nepean creative and performing arts high school assessment … · 2020-02-17 · circus arts...

Year 9

Nepean Creative and Performing Arts High School

Assessment Handbook

Year 9

2020

2 2020 Year 9 Procedures and Course Assessment Booklet

Assessment Handbook Table of Contents Introduction ...................................................................................................................................................................... 4

The School’s Responsibilities ............................................................................................................................................ 6

Reporting to Students and Parent/Carer(s) ...................................................................................................................... 6

Course Completion Requirements .................................................................................................................................... 7

Assessment ....................................................................................................................................................................... 8

1. Assessment tasks ...................................................................................................................................................... 8

2. Completion of Assessment tasks .............................................................................................................................. 9

3. Non-Completion of Assessment tasks .................................................................................................................... 11

4. Student Malpractice ................................................................................................................................................ 12

5. N Awards ................................................................................................................................................................. 13

Important Information to Read ...................................................................................................................................... 14

Tips for Being a Successful Student ................................................................................................................................ 16

NESA Directive Verbs ...................................................................................................................................................... 18

A Learning and Responding Matrix ................................................................................................................................. 19

Year 9 Assessment Calendar 2020 .................................................................................................................................. 26

CHILD STUDIES ................................................................................................................................................................ 28

CIRCUS ARTS (ADVANCED) .............................................................................................................................................. 30

COMMERCE ..................................................................................................................................................................... 32

DANCE (ADVANCED) ....................................................................................................................................................... 34

DANCE (EXTENSION) ....................................................................................................................................................... 35

DESIGN AND TECHNOLOGY -STAGE COSTUME AND MAKEUP (1OO HOUR) .................................................................. 37

DRAMA (ADVANCED) ...................................................................................................................................................... 39

ENGLISH .......................................................................................................................................................................... 41

FOOD TECHNOLOGY CAFÉ SKILLS ................................................................................................................................... 43

FOOD TECHNOLOGY 100HR ............................................................................................................................................ 44

GEOGRAPHY .................................................................................................................................................................... 46

HISTORY .......................................................................................................................................................................... 48

HISTORY ELECTIVE (1OO HOUR) ..................................................................................................................................... 50

INFORMATION AND SOFTWARE TECHNOLOGY .............................................................................................................. 52

ISTEM (1OO HOUR) ......................................................................................................................................................... 54

INDUSTRIAL TECHNOLOGY METAL ................................................................................................................................. 57

INDUSTRIAL TECHNOLOGY TIMBER ................................................................................................................................ 60

MATHEMATICS 5.1, 5.2 AND 5.3 COMMON OUTCOMES ............................................................................................... 62

MUSIC (ADVANCED) ........................................................................................................................................................ 65

SCIENCE ........................................................................................................................................................................... 67

PHYSICAL ACTIVITY AND SPORT STUDIES ....................................................................................................................... 69


PHOTOGRAPHY AND DIGITAL MEDIA ............................................................................................................................. 71

PDHPE ............................................................................................................................................................................. 73

VISUAL ARTS (ADVANCED) .............................................................................................................................................. 75

VISUAL ARTS (EXTENSION) .............................................................................................................................................. 76

VISUAL ARTS (1OO HOUR) .............................................................................................................................................. 77

WORK EDUCATION (1OO HOUR) .................................................................................................................................... 79

ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE ACCELERATED HSC COURSES ................ 81

VET MUSIC INDUSTRY ..................................................................................................................................................... 82

VET HOSPITALITY ............................................................................................................................................................. 83

Application for Special Consideration for Illness-Misadventure .................................................................................... 84

Application for Elite Representation ............................................................................................................................... 85

Assessment Task Cover Sheet ......................................................................................................................................... 86

My Assessment Calendar 2020 ....................................................................................................................................... 89


Introduction

The award of the Record of School Achievement (RoSA) is made on the basis of a student’s performance in class and through school-based assessment tasks. Assessment tasks are a part of the formal teaching and learning programs we deliver to your child.

Each school has to develop an Assessment Program for every Year 9 course. In practical terms, this means that the school is required to:

• inform students of assessment requirements in each course; • set tasks that will measure student performance in each specified component of the course and focus on

outcomes; • specify the assessment weighting for each task; • keep records of each student’s performance on each task and; • provide students with information on their progress.

Schools are required to provide an Assessment Grade based on student achievement in each course studied in Year 9.

The Assessment Grade will be based on achievement measured throughout the course and will encompass performance in syllabus objectives and outcomes, except those relating to values and attitudes.

The Year 9 assessment program not only contributes to students’ rankings in courses they study, but also provides students, potential employers and tertiary institutions with an idea of the relative ability of students and their capacity to work over a period of time towards achievements in a wider range of objectives.

NSW Education Standards Authority (NESA) has set requirements for both schools and for students. This booklet contains the Assessment Procedures and Course Assessment Schedules for students beginning their assessment programs for the Year 9 2020 at Nepean Creative and Performing Arts High School.

Students need to ensure that they have read and understood the requirements so that they are aware of their responsibilities and those of the school with regard to assessment.

This handbook is a useful guide for all students – it can assist them to effectively plan ahead and take responsibility for managing their own learning in 2020.

Maxwell Foord

Principal

Aspiring the heights

through care, opportunity

and success


To promote, and sustain, a school wide culture of

high expectations and shared responsibility for

student engagement, learning, wellbeing and success.

To foster an environment where students, staff and parents

work together towards the collective goal of engaging every student

in rich learning experiences that develop the skills

vital for flourishing now and into the future.


General requirements of students for Year 9 (ROSA)

The School’s Responsibilities

NESA requires that Nepean CAPA High School develops an assessment program for each subject course.

Schools are required to:

• Set tasks which will be used to measure student performance in each component of a course. • Specify the mark value for each task. • Inform students of the ROSA assessment requirements for each course. • Keep records of each student’s performance in each task. • Provide students with information on their progress.

The assessment guidelines provided in this handbook are prepared from NESA’s subject guidelines.

It is provided to give students an indication of the number and timing of assessment tasks in each subject.

Students will receive more specific information from their subject teachers concerning what will be assessed, how it will be assessed and when it will be assessed.

Students may obtain advice regarding their ROSA assessments from their subject teacher, the subject Head Teacher, from their Student Adviser or from the Careers Adviser.

Nepean CAPA High School reserves the right to make any changes considered necessary after this handbook has been issued. Students will be advised of any relevant changes.

Reporting to Students and Parent/Carer(s)

Students will receive feedback on individual assessment tasks, as well as formal reports twice per year.

Feedback on individual assessment tasks will include the mark obtained and constructive comments to assist the student.

Each report will provide an indication of the:

• Student’s cumulative grade, which is based on the assessment tasks completed during the reporting period.

• Student’s cumulative rank based on the cumulative assessment mark for that period.

Each student’s final school assessment marks are confidential as they are subject to moderation.


General requirements of students for Year 9 (ROSA)

Course Completion Requirements

To be determined to have met the requirements for completion of Year 9 component of the ROSA Courses, students must be able to provide evidence to the Principal that they have:

NESA Terminology from Assessment, Certification and Examination (ACE) Manual:

For Nepean Creative and Performing Arts High School students this means:

“Followed the course developed or endorsed by the NSW Education Standards Authority (NESA)”

• Follow NESA syllabus • Participate in all learning activities set by

the teacher

“Applied him or herself with diligence and sustained effort to the set tasks and experiences provided in the course by the school”

• Attend all timetabled classes • Make a genuine attempt to complete the

tasks set in class to the best of your ability • Actively participating in the learning

experiences provided • Completing all mandatory practical

activities.

“Achieved some or all of the course outcomes”

• Demonstrate in class that you have learnt concepts (as determined by your teacher in assessment tasks and other activities in the course)


Assessment

1. Assessment tasks

1.1 Each student is expected to complete and make a genuine attempt at all assessment tasks.

1.2 Assessment for the Year 9 Courses will begin Term 1 and finish Term 4 in 2020.

1.3 Assessment tasks must be handed in personally to the class teacher or subject Head Teacher in their staffroom. Unless otherwise specified, all assessment tasks must be submitted as hard (paper) copies.

1.4 Elite Representation- Assessment tasks take precedence over all other school activities, including excursions, competitions and sporting events. Under special circumstances the Principal may grant exemptions. Students who have a conflict between assessment due dates and elite representation dates are to submit an “Application for Special Consideration for Elite Representative Students” at least one week in advance of their assessment due date. Elite representative students may be: asked to complete the assessment task by the existing due date; granted an extension; asked to complete an alternative assessment task or; granted an estimate based on the student’s previous performance in the course.

1.5 Feedback of Tasks- Teachers should return marked assessment tasks within 3 weeks of due date and prior to the due date of any subsequent assessment task. Teachers will provide effective oral and written feedback to students, either individually or in groups, to allow monitoring and improvement of learning. Senior students will receive a mark for each component of the assessment task, a total for the task, their rank in the cohort for that task and their overall cumulative rank within the cohort.

1.6 Invalidating Assessment Tasks- An assessment task may need to be declared invalid if it can be clearly demonstrated that: either one or more students were given an unfair advantage; the task was interrupted due to disruptions like an emergency evacuation or; the task produced results that are significantly different to those expected to be produced by the cohort. Students or their parents who feel that an assessment task meets the criteria to be considered an invalid assessment need to raise the issue with their class teacher and the faculty Head Teacher. The faculty Head Teacher will investigate the claim and in consultation with the Head Teacher Secondary Studies and Senior Executive will make a final determination on the validity of the task. In the event an assessment task is deemed invalid, all students affected will be issued a suitable replacement assessment task with a minimum of two weeks’ notice for the new due date.

1.7 Misplaced or corruption of files- Sometimes, but very rarely, issues arise where a student’s assessment task or digital copy of the task is lost or corrupted. Students will be asked to submit another copy of their task in the appropriate format. On the rare occasion that a teacher loses an assessment, another copy cannot be provided by the student and there is a clear record demonstrating the task was submitted by due date, the student will receive an estimate for the task based on their performance on their other assessment tasks. Students are reminded to keep back up copies of their assessments until after the results for the task have been returned.


Assessment

2. Completion of Assessment tasks

2.1 Work submitted late will receive a zero mark unless accompanied by a doctor’s certificate or an illness/misadventure application is made to the Principal.

2.2 Tasks Submitted Late- All tasks submitted after the stated time on the assessment task will be deemed late. Late work will receive a zero mark unless a student has an approved Illness/Misadventure Application. See Illness/Misadventure in this booklet. Students submitting late work will receive an N Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules. Failure to submit the assessment task could lead to an N Determination being granted for the course and ineligibility for the award of the ROSA certificate in the following year.

2.3 Absence from an In-class Assessment Task- If a student is absent from an in-class assessment task, the student must complete an illness/misadventure form obtained from Head Teachers or the front office, and a doctor’s certificate, as proof of illness must be submitted. Students will be expected to complete the task on the first day of their return to school. The student has the responsibility of reporting to the Head Teacher of the subject concerned on their arrival at school on the day they return in order to arrange the task’s completion. Incidents of misadventure leading to absence from an assessment task will be considered by the Year 9 Deputy Principal and the relevant Head Teacher.

2.4 Prior Knowledge of Assessment Task- If a student knows he or she will be absent on the day that an assessment task is due, the student must submit the assessment task before the due date unless an extension has been granted. This includes students who are involved in sporting events, excursions or work placement and elite representation. Students may not be partially absent from school on the day an assessment task is due.

2.5 Assistance with Assessment Tasks-If you are having trouble completing your assessment tasks, don’t hesitate to ask for help! Talk to your teacher, the Head Teacher of the subject, the Learning and Support Teachers, the Head Teacher Teaching and Learning or the teachers in Homework Centre. It is our job to support you with understanding your assessment. If a student has a learning difficulty or special need that we need to be aware of they are to talk to the Learning and Support Teachers or the Head Teacher Teaching and Learning. We may be able to offer extra assistance in other ways through Disability or Special Provisions.

2.6 Illness during an assessment task- If a student is ill during an assessment task they must inform the supervising teacher immediately. The time of the student illness will be recorded and the student may be offered a period equal to the time missed due to the illness. The student must provide a doctor’s certificate for illness immediately upon their return to school and complete the illness/misadventure form. If a student becomes ill during an assessment task the Head Teacher will decide whether an estimate or a substitute task will be given.


Assessment

2. Completion of Assessment tasks continued

2.7 Attendance on the day of assessment tasks- Students must attend all classes on the day an assessment task is due. Students are not permitted to miss classes on the day an assessment task is due. Penalties will apply if students are deemed to have an unfair advantage.

2.8 Illness for Examination- In the event of illness for an examination, students are expected to see the teacher or Head Teacher of the subject to arrange an alternative time to sit the examination. A doctor’s certificate must be submitted with an illness/misadventure form. Students found truanting classes to work on an assessment task will receive an automatic zero for the task. Students absent for part of the day an assessment task is due must submit an Illness/Misadventure form justifying their partial absence with a doctor’s certificate in the event of an illness or suitable evidence in the event of a misadventure. Students suspended at the time an assessment task is due must submit their assessment to the Front Office on the day the task is due and immediately leave the premises.

2.9 Appeals of misadventure for illness- Students are entitled to appeal decisions to award no marks by submitting an appeal to the Principal no later than 5 days after the task was returned to the student. The appeal should describe the student’s concern regarding the assessment task procedures.

2.10 Genuine attempt of assessment tasks- Students are expected to attempt all tasks set. The minimum requirement is that the student must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks in the course.

2.11 Examinations- All students attending an examination at Nepean CAPA High School are subject to the rules of the school. This includes assembling for, undertaking and leaving the examinations. Students who do not comply with the school’s examination rules for a course may have their examination paper for that course cancelled. This may render the student ineligible for the award of a the ROSA certificate.


Assessment

3. Non-Completion of Assessment tasks

3.1 Non-Satisfactory Completion- Students awarded zero marks for assessment tasks totalling 50% or more of the final course assessment marks will be certified as not having satisfactorily completed the course. This means that the student will not receive an assessment mark or an examination mark for that subject.

3.2 Zero Marks- Students and parents will be notified if a student receives a zero mark and opportunities will be provided for the student to meet course outcomes. Parents and students should also be aware of potential consequences of non-completion of course outcomes.

3.3 Non-Serious Attempts- Students who do not make a serious attempt at an assessment task may receive a zero mark for the task concerned. This may render some student’s ineligible for an award for the subject in the Year 9 component of the ROSA Certificate. Non-serious attempts include frivolous or objectionable material. Students who provide answers to examination questions in a language other than English (unless specifically instructed to do so) will have zero marks awarded. Non-attempts include those where only multiple-choice questions are attempted. Any student identified as making a non-serious attempt or a non-attempt will be asked by the school to justify why they should receive a result for the task concerned.

3.4 Appeal Requests- A student who wishes to submit an appeal request can do so when you have sought and been denied approval for an application for either an illness/Misadventure, an Extension for Elite Representation, zero mark for a non-serious attempt or you have been issued with a UPL Program or an N Determination Warning or Final N Determination Notice. Your appeal request must be made with 48 hours of receiving a rejection from the relevant faculty Head Teacher or been issued an N Determination Warning. Appeal requests should only be made in circumstances where you truly believe the Head Teacher has not considered all the facts in your case. You are to complete an Appeal request form and submit it to the Principal, with a copy of the Illness-Misadventure Request or Extension for Elite Performance Request or Notification of Final N Determination Award. It is at the Principal’s discretion whether to uphold your appeal to deny it after careful consideration of all the circumstances surrounding your appeal request.

3.5 Formal Appeals- A student who wishes to appeal formally against a decision not to award marks should submit the appeal to the Principal. The appeal must be written by the student and lodged no later than FIVE school days after the student is informed of the decision not to award marks. All relevant documentation must accompany the appeal when it is lodged. Relevant documentation may include a copy of the assessment task sheet, a copy of the student’s response, a supporting letter from parent or caregiver, a medical certificate and other documentation that may support the appeal.


Assessment

4. Student Malpractice

4.1 Misbehaviour- Student malpractice includes misbehaviour during the conducting of assessment tasks and breaching school examination rules. Students who have completely plagiarised their assessment will receive a zero and an N Award Warning Letter (Years 9-12). Students must show ethical scholarship by learning how to summarise and write in their own words. Students who misbehave during assessment tasks, including exams, will be given an appropriate consequence for their actions. Depending on the severity of the disruption, students may receive a zero for the task. Students who are ejected from an assessment task will have their paper removed and the time they left the assessment recorded on the top of their paper, including details of the disruption. The class teacher will negotiate a suitable penalty with the course Head Teacher.

4.2 Penalty for Malpractice- Malpractice in assessment tasks and examinations will be referred to the relevant KLA Head Teacher. This may result in the student’s assessment task being cancelled and receiving no marks. Claims of malpractice including plagiarism and cheating must be proven before mark reduction can occur. Students may only receive marks on their own work and the teacher will only mark the sections that have not been plagiarised and will mark according to the marking criteria.

