assessment information and schedules 8€¦ · made clear to you on the assessment task...

0

YEAR 9 ASSESSMENT INFORMATION

AND SCHEDULES

20

18

20

18

20

18

CUMBERLAND HIGH SCHOOL 2

CONTACT INFORMATION

Address: 183 Pennant Hills Road Carlingford, NSW, 2118

Telephone: 9871 7718

Web Address: http://www.cumberland-h.schools.nsw.edu.au/

KEY PEOPLE

PRINCIPAL………………………………………………………………………………….... Ms Pikoulas

DEPUTY PRINCIPAL…………………………………………………………………….… Mrs Ashton

DEPUTY PRINCIPAL …………..…….…………………………………………………… Ms Brown

HEAD TEACHERS

ENGLISH ………………………………….……………………………………………………………. Ms Bower

MATHEMATICS……………………………………………………………………………………… Mrs Ashton

SCIENCE……………………………………………………………………………………..…………. Mr Walford

HSIE (Human Society and Its Environment) …………………………………..……… Mr Condell

FACULTY OF THE ARTS…………………………………………………………………………… Mr Andrews

PDHPE (Personal Development, Health & Physical Education).………………. Ms Carroll

TAS (Technology and Applied Studies) ………………………………………………….. Ms Czislowski

HEAD TEACHER ADMINISTRATION………………….…………………………………….. Mr Thomas

LEARNING DESIGN & WELLBEING………………...……………………………............. Ms Bovill

STUDENT ADVISERS FOR 2018

YEAR 7 ………………………………………………………………………………………………….. Mr Smith

YEAR 8 ………………………………………………………………………………………………….. Ms Sisala

YEAR 9 ………………………………………………………………………………………………….. Ms Abbott

YEAR 10 ………………………………………………………………………………………………… Mrs Bastock

YEAR 11 ………………………………………………………………………………………………... Ms Nelson

YEAR 12 ………………………………………………………………………………………………... Mr Pillay

http://www.cumberland-h.schools.nsw.edu.au/


INTRODUCTION

This document has been developed to make clear the procedures, expectations and rules about assessment at Cumberland High School.

The first pages are the school’s policy on assessment in Year 7-10. The remaining pages are the assessment schedules for each subject, including:

the assessment tasks which will take place throughout the year.

when each task will take place.

how much each task is worth.

WHAT IS ASSESSMENT?

Assessment is how teachers measure your success as a learner.

ASSESSMENT OF LEARNING IN YEARS 7-10

Assessment of Learning determines your level of performance on a specific task or at the conclusion of a unit of work, a school year or stage. The information gained from this type of assessment is often used in reporting.

ASSESSMENT FOR LEARNING IN YEARS 7-10

Assessment For Learning gives you opportunities to produce work that leads to the development of knowledge, understanding and skills. Teachers decide how and when to assess your achievement, as they plan the work you will do, using a whole range of strategies including self-assessment and peer-assessment.

Assessment Of Learning (Formal assessment)

- Assessment that usually occurs at the end of a unit to check your overall understanding

Assessment For Learning (Informal assessment)

- Assessment that checks your progress along the way to make sure that you are learning as the teacher moves through the unit of work

Assessment tasks/ unit tests Observation of student learning

Projects / Research Assignments Classroom activities

Oral Engagement / Presentations Homework assignments

Practical Tasks and Artworks Mini tests

Portfolios Group and pair work

Practical performances and compositions Experiments/performances

Half Yearly and Yearly examinations Bookwork


HOMEWORK GUIDELINES

Homework is a very important part of learning. You are responsible for regularly reviewing and consolidating at home, the work which has been covered in lessons. This is complemented by formal work including projects and assignments, which are set by the class teacher.

Homework is an important part of the Curriculum but varies with different subjects and individual student needs.

Homework will not necessarily be given every night in each subject. It is expected that you develop a pattern of

regular revision.

Homework needs to be balanced with family, social and extracurricular activities.

You can help yourself by:

writing down all details of homework in your school diary;

recording due dates for tasks and major assignments in your diary;

planning your homework task completion appropriately - not leaving work to the last minute;

ensuring your homework is completed to a high standard and

submitting assigned work punctually.

EXPECTED STUDENT CONDUCT DURNING EXAMINATIONS

Exam conditions shall apply from when the first student enters the classroom until the dismissal of students. 1. NO electronic devices, except Board of Studies approved calculators, are to be used during any examination.

2. Complete silence MUST be adhered to whilst you are in the classroom/hall.

3. You MUST sit facing the front and are NOT to turn around or look at any other paper

4. You are NOT to communicate with any other student in any way.

5. You must remain for the entire duration of every exam.

6. You MUST obey all reasonable instructions given by supervisors.

7. Borrowing is NOT permitted.

8. All enquiries are to be addressed to classroom teacher by raising your hand and waiting patiently.

9. Code of Conduct School Rules apply during ALL exams.

10. No equipment will be lent by the faculty, unless specified by the faculty – e.g. Japanese dictionary

If the above examination rules are not followed, a warning will be given. If the inappropriate behaviour continues, you will be given a zero mark and removed from the classroom/hall and referred to the Head Teacher.

