yr 10 assessment handbook - killarney heights high school · 2019-10-28 · yr 10 assessment...

YR 10 ASSESSMENT HANDBOOK

2018

This booklet provides you with important information about

the school’s assessment policy, timing of Assessment Tasks

and the content examined for each assessable task you have

this year.

KILLARNEY HEIGHTS HIGH SCHOOL STARKEY ST, KILLARNEY HEIGHTS, NSW 2087

Phone: 02 9451 7005

Killarney Heights High School is committed to enhancing and encouraging students’ achievement of

learning outcomes. The Killarney Heights High School Assessment Policy is designed to ensure

consistency in assessment throughout the school. Our aim is to ensure that all of our students

progressively develop their skills and knowledge in a collaborative and supportive environment.

Assessment at Killarney Heights High School encourages progressive development of skills and knowledge while ensuring:

consistency across subjects and courses

fairness in marking and reporting

coordination of the assessment program to ease the load on students.

Assessment Tasks are designed to measure performance against course outcomes through a range of

Assessment Tasks and in a wider range of objectives than may be tested in an examination. Assessment

Tasks may include:

tests which may take a written, practical and oral form

class essays, research tasks, assignments, portfolios, log books

practical tasks and major works

fieldwork and projects

Teachers must be satisfied that the work presented is the student’s own, particularly in tasks that require

work to be done at home, and that any help that you have received has been acknowledged (referenced).

Malpractice (including copying someone else’s work or breaching school examination rules) is taken very

seriously at Killarney Heights High School.

To have satisfactorily completed a course, students will have:

● satisfactorily completed the Board of Studies teaching and Educational Standards requirements for all courses studied

● have a satisfactory record of attendance

● applied themselves with diligence and sustained effort to the set tasks and experiences provided

in the course by the school; and

● achieved some or all of the course outcomes.

Students must follow the instructions of their teacher for each subject regarding completion and submission of all assignments.

Students must ensure that their Assessment Tasks are submitted on the due date. Any requests for an extension to the due date will be assessed by the relevant Head Teacher on a discretionary basis.

In all cases, where a student does not submit or attend an Assessment Task, they must complete an

Illness/Misadventure form. Failure to follow these procedures will result in a mark of zero being awarded.

If the student is absent for all or part of the due date

If the student is absent the day prior to the due date

If the student does not hand in or attend an assessment task on the due date

INTRODUCTION TO ASSESSMENT POLICY

SUCCESS CRITERIA FOR KHHS ASSESSMENTS

ABSENCE, ILLNESS AND MISADVENTURE PROCEDURES

WHEN DOES A STUDENT NEED TO COMPLETE AN ILLNESS/MISADVENTURE FORM?

Stage 5 and 6 Assessment Tasks are a compulsory and necessary component of the RoSA and Higher School Certificate.

Absence from an assessable task could be an indication of a student’s non-serious attempt, placing at risk the award of

the RoSA and /or the Higher School Certificate.

It is the responsibility of a student, who for various reasons, fails to submit an assessable task, to make proper

application for consideration under the published rules of the Assessment Procedures.

Surname …………………………………………..………….... Given name …….…………………………………………………………

Class …………………………………... Subject(s) ……………………………………………………………..…..................................

Date(s) of task …………………….…………………………………………………………………………………………………………………………...

Reason for absence or not submitting task ………………………………….…………………………………………………………

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

Medical certificate and/or other documentation attached: Yes / No

Student signature …………………………………………………………..…………… Date ………………………………....

Parent signature …………………………………………………………..…………… Date ………………………………....

Prior approval given: Yes / No Student informed school of illness/misadventure: Yes / No

Misadventure type: Consideration for marks Assessment rescheduling/extension Please circle

Task type: Exam Written In class Project Research Please circle

Practical Group Oral

Head Teacher Recommendation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………….……………………………………………………………….

Head Teacher signature: ………………………………………….. Date received …………………………………………..

Entered on Sentral

Decision: ………………………………………………………………….………………………………………..……………..……………………………………

Deputy Principal signature: ………………………………..…… Date received ………………………………………………..

Year 10 Assessment Overview 2018

NOTE: Subjects with performances or oral presentations may be listed in both weeks within the period that they are assessed. Students should consult their teachers for further clarification.