4.3 Appeals for Malpractice- Students may appeal the decision not to award marks on the grounds of malpractice to the relevant KLA Head Teacher. If the student remains dissatisfied, a formal process may be initiated. The student lodges a formal appeal in writing to the principal clearly stating their grounds for appeal within five days from the date the assessment task was returned to the student. Appeal submissions will be recorded by the school. The principal will convene an appeals panel. The principal may convene an assessment review panel to consider the appeal. The panel may request the attendance of the student and teacher(s) to assist in its deliberations. If the student’s appeal is rejected, the student’s parent/caregiver will be informed of the assessment review panel’s decision in writing. The decision of an assessment review panel is final.


Assessment

5. N Awards

Students can receive an N Award Notification for one of three reasons:

• Lack of Diligence and Sustained Effort: examples include, extensive unexplained absences below 85% therefore extensive non-completion of class work, practicals and homework.

• Unsatisfactory Completion of Assessment Tasks: examples include non-completion of an assessment task, plagiarism, non-serious attempts at tasks, continued/deliberate avoidance of examinations and tasks.

• Non-Completion of Work Placement: examples: non-attendance or poor performance, or non-serious attempt at mandatory 35 hours of work placement in either the Preliminary or HSC course of accelerated subjects.

The N Award Notification letter will clearly outline: the number of times a parent has been notified of an outstanding assessment task; the details of the outstanding assessment task, class work or work placement; the weighting of the task or proportion of the course the work contributes to; the original due date and the new due date for the outstanding work. Students will be given two additional weeks to complete this outstanding work.

Each time a student receives an N Award Notification, the student’s parents will be contacted by the class teacher via telephone and a formal notification letter will be issued.

Once a student has failed to complete more than 50% of assessment, missed their work placement or have completed less than 85% of course work, they will be required to meet with the Deputy Principal to commence the UPL and N Determination processes.

N Determination

Students studying a ROSA course must complete and make a genuine attempt at assessment tasks (including examinations) which contribute in excess of 50% of the total marks for the course and satisfactorily complete in excess of 85% of the course work for each subject.

Students who do not meet the minimum assessment and course work requirements of a subject will receive a Final N Determination Warning for the course, which is their last chance to meet course requirements.

Failure to meet the deadline of the N Determination Warning, will result in the issue of a Final N Determination Notification letter to the student and their parent, advising the consequences of this process and the student’s right to a school based assessment appeal review and the appeal process with NESA.

An N Determination in any subject may make a student ineligible to graduate or receive their ROSA depending on their chosen pattern of study.


Important Information to Read

When will assessment begin?

Nepean CAPA High School Assessment program commences at the beginning of Term 1 and concludes at Term 4 (2020).

How much notice will be given of each task?

You will be notified in writing at least 14 calendar days prior to the due date of Assessment Tasks. The due date and information for all Assessment Tasks will be given to you on our Assessment Task Notice Cover Sheet (see Appendix 1) which will be issued when you are notified of the task. Any variation to the published Assessment schedule must be made at least 14 days prior to the due date of the original task. Students are to sign a register kept by the teacher on receipt of the task notification and on submission of the task.

What do I do when I am absent when an assessment is issued?

It is a student’s responsibility to find out what work has been missed whilst they were absent and to catch up on that work. The same condition applies if a student is absent when an Assessment Task is issued. You may not be entitled to any automatic extension of time for the task, if you were absent on the day a task was issued. If you have a prolonged absence, you may submit to the Principal an application for Consideration/Extension.

What happens if I am ill or unable to complete a task for some reason?

In cases of severe illness or other exceptional circumstances, an extension to the due date of an assessment task may be possible by completing either an Elite Representation Application or an Illness-Misadventure application ONE week before the due date of an Assessment Task. The completed application must be signed by your class teacher and given to the Head Teacher of the faculty who will submit it to the Principal or Deputy Principal for approval. A medical certificate will be required in cases of illness. Students cannot assume their request will be granted, so they are encouraged to commence work on their assessment tasks upon receipt of them. If an extension is not granted, you must submit the task by the due date. Unless prior application for an extension has been approved by the Principal, the late submission of a task will result in zero marks being awarded for that task.

What if I know in advance that I will be absent?

If a student knows he or she will be absent on the day that an assessment task is due, the student must submit the assessment task before the due date unless an extension has been granted. This includes students who are involved in sporting events, excursions or work placement and elite representation.


Important Information to Read

What if I have been absent from school?

Occasionally there are special circumstances where a student cannot hand an assessment task in by the set time due to unexpected illness or for an exceptional circumstance. Parents must notify the course Head Teacher in the morning of the student’s absence. If illness is offered as a reason for late submission, a Doctor’s Certificate must be provided to cover the dates of the absence including the day the assessment task was due. If misadventure is offered as a reason for late submission, suitable evidence must be provided to verify the reason

What happens if I hand in Assessment Tasks late?

Students submitting late work will receive an N Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules.

What about students who get outside help or copy other people’s work?

A zero mark may be imposed for copying, plagiarism, cheating or disturbance in an examination. See the section on malpractice.

What if I do not make a serious attempt?

If you do not make a serious attempt in an assessment task, or produce irrelevant or offensive material, you may receive no marks. Each case will be considered by the teacher in consultation with the Head Teacher.

What about students who change schools or repeat?

NESA will be notified as soon as possible of all ROSA student movements both in and out of the school. For students who transfer between the commencement of assessments in a particular course and before 30th June in an ROSA year, the receiving school is to prepare the final assessment based upon those tasks which the students complete at the receiving school. Any information from the student’s previous school may also be taken into account. For students who transfer schools after 30th June, their previous school is to provide the assessments results to NESA.


Tips for Being a Successful Student

Be Organised

The first step towards success at school is to be organised. This means that you know where you keep your books and equipment, know when school work is due, and being able to find things when you need them.

If you have your own room, make sure that all your books and equipment are in one place.

Check your timetable each evening before going to bed. Then use this information to pack your school bag. If you have a system like this, you will never forget your books or equipment.

Your school diary is a very useful resource that can help you get organised. Your diary has a calendar and a weekly planner where you can write when homework, assignments or other school work is due. Develop a habit of regularly writing in your diary and looking up the things you write.

Your weekly planner not only tells you when school work is due, but it can also help you plan your time by allowing you to calculate, at a glance, how much time you have left before something is due.

Your weekly planner should be updated every week to reflect the amount of time you need to spend on different tasks.

You should have separate exercise books for all subjects. You should use headings and subheadings for things you write and you should always date your work so it's easier to sequence.

Prioritise Your Time and Work To prioritise means to make a decision on what is important and what needs to be done first. To help you prioritise you should have clear and manageable learning goals and know what you have to do to achieve those goals.

Being organised, knowing when work is due and knowing how much time you have to do it, will help you set priorities and find time to do things that are urgent and important.

Make a short list of the most urgent or most important things you have to do. This list should not be too long - five or so items at a time - and you should always complete the item at the top of the list first.

Your “To Do List” will help you always feel in control and it will give you a sense of achievement. Your list should have all your urgent tasks on it to help you to remember that they have to be done. The most urgent tasks should be at the top of your list.

Important things are not always urgent, but they have to be done - and you must find the time to do them. There is a range of important things, and these things are not just school work. However, by prioritising you will be able to find a balance between everything that is important to you.


Tips for being a successful student continued

It is important to have learning goals. Learning goals should be realistic and manageable. For example, think about your learning goals a year from now, but also think about all the small steps that will allow you to get there. Plan on doing the small steps first, and then gradually build up. Knowing where you want to go makes getting there a lot easier. If you are not sure about your goals, talk to someone who can help you work out where you want to be and how to get there.

School work is very important, but so are the other things you do after school. The trick is to find a balance between the different things you do after school. Use your weekly planner to help you in this process. Work out all the things you have to do that week (prioritise), then see how much time is left for other things. Finding the right balance will reduce stress and help you stay on task.

Get Things Done Getting things done can be time-consuming and challenging, but if you are organised and you have your priorities right, it will make your workload easier.

Bigger tasks should be broken down into smaller parts. Each assignment or project should be broken down into smaller, manageable components, and then time should be allocated to each component in your weekly planner. This makes big jobs easier to do and it reduces stress.

When breaking things down, make sure that you understand all the steps that have to be completed, and then work on the first step until it is done. Only when you have completed the first step should you move on to the next step. Your study schedule should help you work out how much time you have to complete each step.

Going over your class notes and linking them to key skills and concepts should be something you do at home during the time set aside to do homework. Even if your teacher does not set this activity explicitly for homework, you should be doing this regularly at home.

Making study notes is the process of linking content learned in class to key skills and processes. Once you have your study notes you will find it is much easier to do assessment tasks and prepare for tests and examinations as these always ask you to link knowledge to key skills.

You should ask for feedback from your teacher on your progress to see that you are doing the right thing and that you are on the right track. If you give yourself enough time to complete your work, you should be able to show your teacher a fairly complete draft at least several days before the work is due. This will give your teacher time to get back to you and give you time to act on the feedback you get.


NESA Directive Verbs

HSC subject syllabuses, school internal assessment tasks and examination questions have key words that state what students are expected to be able to do in examinations and assessment tasks. It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Key Word Definition Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluation)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole


Identify or

NameDescribe Explain Analyse Evaluate

A Learning and Responding Matrix

The ALARM model has been created to support you to respond to your assessment task questions. Basically the matrix is a layer of thinking skills you will need to demonstrate in your assessment tasks across all subjects.

The skills overlap to help you develop your answers. Identify or name questions are simple questions that require a one word or short answer where as an evaluate question requires you to make a complex assessment of impact.

Every student should be able to do identify or describe or explain questions. Most students should be able to do analyse questions, and some should be able to effectively respond to evaluate questions. By using the images over the next few pages, you should be able to improve your ability to respond to all types of these questions.

Easiest Average Hard Hardest Easy

Degree of question difficulty

Well-designed assessment tasks should have access points for all learners, including learners with special needs and gifted and talented learners.

All students should be able to achieve at least 50% on every assessment task, if they apply themselves.

Students who are not meeting this minimum standard will be in danger of not meeting course requirements and may be ineligible for the award of Higher School Certificate.

A few students

Most students

All students


ALARM Steps

A Learning and Responding Matrix

To what extent is the

effect/impact effective?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

What is the impact? How does this

relate to the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What are the features and

characteristics?


characteristics?


characteristics?

What are the features and characteristics?

What are the features and characteristics?

What is the

main component?

What is the main component?





IDENTIFY

(Main concept)

DESCRIBE EXPLAIN ANALYSE CRITICALLY ANALYSE EVALUATE

Degree of Difficulty Easiest

To do name and define questions properly you need to: Name, define, outline or list the answer to the question. You usually only require a one word or a sentence response. Usually need to identify or name or list something These questions are usually worth 1 or 2 marks each.


Degree of Difficulty Easy

To do describe questions properly you need to: Name and define the topic and; Provide the characteristics and features of the topic. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of questions. Use the allocated verb to guide the length of your response.


Degree of Difficulty Average

To do explain questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic and then; 3. Explain the purpose of function of the characteristics or features. 4. Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of question. Use the marks allocated to guide the


Degree of Difficulty Hard

To do analyse questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? Critically analyse questions require an extra step- 6. What are the advantages and disadvantages of the characteristics or features and their impacts? These questions are usually worth 15 -25 marks. You generally will structured or extended response to this type of question.


Degree of Difficulty Hardest

To do evaluate questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? 6. What are the advantages and disadvantages of the characteristics or features and their impacts? 7. To what extent is the effect or impact effective? These questions are usually worth 15 -25 marks.


ALARM SCAFFOLD TO ASSIST YOU TO RESPOND TO QUESTIONS

Topic Name

Summary What is this topic about?

Criteria What criteria should be used to decide how important or effective something is?

Name and Define Describe Explain Analyse Critically Analyse Evaluate

What is it? What does it do?

What is its function?

How does it work?

What are its pros and cons?

What does it lead to?

How important is it?

How well does it do it/ to what extent?

Component #1

Component #2

Component #3

Component #4

Component #5

Component #6

WHY IMPORTANT?

Critically Evaluate

How much does each component contribute and what is the overall effect?

Conceptualise What is the essential idea?

Appreciation How is this connected to the question?


Year 9 Assessment Calendar 2020

TERM 1 2020 WKS 1-3

Swimming Carnival 13.02.2020 HISTORY ELECTIVE TASK 1, IST TASK 1

4

5 SCIENCE TASK 1 PART A

6 HISTORY TASK 1,

7 Cross Country 13.03.2020

8 ENGLISH TASK 1, FOOD TECHNOLOGY TASK 1, FOOD TECHNOLOGY TASK 1 (100 HOUR), MATH TASK 1, VISUAL ARTS (1OO HOUR) TASK 1, VET HOSPITALITY CLUSTER A

9 GEOGRAPHY TASK 1 + 2, HISTORY ELECTIVE 2, IST TASK 2, ISTEM TASK 1, VISUAL ARTS TASK 1

10

FAME CHILD STUDIES TASK 1, CIRCUS TASK 1, COMMERCE TASK 1, STAGE TASK 1, HISTORY TASK 2, HISTORY ELECTIVE TASK 1, METAL TASK 1, TIMBER TASK 1, SCIENCE TASK 1 PART B, PASS TASK 1, PDHPE TASK 1, WORK EDUCATION TASK 1, DANCE TASK 1

11 VISUAL ARTS (1OO HOUR) TASK 2

TERM 2 2020

1

2 Athletics Carnival 08.05.2020

3 NAPLAN

4 Assessment Free Week

5 Half Yearly Examination- CHILD STUDIES TASK 2, GEOGRAPHY TASK 3, HISTORY TASK 3, MATH TASK 2, SCIENCE TASK 2 PART A, PHOTOGRAPHY TASK 1,

6 MUSIC TASK 1, VISUAL ARTS TASK 2,

7 STAGE TASK 2, ISTEM TASK 2, METAL TASK 2, TIMBER TASK 2, PASS TASK 2

8 ENGLISH TASK 2

9 CIRCUS TASK 2, DRAMA TASK 2, HISTORY ELECTIVE TASK 2, HISTORY ELECTIVE 3, IST TASK 3, PDHPE TASK 2, VET HOSPITALITY CLUSTER B

10 SCIENCE TASK 2 PART B, VET MUSIC INDUSTRY CLUSTER A, DANCE TASK 2


Year 9 Assessment Calendar 2020

TERM 3 2020

1

2

3 VISUAL ARTS (1OO HOUR) TASK 3, WORK EDUCATION TASK 3

4 Parent and Teacher Night 7-9 11.08.2020 COMMERCE TASK 2

5 CHILD STUDIES TASK 3, SCIENCE TASK 3 PART A,

6 STAGE TASK 3, FOOD TECHNOLOGY TASK 3, FOOD TECHNOLOGY TASK 3 (100 HOUR), HISTORY TASK 1, METAL TASK 3, TIMBER TASK 3, PHOTOGRAPHY TASK 2, VET HOSPITALITY CLUSTER C

7 MATH TASK 3

8 METAL TASK 4, TIMBER TASK 4

9 CIRCUS TASK 3, DRAMA TASK 3, GEOGRAPHY TASK 1 + 2, IST TASK 4, ISTEM TASK 3, PASS TASK 3, PDHPE TASK 3, VISUAL ARTS TASK 3

10 HISTORY TASK 2, HISTORY ELECTIVE TASK 3, SCIENCE TASK 3 PART B, PHOTOGRAPHY TASK 3, DANCE TASK 3

TERM 4 2020

1 STAGE TASK 4, ISTEM TASK 4

2

3 CHILD STUDIES TASK 4, FOOD TECHNOLOGY TASK 5 (100 HOUR), VET HOSPITALITY CLUSTER D


5 Yearly Examinations Week- COMMERCE TASK 3, ENGLISH TASK 4, FOOD TECHNOLOGY TASK 5, GEOGRAPHY TASK 3, HISTORY TASK 3, IST TASK 5, MATH TASK 4, MUSIC TASK 2, SCIENCE TASK 4, PASS TASK 4, PDHPE TASK 4, VISUAL ARTS TASK 4

6 School Spectacular




10 VET MUSIC INDUSTRY CLUSTER B


CHILD STUDIES Student Outcomes: CS5-1 identifies the characteristics of a child at each stage of growth and development CS5-2 describes the factors that affect the health and wellbeing of the child CS5-3 analyses the evolution of childhood experiences and parenting roles over time CS5-4 plans and implements engaging activities when educating and caring for young children within a safe

environment CS5-5 evaluates strategies that promote the growth and development of children CS5-6 describes a range of parenting practices for optimal growth and development CS5-7 discusses the importance of positive relationships for the growth and development of children CS5-8 evaluates the role of community resources that promote and support the wellbeing of children and families CS5-9 analyses the interrelated factors that contribute to creating a supportive environment for optimal child

development and wellbeing CS5-10 demonstrates a capacity to care for children in a positive manner in a variety of settings and contexts CS5-11 analyses and compares information from a variety of sources to develop an understanding of child growth

and development CS5-12 applies evaluation techniques when creating, discussing and assessing information related to child growth

and development

Task Task Description Outcomes Due Date Weighting

1 Research Task CS5.8 CS5.11

Term 1 Week 10 20%

2 Half-Yearly Examination CS5.2 CS5.6 CS5.8

Term 2 Week 5 20%

3 Case Study

CS5.2 CS5.5 CS5.8

CS5.11

Term 3 Week 5 20%

4 Portfolio CS5.1 CS5.11

Term 4 Week 3 40%

Total: 100%


CHILD STUDIES PERFORMANCE DESCRIPTORS Each band represents the typical performance of students at this level

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

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

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

NA • Student is not achieving course outcomes


CIRCUS ARTS (ADVANCED) Course Outcomes: 1.1 Demonstrate an enhanced repertoire of performance skill while engaging with an audience. 1.2 Demonstrates a greater understanding of movement practices and appropriate movement techniques with

increasing complexity in their performance. 1.3 Demonstrates a greater understanding of performance skill required to connect with and engage with an

audience. 1.4 Demonstrates an understanding of appropriate safety in circus and its application. 1.5 Demonstrates an understanding of safe circus practice and appropriate circus technique with increasing skill

and complexity in the performance of combinations, sequences and acts. 1.6 Demonstrates enhanced circus technique by manipulating aspects of the elements of movement. 1.7 Demonstrates an understanding and application of aspects of performance quality and interpretation

through performance of circus acts. 2.1 Manipulates and analyses the elements of drama to create belief and clarity in character, role and situation. 2.2 Manipulates the elements of movement to create specific ideas, images and symbols. 2.3 Manipulates the performance elements of circus to create meaning in a performance. 2.4 Explores the elements of movement as the basis of the communication of ideas. 2.5 Composes and structures circus movement that communicates an idea. 3.1 Critically evaluates the contributions made by individuals and groups to the development of circus within a

historical or cultural context. 3.2 Describes and analyses circus as the communication of ideas within a context. 3.3 Critically evaluates and judges a performance based on their own criteria. 3.4 Identifies and analyses the link between their performances and compositions as circus works of art. 3.5 Applies understandings and experiences drawn from their own work and circus works of art. 4.1 Respect the right efforts and feelings of others, while valuing themselves as an important member in

performance groups. 4.2 Respect, value and care for circus equipment, developing both a philosophical base from which to practice

circus and a safety standard for the use, maintenance and storage of equipment.