If you are absent from an examination, you MUST provide a satisfactory reason (e.g. a Doctor’s Certificate for illness) immediately upon returning to school to the Head Teacher. If a satisfactory reason is not provided, you will receive a zero mark for this assessment.


PROCEDURE FOR MISSED ASSESSMENT TASKS

When an assessment task is during class time, you must attend school for all lessons on that day. (i.e. a student cannot miss lessons to prepare for their assessment task).

For a student who does miss lessons before an assessment task, the following will apply: 1. If no satisfactory reason is given, the student will have 20% of the total mark deducted.

2. If a satisfactory reason is given (eg: Doctors Certificate for illness), the Head Teacher will decide whether the actual task will be sat or an alternative task set. For further discussion.

ABSENCE DUE TO ILLNESS / MISADVENTURE If you miss an examination, in-class assessment or assessment task, you are to report to the classroom teacher of that subject on the first day of your return. Do not wait until you have that subject again to see the teacher.

You are required to complete the Explanation of Illness / Misadventure for an Assessment Task form and submit it along with supporting documentation. Ie: Note from parents/carers or Doctors Certificate, to the Classroom Teacher.

If you fail to submit the form or the supporting documentation to the Classroom Teacher, a zero mark will be awarded for that task. If you submit the form within 3 days, after the first day that you return to school, the ‘Late Submission of Assessment Tasks’ procedure applies.

OTHER CIRCUMSTANCES RELATING TO ILLNESS OR MISADVENTURE

When you present for an examination or assessment task while ill, or fall ill during the course of the examination or assessment task, you may make a claim for misadventure. You must obtain a Doctor’s Certificate, covering the day of the assessment. This should be submitted to the Head Teacher on the day of your return to school.

ELECTRONIC SUBMISSION OF ASSESSMENT TASKS

You are not to assume that you may submit assessment tasks by email or by other digital media. However, on some occasions the Head Teacher or Teacher may allow you to submit electronically. Head Teachers/ Subject Teachers may also require you to hand in a printed copy of the task. Any such instructions will be made clear to you on the assessment task notification.

When this is required or permitted, your task may be submitted on CD, DVD or USB or by email. When electronic submission does occur, the following rules will apply:

1. The school will not be responsible for unreadable, unusable or virus infected files or media.

2. The school will only accept assessment tasks which are written in applications to which school staff have ready access, and in a format which can be read by most school computers.

3. The assessment task should be readily identifiable.

An assessment task is not considered submitted if conditions (1), (2) and (3) are not satisfied.

The school will not be responsible for not receiving emails. If submitting work by email, you must request that the teacher let you know that he/she has received your work. Teachers will acknowledge receipt as soon as possible. Only receipts generated by the school’s email system will be considered valid. If you do not receive a receipt within a reasonable time it will mean that the teacher did not receive your work.


LATE SUBMISSION OF ASSESSMENT TASKS

If you do not hand in an assessment task or attend an in-class assessment or examination by the date on which it is due (without extension or acceptable explanation), the following procedure will be followed:

Marks will be deducted as follows:

20% of the total mark awarded for the first day late

a further 20% of the total mark awarded for the second day late

a further 20% of the total mark awarded for the third day late

For example, if an assignment is out of 20, 4 marks will be deducted each day that it is late. If you score 14 out of 20 but you hand it in one day late, your score will be adjusted to 10 out of 20. If you hand it in two days late, 8 marks will be deducted and you will only receive 6 out of 20 and so on.

The following table explains how the 20% deduction of marks works for each day that your assignment is late depending on what your assessment is worth.

Please note: Your assignment will be marked first and then these marks will be deducted.

Total marks Submitted ONE

day late

Submitted TWO

days late

Submitted THREE

days late

More than THREE

days late

out of 15 LOSE 3 marks LOSE 6 marks LOSE 9 marks Score ZERO (0)





If students do not meet the deadline, they are still required to submit the work. Work submitted after 3 days will be reviewed but a zero mark will be awarded.

(A “day” means any day of the week, including Saturdays and Sundays. An assessment due on Friday but handed in on the following Monday would be three (3) days late attracting a 60% penalty)

A letter will be sent home or a phone call will be made if a task is submitted late or if non-submission of a task occurs.


Cumberland High School Explanation of Illness / Misadventure For an Assessment Task Please submit form to the relevant Head Teacher.

Student Name: …………………………………………………….. Year: ……………………………………….……….…

Subject: ……………………………………………………..………… Teacher: ……………………………………………..

Task Number/Title: ……………………………………………… Date of task: …………………………….………...