Wk Term 1 Term 2 Term 3 Term 4

1 Child Studies - Exam 25

2

Prelim French – Oral & Written 30

IT Timber - Practical project 20

PDHPE - Creative Campaign 25

Mathematics - Exam 25

Drama – Performance & Logbook

25

Graphics Technology – Progress

CAD 35

3

HALF-YEARLY ASSESSMENT

PERIOD

English – Exam 25

Science – Research Task 20

Geography – Exam 50

Food technology – Exam 20

PASS – Research Project 25

Music – Ringtone Composition 25

Commerce – Election Campaign 30

YEARLY ASSESSMENT PERIOD

English - Yearly exam 25

Science - Exam 40

Geography - Exam 50

History - Exam 50

History Elective - Exam 30

Commerce - Exam 30

Visual Arts - case study 20

Music - Exam 25

Preliminary French - Exam 45

Japanese - Exam 30

Japanese Advanced - Exam 30

PDHPE - Exam 25

PASS - Exam 25

Food Technology - Exam 20

IT Timber - Exam 25

IST - Exam 30

Engineering - Exam 30

4 History - Exam 50

Visual Arts - Conflict art making 30

Child Studies - Exam 25

Mathematics – Exam 20

PASS – Coaching Plan 25

5 Science – Student Investigation 20

Graphics technology - Perspective

20

6

History Elective – Source Analysis 20

Drama – Realism 25

PDHPE – Practical Skills 25

Commerce - Half yearly exam 20

Drama - Plot Types 25

Japanese – Presentation 30

Japanese Advanced - Presentation

30

Drama - Theatre company 25

Japanese - Test 20

Japanese Advanced - Test 20

Food Technology - Party cake 30

Graphics technology - CAD 20

Engineering – Practical Project 20

7

Mathematics – Exam 20

Japanese – Test 20

Japanese Advanced – Test 20

Geography – Research 50

History – Research Booklet 50

Child Studies –Magazine Design 25

IT Timber – Research & Design 15

Science - Research and Literacy 20

Geography - Research 50

History - Research booklet 50

History Elective - Test 20

8

Commerce – Essay 20

Music – Aust. Music Performance 25

Child Studies –Magazine Design 25

History Elective – Written

Responses 30

Child Studies – Storybook 25

Music – Film Music Composition 25

9

English - Shakespeare Presentation 25

Visual Arts - Conflict research task 20

Prelim French - Listening and Writing 25

Engineering - Practical Project 20

Food Tech - Food for special needs 30

Graphics - Engineering Drawing 25

IST - Website creation 25

Visual Arts - Shrine of one’s self 30

Engineering - Practical Project 20

10

English - Novel and Context 25

IST - Programming 20

IT Timber – Side table 40

IST - Digital Portfolio 25

ENGLISH

Year 10 prepares students for their final years of secondary education while cementing the knowledge learned in previous years. Students engage with modern poetry and media texts, while also completing an in-depth study of Shakespeare and a novel study.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Shakespeare Half Yearly

Examination

Novel and

Context

Yearly

Examination

Task type

Collaborative

Multimodal

Presentation and

Reflection

Reading, Writing Essay Portfolio Short Answers

Timing Term 1

Week 9

Term 2

Week 3

Term 3

Week 10

Term 4

Week 3

Outcomes EN5-3B, EN5-7D,

EN5-8D

EN5-1A, EN5-2A,

EN5-3B, EN5-5C,

EN5-8D

EN5-1A, EN5-3B,

EN5-6C

EN5-1A, EN5-2A,

EN5-5C, EN5-6C,

EN5-9E

Weighting 25% 25% 25% 25%

Outcomes Assessed

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

EN5-5C 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

MATHEMATICS 5.3

In the Mathematics 5.3 course, students use deductive reasoning in problem solving and in

presenting arguments and formal proofs. They interpret and apply formal definitions and

generalisations and connect and apply mathematical ideas within and across substrands. They

demonstrate fluency in selecting, combining and applying relevant knowledge, skills and

understanding in the solution of familiar and unfamiliar problems.