1

Circus Anatomy a) Skill acquisition of basic aerials,

manipulation, equilibristics, and acrobatics.

b) Research task: Fundamental training principles.

c) Circus book

1.2, 1.4, 1.5, 3.3, 4.2

Term 1 Week 9

2020 40%

2 Circus History in Australia

a) Theatre review b) Circus book

1.3, 1.4, 2.1, 3.1, 4.2

Term 2 Week 9

2020 20%

3 Group Act Creation

a) Group devised small group circus act b) Circus book

1.3, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 3.2, 3.3, 3.4, 3.5, 4.1,

4.2

Term 3 Week 9

2020 40%

Total: 100%


CIRCUS ARTS PERFORMANCE DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • Clearly and perceptively communicates an appreciation of circus as an art form through their very high level of

engagement in the interrelated practices of performing, composing and appreciating circus. • Capably performs circus with an accomplished circus technique and a sustained application of safe circus practice

and performance quality. • Effectively manipulates the elements of movement to interpret a wide variety of circus styles and apparatus with a

high level of competence. • Consistently structures complex movement to create circus compositions that communicate ideas. • Critically analyses their own and others’ circus acts, through the elements of movement. • Critically discusses the characteristics of circus styles, performance quality and interpretation. • Insightfully applies their knowledge of the practical and theoretical aspects of circus and makes perceptive

connections between the making and performing of the movement and the appreciation of its meaning. B • Clearly communicates an appreciation of circus as an art form through their high level of engagement in the

interrelated practices of performing, composing and appreciating circus. • Performs circus acts with a proficient circus technique and a proficient application of safe circus practice and

performance quality. • Combines and applies the elements of movement to competently interpret a variety of circus styles and apparatus. • Structures appropriate movement to create circus compositions that communicate ideas. • Analyses their own and others’ circus acts, through the elements of movement. • Discusses the characteristics of circus styles, performance quality and interpretation. • Perceptively engages in the practical and theoretical aspects of circus and makes informed connections between

the making and performing of the movement and the appreciation of its meaning. C • Demonstrates an appreciation of circus as an art form through their active engagement in the interrelated

practices of performing, composing and appreciating circus. • Performs circus with a sound circus technique and the application of safe circus practice and performance quality. • Applies the elements of movement as they perform a variety of circus styles and apparatus. • Manipulates the elements of movement as they structure movement to create circus compositions that

communicate ideas. • Discusses their own and others’ circus acts, through the elements of movement. • Describes the characteristics of circus styles, performance quality and interpretation. • Engages in the practical and theoretical aspects of circus and makes connections between the making and

performing of the movement and the appreciation of its meaning. D • Demonstrates some appreciation of circus as an art form through their engagement in the interrelated practices of

performing, composing and appreciating circus. • Performs circus with a basic circus technique and the application of safe circus practice and performance quality. • Applies aspects of the elements of movement as they perform circus styles. • Uses some elements of movement to structure movement to create basic circus compositions that communicate

ideas. • Describes their own and others’ circus acts, through the elements of movement. • Identifies characteristics of circus styles, performance quality and interpretation. • Participates in the practical and theoretical aspects of circus and makes some connections between the making

and performing of the movement and the appreciation of its meaning. E • Demonstrates elementary appreciation of circus as an art form through limited engagement in the practices of

performing, composing and appreciating circus. • Performs circus with an elementary circus technique and with some evidence of safe circus practice and

performance quality. • With guidance, applies aspects of the elements of movement to perform a limited range of circus styles and

apparatus. • With guidance, uses the elements of movement to create simple circus compositions that communicate ideas. • Describes their own and others’ circus acts, through some aspects of the elements of movement. • Identifies some characteristics of circus styles, performance quality and interpretation. • With teacher support, participates in the practical and theoretical aspects of circus and makes elementary

connections between the making and performing of the movement and the appreciation of its meaning. NA • Student is not achieving course outcomes


COMMERCE Course Outcomes:

COM5-1 Applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts

COM5-2 Analyses the rights and responsibilities of individuals in a range of consumer, financial, economic, business, legal, political and employment contexts

COM5-3 Examines the role of law in society COM5-4 Analyses key factors affecting decisions COM5-5 Evaluates options for solving problems and issues COM5-6 Develops and implements plans designed to achieve goals COM5-7 Researches and assesses information using a variety of sources COM5-8 Explains information using a variety of forms COM5-9 Works independently and collaboratively to meet individual and collective goals within specified

timeframes


1 Core Assessment Task

COM5-1

COM5-2

COM5-9

Term 1 Week 10

2020 30%

2 Option Research Task

COM5-4

COM5-5

COM5-6

Term 3 Week 4

2020 30%

3 Yearly Examination All Outcomes Term 4 Week 5

2020 40%

Total: 100%


COMMERCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors

A

• Demonstrates extensive knowledge and understanding of a range of consumer, financial, economic, business, legal, political and employment concepts and issues

• Analyses the rights and responsibilities of individuals in a range of consumer, financial, economic, business, legal, political and employment contexts

• Applies very high-level decision-making and problem-solving skills in a range of consumer, financial, economic, business, legal, political and employment contexts

• Evaluates complex information using a range of sources • Exhibits sophisticated skills to research and communicate complex ideas and concepts in appropriate forms • Demonstrates a very high level of planning and organising skills when working independently and

collaboratively.

B

• Demonstrates thorough knowledge and understanding of consumer, financial, economic, business, legal, political and employment concepts and issues

• Explains the rights and responsibilities of consumers in a range of consumer, financial, economic, business, legal, political and employment contexts

• Applies high-level decision-making and problem-solving skills in consumer, financial, economic, business, legal, political and employment contexts

• Researches and assesses information using a variety of sources • Exhibits high-level skills to communicate ideas and concepts in appropriate forms • Demonstrates high-level planning and organising skills when working independently and collaboratively.

C

• Demonstrates sound knowledge and understanding of consumer, financial, economic, business, legal, political and employment concepts and issues

• Describes the rights and responsibilities of consumers in a range of consumer, financial, economic, business, legal, political and employment contexts

• Applies sound decision-making and problem-solving skills in consumer, financial, economic, business, legal, political and employment contexts

• Undertakes research, and interprets information using a variety of sources • Exhibits sound skills to communicate ideas and concepts in appropriate forms • Demonstrates sound planning and organising skills when working independently and/or collaboratively.

D

• Demonstrates basic knowledge and understanding of some consumer, financial, economic, business, legal, political and employment concepts and issues

• Outlines rights and responsibilities of consumers in consumer, financial, economic, business, legal, political and employment contexts

• Exhibits some decision-making and problem-solving skills in some consumer, financial, economic, business, legal, political and employment contexts

• Undertakes some research and interpretation of basic information using a limited range of sources • Exhibits limited skills to communicate ideas and concepts in appropriate forms • Demonstrates some planning and organising skills when working independently and/or collaboratively.

E

• Demonstrates elementary knowledge and understanding of aspects of consumer, financial, economic, business, legal, political and employment concepts and issues

• Identifies some rights and responsibilities of consumers in some consumer, financial, economic, business, legal, political and employment contexts

• Demonstrates very limited decision-making and problem-solving skills in consumer, financial, economic, business, legal, political and employment contexts

• Displays very limited research skills and attempts to interpret information • Communicates elementary information using a very limited range of forms • Demonstrates very limited planning and organising skills when working independently and/or

collaboratively.



DANCE (ADVANCED) Course Outcomes:

5.1.1 demonstrates an understanding of safe dance practice and appropriate dance technique with increasing skill and complexity in the performance of combinations, sequences and dances.

5.1.2 demonstrates enhanced dance technique by manipulating aspects of the elements of dance. 5.1.3 demonstrates an understanding and application of aspects of performance quality and interpretation

through performance. 5.2.1 explores the elements of dance as the basis of the communication of ideas. 5.2.2 composes and structures dance movement that communicates an idea. 5.3.1 describes and analyses dance as the communication of ideas within a context. 5.3.2 identifies and analyses the link between their performances and compositions and dance works of

art. 5.3.3 applies understandings and experiences drawn from their own work and dance works of art.

Task Number

Task Description Outcomes Due Date Weighting

1

Contemporary Case Study: Sydney Dance Company

a. Theatre review b. Performance of set dance technique

combinations and sequences c. Class One Note (formative)

5.2.1 5.3.1 5.3.2 5.3.3

Term 1 Week 9

2020

40%

2 Composing For 2 Dancers

a. Composition for 2 dancers b. Informal discussion and rationale c. Class One Note (summative)

5.2.1 5.2.2 5.3.1 5.3.2 5.3.3

Term 2 Week 10

2020

20%

3

Dance Kinesiology a. Performance of set dance b. Research task: Cause, Prevention

and Treatment of Dance Injury c. Class One Note (formative)

5.1.1 5.1.2 5.1.3

Term 3 Week 9

2020

40%

Total: 100%


DANCE (EXTENSION) Course Outcomes:

5.1.1 demonstrates an understanding of safe dance practice and appropriate dance technique with increasing skill and complexity in the performance of combinations, sequences and dances.

5.1.2 demonstrates enhanced dance technique by manipulating aspects of the elements of dance. 5.1.3 demonstrates an understanding and application of aspects of performance quality and interpretation

through performance. 5.2.1 explores the elements of dance as the basis of the communication of ideas. 5.2.2 composes and structures dance movement that communicates an idea. 5.3.1 describes and analyses dance as the communication of ideas within a context. 5.3.2 identifies and analyses the link between their performances and compositions and dance works of

art. 5.3.3 applies understandings and experiences drawn from their own work and dance works of art.

Task Number

Task Description Outcomes Due Date Weighting

1

Skills for Performance and Composition

1. Kicks, Turns & Leaps 2. Audition Prep 3. Stretch & Strengthen/Tumbling 4. Pilates/Yoga 5. Designing Dance (Small group)

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.3.3

Due by Week 5,

Term 2 50%

2

Skills for Performance and Composition

1. Kicks, Turns & Leaps 2. Stretch & Strengthen/Tumbling 3. Designing Dance (Solo/Duo) 4. Choreography

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.3.3

Due by Week 5, Term 4

50%

Total: 100%


DANCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A Student…

• clearly and perceptively communicates an appreciation of dance as an artform through their very high level of engagement in the interrelated practices of performing, composing and appreciating dance.

• capably performs dances with an accomplished dance technique and a sustained application of safe dance practice and performance quality.

• effectively manipulates the elements of dance to interpret a wide variety of dance styles with a high level of competence

• consistently structures complex movement to create dance compositions that communicate ideas. • critically analyses their own and others’ dances, through the elements of dance. • critically discusses the characteristics of dance styles, performance quality and interpretation. • insightfully applies their knowledge of the practical and theoretical aspects of dance and makes perceptive

connections between the making and performing of the movement and the appreciation of its meaning. B • clearly communicates an appreciation of dance as an artform through their high level of engagement in the

interrelated practices of performing, composing and appreciating dance. • performs dances with a proficient dance technique and a proficient application of safe dance practice and

performance quality. • combines and applies the elements of dance to competently interpret a variety of dance styles. • structures appropriate movement to create dance compositions that communicate ideas. • analyses their own and others’ dances, through the elements of dance. • discusses the characteristics of dance styles, performance quality and interpretation. • perceptively engages in the practical and theoretical aspects of dance and makes informed connections between

the making and performing of the movement and the appreciation of its meaning. C • demonstrates an appreciation of dance as an artform through their active engagement in the interrelated practices

of performing, composing and appreciating dance. • performs dances with a sound dance technique and the application of safe dance practice and performance quality. • applies the elements of dance as they perform a variety of dance styles. • manipulates the elements of dance as they structure movement to create dance compositions that communicate

ideas. • discusses their own and others’ dances, through the elements of dance. • describes the characteristics of dance styles, performance quality and interpretation. • engages in the practical and theoretical aspects of dance and makes connections between the making and

performing of the movement and the appreciation of its meaning. D • demonstrates some appreciation of dance as an artform through their engagement in the interrelated practices of

performing, composing and appreciating dance. • performs dances with a basic dance technique and the application of safe dance practice and performance quality. • applies aspects of the elements of dance as they perform dance styles. • uses some elements of dance to structure movement to create basic dance compositions that communicate ideas. • describes their own and others’ dances, through the elements of dance. • identifies characteristics of dance styles, performance quality and interpretation. • participates in the practical and theoretical aspects of dance and makes some connections between the making and

performing of the movement and the appreciation of its meaning. E • demonstrates elementary appreciation of dance as an artform through limited engagement in the practices of

performing, composing and appreciating dance. • performs dances with an elementary dance technique and with some evidence of safe dance practice and

performance quality. • with guidance, applies aspects of the elements of dance to perform a limited range of dance styles. • with guidance, uses the elements of dance to create simple dance compositions that communicate ideas. • describes their own and others’ dances, through some aspects of the elements of dance. • identifies some characteristics of dance styles, performance quality and interpretation. • with teacher support, participates in the practical and theoretical aspects of dance and makes elementary

connections between the making and performing of the movement and the appreciation of its meaning. NA • Student is not achieving course outcomes


DESIGN AND TECHNOLOGY -STAGE COSTUME AND MAKEUP (1OO HOUR) Course Outcomes: DT5-1 Analyses and applies a range of design concept and processes. DT5-2 Applies and justifies an appropriate process of design when developing design ideas and solutions. DT5-3 Evaluates and explains the impact of past, current and emerging technologies on the individual, society and

environments. DT5-4 Analyses the work and responsibilities of designers and the factors affecting their work. DT5-5 Evaluates designed solutions that consider preferred futures, the principles of appropriate technology, and

ethical and responsible design. DT5-6 Develops and evaluates creative, innovative and enterprising design ideas and solutions. DT5-7 Uses appropriate techniques when communicating design ideas and solutions to a range of audiences. DT5-8 Selects and applies management strategies when developing design solutions. DT5-9 Applies risk management practices and works safely in developing quality design solutions. DT5-10 Selects and uses a range of technologies competently in the development and management of quality design

solutions.


