communicate choreographic intent. They choreograph and learn dances, and perform them with
confidence and clarity, and with technical and expressive skills appropriate to the dance style.
Drama
By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in
different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from
different cultures, times and places communicate meaning and intent through drama.
Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and
structure to control and communicate meaning. They apply different performance styles and conventions to convey
status, relationshipsand intentions. They use performance skills and design elements to shape and focus theatrical
effect for an audience.

Evidence of Learning
Assessments Result
Commedia Dell’ Arte Performance B
Dancing Through the Decades B
Page to Stage B-
Safe Dance B

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 English
Ms Leah Williams

A 83
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of
language mode and how this varies for different purposes and audiences. Students explain how language features,
images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the
text to show how events, situations and people can be represented from different viewpoints. They listen for and
identify different emphases in texts, using that understanding to elaborate on discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They
explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images
and language features from other texts, students show how ideas can be expressed in new ways...

Evidence of Learning
Assessments Result
04. Short Film Study A
05. Comparative Texts Study A
06. Poetry Analysis B
07. Review A-

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Humanities and Social Sciences

Ms Leah Williams

A 98.7
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
History:
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the
causes and effects of events and developments. They identify the motives and actions of people at the time...
Geography:
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain
how places are perceived and valued differently. They explain interconnections within environments and between
people and places and explain how they change places and environments...
Civics and Citizenship:
By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia’s democracy
that enable active participation. They recognise different types of law in Australia and explain how laws are made...
Economics and Business:
By the end of Year 8, students explain how markets operate and recognise why governments may influence the
market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and
economic decisionmaking...

Evidence of Learning
Assessments Result
7. Multimodal - Landforms assignment A
8. Product design PBL - Get with the times A

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
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8 Food Technologies
Miss Maria Laurito

B 97.1
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet
present and future needs. They explain the contribution of design and technology innovations and enterprise to
society. Students explain how the features of technologies impact on designed solutions and influence design decisions
for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs
or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the
suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered
decisions and communicate to different audiences using appropriate technical terms and a range of technologies and
graphical representation techniques. Students apply project management skills to document and use project plans to
manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.

Evidence of Learning
Assessments Result
1. Preparing Food Safely B-
2. Healthy Food Choices (Healthy Wrap) B+
3. Food By Design Assignment - Canteen Food A
4. Eating Green Food Sustainability Research Assignment B
5. Practical Application & Reflections C-

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Mathematics
Mr Yunxian Li

B 87.6
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index
laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems
involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students
solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify
conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic
situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and
experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in
that data.
Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a
variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane.
Students convert between units of measurement for area and volume...

Evidence of Learning
Assessments Result
Task 4: Measurement Assignment A
Task 5: FINAL: Statistics Assignment B+
Task 6: Pattern and Algebra Test B-
Task 7: Linear Relationships Test C

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Science
Mr Yunxian Li

B 90.4
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and
predict the properties and behaviours of substances. They identify different forms of energy and describe how energy
transfers and transformations cause change in simple systems. They compare processes of rock formation, including
the timescales involved. They analyse the relationship between structure and function at cell, organ and body system
levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an
improved understanding of a scientific idea and describe situations in which scientists collaborated to generate
solutions to contemporary problems. They reflect on implications of these solutions for different groups in
society. Students identify and construct questions and problems that they can investigate scientifically. They consider
safety and ethics when planning investigations, including designing field or experimental methods...

Evidence of Learning
Assessments Result
Task 06: Energy for my Lifestyle Practical Report A-
Task 07: Energy for my Lifestyle Test A-
Task 08: The Rock Cycle Assignment: Science as a Human Endeavour C
Task 10: Organ Systems Assignment B-

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

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 Thomas More College
Fatema Rezaei 8A

8 Physical Education
Mr Jackson Dutschke

B 71.2
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate
their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They
analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own,
others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select
strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical
activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair
play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that
promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when
performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit
different movement situations. They apply the elements of movement to compose and perform movement sequences.

Evidence of Learning
Assessments Result
Application of PE Values Research Task B+
Basketball Practical Assessment and Diversity in Teams Assignment B-
Cricket / Softball Practical Assessment B
Football Practical Assessment and Kicking Analysis B
Netball Practical Assessment and Game Analysis B
Table Tennis Practical Assessment B

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

Semester 2 - Cycle 3 Assessment Report 2022
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 Thomas More College
Fatema Rezaei 8A

8 Religious Education
Mrs Debra Wherry

A 80
ACADEMIC GRADE Attendance %

ACHIEVEMENT STANDARD
In this course students will 

• Develop knowledge of the basic elements that make up Catholic Tradition and its application for modern society.
• Understand the Church is a community of people who believe in Jesus Christ.
• Understanding of special celebrations in the life of the Church.
• Identify key people, honored by the Church, who are significant to our tradition.
• Develop an ability to reflect on believes and values. Both personal and Religious.
• Develop an ability to reflect on values in order to live in right relationships.
• Develop an ability to participate in rituals, demonstrate reverence, both personally and communally.
• Develop positive Self-image and build resilience.