Task 1 Task 2 Task 3 Task 4 Weighting

Task Name Examination Examination Examination Examination

Timing Term 1 Week 7 Term 2 Week 5 Term 3 Week 4 Term 4 Week 2

Outcomes

MA5.2-15SP,

MA5.2-1WM,

MA5.2-3WM,

MALS-35SP,

MALS-36SP,

MALS-37SP,

MA5.3-18SP,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.2-16SP,

MA5.2-7NA,

MA5.2-6NA,

MA5.3-6NA,

MA5.3-5NA,

MA5.2-2WM,

MA5.2-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-4NA

MA5.2-1WM,

MA5.2-2WM,

MA5.2-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-4NA,

MA5.2-3WM,

MA5.2-8NA,

MALS-19NA,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-7NA,

MA5.3-11NA,

MA5.3-13MG,

MA5.1-8MG,

MA5.2-11MG,

MA5.2-12MG,

MA5.3-14MG,

MA5.2-8NA,

MA5.3-7NA

MA5.3-13MG,

MA5.3-1WM,

MA5.3-2WM,

MA5.1-8MG,

MA5.2-11MG,

MA5.2-12MG,

MA5.3-14MG,

MA5.2-14MG,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.3-16MG,

MA5.3-3WM,

MA5.2-9NA,

MA5.3-8NA,

MA5.2-13MG,

MA5.3-15MG,

MA5.2-10NA,

MA5.3-9NA

MA5.2-1WM,

MA5.2-3WM,

MA5.2-9NA,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-8NA

MA5.2-13MG,

MA5.2-2WM,

MA5.3-15MG,

MA5.2-10NA,

MA5.3-9NA,

MA5.2-10NA,

MA5.2-5NA,

MA5.3-9NA,

MA5.3-4NA

Weighting 20% 25% 25% 30% 100%

MATHEMATICS 5.2

In the Mathematics 5.2 course, students use mathematical arguments to reach and justify

conclusions. When communicating mathematical ideas, they use appropriate mathematical

language and algebraic, statistical and other notations and conventions in written, oral or

graphical form. Students use suitable problem-solving strategies, which include selecting and

organising key information, and they extend their inquiries by identifying and working on related

problems.


Task Name Examination Examination Examination Examination


Outcomes

MA5.2-15SP,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-16SP,

MA5.2-7NA,

MA5.1-1WM,

MA5.1-3WM,

MA5.1-5NA,

MA5.2-2WM,

MA5.2-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.1-2WM,

MA5.1-4NA

MA5.2-1WM,

MA5.2-2WM,

MA5.2-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-4NA.

MA5.2-3WM,

MA5.2-8NA,

MALS-19NA,

MA5.1-8MG,

MA5.2-11MG,

MA5.2-12MG,

MA5.2-9NA,

MA5.1-11MG,

MA5.2-14MG,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-8MG,

MA5.2-11MG,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-12MG

MA5.2-3WM,

MA5.2-9NA,

MA5.1-11MG,

MA5.1-3WM,

MA5.2-14MG,

MA5.1-6NA,

MA5.2-9NA

MA5.2-6NA,

MA5.1-5NA,

MA5.2-7NA,

MA5.2-13MG,

MA5.1-10MG,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-9NA,

MA5.1-11MG,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.2-14MG,

MA5.2-2WM,

MA5.1-6NA,

MA5.2-9NA,

MA5.2-6NA,

MA5.1-5NA,

MA5.2-7NA,

MA5.2-13MG,

MA5.1-10MG,

Weighting 20% 25% 25% 30% 100%

SCIENCE Year 10 students study the following topics: Student Investigation Project, Chemical Patterns,

Motion and Energy Transfer, Evolution and Heredity, Science Futures. Students engage in both

theory and practical lessons in order to understand the world in which they live and familiarise

themselves with scientific methods and procedures.

Assessment Schedule

Assessment Schedule

Term 1 - Week 5 Term 2 - Week 3 Term 3 - Week 7 Term 4 - Week 3

Student

Investigation

Project

Research Task Research &

Literacy Task Yearly Exam

SC5-4WS, SC5-

5WS

SC5-6WS, SC5-

7WS

SC5-8WS, SC5-

9WS

SC5-1VA

SC5-9WS

SC5-10PW

SC5-7WS, SC5-

9WS

SC5-15LW

SC5-16CW

SC5-8WS, SC5-9WS

SC5-11PW, SC5-15LW,

SC5-16CW, SC5-17CW

Knowledge &

Understanding (40) 8 7 25

Planning and

Conducting

Investigations (20)

15 5

Critical Thinking and

Problem Solving (15) 5 5 5

Communicating (25) 5 7 8 5

100 20 20 20 40

Outcomes Assessed

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 issues,

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 hypotheses 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

SC5-9WS presents 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

applied 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

GEOGRAPHY (one semester only)

In year 10 Geography students explain geographical processes that change features and

characteristics of places and environments over time and across scales and explain the likely

consequences of these changes. They analyse interconnections between people, places and

environments and propose explanations for distributions, patterns and spatial variations over

time and across scales. Students compare changing environments, analyse global differences in

human wellbeing, explore alternative views to geographical challenges and assess strategies to

address challenges using environmental, social and economic criteria.