1 Folio Project Planning

DT5-1 DT5-2 DT5-6 DT5-7

DT5-10

Term 1 Week 10

2020 20%

2 Stage Makeup DT5-8 DT5-9

DT5-10

Term 2 Week 7

2020 30%

3 Industry Research DT5-3 DT5-4 DT5-5

Term 3 Week 6

2020 20%

4 Final Project DT5-7 DT5-8

Term 4 Week 1

2020 30%

Total: 100%


DESIGN AND TECHNOLOGY: (STAGE COSTUME AND MAKEUP) PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level Grade Descriptors A • Integrates extensive knowledge and understanding of design in critically analysing concepts and processes and is able

to apply learning in new contexts. • Demonstrates a very high level of skill in applying, justifying and managing complex design processes to develop

creative design ideas and solutions • Evaluates the impacts of past, current and emerging technologies on the individual, society and environments • Evaluates designed solutions, independently considering a comprehensive range of factors affecting the work and

responsibilities of designers • Independently develops and critically evaluates innovative, enterprising and creative design ideas and solutions • Selects and uses a very high level of appropriate techniques to effectively communicate design ideas and solutions to

a range of audiences • Applies risk-management practices when selecting and safely using a wide range of technologies to produce high-quality

designed solutions. B • Demonstrates thorough knowledge and understanding of design in analysing concepts and processes, and is able to

apply learning to most situations. • Demonstrates a high level of skill in applying, justifying and managing design processes to develop design ideas and

solutions. • Analyses the impacts of past, current and emerging technologies on the individual, society and environments. • Evaluates designed solutions, considering a variety of factors affecting the work and responsibilities of designers. • Confidently develops and evaluates innovative, enterprising and creative design ideas and solutions. • Selects and uses a high level of appropriate techniques to effectively communicate design ideas and solutions to a

range of audiences. • Applies risk-management practices when selecting and safely using a range of technologies to produce high-quality

designed solutions. C • Demonstrates sound knowledge and understanding of design in analysing concepts and processes, and is able to apply

learning in a range of contexts. • Demonstrates an adequate level of skill in managing design processes and developing design ideas and solutions. • Explains the impact of past, current and emerging technologies on the individual, society and environments. • Evaluates designed solutions, taking into account factors affecting the work and responsibilities of designers. • Develops and explains innovative, enterprising and creative design ideas and solutions. • Uses a range of techniques to adequately communicate design ideas and solutions to different audiences. • Applies risk-management practices when selecting and safely using technologies to produce designed solutions of

sound quality. D • Demonstrates basic knowledge and understanding of design in describing concepts and processes.

• Demonstrates a limited level of skill in managing design processes and developing design ideas and/or solutions. • Describes the impacts of past, current and emerging technologies on the individual, society and environments. • Evaluates designed solutions, choosing appropriate factors that affect the work and responsibilities of designers. • Develops and describes basic design ideas and solutions that could be innovative, enterprising and/or creative. • Uses a limited range of techniques to communicate design ideas and/or solutions. • Uses basic risk management when selecting and using a limited range of technologies to produce designed solutions

of basic quality. E • Demonstrates elementary knowledge and understanding of design when identifying concepts and processes.

• Demonstrates a very limited level of skill in managing design processes or developing design ideas. • Demonstrates an elementary understanding of the impact of technologies on the individual, society and/or

environments. • Identifies factors that affect the work and responsibilities of designers. • Develops elementary design ideas and solutions. • Uses a very limited range of techniques to communicate design ideas or solutions. • Uses elementary risk management when using technology.

NA • Student is not achieving course outcomes.


DRAMA (ADVANCED) Course Outcomes:

5.1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.

5.1.2 contributes, selects, develops and structures ideas in improvisation and playbuilding. 5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text. 5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, dramatic

techniques, theatrical conventions and technologies. 5.2.1 applies acting and performance techniques expressively and collaboratively to communicate

dramatic meaning. 5.2.2 selects and uses performance spaces, theatre conventions and production elements appropriate to

purpose and audience. 5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical

conventions and technologies to create dramatic meaning. 5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance

styles, dramatic techniques and theatrical conventions. 5.3.2 analyses the contemporary and historical contexts of drama. 5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in

drama using relevant drama concepts and terminology.


1 Political Theatre

Performance

5.1.1, 5.1.2, 5.1.4, 5.2.1, 5.2.3, 5.3.1, 5.3.2, 5.3.3

Term 1

Week 10

2020

40%

2 Theatre Review 5.3.1, 5.3.2,

5.3.3

Term 2

Week 9

2020

20%

3

Physical Theatre

A: Performance – 30%

B: Essay Reflection – 10%

5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.3.3

Term 3

Week 9

2020

40%

Total: 100%


DRAMA PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A Student

• communicates a sophisticated understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within playbuilding and other dramatic contexts.

• perceptively develops and refines their work, individually and collaboratively, using a range of dramatic forms, structures, devices, acting and performance techniques to create dynamic and engaging works with an intended meaning for an audience.

• demonstrates excellence in improvisation, playbuilding, the enactment and interpretation of scripts, texts and other dramatic forms and performance styles.

• selects and manipulates performance spaces, technologies and elements of production to communicate different dramatic intentions.

• researches and critically assesses the contemporary and historical contexts of drama. • evaluates the contribution of groups and individuals, using appropriate drama terminology. • analyses and synthesises drama with a sophisticated awareness of the unique relationship between performer

and audience. B • demonstrates a thorough understanding of the elements of drama in the integrated practices of making,

performing and appreciating drama within play building and other dramatic contexts. • capably develops their work, individually and collaboratively, using dramatic forms, structures, devices, acting and

performance techniques to create effective and engaging works with an intended meaning for an audience. • competently improvises, playbuilds, enacts and interprets scripts, texts and other dramatic forms and

performance styles. • confidently uses performance spaces, technologies and elements of production to communicate dramatic

intentions. • researches and analyses the contemporary and historical contexts of drama. • assesses the contributions of groups and individuals using appropriate drama terminology. • analyses drama with an awareness of the relationship between performer and audience

C • demonstrates a sound understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of playbuilding and other dramatic contexts.

• develops their work, individually and collaboratively, using dramatic forms, structures, devices, acting and performance techniques to create engaging works with an intended meaning for an audience.

• improvises, playbuilds, and enacts scripts, texts and other dramatic forms and performance styles. • uses performance spaces, technologies and elements of production to communicate a dramatic intention. • researches and describes the contemporary and historical contexts of drama. • describes the contribution of groups and individuals using drama terminology. • describes the relationship between performer and audience.

D • demonstrates a basic understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of playbuilding and some other dramatic contexts.

• develops their work using basic dramatic forms and performance techniques to create drama for an audience. • demonstrates limited skills in improvisation, playbuilding and other dramatic forms. • uses aspects of performance spaces, technologies and elements of production. • conducts basic research and describes some contexts of drama. • recognises the contribution of groups and individuals, using limited drama terminology. • recognises the relationship between performer and audience.

E • participates, with teacher support, in the practices of making, performing and appreciating drama. • has an elementary understanding of some elements of drama and performance skills required to create drama

for an audience. • demonstrates very limited skills in improvisation, playbuilding and other dramatic forms. • uses some aspects of performance spaces and elements of production. • with guidance, conducts basic research. • recognises the contribution of some groups and individuals. • recognises aspects of the relationship between performer and audience.



ENGLISH Course Outcomes: EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for

responding to and composing a wide range of texts in different media and technologies EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes,

audiences and contexts, describing and explaining their effects on meaning EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different

contexts EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex

ideas and arguments to respond to and compose texts in a range of contexts EN5-6C investigates the relationships between and among texts EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing

independence and effectiveness


1 Novel Study

EN5-1A EN5-3B EN5-5C EN5-7D

Term 1 Week 8

2020 40%

2 Poetry and picture books. The study of visual language

EN5-2A EN5-3B EN5-6C EN5-7D EN5-9E

Term 2 Week 8

2020 30%

3 Shakespeare Term 3 Throughout

In class ongoing teacher

assessment and student participation

4 Genre Study EN5-3B EN5-4B EN5-8D

Term 4 Weeks 5-6

2020 30%

Total: 100%


ENGLISH PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A Student…

through close and wide study, responds to a comprehensive range of demanding, imaginative, factual and critical texts perceptively investigates the context and perspective of texts and the relationships between and among them constructively and critically analyses and evaluates complex texts by selecting, describing and explaining significant language forms and features

and structures of those texts responds imaginatively and critically in a highly effective way to verbal and visual imagery displays a distinct personal style, composes with confidence, spoken, written, visual, multimodal and digital texts, for a wide variety of purposes,

audiences and contexts is able to generalise confidently from engaging with texts to present a wide variety of views of the world consistently demonstrates an understanding of the processes of composition, as they are able to infer logically, interpret clearly, extend their

imaginations in composing texts and adapt ideas into new and different contexts with confidence, is able to conform to, or challenge, an audience’s preconceptions and expectations independently reflects on and confidently uses, assesses and adapts their individual and collaborative skills for learning.

B • through close and wide study, responds to demanding, imaginative, factual and critical texts • investigates with some insight the context and perspective of texts and the relationships between and among them • closely and critically analyses and evaluates texts of increasing complexity by selecting, describing and explaining appropriate language forms,

and features and structures of those texts • responds imaginatively and critically in an effective way to verbal and visual imagery • displays a developing personal style, composes with confidence, spoken, written, visual, multimodal and digital texts for a variety of purposes,

audiences and contexts • is able to generalise from engaging with texts to present a range of views of the world • clearly demonstrates an understanding of the processes of composition, as they are able to make some inferences and interpretations, extend

their imaginations in composing texts and adapt ideas into new and different contexts • with increasing confidence, is able to conform to, or challenge, an audience’s preconceptions and expectations • independently reflects on and uses, assesses and adapts their individual and collaborative skills for learning

C • through close and wide study, responds to a range of imaginative, factual and critical texts • investigates the context and perspective of texts and the relationships between and among them • analyses and discusses texts by selecting, identifying and explaining appropriate language forms and features and structures of those texts • responds imaginatively to verbal and visual imagery • displays a developing personal style, composes spoken, written, visual, multimodal and digital texts for a variety of purposes, audiences and

contexts • is able to generalise from engaging with texts to present differing views of the world • demonstrates an understanding of the processes of composition as they are able to make some inferences and interpretations, extend their

imaginations in composing texts and adapt ideas into new and different contexts • conforms to, or challenges, an audience’s preconceptions and expectations • with increasing independence, reflects on and uses, assesses and adapts their individual and collaborative skills for learning.

D • demonstrates some ability to respond to a range of texts • discusses the context and perspective of texts and the relationships between and among them • discusses texts by selecting, identifying and explaining some language forms and features and structures of those texts • responds to verbal and visual imagery • composes spoken, written, visual, multimodal and digital texts for different purposes, audiences and contexts • is able to generalise at times from engaging with texts to present some differing views of the world • with guidance, is developing a personal style and an understanding of the processes of composition as they are able to make some obvious

inferences and interpretations, extend their imaginations in making meaning and apply ideas to new contexts • is able to identify and discuss some obvious preconceptions and expectations of an audience • with guidance, is able to reflect on their individual and collaborative skills for learning.

E • demonstrates some evidence of the ability to respond to a limited range of texts • with teacher support, discusses the context and perspective of texts and the relationships between and among them • with teacher support, discusses texts by selecting, identifying and explaining some language forms and features and structures of those texts • responds in a rudimentary way to verbal and visual imagery • with teacher support, composes spoken, written, visual, multimodal and digital texts for a limited range of purposes, audiences and contexts • is able to generalise at times from engaging with texts to present a limited view of the world • with teacher support, is developing an understanding of the processes of composition, as they are able to interpret ideas and apply these to new contexts

• is able to identify some obvious expectations of an audience • with teacher support, is able to reflect on some aspects of their individual and collaborative skills for learning.



FOOD TECHNOLOGY CAFÉ SKILLS Course Outcomes:

FT5-1 demonstrates hygienic handling of food to ensure a safe and appealing product FT5-2 identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food FT5-3 describes the physical and chemical properties of a variety of foods FT5-4 accounts for changes to the properties of food which occur during food processing, preparation and storage FT5-5 applies appropriate methods of food processing, preparation and storage FT5-6 describes the relationship between food consumption, the nutritional value of foods and the health of

individuals and communities FT5-7 justifies food choices by analysing the factors that influence eating habits FT5-8 collects, evaluates and applies information from a variety of sources FT5-9 communicates ideas and information using a range of media and appropriate terminology FT5-10 selects and employs appropriate techniques and equipment for a variety of food-specific purposes FT5-11 plans, prepares, presents and evaluates food solutions for specific purposes FT5-12 examines the relationship between food, technology and society FT5-13 evaluates the impact of activities related to food on the individual, society and the environment


1 Food in Australia

Research Project FT5-7

FT5-12

Term 1

Week 8

2020

25%

2 Practical Skills Activities Assessment

throughout each unit FT5-1 FT5-2

Each Practical Lesson

10%

3

Food For Special Needs

Food Selection and Health

Research and Practical

FT5- 6 FT5-11

Term 3

Week 6

2020

25%


throughout each unit FT5-5

FT5-10


15%

5 Yearly Examination FT5-6 FT5-7

FT5-11 FT5-12

Term 4

Week 5

2020

25%

Total: 100%


FOOD TECHNOLOGY 100HR Course Outcomes:

FT5-1 demonstrates hygienic handling of food to ensure a safe and appealing product FT5-2 identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food FT5-3 describes the physical and chemical properties of a variety of foods FT5-4 accounts for changes to the properties of food which occur during food processing, preparation and storage FT5-5 applies appropriate methods of food processing, preparation and storage FT5-6 describes the relationship between food consumption, the nutritional value of foods and the health of

individuals and communities FT5-7 justifies food choices by analysing the factors that influence eating habits FT5-8 collects, evaluates and applies information from a variety of sources FT5-9 communicates ideas and information using a range of media and appropriate terminology FT5-10 selects and employs appropriate techniques and equipment for a variety of food-specific purposes FT5-11 plans, prepares, presents and evaluates food solutions for specific purposes FT5-12 examines the relationship between food, technology and society FT5-13 evaluates the impact of activities related to food on the individual, society and the environment


1 Food in Australia

Research Project FT5-7

FT5-12

Term 1

Week 8

2020

25%


throughout each unit FT5-1 FT5-2


10%

3

Food For Special Needs

Food Selection and Health

Research and Practical

FT5- 6 FT5-11

Term 3

Week 6

2020

25%


throughout each unit FT5-5

FT5-10


15%

5 Yearly Examination FT5-6 FT5-7

FT5-11 FT5-12

Term 4

Week 3

2020

25%

Total: 100%


FOOD TECHNOLOGY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • evaluates the chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing

and storage • identifies and uses advanced techniques and appropriate equipment for a broad range of food-specific purposes • demonstrates a very high level of competence in assessing and managing risks associated with safe and hygienic preparation of food • demonstrates advanced technical skills in designing, producing and evaluating solutions of high quality for specific food purposes • evaluates the impact of food-related activities or tasks on the individual, society and environment • evaluates the influences that technology has on food supply • analyses a wide range of factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods

to individual and community health • displays very high-level research skills, and communicates complex information effectively using a range of techniques.

B • analyses the chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage

• identifies and uses advanced techniques and appropriate equipment for a range of food-specific purposes • demonstrates a high level of competence in assessing and managing risks associated with the safe and hygienic preparation of food • demonstrates high-level technical skills in designing, producing and evaluating solutions for specific food purposes • analyses the impact of food-related activities or tasks on the individual, society and environment • analyses the influences that technology has on food supply • analyses a range of factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to

individual and community health • displays well-developed research skills, and communicates complex information using a range of techniques.

C • describes the chemical and physical properties of a variety of foods, and explains the changes that take place in food during preparation, processing and storage

• identifies and uses techniques and equipment for a variety of food-specific purposes • demonstrates an adequate level of competence in identifying and managing risks associated with the safe and hygienic preparation of food • demonstrates adequate technical skills in designing, producing and evaluating solutions of sound quality for specific food purposes • explains the impact of food-related activities or tasks on the individual, society and environment • describes the influences that technology has on food supply • discusses factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to individual and

community health • displays sound research skills, and communicates information using a range of techniques.

D • outlines some chemical and/or physical properties of foods, and describes some changes that take place in food during preparation, processing and/or storage

• identifies and uses basic techniques and some appropriate equipment for food-specific purposes • demonstrates a limited level of competence in identifying and managing risks associated with the safe and hygienic preparation of food • demonstrates basic technical skills in designing, producing and evaluating solutions for specific food purposes • outlines some impacts of food-related activities or tasks on the individual, society and environment • outlines some influences that technology has on food supply • describes some factors that influence food choices and eating habits • demonstrates a basic understanding of the relationship between consumption, the nutritional value of foods and individual and/or

community health • displays basic research skills, and communicates information using a limited range of techniques.

E • identifies very limited chemical and/or physical properties of foods, and identifies few changes that take place in food during preparation, processing or storage

• identifies and uses very limited techniques and few items of appropriate equipment for food-specific purposes • demonstrates very limited skills in designing and/or producing solutions for specific food purposes • demonstrates elementary understanding of how food-related activities or tasks impact on the individual, society or the environment • demonstrates elementary understanding of the influence that technology has on food supply • demonstrates a very limited understanding of the factors that influence food choices and/or eating habits • demonstrates an elementary understanding of the relationship between consumption and the nutritional value of foods and health • displays very limited research and communication skills.