Explanation:………………………………………………………………………………………….…………………………………………………

………………………………………………………………………………………………………………………………………………………………..

You must attach supporting documentation. Illness must be accompanied by a Medical Certificate.

Student Signature: ………………….................................................... Date: ………………………………

Parent Signature: …………………..………………………………………………… Date: ………………………………

Classroom Teacher Signature: ………………………………………….……… Date: ………………………………

Faculty Head Teacher Signature: …………………………………………….. Date: ………………………………

Comments:

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

REASON FOR MISADVENTURE

(please circle)

Illness Approved Leave Approved School

Activity

Misadventure Other

Approved Not Approved


ALLEGED MALPRACTICE IN ASSESSMENT TASKS OR EXAMINATIONS

Malpractice, or cheating, is defined as “dishonest behaviour by a student that gives them an unfair advantage over others.” Plagiarism is copying someone else’s work and pretending that it is your own.

Examples of malpractice:

Malpractice may include:

plagiarism (copying someone else’s work in part or in whole, and claiming that it is your work);

collusion (allowing someone to copy your work);

forbidden aids (this would include bringing into an examination situation secret notes, or any helpful electronic device not specifically allowed, whether or not it is used).

Using material directly from books, journals, CDs or the internet or any other source without reference to the source

Building on the ideas of another person without referring to the source

Allegations of plagiarism or other forms of malpractice will be reported to the Head Teacher who will investigate the matter and, if proven, a zero will be awarded for the section that has been plagiarised.

Strategies to assist you:

We attempt to assist you to avoid malpractice by:

1. Classroom and other teachers instructing you in good and ethical practice.

2. Signs being displayed in appropriate areas, including the Library, explaining aspects of good practice.

PROCEDURES FOR YOU TO FOLLOW WHEN INVOLVED IN NON-SCHOOL SPORT AND OTHER ACTIVITIES

Cumberland High School supports students who participate in both school-based and non-school-based sporting and other activities.

Generally, school-based sporting or other activities do not impact on the distribution/sitting/handing in of assessment tasks since school routines and calendars accommodate and communicate this information in advance.

The following guidelines apply for students who participate in non-school-based sporting or other activities where there is the potential to impact upon the distribution/sitting/handing in of assessment tasks:

1. Student provides teacher with at least 2 weeks’ notice of the activity occurring. This must include a letter from

the parent/caregiver that lists the date, timing, event and location of the activity. Where a student’s ongoing involvement in an activity is unpredictable (e.g. progressing to the next round of a sporting fixture) this must be communicated to the teacher as part of the original request.

2. Teacher informs Head Teacher. 3. Depending on the nature of the task, a decision is made to provide an alternative option for the student. 4. Student is informed as soon as convenient of the arrangements.

* If a student does not provide 2 weeks’ notice, they will receive zero marks for that task and a letter will be sent home or a phone call will be made to parents/guardian.


GRADES YEARS 7 – 10

For half-Yearly and Yearly Reports, Head Teachers give you a grade to reflect your academic achievement within each course.

Meaning of Grades

The meaning of grades allocated to you is explained as follows:

A

(86 - 100%)

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B

(70 - 85%)

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C

(50 - 69%)

The student has a sound knowledge and understanding of the main areas of content and have achieved an adequate level of competence in the processes and skills.

D

(35 - 49%)

The student has a basic knowledge and understanding of the content and have achieved a limited level of competence in the processes and skills.

E

(0 - 34%)

The student has an elementary knowledge and understanding in few areas of the content and have achieved very limited competence in some of the processes and skills.


DISABILITY PROVISIONS

You may be granted disability provisions if you have:

visual or auditory difficulties

learning difficulties

fine motor difficulties

illnesses such as diabetes

ongoing injuries that will impact on your ability to complete an assessment task

psychological difficulties

(Your parents/guardians are responsible for providing all documentation and informing the school of your disability)

Successful applicants will be granted provisions that are appropriate as determined by the Board of Studies or the School. These may include such things as provision of a writer or reader, separate supervision, extra time, rest breaks, permission to use a computer for writing (in exceptional circumstances), large print examination papers or examinations printed on coloured paper.

In circumstances where you have a temporary condition, such as an injury, which may affect school assessments or examinations but is not relevant for consideration by the Board of Studies you may apply to the Deputy Principal for the temporary approval for appropriate disability provisions. Medical or other appropriate evidence will be required.

PROVISIONS IN YEARS 7-10

Administration of Disability Provisions within the School

Some Disability Provisions, such as the provision of a Writer and/or Reader, require resources which may, at times, be difficult for the school to provide. To ensure that we support you as best we can, the following procedures should be followed:

1. For extra time for assessment tasks (such as in-class tests) you should notify your teacher as soon as you receive your assessment notification. It will be the responsibility of the teacher to liaise with the Head Teacher to accommodate extra time. Separate supervision will not be provided.