Evidence of Learning
Assessments Result
Moses A-
Oscar Romero A
Portrait of Mary B+
Reflective Journal Semester 2 A
The Nativity Stories A

Learner Behaviours
Managing Managing with Not Yet
Learner Behaviour Excelling Self-Managing
Effectively Assistance Managing
Driven ✓

Curious ✓

Collaborative ✓

Flexible Thinkers ✓

Connected ✓

Disciplined ✓

STUDENT ASSESSMENT REPORT

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 Thomas More College
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Report Information 
EXPLANATION OF GRADES

GRADE SACE AND AUSTRALIAN CURRICULUM INTERPRETATION

A Your child is demonstrating excellent achievement of what is expected at this year level

B Your child is demonstrating good achievement of what is expected at this year level

C Your child is demonstrating satisfactory achievement of what is expected at this year level

D Your child is demonstrating partial achievement of what is expected at this year level

E Your child is demonstrating minimal achievement of what is expected at this year level

GRADE SIGNIFICANTLY ADJUSTED PROGRAMS INTERPRETATION

A Excellent progress beyond their individually established learning goals

B Good progress towards their individually established learning goals

C Satisfactory progress towards their individually established learning goals

D Partial progress towards their individually established learning goals

E Limited progress towards their individually established learning goals

GRADE MODIFIED SACE PROGRAMS INTERPRETATION

CO
Completed Has demonstrated evidence of learning against the capabilities and or their individual learning goals
 
W
Working Working towards demonstrating evidence of learning against the capabilities and or their individual
Towards learning goals
 
N
Not Has not demonstrated evidence of learning against the capabilities and or their individual learning goals.
Completed

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Evidence of Learning
The Evidence of Learning table is a summary of achievement for assessment tasks that have been completed. Please
use SEQTA Engage > Assessments for more details on each assessment task including teacher feedback. When a
student does not provide any evidence for an assessment, the designation ‘I’ (for Insufficient Evidence) is recorded for
that assessment. The Academic Grade (A to E) found at the top of each subject, may not be consistent with the
assessments shown in the Evidence of Learning (A+ to E-) as each assessment has its own weightings.

Subject Attendance %
The Subject Attendance % found on the top of each subject page indicates the student’s attendance for that subject.
The subject attendance maybe affected by excursions, special programs, music lessons and other College activities
where students have represented the College. While the Student Values attendance percentage is their overall
attendance for the semester.

Please note that Australian Curriculum Civics and Citizenship content, skills and assessment have been embedded into
Year 8 History and Social Sciences (HASS).

You can ask the school to provide you with written information that clearly shows your child’s achievement in the
subjects studied in comparison to that of other children in the child’s peer group at the school.  This information will
show you the number of students in each of the achievement levels A-E.

This report complies with the Australian Government requirements under the Australian Education Act.

PROGRESS CRITERIA WELLBEING VALUES WORD COMMENTS

Demonstration of CONNECTION to the College through attendance, punctuality,

CONNECTION
personal grooming and active participation in community activities and celebrations.

Demonstration of PERSISTENCE in learning and daily challenges. Students show pride

PERSISTENCE in their work and seek support where needed. Students demonstrate personal
responsibility in learning and organisation within day-to-day College life.

Demonstration of RESPECT in interactions with all members of the community. In both

RESPECT
words and actions, students embrace the diversity of our community.

Demonstration of personal INTEGRITY by meeting College expectations without

INTEGRITY prompting or the pursuit of individual interests as a unique creation made in God’s
image.

Demonstration of SERVICE to other members of the College community, the wider

SERVICE
community and the mission of the Catholic Church.

Demonstration of STRIVING for personal excellence in all areas of College life from
STRIVING
learning to extracurricular activities.

 
 
 
 
 

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 Thomas More College
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PROGRESS CRITERIA LEARNER BEHAVIOUR WORD COMMENTS

A Driven Learner can… Show initiative and courage to seek out challenge and take
DRIVEN
learning risks in striving for personal excellence.

CURIOUS  A Curious Learner can… Spark interest and inquiry in their own learning.

A Collaborative Learner can... Work effectively and respectfully with a range of people
COLLABORATIVE 
to achieve solutions.

FLEXIBLE THINKER A Flexible Thinker can… Adapt and apply their own thinking critically and creatively.

A Connected Learner can… Connect learning within and across disciplines. They can
CONNECTED
demonstrate an understanding of our relationship with others and our world.

A Disciplined Learner can… Take responsibility for all aspects of their growth as a
DISCIPLINED
learner.

STUDENT ASSESSMENT REPORT

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