GEOGRAPHY Course Outcomes: GE5-1 explains the diverse features and characteristics of a range of places and environments GE5-2 explains processes and influences that form and transform places and environments GE5-3 analyses the effects of interactions and connections between people, places and environments GE5-4 accounts for perspectives of people and organisations on a range of geographical issues GE5-5 assesses management strategies for places and the environment for their sustainability GE5-6 analyses differences in human wellbeing and ways to improve human wellbeing GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant

geographical tools for inquiry GE5-8 communications geographical information to a range of audiences using a variety of strategies

Geography is a semesterised course.


1 Population Skills Based

Assessment Task

GE5-2 GE5-3 GE5-7 GE5-8

Term 1 or Term 3

Week 9

2020

25%

2 Newspaper article GE5-2 GE5-3 GE5-7 GE5-8

Term 1 or Term 3

Week 9

2020

35%

3 Semester Examination GE5-3 GE5-4 GE5-5 GE5-6

Term 2 or Term 4

Week 5

2020

40%

Total: 100%


GEOGRAPHY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • demonstrates an extensive knowledge and understanding of places and environments, and the

geographical processes that form and transform them • demonstrates extensive knowledge and understanding of the interactions and connections between

people, places and environments • explains and analyses different perspectives of geographical issues across a range of scales • displays extensive knowledge and understanding of human wellbeing and the management of places and

environments for their sustainability in relation to geographical issues across a range of scales • exhibits extensive skills to select and proficiently apply geographical concepts and tools appropriate and

relevant to the investigation • displays sophisticated skills to select, acquire and process complex geographical information and uses an

extensive range of strategies to communicate effectively. B • demonstrates a thorough knowledge and understanding of places and environments, and the geographical

processes that form and transform them • demonstrates thorough knowledge and understanding of the interactions and connections between

people, places and environments • explains different perspectives of geographical issues across a range of scales • displays thorough knowledge and understanding of human wellbeing and the management of places and

environments for their sustainability in relation to geographical issues • exhibits high level skills to select and apply geographical concepts and tools appropriate and relevant to

the investigation • displays high level skills to select, acquire, process and communicate complex geographical information

using a broad range of strategies. C • demonstrates a sound knowledge and understanding of places and environments, and the geographical

processes that form and transform them • demonstrates sound knowledge and understanding of the interactions and connections between people,

places and environments • describes different perspectives of geographical issues • displays broad knowledge and understanding of human wellbeing and the management of places and

environments for their sustainability • exhibits sound skills to select and apply geographical concepts and tools appropriate to the investigation • displays sound skills to select, acquire, process and communicate geographical information using a range

of strategies D demonstrates a basic knowledge of places and environments and some understanding of the geographical

processes that form and transform them demonstrates basic knowledge and understanding of the interactions and connections between people,

places and environments outlines different perspectives of geographical issues displays some knowledge of human wellbeing and the management of places and environments for their

sustainability exhibits some skills to select and apply geographical concepts and tools appropriate to the investigation displays basic skills to select, acquire, process and communicate geographical information using a range of

strategies. E • demonstrates some knowledge of places and environments and identifies some geographical processes that

form and transform them • demonstrates elementary knowledge and understanding of some interactions and connections between people,

places and environments • recognises some different perspectives of geographical issues • identifies some aspects of human wellbeing and the management of places and environments • exhibits elementary skills to select and apply geographical concepts and tools to the investigation • displays elementary skills to select, acquire, process and communicate geographical information using a limited

range of strategies. NA • Student is not achieving course outcomes


HISTORY Course Outcomes: HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern

world and Australia HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that

shaped the modern world and Australia HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the

modern world and Australia HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past

for different audiences History is a semesterised course.


1 Extended Response

HT5-1 HT5-2 HT5-9

HT5-10

Term 1 or 3 Week 6

2020

30%

2 Source Analysis

HT5-3 HT5-4 HT5-5 HT5-6 HT5-7 HT5-8

Term 1 or 3 Week 10

2020

30%

3 Semester Examination All outcomes Term 2 or 4

Week 5 2020

40%

Total: 100%


HISTORY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • demonstrates extensive knowledge and understanding of significant historical forces and factors that shaped the

modern world and Australia • demonstrates extensive knowledge and understanding of the motives and actions of past individuals and groups in

the historical contexts that shaped the modern world and Australia • draws historical conclusions based on an understanding of chronology, continuity and change • evaluates a range of sources for their usefulness and synthesises evidence from them to support an historical inquiry • analyses and assesses the importance of the causes and effects of historical events and developments • analyses and accounts for different perspectives and interpretations of the past • communicates an understanding of the past by constructing sustained explanations and arguments for different

audiences, in appropriate oral, written, visual and digital forms, with a sophisticated use of relevant historical terms and concepts.

B • demonstrates thorough knowledge and understanding of significant historical forces and factors that shaped the modern world and Australia

• demonstrates thorough knowledge and understanding of the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

• explains historical events based on an understanding of chronology, continuity and change • selects and analyses a range of sources and draws conclusions about their usefulness for an historical inquiry • explains and analyses causes and effects of historical events and developments • explains and compares different perspectives and interpretations of the past • communicates an understanding of the past by constructing explanations and arguments for different audiences,

in appropriate oral, written, visual and digital forms, using a range of relevant historical terms and concepts. C • demonstrates sound knowledge and understanding of significant historical forces and factors that shaped the

modern world and Australia • demonstrates sound knowledge and understanding of the motives and actions of past individuals and groups in the

historical contexts that shaped the modern world and Australia • sequences historical events and describes significant patterns of continuity and change • selects and organise sources to locate relevant information to support an historical inquiry • explains causes and effects of historical events and developments • explains different perspectives and interpretations of the past • communicates an understanding of the past through explanations and arguments in appropriate oral, written, visual

and digital forms, using relevant historical terms and concepts. D • demonstrates basic knowledge and understanding of significant historical forces and factors that shaped the

modern world and Australia • demonstrates basic knowledge and understanding of the motives and actions of past individuals and groups in the

historical contexts that shaped the modern world and Australia • sequences some historical events and identifies factors contributing to continuity and change • selects and organises relevant information from sources and summarises the main ideas to answer historical

questions • describes some causes and effects of historical events and developments • identifies different perspectives and interpretations of the past • communicates an understanding of the past by describing historical events and issues in appropriate oral, written,

visual and digital forms, using some historical terms and concepts. E • demonstrates elementary knowledge and understanding of significant historical forces and factors that shaped the modern

world and Australia • demonstrates elementary knowledge and understanding of the motives and actions of past individuals and groups in the

historical contexts that shaped the modern world and Australia • recounts some historical events in chronological order and identifies significant changes • with guidance, locates information from sources to answer historical questions • identifies some causes and effects of historical events • recognises different perspectives within historical accounts • communicates an understanding of the past through basic accounts of events and issues in oral, written, visual or digital forms,

using simple historical terms and concepts. NA • Student is not achieving course outcomes


HISTORY ELECTIVE (1OO HOUR) Course Outcomes:

HTE5-1 applies an understanding of history, heritage, archaeology and the methods of historical inquiry HTE5-2 examines the ways in which historical meanings can be constructed through a range of media HTE5-3 sequences major historical events or heritage features, to show an understanding of continuity, change and

causation HTE5-4 explains the importance of key features of past societies or periods, including groups and personalities HTE5-5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage HTE5-6 identifies and evaluates the usefulness of historical sources in an historical inquiry process HTE5-7 explains different contexts, perspectives and interpretations of the past HTE5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry HTE5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past HTE5-10 selects and uses appropriate forms to communicate effectively about the past for different audiences


1 Oral Presentation HTE5-1 HTE5-5

HTE5-10

Term 1 Week 10

2020

30%

2 Source Analysis HTE5-2 HTE5-6 HTE5-7

Term 2 Week 9

2020

30%

3 Extended Response

HTE5-3 HTE5-4 HTE5-8 HTE5-9

Term 3 Week 10

2020

40%

Total: 100%


HISTORY ELECTIVE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • Demonstrates and applies a detailed and extensive knowledge and understanding of the nature of history, heritage and

archaeology, and the methods of historical inquiry. • Assesses the importance of key features, personalities and groups in past societies, and accurately sequences major historical

events to explain causation, continuity and change. • Independently evaluates the contribution of a wide range of cultural groups, sites and/or families to our shared heritage. • Assesses different perspectives, interpretations and constructions of the past • Evaluates a range of sources and synthesis information from them to undertake historical inquiry • Communicates an extensive understanding of history by constructing sustained and coherent explanations and arguments

for different audiences, using a variety of oral, written and other forms. • Displays a sophisticated use of historical terms and concepts.

B • Demonstrates and applies a detailed knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• Explains the importance of key features, personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.

• Analyses the contribution of cultural groups, sites and/or families to our shared heritage. • Explains different perspectives, interpretations and constructions of the past. • Selects and interprets a range of sources and draws conclusions of the past. • Selects and interprets a range of sources and draws conclusions about their usefulness in a historical inquiry. • Communicates a thorough understanding of history by constructing coherent explanations and arguments for different

audiences, using a variety of oral, written and other forms. • Appropriately uses a wide range of historical terms and concepts.

C • demonstrates sound knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• describes key features, personalities and groups in past societies, and sequences major historical events to explain causation, continuity and change.

• describes the contribution of cultural groups, sites and/or families to our shared heritage. • describes the different perspectives, interpretations and constructions of the past. • locates, selects and organises relevant information from a number of sources to undertake historical inquiry. • Communicates a sound understanding of history by creating explanations and arguments, using a range of oral, written and

other forms. • Uses a range of historical terms and concepts.

D • demonstrates basic knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry

• identifies some key features, personalities or groups in past societies, sequences events and identifies factors contributing to continuity and change

• identifies some contributions of cultural groups, sites and/or families to our shared heritage • identifies different perspectives, interpretations and constructions of the past • locates and selects relevant information from sources, and summarises the main ideas to engage in basic, structured

research tasks • communicates a basic understanding of history by creating descriptions and simple explanations, in a range of oral,

written and other forms • uses some appropriate historical terms and concepts.

E • demonstrates elementary knowledge and understanding of some aspects of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• Recognises some key features, personalities or groups in past societies, and recounts simply some historical events in chronological order

• Recognises some contributions of cultural groups, sites/and or families to our shared heritage • Recognises some different perspectives with historical accounts, with guidance • Locates basic information from sources to construct simple historical recounts • Communicates an elementary understanding of history by creating basic historical recounts in a limited range of forms. • Uses simple historical terms and concepts.



INFORMATION AND SOFTWARE TECHNOLOGY Course Outcomes:

5.1.1 selects and justifies the application of appropriate software programs to a range of tasks 5.1.2 selects, maintains and appropriately uses hardware for a range of tasks 5.2.1 describes and applies problem-solving processes when creating solutions 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems 5.2.3 critically analyses decision making processes in a range of information and software solutions 5.3.1 justifies responsible practices and ethical use of information and software technology 5.3.2 acquires and manipulates data and information in an ethical manner 5.5.1 describes and compares key roles and responsibilities of people in the field of information and software

technology


1

Hardware Activity (Disassemble and

reassemble a working computer)

5.1.1 5.2.1

Term 1 Week 3

2020 10%

2 Hardware

(Group report on network systems)

5.1.2 5.2.1 5.3.1

Term 1 Week 9

2020 25%

3 Software

(Technical report writing on software systems and uses)

5.1.1 5.2.2

Term 2 Week 9

2020 20%

4

Design, Produce and Evaluate

(Design and produce a video on hardware components –

group work)

5.2.2 5.3.2 5.5.1

Term 3 Week 9

2020 25%

5 Robotics and Binary code (Decode Binary Code and

make working robots)

5.2.1 5.2.2 5.2.3

Term 4 Week 5

2020 20%

Total: 100%


INFORMATION AND SOFTWARE TECHNOLOGY PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level

Grade Descriptors A Student

• demonstrates extensive knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks. • perceptively analyses the effects on individuals and society of a range of past, current and emerging

information technologies. • is a critical thinker who insightfully and creatively applies problem-solving and decision-making processes

when designing, producing and evaluating solutions for a wide range of challenging situations. • independently justifies and applies responsible and ethical practice in the use of information and software

technology when acquiring and manipulating data and information. • independently and logically communicates, using appropriate documentation, complex ideas and solutions

to a variety of audiences. B • demonstrates thorough knowledge and understanding of, and skills in, selecting and using suitable

software and hardware for a range of tasks. • analyses the effects on individuals and society of a range of past, current and emerging information

technologies. • confidently applies problem-solving and decision-making processes when designing, producing and

evaluating solutions for a range of challenging situations. • justifies and applies responsible and ethical practice in the use of information and software technology

when acquiring and manipulating data and information. • coherently communicates, using appropriate documentation, complex ideas and solutions to a variety of

audiences. C • demonstrates sound knowledge and understanding of, and skills in, selecting and using suitable software

and hardware for a range of tasks. • describes the effects on individuals and society of a range of past, current and emerging information

technologies. • applies problem-solving and decision-making processes when designing, producing and evaluating

solutions for a range of situations. • applies responsible and ethical practice in the use of information and software technology when acquiring

and manipulating data and information. • communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences.

D • demonstrates basic knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of tasks. • outlines the effects on individuals and society of a limited range of past, current and emerging information

technologies. • applies basic problem-solving and decision-making processes when designing, producing and evaluating

solutions for familiar situations. • recalls responsible and ethical practice in the use of information and software technology when acquiring

and manipulating data and information. • communicates, using appropriate documentation, ideas and solutions to an audience.

E • demonstrates elementary knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of simple tasks. • with guidance identifies effects on individuals and society of some past, current and emerging information

technologies. • applies elementary problem-solving or decision-making processes when designing, and producing solutions

for some familiar situations. • with guidance, recognises responsible and ethical practice in the use of information and software

technology when acquiring and manipulating data and information. • with support, communicates, using limited documentation, ideas and solutions to an audience.



ISTEM (1OO HOUR) Course Outcomes: 5.1.1 develops ideas and explores solutions to STEM based problems 5.1.2 demonstrated initiative, entrepreneurship, resilience and cognitive flexibility through the

completion of practical STEM based activities 5.2.1 describe how scientific and mechanical concepts relate to technological and engineering practice 5.2.2 applies cognitive processes to address real world STEM based problems in a variety of contexts 5.3.1 applies a knowledge and understanding of STEM principles and processes 5.3.2 identifies and uses a range of technologies in the development of solutions to STEM based

problems 5.4.1 plans and manages projects using an iterative and collaborative design process 5.4.2 develops skills in using mathematical, scientific and graphical methods whilst working as a team 5.5.1 applies a range of communication techniques in the presentation of research and design solutions 5.5.2 critically evaluates innovative, enterprising and creative solutions 5.6.1 selects and uses appropriate problem solving and decision making techniques in a range of STEM

contexts 5.6.2 will work individually or in teams to solve problems in STEM contexts 5.7.1 demonstrates an appreciation of the value of STEM in the world in which they live 5.8.1 understands the importance of working collaboratively, cooperatively and respectfully in

the completion of STEM activities


1 Mars Rover Robot

Investigation

5.1.1 5.3.1 5.4.1 5.6.1

Term 1 Week 9

2020 20%

2 3D Printing 5.1.1 5.1.2 5.2.1

Term 2 Week 7

2020 30%

3 App Design

5.2.2 5.3.1 5.4.1 5.5.2

Term 3 Week 9

2020 20%

4 Inquiry Project 5.6.2 5.7.1 5.8.1

Term 4 Week 1

2020 30%

Total: 100%


ISTEM PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Grade Descriptors A • Designs and conducts an outstanding experiment.

• Demonstrates extensive skills in planning and conducting first hand investigations. • Provides a well-structured and clear experimental abstract. • Identifies and explains the nature of the problem the experiment is designed to investigate. • Includes detailed, clear and relevant information from research in the introduction. • Hypothesis is correctly stated. A clear statement of prediction of the relationship between two variables.

Hypothesis is justified in the introduction and related to current facts, theories or laws. • Identifies the most appropriate equipment needed to undertake the investigation. • Demonstrates clear understanding of independent, dependent and controlled variables. Effective control

of variables is outlined. • Appropriate method—well written and thorough. • Provides a correctly scaled technical drawing with three perspectives and correct measurements. • Results are presented in well-designed tables and graphs (with appropriate headings, units, and keys –

hand-drawn and computer generated). All data is accurately recorded. • Analysis and discussion of the results is clearly and precisely stated—identifies the trends, patterns and

relationships in the data. Analysis and synthesis of the main ideas from literature is linked and made relevant to the results of the investigation.

• Identifies sources of error and suggest adequate improvements. • Identifies and explains how data supports or refutes the hypothesis. Provides justification for inferences

and conclusions. • Several appropriate sources are referenced in the correct format—may be minor errors.

B • Demonstrates competence in experimental design. • Demonstrates a high level of skill in planning and conducting first hand investigations. • Provides a well-structured and clear experimental abstract. • Identifies and explains the nature of the problem the experiment is designed to investigate. Includes

relevant information from research in the introduction. • A statement of prediction of the relationship between two variables is made as a hypothesis. May not

reflect information in the introduction. • Complete list of appropriate materials and equipment, may lack some information such as units and

quantity. • Identifies the dependent, independent and controlled variables correctly. Some controls for variables

included. • Appropriate method—well written although some minor details may be missing. • Provides a correctly scaled technical drawing with two or three perspectives and mostly correct

measurements. • Presentation of results is clear—may be some minor omissions in the tables and graphs (hand-drawn and

computer generated). • Results are correctly interpreted and discussed. The trends, patterns and relationships in the data have

been identified. Basic links between the literature and the investigation have been drawn in the discussion.