2. For the use of a personal computer, he/she will ensure that no inappropriate material/software is available on the computer. The following rules will apply:

a) You may not use functions such as spell checking or grammar checking, or other computer functions which may give you an advantage over others sitting a pen and paper examination.

b) You are not to format your work beyond simple paragraphing and other conventions which would be accessible to a student sitting a pen and paper examination.

c) A computer calculator is not an approved calculator for the purposes of Board of Studies Examinations.

d) Simple drawing programs are permitted where you are required to draw diagrams etc. for an assessment task.

e) For the purposes of ensuring compliance with these rules, you may be closely supervised when using personal computers.


REPORTING TO PARENTS

FORMAL SCHOOL REPORTS

The school formally reports on student progress twice each year: a Semester 1 report (Half-Yearly Report) for Years 7-12 and a Semester 2 report (Yearly Report) for Years 7, 8, 9 and 10, issued at the end of Term 4.

Half-Yearly and Yearly Reports will provide information concerning your progress within each course. For Years 7-10, Grades (A to E) will reflect your achievement within the subject. The following additional information will be provided for each course:

A number of statements indicating the degree to which you are succeeding in your study of the subject

A learning profile reflecting your commitment and attitude towards learning

Extra-curricular involvement will also be reported. (Extra-curricular activities are the things you do other than normal school work e.g. Debating, SRC etc.)

It is the responsibility of the Head Teacher to ensure that, as far as possible, final grades are an accurate reflection of each student’s achievement of the course outcomes. Hence the Head Teacher may exercise appropriate professional judgment in finalising marks to ensure that this requirement is met and that marks reflect an appropriate pattern of grades.


Assessment Schedules Year 9 English

In Year 9 English, students will engage with a variety of classic and contemporary texts which are increasingly complex. They will increase the sophistication of their creative responses as well as developing their skills in analytical writing by composing sustained texts. They will develop their capacity for independent self-study as well as working collaboratively to comprehend and analyse. Students will be able to explain how texts are influenced by context, purpose and audience.

Overview of Year 9 Content

Topics: Semester 1 Topics: Semester 2

Fiction & Film: Sustainability and Possible Futures

Non-Fiction: Asia-Australian

Drama: Shakespeare

Poetry: Indigenous Australian

Assessment Schedule – Semesters 1 and 2

Students will complete the following tasks through the year in English.

TASK WEIGHTING DUE

Comparative Essay 25% Term 1, Week 9

Listening – short response questions 25% Term 2, Week 6

Modern Appropriation performance 25% Term 3, Week 9

Analysis of Unseen Texts 25% Term 4, Week 6

100%


Year 9 Mathematics Years 9 and 10 follow the stage 5 course. This course is divided into three strands.

Mathematics Stage 5.1 By the end of Stage 5.1, students use mathematical arguments to reach and justify conclusions. When communicating mathematical ideas, they use appropriate mathematical language and algebraic, statistical and other notations and conventions in written, oral or graphical form. Students use suitable problem-solving strategies, which include selecting and organising key information, and they extend their inquiries by identifying and working on related problems.

Overview of Year 9: 5.1 course content

Topics: Semester 1

Topics: Semester 2

Integers, Rates and Ratio

Fractions, Decimals and Percentages

Numbers of any Magnitude

Earning An Income

Properties of Geometrical Figures

Right Angled Triangles

Probability

Algebraic Techniques

Perimeter, Area, Volume

Index Laws

Linear Relationships


Students will complete the following tasks throughout the year in Mathematics.

Note: For all assessment tasks, only NESA Approved Calculators may be used.

http://www.boardofstudies.nsw.edu.au/hsc_exams/calculators.html

TASK WEIGHTING DUE

Examination Term 1:

Intergers, Ratio and Rates, Fractions, Decimals

and Percentages

20% Term 1, Week 10

Half Yearly:

Intergers, Ratio and Rates, Fractions, Decimals

and Percentages , Numbers of any Magnitude,

Earning an Income

30% Term 2, Week 6

Practical Task: Probability 20% Term 3, Week 6

Yearly: all topics covered this year 30% Term 4, Week 6

100%




Mathematics Stage 5.2 By the end of Stage 5.2, students use mathematical arguments to reach and justify conclusions. When communicating mathematical ideas, they use appropriate mathematical language and algebraic, statistical and other notations and conventions in written, oral or graphical form. Students use suitable problem-solving strategies, which include selecting and organizing key information, and they extend their inquiries by identifying and working on related problems.