Assessment Schedule

Task 1 Task 2

Task Name International Environmental

Change Summative Geography Examination

Task type Geographical research In class examination

Timing Semester 1 Research assignment due

week 7 term 1. Term 2 week 3



Outcomes 5.3, 5.2, 5.3, 5.4, 5.6, 5.7, 5.10 5.1, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9,

5.10

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed

› explains the diverse features and characteristics of a range of places and environments GE5-1

› explains processes and influences that form and transform places and environments GE5-2

› analyses the effect of interactions and connections between people, places and environments GE5-3

› assesses management strategies for places and environments for their sustainability GE5-5

› acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7

› communicates geographical information to a range of audiences using a variety of strategies GE5-8

HISTORY (one semester only)

By the end of Stage 5, students describe, explain and assess the historical forces and factors

that shaped the modern world and Australia. They sequence and explain the significant patterns

of continuity and change in the development of the modern world and Australia. They explain

and analyse the motives and actions of past individuals and groups in the historical contexts

that shaped the modern world and Australia. Students explain and analyse the causes and

effects of events and developments in the modern world and Australia. Students explain the

context for people's actions in the past. They explain the significance of events and

developments from a range of perspectives. They explain different interpretations of the past

and recognise the evidence used to support these interpretations.

Assessment Schedule

Task 1 Task 2

Task Name Rights and Freedom’s

Research Summative History Examination

Task type Historical research and in

class assessment In class examination





Outcomes HT 5.3, HT 5.4, HT 5.6, HT 5.7,

HT 5.9, HT 5.10. HT 5.1, HT 5.2, HT 5.3, HT 5.4, HT 5.5, HT 5.6, HT 5.7, HT 5.9.

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed

› explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1 › sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2 › explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia HT5-3 › explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4 › identifies and evaluates the usefulness of sources in the historical inquiry process HT5-5 › uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6 › explains different contexts, perspectives and interpretations of the modern world and Australia HT5-7 › selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-8 › applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5 9 › selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10

COMMERCE

Year 10 Commerce aims to introduce students to many of the different HSC course that are

offered at the school as well as enabling young people to develop their numeracy and literacy

skills. Students are encouraged to research and develop their knowledge of politics,

employment issues and Law In addition to learning about how the economy runs. By taking this

course, students are able to mature into informed and responsible individuals and become an

active part of the community.

Assessment Schedule


Task Name Legal essay Half-Yearly

Examination Election

Campaign Yearly Exam

Task type Research and in

class essay Exam

Booklet and presentation

Exam

Timing Term 1 Week 8

Term 2 Week 6

Term 3 Week 3

Term 4 Week 3

Outcome 5.1, 5.3,5.7, 5.8, 5.9

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

5.1, 5.2, 5.6, 5.7, 5.9

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

Weighting 20% 20% 30% 30%

Outcomes Assessed

5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.3 examines the role of law in society 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines

HISTORY ELECTIVE

Students in History Elective study four topics: The Roman Emperors, Beliefs and rituals throughout history, Conflict and Peace in the Middle East, and France at the time of the Revolution. These topics focus on the development of students’ understanding of the nature of history and the ways in which different perspectives/interpretations of the past are reflected in a variety of historical constructions.

They will also study in depth the major features of an ancient and modern societies. Integral to

this study should be the development of students’ understanding of the nature of history and

historical inquiry. Of particular relevance is the study of historical causation and factors

contributing to continuity and change.

The thematic approach to the topics offers the opportunity to enjoy the study of history for its

intrinsic interest. Students will consolidate and extend their analysis of sources, researching skills

as well as expressing their ideas and perspectives verbally and in writing. They should begin to

work more independently and to apply those historical skills so far acquired.