• Some sources of error have been identified and some adequate improvements suggested. • Correctly identifies how data supports or refutes the hypothesis. Provides some justification for inferences

and conclusions. • Some sources of information are referenced in the correct format or several appropriate sources

referenced incorrectly. C • Simple experimental design.

• Demonstrates sound skills in planning and conducting first hand investigations. • Identifies the nature of the problem the experiment is designed to investigate with some explanation

provided in the introduction.


• Abstract is short and only briefly outlines the experiment. • Poorly worded hypothesis, may not have referred to the two variables correctly. • Most equipment and material listed, may lack information such as units or quantity. • Identifies dependent and independent variables. Controlled variables may have been identified, however,

not adequately controlled. • Sound method—some minor details missing. • Soundly drawn technical drawing showing one perspective with correct scale and measurements or

multiple with some measurements incorrect. • Results are recorded in a table and graph—Multiple omission such as units, headings etc. • Results have been interpreted and some analysis provided. May not have made links to literature

in discussion. • Some sources of error identified. Control are not appropriate/not identified. • States if the hypothesis has been supported or refuted, however, basic justification provided. • A few sources of information are referenced, information is missing. Some sources may be inappropriate

e.g. Science Workbook or Teacher. D • Basic experimental design.

• Demonstrates basic skills in planning and conducting first hand investigations. • Abstract is only a few sentences and does not adequately explain the investigation. • Minimal explanation of what the experiment is designed to investigate in the introduction. • Hypothesis may not have been provided. • Incomplete list of materials and equipment – lacks information such as units and quantity. • Identifies some variables, may not be correct. • Basic method—incomplete/missing information such as units, repeats, steps in method. • Hand-drawn sketch used instead of technical drawing. • Results are recorded in a basic table and have been graphed. May be major errors e.g. incorrectly labelled

axis or incorrectly plotted data. • Results have been interpreted (possibly incorrectly) and basic discussion of data is provided. • Lacks identification of error. • States if the hypothesis has been supported or refuted—no justification provided. • Limited information included in the reference list

E • Elementary experimental design. • Demonstrates limited skills in planning and conducting first hand investigations. • No abstract present, or poorly done (single sentence). • No explanation of what the experiment is designed to investigate or the information provided is

irrelevant/incorrect as an introduction. • Hypothesis not provided. • Choice of equipment and materials is poor/not included. • Variables are not correctly identified or have not been provided. • Method lacks information and could not be accurately repeated. • No technical drawing provided. • Results are poorly displayed and unorganised. Significant omissions in graph if included. • Limited discussion of results. • Lacks identification of error. • States if the hypothesis has been supported or refuted (possibly incorrectly). No justification provided. • References not included.

NA

• Report not handed in. • Non-serious attempt by an individual in the group. • Unsafe or inappropriate behaviour during experimental investigation. • Plagiarised or work performed by anyone other than the members of the group.


INDUSTRIAL TECHNOLOGY METAL Course Outcomes:

IND5-1 identifies, assesses, applies and manages the risks and WHS issues associated with the use of a range of tools, equipment, materials, processes and technologies

IND5-2 applies design principles in the modification, development and production of projects IND5-3 identifies, selects and uses a range of hand and machine tools, equipment and processes to produce quality

practical projects IND5-4 selects, justifies and uses a range of relevant and associated materials for specific applications IND5-5 selects, interprets and applies a range of suitable communication techniques in the development, planning,

production and presentation of ideas and projects IND5-6 identifies and participates in collaborative work practices in the learning environment IND5-7 applies and transfers skills, processes and materials to a variety of contexts and projects IND5-8 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of

construction IND5-9 describes, analyses and uses a range of current, new and emerging technologies and their various

applications IND5-10 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues

locally and globally


1 Place and Construct Tools IND5-1 IND5-2

Term 1 Week 10

2020

20%

2 Practical Project IND5-3 IND5-4

Term 2 Week 7

2020

20%

3 Written Assignment IND5-5 IND5-9

IND5-10

Term 3 Week 6

2020

30%

4 Practical Project IND5-6 IND5-7 IND5-8

Term 3 Week 8

2020

30%

Total: 100%


INDUSTRIAL TECHNOLOGY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Grade Descriptors A • demonstrates extensive knowledge and understanding of traditional, current, new and emerging

technologies in the field of study • evaluates the social, cultural and environmental impacts of a wide range of technologies • displays advanced skills in identifying and using appropriate materials and hand and machine tools to

produce practical projects of excellent quality • demonstrates a very high level of competence in assessing and managing risks and consistently applying

safe work practices • evaluates the suitability of materials for specific applications and the functional, aesthetic,

environmental and economic aspects of projects and commercial products • selects and uses a wide range of appropriate technologies to illustrate practical projects • confidently uses technical terminology to communicate production processes with a range of audiences • consistently applies very high level skills and design principles to the development, modification and

production of projects. B • demonstrates thorough knowledge and understanding of traditional, current, new and emerging

technologies in the field of study • analyses the social, cultural and environmental impacts of a range of technologies • displays high-level skills in identifying and using appropriate materials and hand and machine tools to

produce high-quality practical projects • demonstrates a high level of competence in assessing and managing risks and applying safe work

practices • analyses the suitability of materials for specific applications, and the functional, aesthetic,

environmental and economic aspects of projects and commercial products • uses a range of technologies to illustrate practical projects • uses technical terminology to discuss production processes with a range of audiences • consistently applies high level skills and design principles to the development, modification and

production of projects. C • demonstrates sound knowledge and understanding of traditional, current, new and emerging

technologies in the field of study • explains the social, cultural and environmental impacts of different technologies • displays adequate skills in identifying and using appropriate materials and hand and machine tools to

produce practical projects of sound quality • demonstrates an adequate level of competence in identifying and managing risks and applying safe

work practices • describes the suitability of materials for specific applications, and the functional, aesthetic,

environmental and economic aspects of projects and commercial products • produces adequate drawings to illustrate practical projects • uses accurate technical terms to describe production processes to a range of audiences • applies sound skills and design principles to the development and production or modification of

projects. D • demonstrates basic knowledge and understanding of technologies in the field of study

• outlines some social, cultural and/or environmental impacts of technology • displays basic technical skills in identifying and using appropriate materials and hand and machine tools

to produce practical projects • demonstrates a limited level of competence in identifying and managing risks, and applying safe work

practices • outlines properties of materials that make them suitable for specific applications, and identifies

functional, aesthetic, environmental and/or economic aspects of products and commercial products • produces basic drawings for practical projects


• uses general terms to describe production processes to an audience • applies limited skills and design principles to the development, production or modification of projects.

E • demonstrates elementary knowledge and understanding of at least one technology in the field of study • identifies a very limited range of social, cultural and/or environmental impacts • displays elementary skills in identifying and using appropriate materials and hand and machine tools to

produce practical projects • demonstrates a very limited level of competence in identifying and managing risks, and applying safe

work practices • identifies some properties of materials that make them suitable for specific applications, and identifies

very limited aspects of products and commercial products • produces very limited sketches related to practical projects • uses elementary terms to describe production processes • applies very limited skills to the production or modification of projects.



INDUSTRIAL TECHNOLOGY TIMBER Course Outcomes:

IND5-1 identifies, assesses, applies and manages the risks and WHS issues associated with the use of a range of tools, equipment, materials, processes and technologies

IND5-2 applies design principles in the modification, development and production of projects IND5-3 identifies, selects and uses a range of hand and machine tools, equipment and processes to produce quality

practical projects IND5-4 selects, justifies and uses a range of relevant and associated materials for specific applications IND5-5 selects, interprets and applies a range of suitable communication techniques in the development, planning,

production and presentation of ideas and projects IND5-6 identifies and participates in collaborative work practices in the learning environment IND5-7 applies and transfers skills, processes and materials to a variety of contexts and projects IND5-8 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of

construction IND5-9 describes, analyses and uses a range of current, new and emerging technologies and their various

applications IND5-10 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues

locally and globally


1 Place and Construct Tools IND5-1

IND5-2

Term 1

Week 10

2020

20%

2 Practical Project IND5-3

IND5-4

Term 2

Week 7

2020

20%

3 Written Assignment

IND5-5

IND5-9

IND5-10

Term 3

Week 6

2020

30%

4 Practical Project

IND5-6

IND5-7

IND5-8

Term 3

Week 8

2020

30%

Total: 100%


INDUSTRIAL TECHNOLOGY TIMBER PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors

A • demonstrates extensive knowledge and understanding of traditional, current, new and emerging technologies in the field of study

• evaluates the social, cultural and environmental impacts of a wide range of technologies • displays advanced skills in identifying and using appropriate materials and hand and machine tools to produce practical

projects of excellent quality • demonstrates a very high level of competence in assessing and managing risks and consistently applying safe work practices • evaluates the suitability of materials for specific applications and the functional, aesthetic, environmental and economic

aspects of projects and commercial products • selects and uses a wide range of appropriate technologies to illustrate practical projects • confidently uses technical terminology to communicate production processes with a range of audiences • consistently applies very high level skills and design principles to the development, modification and production of projects.

B • demonstrates thorough knowledge and understanding of traditional, current, new and emerging technologies in the field of study

• analyses the social, cultural and environmental impacts of a range of technologies • displays high-level skills in identifying and using appropriate materials and hand and machine tools to produce high-quality

practical projects • demonstrates a high level of competence in assessing and managing risks and applying safe work practices • analyses the suitability of materials for specific applications, and the functional, aesthetic, environmental and economic

aspects of projects and commercial products • uses a range of technologies to illustrate practical projects • uses technical terminology to discuss production processes with a range of audiences • consistently applies high level skills and design principles to the development, modification and production of projects.

C • demonstrates sound knowledge and understanding of traditional, current, new and emerging technologies in the field of study • explains the social, cultural and environmental impacts of different technologies • displays adequate skills in identifying and using appropriate materials and hand and machine tools to produce practical

projects of sound quality • demonstrates an adequate level of competence in identifying and managing risks and applying safe work practices • describes the suitability of materials for specific applications, and the functional, aesthetic, environmental and economic

aspects of projects and commercial products • produces adequate drawings to illustrate practical projects • uses accurate technical terms to describe production processes to a range of audiences • applies sound skills and design principles to the development and production or modification of projects.

D • demonstrates basic knowledge and understanding of technologies in the field of study • outlines some social, cultural and/or environmental impacts of technology • displays basic technical skills in identifying and using appropriate materials and hand and machine tools to produce practical

projects • demonstrates a limited level of competence in identifying and managing risks, and applying safe work practices • outlines properties of materials that make them suitable for specific applications, and identifies functional, aesthetic,

environmental and/or economic aspects of products and commercial products • produces basic drawings for practical projects • uses general terms to describe production processes to an audience • applies limited skills and design principles to the development, production or modification of projects.

E • demonstrates elementary knowledge and understanding of at least one technology in the field of study • identifies a very limited range of social, cultural and/or environmental impacts • displays elementary skills in identifying and using appropriate materials and hand and machine tools to produce practical

projects • demonstrates a very limited level of competence in identifying and managing risks, and applying safe work practices • identifies some properties of materials that make them suitable for specific applications, and identifies very limited aspects of

products and commercial products • produces very limited sketches related to practical projects • uses elementary terms to describe production processes • applies very limited skills to the production or modification of projects.



MATHEMATICS 5.1, 5.2 AND 5.3 COMMON OUTCOMES Course Outcomes:

MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts MA5.1-2WM selects and uses appropriate strategies to solve problems MA5.1-3WM provides reasoning to support conclusions that are appropriate to the context MA5.1-4NA solves financial problems involving earning, spending and investing

money MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning

of negative indices for numerical bases MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships MA5.1-7NA graphs simple non-linear relationships MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation, and rounds to significant

figures MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and

depression MA5.1-11MG describes and applies the properties of similar figures and scale drawings

MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound

events MA5.2-1WM selects appropriate notations and conventions to communicate mathematical ideas and

solutions MA5.2-2WM interprets mathematical or real-life situations, systematically applying appropriate strategies to solve

problems MA5.2-3WM constructs arguments to prove and justify results MA5.2-4NA solves financial problems involving compound interest MA5.2-5NA recognises direct and indirect proportion, and solves problems involving direct

proportion MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic expressions MA5.2-7NA applies index laws to operate with algebraic expressions involving integer indices MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using

analytical and graphical techniques MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships MA5.2-10NA connects algebraic and graphical representations of simple non-linear relationships MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right prisms and

cylinders MA5.2-13MG applies trigonometry to solve problems, including problems involving

bearings MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or

similar MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.2-16SP investigates relationships between two statistical variables, including their relationship over time MA5.2-17SP describes and calculates probabilities in multi-step chance experiments

Students will be placed in a Mathematics 5.1, 5.2 or 5.3 class for Mathematics in Year 9 and 10, taking achievement in Year 7 and 8 into account. Students studying at 5.1 and 5.2 levels will not necessarily address all listed OUTCOMES.


MATHEMATICS 5.3 ADDITIONAL OUTCOMES Course Outcomes:

MA5.3-1WM uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures

MA5.3-2WM generalises mathematical ideas and techniques to analyse and solve problems efficiently MA5.3-3WM uses deductive reasoning in presenting arguments and formal proofs MA5.3-4NA draws, interprets and analyses graphs of physical phenomena MA5.3-5NA selects and applies appropriate algebraic techniques to operate with algebraic expressions MA5.3-6NA performs operations with surds and indices MA5.3-7NA solves complex linear, quadratic, simple cubic and simultaneous equations, and rearranges literal equations MA5.3-8NA uses formulas to find midpoint, gradient and distance on the Cartesian plane, and applies standard forms

of the equation of a straight line MA5.3-9NA sketches and interprets a variety of non-linear relationships MA5.3-10NA recognises, describes and sketches polynomials, and applies the factor and remainder theorems to solve

problems MA5.3-11NA uses the definition of a logarithm to establish and apply the laws of logarithms MA5.3-12NA uses function notation to describe and sketch functions MA5.3-13MG applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite

solids MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and

quadrilaterals MA5.3-17MG applies deductive reasoning to prove circle theorems and to solve related problems MA5.3-18SP uses standard deviation to analyse data MA5.3-19SP investigates the relationship between numerical variables using lines of best fit, and explores how data is

used to inform decision-making processes Mathematics 5.3 students complete these additional outcomes as well as those from 5.1 and 5.2

The tasks listed in this schedule are the same for Mathematics 5.1, 5.2, 5.3


1 Class assessment Refer to Scope and Sequence for outcomes

Term 1 Week 8

2020

25%

2 Class assessment Refer to Scope and Sequence for outcomes

Term 2 Week 5

2020

25%

3 Assignment Refer to Scope and Sequence for outcomes

Term 3 Week 7

2020

25%

4 Class Assessment Refer to Scope and Sequence for outcomes

Term 4 Week 5

2020

25%

Total: 100%


MATHEMATICS 5.1, 5.2, 5.3 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors

A10 Student… • uses graphical techniques and a variety of analytical methods to solve problems involving quadratic equations and simultaneous

equations; manipulates algebraic expressions and equations with consideration given to restrictions on the values of variables • solves problems involving surface area and volume of right pyramids, right cones, spheres, and related composite solids, and applies

similarity relationships for area and volume; applies deductive reasoning to prove properties of isosceles and equilateral triangles, and special quadrilaterals

• uses and interprets the mean and standard deviation to make comparisons between data sets; critically evaluates the processes of planning, collecting, analysing and reporting studies in the media and elsewhere.

A9 • performs operations with surds and indices in numerical and algebraic contexts; analyses and describes graphs of physical phenomena; uses analytical methods to solve complex linear, quadratic, simple cubic, and simultaneous equations, including simultaneous equations where one equation is non-linear

• uses trigonometry to solve practical problems involving non-right-angled triangles; constructs geometrical arguments and formal proofs of geometrical relationships

• uses the mean and standard deviation to make comparisons between data sets; evaluates the use of data to inform decision-making processes.

B8 • applies special products to expand binomial products and factorises a variety of quadratic expressions; draws and interprets a variety of graphs, and applies coordinate geometry techniques to solve problems

• calculates the surface area and volume of right pyramids, right cones, spheres, and related composite solids; constructs geometrical arguments to prove a general geometrical result, giving reasons

• calculates and uses standard deviation to analyse data; interprets the relationship between numerical variables using lines of best fit.

B7 • applies the compound interest formula to solve financial mathematics problems, including those involving depreciation; solves simultaneous linear equations using an algebraic or graphical method; draws and interprets graphs of simple parabolas, circles and exponentials

• calculates the surface area and volume of simple composite solids; solves trigonometry problems involving bearings, angles of elevation and depression, and angles measured in degrees and minutes

• determines and uses quartiles and the interquartile range to compare sets of data; evaluates sources of data in media reports and elsewhere; evaluates conditional statements in chance situations.