Topics: Semester 1

Topics: Semester 2

Trigonometry

Financial Mathematics

Algebra

Area & Surface Area


Indices

Numbers of Any Magnitude

Properties of Geometric Figures

Probability

Single Variable Data Analysis





TASK WEIGHTING DUE

Practical Task: Right angled Triangles

20% Term 1, Week 5

Half Yearly: Right angled Triangles,

Finance, Algebra and Equations

30% Term 2, Week 6

Practical Task: Data Analysis 20% Term 3, Week 5

Yearly: All Topics 30% Term 4, Week 6

100%




Mathematics Stage 5.3 By the end of Stage 5.3, students use deductive reasoning in problem solving and in presenting arguments and formal proofs. They interpret and apply formal definitions and generalisations and connect and apply mathematical ideas within and across substrands. They demonstrate fluency in selecting, combining and applying relevant knowledge, skills and understanding in the solution of familiar and unfamiliar problems.


Topics: Semester 1

Topics: Semester 2

Trigonometry

Numbers of Any Magnitude

Expressions, Equations & Inequations

Financial Mathematics


Length, Area & Surface Area

Indices & Surds

Single Variable & Bivariate Data Analysis

Quadratic Expressions & Algebraic Fractions

Geometry





TASK WEIGHTING DUE

Examination Term 1: Expressions,

Equations & Inequations, Financial

Mathematics, Right-Angled Triangles and

Number of Any Magnitude

20% Term 1, Week 10

Half Yearly: Right Angled Triangles,

Expressions, Equations & Inequations,

Financial Mathematics, Linear

Relationships

30% Term 2, Week 6

Practical Task: Single Variable and

Bivariable Data Analysis 20% Term 3, Week 8

Yearly: All Topics covered this year. 30% Term 4, Week 6

100%



Year 9 Science

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Scientific knowledge is contestable and is revised, refined and extended as new evidence arises or existing evidence is re-conceptualised. The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the natural world.

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning. Through active participation in challenging and engaging experiences, they become self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding innovative solutions to science-related personal, social and global issues, including sustainable futures.

Overview of Year 9 Science content


Blue Planet

Good Vibrations

Powerhouse

Atomic


Students will complete the following tasks throughout the year in Science.

TASK WEIGHTING DUE

Skills and Practical Task

(Skills from the Working Scientifically strand.

Incorporates extracting and reorganizing information

in the form of flow charts, tables, graphs, diagrams,

prose, keys, spreadsheets and databases. Safely

undertaking first hand investigations.)

20% Term 1, Week 7

Half Yearly Examination

(first two topics studied this year) 20% Term 2, Week 6

Student Research Project (As mandated in the NSW Science K-10 Syllabus for the Australian Curriculum, All students in Stage 5 are required to undertake at least one individual project involving a hands-on practical investigation)

25% Term 3, Week 8

Yearly Examination

(All topics studied this year) 35% Term 4, Week 6

100%


Year 9 Australian History

Overview of Year 9 Course Content

Year Nine History students will study significant events in modern Australian History such as Federation, the Gallipoli Campaign, Australia’s role in World War Two and Australia’s changing place in the world.

Topics: Semesters 1 and 2

Australia and Asia: Making a nation

Australians at war: World War I 1914-1918

Australians at war: World War II 1939-1945


SEMESTER 1

TASK WEIGHTING DUE

Australia and World War One source analysis and

extended response 30%

Term 1, Week 8

Australia in World War 2 Oral Presentation 30% Term 2, Week 3

Final exam 40% Term 2, Week 6

100%

SEMESTER 2

TASK WEIGHTING DUE

Australia and World War One source analysis and

extended response 30%

Term 3, Week 8

Australia in World War 2 Oral Presentation 30% Term 4, Week 3

Final exam 40% Term 4, Week 6

100%

This is a SEMESTERISED course.


Year 9 Elective History


Year Nine Elective History students will study topics such as the Sinking of the Titanic, Jack the Ripper, Archaeology, Revolutions and Terrorism.


Thematic study 1

Thematic study 2

Thematic study 3

Thematic study 4


In-class assessments will take place throughout the semester. These tasks may include: group work on a selected topic, internet research tasks, class activities / quizzes, class tests, homework tasks and book work.

TASK WEIGHTING DUE

Research and oral presentation: Thematic study 1 20% Term 1, Week 8

Half-yearly exam: Thematic studies 1 and 2 20% Term 2, Week 6

Research and in-class extended response:

Thematic study 3

30% Term 3, Week 8

Yearly exam: Thematic studies 3 and 4 30% Term 4, Week 6

100%

This is a WHOLE year course.


Year 9 Geography

Overview of Year 9 Geography Course Content

Year 9 Geography students will study areas such as Sustainable Biomes and their features and characteristics, as well as the patterns and trends in urban population through Changing Places.

Topics: Semesters 1 and 2

Sustainable Biomes

Changing Places

Assessment Schedule – Semesters 1 and 2.

SEMESTER 1

TASK WEIGHTING DUE Task 1 – Biomes – Country/Food Security 50% Term 1, Week 10

Task 2 - City/Mega City 50% Term 2, Week 6

100%

SEMESTER 2

TASK WEIGHTING DUE

Task 1 – Biomes – Country/Food Security 50% Term 3, Week 10

Task 2 - City/Mega City 50% Term 4, Week 6

100%

This is a SEMESTERISED course.