Assessment Schedule


Task Name

Who Do You Think You Are? Roman

Emperors

Beliefs and Rituals throughout History Written Responses

Portfolio

Conflict and Peace Source Analysis

Test Final Examination

Task type Source analysis

and research Written responses Test Test


Outcomes E5.1, E5.4, E5.8,

E5.10 E5.2, E5.7, E5.9,

E5.10 E5.1, E5.3, E5.5,

E5.6, E5.9 E5.1, E5.2, E5.3, E5.6, E5.7, E5.9

Weighting 20% 30% 20% 30%

Outcomes Assessed

E5.1 applies an understanding of history, heritage, archaeology and the methods of historical inquiry E5.2 examines the ways in which historical meanings can be constructed through a range of media E5.3 sequences major historical events or heritage features, to show an understanding of continuity, change and causation E5.4 explains the importance of key features of past societies or periods, including groups and personalities E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage

E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical

inquiry process

E5.7 explains different contexts, perspectives and interpretations about the past

E5.8 selects and analyses a range of historical sources to locate information relevant to an historical

inquiry

E5.9 applies a range of relevant historical terms and concepts when communicating an

understanding of the past

E5.10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively

about the past for different audiences

DRAMA

Students will extend their skills by investigating the dramatic form of Realism through the study

of Konstantin Stanislavski’s The Method before presenting a realistic portrayal of a monologue

or duologue. A playbuilding unit from a given stimulus will lead into the culmination of their

Stage 5 Drama experience: the creation of their own theatre company and the mounting of all

aspects required for a production – design, promotion and how the final product relies on the

collaboration of all members of the company.

Assessment Schedule


Task Name Realism:

Monologues/ Duologues

The 7 Plot Types

Theatre Company

Theatre Company presents…

Task type Performance

& Written

Playbuilding Process &

Performance

Research & Designs

Performance & Logbook

Timing Term 1 Week

6 Term 2 Week 6

Term 3 Week 6

Term 4 Week 2

Outcomes 5.1.4, 5.2.1, 5.2.3, 5.3.1

5.1.1, 5.1.2, 5.1.3, 5.2.2,

5.3.2

5.2.2, 5.2.3, 5.3.3

5.2.1, 5.2.2, 5.2.3, 5.3.1

Weighting 25 25 25 25 100%

Outcomes Assessed A student: 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.

VISUAL ARTS

Students will learn a range of techniques and use a variety of mediums to create substantial

bodies of works throughout the year. Students will develop knowledge, skills and understanding

of how they may represent their interpretations of the world in artmaking as an informed point

of view as well as in critical and historical studies.

Assessment Schedule


Task Name

CONFLICT Research Task

– extended response writing

CONFLICT

– Art making

A SHRINE OF ONES SELF

– collection of works

A SHRINE OF ONES SELF

- Case study

Task type Art History &

Criticism

Art Making

Research, documentation

& VAPD

Art making

Research, documentation,

VAPD

Art History & Criticism

Timing

Term 1

Week 9

Term 2

Week 4

Term 3

Week 9

Term 4

Week 3

Outcomes 5.8, 5.10 5.2, 5.4 5.5, 5.6 5.7, 5.9

Syllabus Component

VAPD 5%

Art History/Criticism 20%

Exam 20%

Artmaking 25% 30%

Weighting 20% 30% 30% 20%

Outcomes Assessed

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

MUSIC

In year 10, students explore Australian music through individual performances and a composition

They study a focus work on which their composition is then based, and perform an Australian piece

of their choice. Written and aural skills are developed through regular listening and practical

activities. In the second half of the year, students explore film music. This is done through a series of

composition and performance tasks based on the concept of the Leitmotif. Students will have

experiences playing music from films, examining particular films and soundtracks, and composing

music for a given film.

Assessment Schedule


Task Australian

Music Performance

Ringtone Composition

Film Music Composition

Yearly

Exam

Timing Term 1

Week 8 & 9

Term 2

Week 3

Term 3

Week 8

Term 4

Week 3

Outcomes 5.1, 5.2, 5.3,

5.12 5.4, 5.5, 5.6 5.4, 5.5, 5.6

5.7, 5.8, 5.9, 5.10

Syllabus Component: Performance Composition Composition Listening Weighting

Total %

Perform 25 25%

Compose 25 25 50%

Listen 25 25%

Total 25% 25% 25% 25% 100%

Outcomes Assessed

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

art form

YEAR 10 CHINESE

Students expand on topics related to their daily living and the social world, using basically

Chinese characters. In addition, students will further explore the key features of Chinese culture.