C6 • expands and factorises simple algebraic expressions and simplifies algebraic expressions involving fractions and positive, negative and zero indices; solves simple quadratic equations

• uses formulae to calculate the surface area and volume of right prisms and cylinders; uses simple deductive reasoning in solving numerical problems in different geometrical contexts, and applies tests for proving that triangles are congruent

• determines the quartiles and interquartile range for a set of data; constructs and interprets displays of bivariate numerical data; calculates probabilities and interprets the results for multi-step chance experiments

C5 • uses conversion graphs to convert from one unit to another and given graphs to solve simple linear simultaneous equations; finds and graphs the equations of straight lines given the gradient and y-intercept

• solves simple word problems in trigonometry; applies results related to the angle sum for polygons to solve simple numerical problems • identifies simple relationships between two statistical variables; calculates probabilities for multi-step chance experiments.

D4 • graphs simple linear and non-linear relationships by constructing a table of values; uses diagrams to solve simple coordinate geometry problems

• finds the area of simple composite figures; given diagrams, uses trigonometry to find sides and angles in right-angled triangles • interprets back-to-back stem-and-leaf plots, and statistical claims made in the media; calculates relative frequencies to estimate

probabilities of simple and compound events

D3 • solves simple financial mathematics problems involving earning and spending money and, given the formula, calculates simple interest; completes a table of values to graph simple linear relationships

• expresses trigonometric ratios for angles in right-angled triangles in terms of an unknown side; uses the scale factor to find unknown sides in similar triangles

• calculates the mean, median and range to compare two sets of numerical data; uses data from Venn diagrams and two-way tables to calculate simple probabilities.

E2 • solves simple financial mathematics problems involving earning money; simplifies simple algebraic expressions involving positive integral indices

• uses given diagrams and formulae to solve simple problems involving area and surface area; uses a calculator to find approximations of trigonometric ratios of given angles measured in degrees; constructs simple scale drawings

• determines the mean and range for a set of data.



MUSIC (ADVANCED) Course Outcomes: 5.1 performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an

understanding of the musical concepts 5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the

application of different types of technology 5.3 performs music selected for study with appropriate stylistic features demonstrating solo and ensemble

awareness 5.4 demonstrates an understanding of the musical concepts through improvising, arranging and composing in

the styles or genres of music selected for study 5.5 notates own compositions, applying forms of notation appropriate to the music selected for study 5.6 uses different forms of technology in the composition process 5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion

of music from different stylistic, social, cultural and historical contexts 5.8 demonstrates an understanding of musical concepts through aural identification, discrimination,

memorisation and notation in the music selected for study 5.9 demonstrates an understanding of musical literacy through the appropriate application of notation,

terminology, and the interpretation and analysis of scores used in the music selected for study 5.10 demonstrates an understanding of the influence and impact of technology on music 5.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform 5.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening

experiences *The task will be assessed progressively throughout the term. The final submission is due on the date listed for the task.


1 Composition & Performance

5.1. 5.2, 5.5, 5.11, 5.12

Term 2 Week 5-6

2020

50% (25%

Composition, 25%

Performance)

2 Aural/Musicology 5.7, 5.8, 5.9, 5.10

Term 4 Week 4-5

2020

50% (25% Aural,

25% Musicology)

Total: 100%


MUSIC PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • clearly and perceptively communicates an understanding of music as an artform in a comprehensive range of

styles, periods and genres and is able to make connections across a range of repertoire. • confidently engages in a range of sophisticated musical experiences demonstrating a perceptive understanding

of the concepts of music within a broad range of repertoire. • confidently performs a range of repertoire as a solo performer, and/or takes prominent roles within group

performances. • explores, improvises, and constructs coherent and stylistic musical works. • explores the capabilities of a range of instruments and understands how musical concepts can be manipulated

for a range of effects. • confidently notates their own work, choosing notational forms and conventions appropriate to the style, period

or genre being explored. • analyses and critically discusses style and interpretation, demonstrating a clear awareness of the social, cultural

and historical contexts of the music studied. B • clearly communicates an understanding of music as an artform in a range of styles, periods and genres and

makes connections across a range of repertoire. • confidently engages in a range of musical experiences, demonstrating understanding of the concepts of music

within a range of repertoire. • performs a range of repertoire as a solo performer, and/or takes prominent roles within group performances. • explores, improvises, and constructs coherent musical works. • explores the capabilities of a range of instruments and how musical concepts can be manipulated for a range of

effects. • notates their own work, choosing notational forms and conventions appropriate to the style, period or genre

being explored. • critically discusses style and interpretation, demonstrating an awareness of the social, cultural and historical

contexts of the music studied. C • communicates an understanding of music as an artform in a range of styles, periods and genres and makes

connections across a range of music. • engages in a range of musical experiences demonstrating a sound understanding of the concepts of music. • performs a range of repertoire in solo and group situations. • explores, improvises, and constructs musical compositions. • explores the capabilities of some instruments and how musical concepts can be manipulated for various effects. • notates their own work, demonstrating understanding of notational conventions. • discusses style and interpretation, demonstrating some awareness of the social, cultural and historical contexts

of the music studied. D • demonstrates a basic understanding of music as an artform in a range of styles, periods and genres and with

guidance, makes some connections across a range of music. • engages in a range of musical experiences demonstrating a basic understanding of the concepts of music. • engages in group music-making and may perform some solo repertoire. • with support, explores, improvises, and constructs basic musical compositions. • with guidance, explores the capabilities of some instruments to create effects. • with support, notates their own work demonstrating some understanding of notational conventions. • describes aspects of style, demonstrating some awareness of the social, cultural and historical contexts of the

music studied. E • demonstrates elementary understanding of music as an artform in a limited range of styles, periods and genres.

• with support, engages in some musical experiences demonstrating an elementary understanding of the concepts of music.

• with assistance, is able to perform a limited range of repertoire and engage in group music-making. • with support, constructs limited musical compositions. • with support, explores the capabilities of some instruments. • with support, uses limited notational forms in their own work. • describes aspects of style, demonstrating a limited awareness of the social, cultural and historical contexts of the

music studied. NA • Student is not achieving course outcomes


SCIENCE Course Outcomes: SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing

understanding of the world around them. SC5-2VA shows a willingness to engage in finding solutions to science -related personal, social and global uses,

including shaping sustainable futures. SC5–3VA demonstrates confidence in making reasoned, evidence based decisions about the current and future

use and influence of science and technology, including ethical considerations SC5-4WS develops questions or hypothesis to be investigated scientifically SC5–5WS produces a plan to investigate identified questions, hypotheses or problems, individually and

collaboratively SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and

collaboratively SC5-7WS processes, analyses and evaluates data from first hand investigations and secondary sources to develop

evidence based arguments and conclusions SC5-8WS applies, scientific understanding and critical thinking skills to suggest possible solutions to identified

problems 8C5-9WS presented science ideas and evidence for a particular purpose and to a specific audience, using

appropriate scientific language, conventions and representations SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is

applies in systems SC5-12ES describes changing ideas about the structure of the earth and the universe to illustrate how models,

theories and laws are refined over time by the scientific community SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving

global systems can be used to inform decisions related to contemporary issues SC5-14LW analyses interactions between components and processes within biological systems SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological

developments and the needs of society SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence

becomes available SC5-17CW discusses the importance of chemical reactions in the production of a range of substances, and the

influence of society on the development of new materials


1 Topic Test – Materials Science

and Atomic Theory Mini Student Research Project

SC5- CW1 SC5- 4WS, SC5-5WS, SC5-6WS, SC5-7WS,

SC5-8WS, SC5-9WS,

Term 1 Part 1 - Week 5

Part 2 - Week 10 2020

25%

2 Topic Test – Waves Topic Test - Electricity

SC5-PW1, SC5 – ES1, SC5- 4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-

9WS


Part 2 - Week 10 2020

25%

3 Topic Test – Body coordination

and Disease Alarm Essay - Disease

SC5-LW1, SC5- 4WS, SC5-5WS, SC5-6WS, SC5-7WS,

SC5-8WS, SC5-9WS


Part 2 - Week 10 2020

25%

4 Yearly Examination (Disease and Ecosystems)

SC5- LW1, SC5- LW2, SC5- 4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-

9WS

Term 4 Week 5

2020 25%

Total: 100%


SCIENCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A A student

• applies extensive knowledge and understanding of scientific models, theories and laws, and about the nature, use and influence of science

• identifies and proposes valid scientific hypotheses, asks questions and makes evidence based predictions • creates, plans and organises appropriate, risk-assessed, safe, and ethical first-hand scientific investigations both

individually and collaboratively • uses critical thinking skills to evaluate trends, patterns and relationships to draw evidence-based scientific

conclusions • effectively gathers, selects, organises and processes first-hand and secondary sourced data and information to

evaluate issues and inform creative solutions using appropriate digital technologies • communicates comprehensive understanding of scientific ideas, and related evidence for a particular purpose and

audience using scientific units, language conventions and text types. B • applies thorough knowledge and understanding of scientific models, theories and laws, and about the nature, use

and influence of science • identifies and proposes coherent hypotheses, asks questions and makes logical predictions • plans and organises appropriate, risk-assessed, safe, and ethical first-hand scientific investigations • uses critical thinking skills to explain trends, patterns and relationships to draw scientific conclusions • systematically gathers, selects, organises and processes first-hand and secondary sourced data and information

to explain issues and inform problem-solving using appropriate digital technologies • communicates well-developed understanding of scientific ideas to an audience using scientific units and language

conventions. C • demonstrates sound knowledge and understanding of scientific models, theories and laws, and about the nature,

use and influence of science • identifies and proposes related hypotheses, asks questions and make predictions • plans and performs safe, ethical first-hand scientific investigations • explains trends, patterns and relationships to draw scientific conclusions • gathers and selects first-hand and secondary sourced data and information to identify issues and participate in

problem-solving using appropriate digital technologies • communicates sound understanding of scientific ideas to an audience.

D • demonstrates basic knowledge and understanding of scientific models, theories and laws, and about the use and influence of science

• asks questions and makes some predictions • performs safe, ethical first-hand scientific investigations • describes trends, patterns and draws some conclusions • uses first-hand and secondary sourced data and information, and appropriate digital technologies, to assist in the

problem-solving process • communicates basic scientific understanding to an audience

E • demonstrates elementary knowledge and understanding of some scientific principles, and about some uses of science

• asks questions and attempts prediction • performs safe, ethical first-hand scientific investigations with guidance • recounts conclusions • uses information provided and, with assistance, participates in problem-solving activities • with guidance, communicates elementary scientific information to an audience.



PHYSICAL ACTIVITY AND SPORT STUDIES Course Outcomes:

PASS5-1 discusses factors that limit and enhance the capacity to move and perform PASS5-2 analyses the benefits of participation and performance in physical activity and sport PASS5-3 discusses the nature and impact of historical and contemporary issues in physical activity and sport PASS5-4 analyses physical activity and sport from personal, social and cultural perspectives PASS5-5 demonstrates actions and strategies that contribute to active participation and skilful performance PASS5-6 evaluates the characteristics of participation and quality performance in physical activity and sport PASS5-7 works collaboratively with others to enhance participation, enjoyment and performance PASS5-8 displays management and planning skills to achieve personal and group goals PASS5-9 performs movement skills with increasing proficiency PASS5-10 analyses and appraises information, opinions and observations to inform physical activity and sport

decisions.

PASS is a Content Endorsed Course


1 In Class Examination PASS5-3 PASS5-6

PASS5-10

Term 1 Week 10

2020 25%

2 Physical Fitness Scenario based

PASS5-2 PASS5-5 PASS5-9

Term 2 Week 7

2020 20%

3 Technology, Participation and Performance

PASS5-3 PASS5-4

PASS5-10

Term 3 Week 9

2020 25%

4 Modified Game for sport specific group

PASS5-1 PASS5-7 PASS5-8

Term 4 Week 5

2020 30%

Total: 100%


PASS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

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

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

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



PHOTOGRAPHY AND DIGITAL MEDIA Course Outcomes: Making: 5.1 develops range and autonomy in selecting and applying photographic and digital conventions and

procedures to make photographic and digital works 5.2 makes photographic and digital works informed by their understanding of the function of and relationships

between artist–artwork–world–audience 5.3 makes photographic and digital works informed by an understanding of how the frames affect meaning 5.4 investigates the world as a source of ideas, concepts and subject matter for photographic and digital works 5.5 makes informed choices to develop and extend concepts and different meanings in their photographic and

digital works 5.6 selects appropriate procedures and techniques to make and refine photographic and digital works Critical and historical interpretations: 5.7 applies their understanding of aspects of practice to critically and historically interpret photographic and

digital works 5.8 uses their understanding of the function of and relationships between the artist–artwork–world– audience

in critical and historical interpretations of photographic and digital works 5.9 uses the frames to make different interpretations of photographic and digital works 5.10 constructs different critical and historical accounts of photographic and digital works The Photographic and Digital Media Journal (PDMJ) is an ongoing record of the students’ participation and involvement with the program. The journal should include:

• experiments with a range of materials and techniques. • a record of photographic and digital works in progress • research towards personal work and artists of interest. • collections of photos, magazine clippings/articles. • written evaluations and critiques of the students’ own work and that of other photographic and

digital media artists. • any and all worksheets or information distributed in class


1

Making: Photographic and Digital Media Portfolio (still, interactive, moving forms).

Photographic and Digital Media Journal (PDMJ)

5.1, 5.2, 5.3, 5.4, 5.5, 5.6.

Term 2 Week 5

2020

40%

Making

2

Making: Photographic and Digital Media Portfolio (still, interactive, moving forms)

Critical & Historical Interpretations

Photographic and Digital Media Journal (PDMJ)

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8,

5.9, 5.10

Term 3 Week 6

2020

40%

20% Making 20% CHI

3 Critical & Historical Interpretations 5.7, 5.8, 5.9 5.10 Term 3

Week 10 2020

20%

CHI

Total: 100%


PHOTOGRAPHIC AND DIGITAL MEDIA PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A A student:

• makes sophisticated photographic and digital works with a perceptive understanding of how the four frames and conceptual framework can be used to develop meaning and represent ideas and interests in the world. • demonstrates highly developed technical accomplishment and refinement in making and resolving

sophisticated photographic and digital works in still, interactive and/or moving forms. They experiment, work with autonomy, and reflect on their actions, judgements and artistic intentions to make informed choices about their photographic and digital works. • synthesises their understanding of practice, the conceptual framework and the frames to confidently

interpret, explain and make judgements about photographic and digital media. • demonstrates a perceptive understanding of the function of, and relationships between, the agencies

of the conceptual framework, and how the frames can be used to represent a point of view. B • makes accomplished photographic and digital works with a clear understanding of how the four frames

and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world. • demonstrates well-developed technical accomplishment and refinement to make photographic and

digital works in still, interactive and/or moving forms. They experiment and reflect on their actions, judgements and artistic intentions to make photographic and digital works. • interprets, explains and makes judgements about photographic and digital media, applying an

understanding of practice, the conceptual framework and the frames. • demonstrates a clear understanding of the function of, and relationships between, the agencies of the

conceptual framework, and how the frames can be used to represent a point of view. C • makes a variety of photographic and digital works with an understanding of how the frames and

agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world. • demonstrates sound technical accomplishment in making photographic and digital works in still,

interactive and/or moving forms that represent their actions, judgements and artistic intentions. • interprets, explains and makes judgements about photographic and digital media, by engaging with

aspects of practice, the conceptual framework and some of the frames. • demonstrates understanding of the function of, and relationships between, some agencies of the

conceptual framework, and how some of the frames can be used to represent a point of view. D • makes photographic and digital works, and identifies how some of the frames and agencies of the

conceptual framework can be used to explore ideas and interests in the world. • represents their artistic intentions in photographic and digital works in still, interactive and/or moving

forms, demonstrating some technical accomplishment. • makes limited interpretations and judgements about photographic and digital media, involving a

foundational understanding of practice and the conceptual framework, and some of the frames. • recognises the function of, and relationships between, some agencies of the conceptual framework, and

how some of the frames can be used to represent a point of view. E • makes simple photographic and digital works with an elementary understanding of the frames and the

conceptual framework. • recognises that ideas, interests in the world and artistic intentions can be represented in still, interactive

and/or moving forms, and demonstrates limited technical accomplishment. • makes simple interpretations about photographic and digital media, with some reference to practice,

the frames and conceptual framework. • with teacher support, recognises some function of, and relationships between, some agencies of the

conceptual framework, and that the frames can be used to represent a point of view. NA • Student is not achieving course outcomes


PDHPE Course Outcomes: PD5-1 assesses their own and others’ capacity to reflect on and respond positively to challenges PD5-2 researches and appraises the effectiveness of health information and support services available in the

community PD5-3 analyses factors and strategies that enhance inclusivity, equality and respectful relationships PD5-4 adapts and improvises movement skills to perform creative movement across a range of dynamic physical

activity contexts PD5-5 appraises and justifies choices of actions when solving complex movement challenges PD5-6 critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing and

participation in physical activity PD5-7 plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical

activity in their communities PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of

physical activity PD5-9 assesses and applies self-management skills to effectively manage complex situations PD5-10 critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships

in a variety of groups or contexts PD5-11 refines and applies movement skills and concepts to compose and perform innovative movement

sequences


1 Practical Assessment-Large Target Invasion

PD5-4 PD5-11

Term 1 Week 10

2020 25%

2 Theory- Relationships and Wellbeing

PD5-1 PD5-7 PD5-9

PD5-10

Term 2 Week 9

2020 25%

3 Practical Assessment- Net/Court

PD5-4 PD5-5

Term 3 Week 9

2020 25%

4 Theory- Health Consumerism

PD5-2 PD5-6 PD5-8

Term 4 Week 4-5

2020 25%

Total: 100%


PDHPE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A • shows extensive knowledge, skills and understanding in relation to Stage 5 content.