Year 9 Commerce


Year 9 Commerce students will participate in Market Day to gain an understanding of developing a business model and product as well as focussing on areas such as managing their personal finances, making informed consumer choices and travel.


Running a business

Promoting and selling

Consumer choice

Personal finance

Travel


In-class assessments will take place throughout the semester. These tasks may include: group work on a selected topic, internet research tasks, class activities / quizzes, class tests, homework tasks and book work.

TASK WEIGHTING DUE

Market Day Research / presentation assignment 25% Term 1, Week 8

Half yearly examination (content & skills) 25% Term 2, Week 6

Consumer Choice Research / presentation assignment 25% Term 3, Week 6

Yearly examination (content & skills) 25% Term 4, Week 6

100%

This is a WHOLE year course.


Year 9 Personal Development, Health & Physical Education (PDHPE) The aim of the PDHPE Years 7–10 Syllabus is to develop students’ capacity to enhance personal health and wellbeing, enjoy an active lifestyle, maximise movement potential and advocate lifelong health and physical activity.

The content is presented in four strands and the syllabus requires study from each strand in each of the Years 7 to 10.

Strand 1 Self & Relationships

Strand 2 Movement Skill & Performance

Strand 3 Individual & Community Health

Strand 4 Lifelong Physical Activity

Effective learning in PDHPE is underpinned by the development of skills that assist students to adopt a healthy, active and fulfilling lifestyle. These include the ability to:

• communicate effectively • make informed decisions • interact positively with others in groups and teams • move with competence and confidence in a range of contexts • devise and implement plans to achieve goals • solve problems creatively.

Overview of Year 9 course content


Affirming Diversity & Supporting Mental Health

Strengthening Resiliency

Practical: basketball, cross-country, athletics &

dance.

Choices and Consequences - Part 1

Choices and Consequences - Part 2

Practical: ultimate frisbee, European handball,

modified hockey & volleyball.

Assessment Schedule – Semester 1 and 2

Students will complete the following tasks throughout the year in Year 9 PDHPE.

TASK WEIGHTING DUE

Mental Health Assignment 20% Term 1, Week 10

STI Resource Assignment 20% Term 3, Week 9

Yearly Examination 20% Term 4, Week 6

Practical evaluation 40% Ongoing assessment in practical

lessons (Whole Year)

100%


Year 9 Physical Activity and Sports Studies (PASS)

Physical Activity and Sports Studies represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyle. It incorporates a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation.

The content is organised in modules within the following three Areas of Study:

Foundations of Physical Activity

Physical Activity and Sport in Society

Enhancing Participation and Performance.

The Physical Activity and Sports Studies course builds on the skills developed in PDHPE K–6 and Years 7–10 syllabuses, ie communicating, decision-making, interacting, moving, planning and problem-solving. The syllabus integrates these with higher order skills that assist students to participate effectively in physical activity and sport.

These include the ability to:

work collaboratively with others to enhance participation, enjoyment and performance

display management and planning skills to achieve personal and group goals

perform movement skills with increasing proficiency

analyse and appraise information, opinions and observations to inform physical activity and sport decisions.



Body systems

Fitness

Practical: fitness/bootcamp, Gaelic football,

oz-tag, resistance training, lacrosse and soccer.

Lifestyle, Leisure and Recreation

Sports Safety

Practical: netball, AFL, cricket, gridiron,

modified games, tennis.


Students will complete the following tasks throughout the year in Year 9 PASS.

TASK WEIGHTING DUE

Body Systems Practical Assignment 20% Term 1, Week 5-10

Outdoor Recreation Assignment 20% Term 3, Week 9


Practical evaluation 40% Ongoing assessment in practical

lessons (Whole Year)

100%


Year 9 Music

Students will expand their practical music skills through rehearsal and performance, explore various musical styles, develop a higher understanding of music theory and extend their aural listening skills. Students will also develop composition skills using music software/apps. This course will provide students with essential knowledge and skills to further their music education in Years 11 and 12.


Performing - Students perform on an instrument of their choice. There are solo instrumental performance opportunities as well as group ensemble performances. Composing/arranging - Students create original compositions in various styles and formats. Students also modify, mix and arrange the works of other artists/composers. Listening - Students develop aural listening skills and they respond by describing and notating what they hear. All of the musical concepts form the basis of aural studies: Pitch, Duration, Dynamics &Expressive Techniques, Tone Colour, Texture and Structure.

Topics:

The Blues

Music of Other Cultures

Australian Music


Students will complete the following tasks throughout the year in Music.