• evaluates actions that enhance well-being and evaluates plans that promote their capacity to respond positively to challenges. • evaluates factors and behaviours that contribute to positive, safe and inclusive relationships. • evaluates the influences on and consequences of health decision-making and displays an extensive understanding of the links

between them. • evaluates strategies and accesses and appraises information, products and services to promote health and safety. • evaluates influences and barriers to engaging in physical activity or task and applies effective strategies to enhance participation

and enjoyment. • demonstrates highly developed movement skills in a range of contexts and the capacity to transfer skills to a variety of

challenging movement situations. • displays an extensive understanding of the elements and features of composition when creatively composing, performing and

appraising movement. B • shows thorough knowledge, skills and understanding in relation to Stage 5 content.

• analyses actions that enhance well-being and formulates plans that promote their capacity to respond positively to challenges. • analyses factors and behaviours that contribute to positive, safe and inclusive relationships. • analyses the influences on and consequences of health decision-making and displays a thorough understanding of the links

between them. • analyses strategies and accesses and prioritises information, products and services to promote health and safety. • analyses influences and barriers to engaging in physical activity or task and applies strategies to enhance participation and

enjoyment. • demonstrates proficient movement skills in a range of contexts and the capacity to transfer skills to a variety of challenging

movement situations. • displays a thorough understanding of the elements and features of composition when composing, performing and appraising

movement. C • shows sound knowledge, skills and understanding in relation to Stage 5 content.

• explains actions that enhance well-being and formulates plans that promote their capacity to respond positively to challenges. • explains factors and behaviours that contribute to positive, safe and inclusive relationships. • explains the influences on and consequences of health decision-making and displays a sound understanding of the links between

them. • explains appropriate strategies and accesses information, products and services to promote health and safety. • explains influences and barriers to engaging in physical activity or task and applies strategies to enhance participation and

enjoyment. • demonstrates sound movement skills in a range of contexts and the capacity to transfer skills to a variety of movement situations. • displays a sound understanding of the elements and features of composition when composing, performing and appraising

movement. D • shows basic knowledge, skills and understanding in relation to Stage 5 content.

• describes actions that enhance well-being and their capacity to respond positively to challenges. • describes factors and behaviours that contribute to positive, safe and inclusive relationships. • describes the influences on and consequences of health decision-making and displays a basic understanding of the links between

them. • describes appropriate strategies and accesses information, products and services to promote health and safety. • describes influences and barriers to engaging in physical activity or task and identifies strategies to enhance participation and

enjoyment. • demonstrates movement skills and concepts to improve performance in a choice of movement situations. • displays a basic understanding of the elements and features of composition when composing, performing and appraising

movement. E • shows elementary knowledge, skills and understanding in relation to Stage 5 content.

• identifies actions that enhance well-being and their capacity to respond positively to challenges. • identifies some factors and behaviours that contribute to positive, safe and inclusive relationships. • recognises some of the various influences on health decision-making and predicts some consequences. • identifies some appropriate strategies, information, products and services to promote health and safety. • identifies some influences and barriers to engaging in physical activity or task and selects strategies to enhance participation and

enjoyment. • demonstrates some movement skills and concepts to improve performance in predictable movement situations. • identifies some elements and features of composition when composing, performing and appraising movement.



VISUAL ARTS (ADVANCED) A student… 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make

artworks. 5.2 makes artworks informed by their understanding of the function of and relationships between artist –

artwork – world– audience. 5.3 makes artworks informed by an understanding of how the frames affect meaning. 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts. 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks. 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art. 5.8 uses their understanding of the function of and relationships between artist – artwork – world –

audience in critical and historical interpretations of art. 5.9 demonstrates how the frames provide different interpretations of art. 5.10 demonstrates how art criticism and art history construct meanings.


1 Art Historical/Critical Artist Case Study 5.8, 5.9, 5.10

Term 1 Week 9

2020 20%

2 Art Making

Submission of portfolio of artwork

5.1, 5.2, 5.5, 5.6 Term 2 Week 6

2020 30%

3 Art Historical/ Critical Artist Case Study

5.7, 5.9, 5.10 5.1, 5.4, 5.5, 5.6

Term 3 Week 9

2020 20%

4 Art Making

Proposal and Illustration (in class)

5.1, 5.4, 5.5 5.6 Term 4 Week 5

2020 30%

Total: 100%


VISUAL ARTS (EXTENSION) A student… 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make


artwork – world– audience. 5.3 makes artworks informed by an understanding of how the frames affect meaning. 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts. 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks. 5.6 demonstrates developing technical accomplishment and refinement in making artworks.


1 Art Making Collection of Works 5.1-5.6

Term 2 Week 4

2020 50%

2 Art Making Collection of Works 5.1-5.6

Term 4 Week 4

2020 50%

Total: 100%


VISUAL ARTS (1OO HOUR) Course Outcomes: 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make


artwork – world– audience. 5.3 makes artworks informed by an understanding of how the frames affect meaning. 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts. 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks. 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art. 5.8 uses their understanding of the function of and relationships between artist – artwork – world –

audience in critical and historical interpretations of art. 5.9 demonstrates how the frames provide different interpretations of art. 5.10 demonstrates how art criticism and art history construct meanings.


1 Art Historical/Critical

Artist Case Study

5.7 5.8 5.9

5.10

Term 1 Week 8

2020 20%

2 Art Making (in class)

Collection of Works

5.1 5.2 5.3 5.5

Term 1 Week 11

2020 25%

3 Art Historical/Critical

Case study

5.8 5.9

5.10

Term 3 Week 3

2020 20%

4 Art Making (in class)

Collection of works

5.1 5.4 5.6

Term 4 Week 4

2020 35%

Total: 100%


VISUAL ARTS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors A Student:

• makes sophisticated artworks with a perceptive understanding of how the four frames and conceptual framework can be used to develop meaning and represent ideas and interests in the world.

• demonstrates highly developed technical accomplishment and refinement in making and resolving sophisticated artworks in 2D, 3D and/or 4D forms. They experiment, work with autonomy, and reflect on their actions, judgements and artistic intentions to make informed choices about their artworks.

• synthesises their understanding of practice, the conceptual framework and the frames to confidently interpret, explain and make judgements about art.

• demonstrates a perceptive understanding of the function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view.

B • makes accomplished artworks with a clear understanding of how the four frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.

• demonstrates well-developed technical accomplishment and refinement to make artworks in 2D, 3D and/or 4D forms. They experiment and reflect on their actions, judgements and artistic intentions to make artworks.

• interprets, explains and makes judgements about art applying an understanding of practice, the conceptual framework and the frames.

• demonstrates a clear understanding of the function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view.

C • makes a variety of artworks with an understanding of how the frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.

• demonstrates sound technical accomplishment in making artworks in 2D, 3D and/or 4D forms that represent their actions, judgements and artistic intentions.

• interprets, explains and makes judgements about art by engaging with aspects of practice, the conceptual framework and some of the frames.

• demonstrates understanding of the function of and relationships between some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view

D • makes artworks, and identifies how some of the frames and agencies of the conceptual framework can be used to explore ideas and interests in the world.

• represents their artistic intentions in 2D, 3D and/or 4D artworks, demonstrating some technical accomplishment.

• makes limited interpretations and judgements about art involving a foundational understanding of practice and the conceptual framework, and some of the frames.

• recognises the function of, and relationships between, some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view.

E • makes simple artworks with an elementary understanding of the frames and the conceptual framework.

• recognises that ideas, interests in the world and artistic intentions can be represented in 2D, 3D and/or 4D forms, and demonstrates limited technical accomplishment.

• makes simple interpretations about art, with some reference to practice, the frames and conceptual framework.

• with teacher support, recognises some function of and relationships between some agencies of the conceptual framework, and that the frames can be used to represent a point of view.



WORK EDUCATION (1OO HOUR) Course Outcomes: WE5-1 analyses employment trends and changes in the nature of work WE5-2 analyses current workplace issues and their implications WE5-3 examines the roles of diverse organisations in the Australian community WE5-4 evaluates the roles and responsibilities of individuals within the Australian community WE5-5 explains the roles of education, employment and training organisations WE5-6 assesses personal goals, attributes and values in the context of education, training and

employment WE5-7 explains skills, attributes and entrepreneurial behaviours in a range of contexts WE5-8 assesses options for career development and managing transitions WE5-9 selects and analyses relevant information from a variety of sources WE5-10 selects and uses appropriate forms to communicate information about the world of work

for different audiences


1 Core Assessment Task

WE5-4 WE5-6

WE5-10

Term 1 Week 10

2020 30%

2 Option Research Task

WE5-2 WE5-7 WE5-9

Term 3 Week 4

2020 30%

3 Yearly Examination WE5-1 WE5-3 WE5-8

Term 4 Week 3

2020 40%

Total: 100%


WORK EDUCATION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Grade Descriptors

A

• demonstrates extensive knowledge and understanding of the world of work including changes in the nature of work and current workplace issues

• evaluates roles and responsibilities of individuals and organisations within the Australian community • demonstrates extensive understanding of the roles of education, employment and training organisations • assesses the skills, attributes and entrepreneurial behaviours for career development and managing

transitions • displays very high-level research skills and effectively communicates information for different audiences,

using appropriate forms.

B

• demonstrates thorough knowledge and understanding of the world of work including changes in the nature of work and current workplace issues

• explains roles and responsibilities of individuals and organisations within the Australian community • demonstrates thorough understanding of the roles of education, employment and training organisations • explains the skills, attributes and entrepreneurial behaviours for career development and managing

transitions • displays high-level research skills and communicates information for different audiences, using different

forms.

C

• demonstrates sound knowledge and understanding of the world of work including changes in the nature of work and current workplace issues

• demonstrates sound understanding of the roles and responsibilities of individuals and organisations within the Australian community

• describes the roles of education, employment and training organisations • describes the skills, attributes and entrepreneurial behaviours for career development and managing

transitions • displays sound research skills and communicates information using different forms.

D

• demonstrates basic knowledge and understanding of the world of work including changes in the nature of work and/or current workplace issues

• outlines the roles and responsibilities of individuals and/or organisations within the Australian community • identifies the roles of education, employment and/or training organisations • identifies the skills, attributes and entrepreneurial behaviours for career development and managing

transitions • displays limited research skills and communicates information

E

• demonstrates elementary knowledge and understanding of the world of work • identifies some roles and responsibilities of individuals and/or organisations within the Australian

community • demonstrates elementary understanding of the roles of education, employment and/or training

organisations • recognises some skills, attributes and entrepreneurial behaviours for career development and managing

transitions • displays very limited research and communication skills •



ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE ACCELERATED HSC COURSES

• Hospitality • Music Industry (NON- ATAR)

All students successfully completing a VET Course will be eligible for one or all of the following credentials:

1. A HSC Certificate 2. Australian Qualifications Framework (AQF) Certificate I, II or III

Students wanting to use their VET course for the Australian Tertiary Admissions Rank (ATAR) need to sit the external examination. IMPORTANT: VET courses are categorised as Category B courses and only 1 Category B course to the value of 2 units may be included in the calculation for the ATAR. Assessment for AQF Certification is competency based. Competence incorporates all aspects of work performance including communication, problem solving and the capacity to apply skills and knowledge in both familiar and new situations, as well as industry specific skills. Students are given the opportunity to develop skills over time and have multiple opportunities to demonstrate competence. Competency Record A record of the units and elements of competence achieved will be kept in a separate competency log for each student, as well as in a data base retained by the teacher. Evidence of competence will be gathered on an ongoing basis through specific tasks and events, such as projects, assignments, written and practical tests. There are no marks awarded in competency-based assessments. To be satisfactory in these courses students must:

• Show diligence and sustained effort in achieving competencies by attempting all competency based assessment, participating actively in all class activities and attending on a regular basis.

• Attend mandatory work placement for assessment of work site competencies. HSC Examination The HSC Exam is independent of competency-based assessment requirements for AQF Certification for the purpose of an Australian Tertiary Admissions Ranking (ATAR), students will sit an external exam. The completion of internal examinations will be used to determine an exam estimate should one be required in cases of illness and misadventure during the HSC exam. These exams will also be used as sources of evidence of competence in some units, and therefore will contribute to the competency-based assessment program. Work Placement Work Placement is a mandatory requirement for every VET course. Failure to complete Work Placement in either the Preliminary or HSC year will render the student ineligible for the award of a Preliminary and HSC credential. If a student exits the course at the end of the Preliminary year they MUST have completed a minimum of 35 hours work placement to satisfy NESA requirements. *Assessment schedules for courses offered outside of Nepean CAPA HS will be supplied by the schools offering those

courses.


VET MUSIC INDUSTRY

Assessment Tasks for

Certificate III Music CUA30915

Cluster A Cluster B Cluster C Cluster D

I didn’t do it

We thought they knew how to

rock in Shelbyville…

I forgot my swimsuit too, but I improvised

This thing practically writes

itself

Term:2, 2020 Week: 10

Term:4, 2020 Week: 10

Term:2, 2021 Week: 10

Term: 4,2021 Week: 10

Code Unit of Competency

BSBWHS201 Contribute to health and safety of self and others X

CUACMP301 Implement copyright arrangements X

CUAIND303 Work effectively in the music industry X

CUAMLT302 Apply knowledge of style and genre to music industry practices X

CUAMPF302 Prepare for performances X

CUAMPF303 Contribute to backup accompaniment X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate III in Music CUA30915 or a Statement of Attainment towards Certificate III Music CUA30915.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.


VET HOSPITALITY

Assessment Events for

Certificate I in Hospitality SIT10216

Cluster A Cluster B Cluster C Cluster D

Getting Ready for Work

Prepare and Serve Espresso

Coffee

Well Catered For

Spice of Life

Week:8 Term: 1

Week: 9 Term: 2

Week: 6 Term: 3

Week: 3 Term: 4

Code Unit of Competency

SITXWHS001 Participate in safe work practices X

SITXFSA001 Use hygienic practices for food safety X

SITHFAB005 Prepare and serve espresso coffee X

TLIE1005 Carry out basic workplace calculations X

SITHCCC003 Prepare sandwiches X

BSBWOR203 Work effectively with others X

SITXCCS001 Provide customer information and assistance X

N.B. Competency outcomes must be entered onto Schools Online by the due date. All Cluster tasks must be completed, and assessed by Term 4 Week 5.

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate I in Hospitality SIT10216 or a Statement of Attainment towards a Certificate I in Hospitality SIT10216.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. In addition to Assessment Events, some assessment may occur in an informal setting in the classroom. Competency assessment is graded as “Achieved” or “Not Achieved”. This means a course mark is not allocated.


Application for Special Consideration for Illness-Misadventure


Application for Elite Representation


Nepean

Creative & Performing Arts

High School

Assessment Task Cover Sheet

Task Description

Course Name:

Due date for first draft submission:

Assessment Task Number:

Assessment Task Title:

Assessment Weighting:

Mr M Foord, Principal

115-119 Great Western Highway

Emu Plains, NSW, 2750

Locked Bag 6004, Emu Plains 2750

Phone: (02) 4728 7200

Fax: (02) 4735 6141

Email: [email protected]

mailto:[email protected]

http://www.nepeancapahigh.nsw.edu.au/


Things you need to KNOW to complete this task:

Content

Skills (verbs)

Things you need to DO to complete this task:

Step Things I will do What I will see as a result

1

2

3

4

5

My Assessment Task Planner:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14


Outcomes to be Assessed

• • • •

Assessment Marking Guidelines

Grade Performance Descriptors Marks

A

• • • •

B

• • • •

C

• • • •

D

• • • •

E

• • • •

NA

• • • •


My Assessment Calendar 2020

TERM 1 2020

1

2

3

4

5

6

7

8

9

10

11

TERM 2 2020

1

2

3

4

5

6

7

8

9

10

TERM 3 2020

1-2

3

4

5

6

7

8

9

10


115-119 Great Western Highway

Emu Plains NSW 2750

nepean creative and performing arts high school assessment … · 2020-02-17 · circus arts...

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