TASK WEIGHTING DUE

Listening & theory quiz 15% Term 1, Week 9

Blues composition & performance 30% Term 2, Week 3

Australian Music performance 20% Term 3, Week 9

Australian Music composition & aural task 35% Term 4, Week 3

100%


Year 9 Drama (Stage 5) The aim of the stage 5 Drama course (years 9 and 10) is to engage and challenge students to maximise their dramatic abilities and enjoyment of drama and theatre through making, performing and appreciating dramatic and theatrical works. Students will develop knowledge, understanding and skills, individually and collaboratively, through:

Making drama that explores a range of imagined and created situations in a collaborative drama and theatre environment.

Performing devised and scripted drama using a variety of performance techniques, dramatic forms and theatrical conventions to engage an audience.

Appreciating the meaning and function of drama and theatre in reflecting the personal, social, cultural, aesthetic and political aspects of the human experience.

Overview of Year 9: course content


Elements of Drama: improvisation, scene structures, lighting and production elements and physical theatre.

Dramatic Form: Research and scripted performances of Greek Theatre/mask and modern scripts.

Playbuilding: Using one or a combination of

setting, theme, narrative, character, issues or

personal experiences.

Dramatic Form: Puppetry and Mime.


Year 9 students will complete the following tasks throughout the year in Drama.

TASK WEIGHTING DUE

Task 1 - Elements of Drama used in

improvisation. Log book and reflection.

25% Term 1, Week 10

Task 2 - Dramatic Form: Scripted

performance and research task.

20% Term 2, Week 6

Task 3 - Group devised performance and log book. Performed at Drama Night.

25% Term 3, Week 6

Task 4 - Dramatic Form: Research and

performance task.

15% Term 3, Term 10

Task 5 - Yearly Exam 15% Term 4, Week 6

100%


Year 9 Japanese

The aim of the Year 9 Japanese course is to develop students’ understanding of linguistic knowledge and cultural concepts through various topics. The course will introduce students to a range of Japanese writing systems including Kanji characters. Students will also explore the interdependence of language and culture in a range of contexts.



Introduction to Japan

Japanese language system

Personal world

Interests and hobbies

Daily routine

School life


Students will complete the following tasks throughout the year in Japanese.

TASK WEIGHTING DUE

Skills test 20% Term 1, Week 9

Half Yearly Examination 20% Term 2, Week 5

Cultural assignment 40% Term 3, Week 5

Yearly examination 20% Term 4, Week 5

100%


Year 9 Photography and Digital Media

Students are provided with opportunities to build on the knowledge and understanding of practice, the conceptual framework and the frames established in the Visual Arts mandatory course. They undertake a more specialized investigation of the conventions, strategies and procedures of making photographic and digital works in at least one of the areas of still, interactive and moving forms. Photography and Digital Media fosters interest and enjoyment in the making and studying of the still and moving image. Students learn to express themselves through creative activity and engage with the artistic, cultural and intellectual work of others.


They learn to make images and videos in a sustained way and work toward the development of a body of work which shows the various ways the artist – artwork – world – audience have been understood in an artist’s practice. In critical and historical interpretations students are provided with opportunities to investigate how and why artists as photographers, videographers, computer/digital artists, filmmakers and performance artists make photographic and digital works, and how and why historians and critics write about photographic and digital works.


Visual Qualities

Alphabet Toolbox

Places & Spaces

Decisive Moments


Students will complete the following tasks throughout the year in Visual Arts.

All other tasks are common assessments.

TASK WEIGHTING DUE

Photography and digital media study 20% Term 1, Week 8

Body of photographic work &

documented photo diary 30% Term 2, Week 5

Photography and digital media study 20% Term 3, Week 8

Body of photographic work &

documented photo diary 30% Term 4, Week 5

100%


Year 9 Food Technology

Food Technology provides students with a broad knowledge and understanding of food properties, cooking methods

and preparation techniques that can be directly utilized in the home. Students will develop an understanding of the

relationship between nutrition and consumption patterns in relation to human health. Students will also develop the

required knowledge and skills to support safe and hygienic work practices in the kitchen.



Food preparation & processing

Nutrition & consumption

Food in Australia

Food for special needs/occasions


Students will complete the following tasks throughout the year in Food Technology.

The required equipment for participation in ANY practical activity includes:

- 2 tea towels

- Food container

- Black leather school shoes

TASK WEIGHTING DUE

Practical assessment task: Create and

present a dish demonstrating practical

skills and knowledge.

20% Term 1, Week 9

Practical assessment task: Create a meal

for children - design a meal that addresses

specific nutritional needs.

25% Term 2, Week 6

Research task:

Part A: Create a visual timeline for the

development of food within Australia.

Part B: Create a one page report on food

from the Aboriginal culture.

Part C: Practical - modify a modern recipe

to include indigenous food.

30% Term 3, Week 8


100%


Year 9 Design and Technology

In the subject of Design and Technology students will design, manufacture and evaluate a range of designed

products. Students will engage in a range of practical activities during the development of their design projects. They

will gain skills in the use of tools and workshop equipment. Students will use Information and Communication

Technologies (ICT) including multimedia, word processing and desktop publishing to record and present their work.

Overview of Year 9 Design and Technology course content:

In Year 9 students will undertake design projects from selected focus areas. Workplace Health and Safety requires

each student to wear appropriate personal protective clothing and footwear. Black leather school shoes are

mandatory.

Topics: Semester 1

Focus Area : Graphical

Focus Area: Interior

Topics: Semester 2

Focus Area : Environmental

Focus Area : Packaging


Students will complete the following tasks throughout the year in Design and Technology.

All other tasks are common class assessments of learning.

TASK WEIGHTING DUE

Research Task 10% Term 1, Week 4

Minor Design Project 30% Term 2, Week 4

Major Design Project 40% Term 4, Week 3


100%


Year 9 Information and Software Technology

Information and software technology students will develop knowledge and understanding of a range of computer software and hardware. Students will develop problem-solving and critical thinking skills in order to design and develop creative information and software technology solutions for a variety of real-world problems. Students will develop effective communication skills and will apply collaborative work practices to complete tasks. Students will also develop responsible and ethical attitudes related to the use of information and software technology.


CORE Topics: Semester 1 CORE Topics: Semester 2

Design, produce and evaluate computing

systems

Analyse practice and ethical issues in the use

of information software and technology

OPTIONAL Topics: Semester 1

Artificial Intelligence

Authoring and multimedia

Investigate past, current and emerging

technologies

Apply skills in the handling of data and

information using appropriate software

OPTIONAL Topics: Semester 2

Digital data

Database design


Students will complete the following tasks throughout the year in Information and Software Technology.


TASK WEIGHTING DUE

Simulation (Budget simulator) 20% Term 1, Week 8

Music database 20% Term 2, Week 6

Photoshop/Animation (Shirt

design/cartoon animation) 30% Term 4, Week 3


100%


Year 9 Industrial Technology - Electronics

Industrial Technology – Electronics provides the opportunity for students to develop knowledge, understanding and

skills in relation to electronic industries. It focuses on students developing practical skills and theoretical knowledge

through the development of projects using materials, components, tools and equipment.



The safe use and handling of hand and machine

tools. The use of personal protective

equipment.

Identifying and using basic electronic

components and materials.

Using a range of hand tools in the construction

of simple circuits.

Understanding different career paths related to

the electronics industry.

Hazard identification and the principals of

risk management.

Identifying and using more complex

electronic components and materials.

Understanding and using multimeters to

test circuits and components.

Applying basic principles of design in the

modification of electronic projects.

Understanding the use of renewable

resources in electronics.


Students will complete the following tasks throughout the year in Industrial Technology - Electronics.


TASK WEIGHTING DUE

Research Task 15% Term 1, Week 6

Minor Project (Practical Task and Folio) 25% Term 2, Week 6

Major Design Project (Practical and Folio) 40% Term 4, Week 3


100%


Year 9 Industrial Technology – Engineering

Industrial Technology – Engineering provides the opportunity for students to develop knowledge, understanding and

skills in relation to various types of engineering and their applications. It focuses on students developing practical

skills and theoretical knowledge through the development of projects using materials, components, tools and

equipment.


Topics: Semester 1

Engineered Structures

Topics: Semester 2

Engineered Mechanisms

Workplace Health and Safety

The properties, structure and applications

of materials used in engineered structures.

Equipment, Tools and Machines.

Engineering Principles and Processes –

types of structures, their elements and

forces acting upon them.

Design Principles and Processes.

Typical materials used in mechanisms and

the modification of their properties

Engineering Principles and Processes – the

function and operation of mechanisms,

their components and mechanical forces

acting upon them.


Students will complete the following tasks throughout the year in Industrial Technology – Engineering.


TASK WEIGHTING DUE

Research Report - Built Structures 10% Term 1, Week 4

Minor Project - Structures 30% Term 2, Week 4

Major Project and Report - Mechanisms 40% Term 4, Week 3


100%


Year 9 Industrial Technology - Timber

Industrial Technology – Timber provides the opportunity for students to develop knowledge, understanding and skills

in relation to various types of timber and associated industries. It focuses on students developing practical skills and

theoretical knowledge through the development of projects using materials, components, tools and equipment.



General wood – Core Module 1

Workplace Health and Safety

Trees and the properties of timber

Using basic hand tools and machinery

Introduction to design.

General wood – Core Module 2

Hazard identification and risk

management

Timber conversion and seasoning

Introduction to power tools – joining

methods and techniques

Workplace communication - drawing

plans


Students will complete the following tasks throughout the year in Industrial Technology – Timber.


TASK WEIGHTING DUE

Task 1: Timber Research Assignment 10% Term 1, Week 8

Task 2: Minor Project 1 30% Term 2, Week 6

Task 3: Major Project 2

(Practical 40% & Design Folio 10%)

50% Term 4 , Week 3


100%

assessment information and schedules 8€¦ · made clear to you on the assessment task...

Documents