Students is expected to develop their vocabulary and basic knowledge of the language in order

to communicate in Chinese effectively.

Assessment Schedule


Task Name Listening, speaking

Cultural assignment

Speaking Reading

Reading, writing

Task type Class task Research project,

presentation Class task Class task

Timing Week 8, Term 1 Week 6, Term 2 Week 8, Term 3 Week 4, Term 4

Outcomes 5.UL.1, 5.UL.3 5.MLC.1, 5. MLC.2

5.MBC.1 5.MBC.2

5.UL.2, 5. UL.3 5.MLC.1, 5.MBC.2

5.UL.2, 5. UL.4 5.MLC.1, 5. MLC.2

Component

Listening: 10 Speaking: 10

Speaking: 10 Reading: 10

Reading: 15 Writing: 15

Weighting 20% 30% 20% 30%

Outcomes Assessed

5UL1: A student selects, summarises and analyses information and ideas in spoken texts and

responds appropriately.

5UL2: A student selects, summarises and analyses information and ideas in written texts and

responds appropriately.

5UL3: A student uses Chinese by incorporating diverse structures and features to express

own ideas.

5UL4: A student experiments with linguistic patterns and structures in Chinese to convey

information and to express own ideas.

5MLC1: A student demonstrates understanding of the nature of languages as systems by

describing and comparing linguistic features across languages.

5MLC2: A student uses linguistic resources to support the study and production of texts in

Chinese.

5MBC1: A student explores the interdependence of language and culture in a range of texts

and contexts.

5MBC2: A student identifies and explains aspects of the culture of Chinese-speaking

communities in texts.

PRELIMINARY FRENCH CONTINUERS – YEAR 10 FRENCH ACCELERATED

The students will study topics within the following themes: the Individual, Youth cultures, Family,

Friends, Relationships, the Future, School Experiences and Aspirations, Daily life and Lifestyles,

Arts and Entertainment, Leisure and Interests, Travel and Tourism, the World of Work.

Assessment Schedule

Task 1 Task 2 Task 3 Weighting

Task Name Topics

Responses in English and French to

written and spoken texts

Relationships

Responses in English and

French to written texts

Future ambitions & Youth Culture

Spoken and written responses in French

and English to spoken and written

texts

All topics covered

Task type Class test

Class test

Yearly Examination


Term 2 Week 4

Term 3 Weeks 9/10

Outcomes 1.1, 1.2, 1.3, 1.4, 3.1, 3.2,

2.1, 2.2, 2.3, 3.1, 3.2, 3.5, 4.1

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1

Syllabus Component

Listening 20 10

30

Reading 20 10

30

Speaking 10 10

20

Writing 10 10 20

Weighting 30 30 40 100

NB: In Term 4, Year 10 French Accelerated students are given a Preliminary ROSA Grade for NESA

Outcomes Assesssed:

1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience

2.1 applies knowledge of language structures to create original text

2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information 3.1 conveys the gist of texts and identifies specific information

3.2 summarises the main ideas

3.3 identifies the tone, purpose, context and audience

3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information

3.6 infers points of view, attitudes or emotions from language and context

4.1 recognises and employs language appropriate to different social contexts

JAPANESE

Students consolidate their knowledge of kanji and study the topics of travel, future plans and

give reasons using more sophisticated grammar structures. Emphasis is on written

communication, leading to the production of longer texts in Japanese. A cultural assignment in

Term 1 will be used as the basis for learning and other relevant cultural aspects are covered in

context.

Assessment Schedule


Task Name Listening,

Reading, Writing

An ongoing Cultural &

Language unit

Speaking, Listening

Reading, Writing

Task type Test Cultural

Presentation Conversation & Listening Test

Yearly Examination


Outcomes

5.UL.5,5.UL.6,

5.UL.7

5.MLC.3,5.MLC.4,5.

MBC.3,5.MBC.4

5.UL.5,5.UL.8 5.UL.6,5.UL.7


Outcomes Assessed 5.UL.5 selects, summarises and evaluates information and ideas in spoken texts and presents a

point of view in a range of text types

5.UL.6 selects, summarises and evaluates information and ideas in written texts and responds

Appropriately in a range of text types

5.UL.7 uses Japanese with flexibility by incorporating new structures and features for effective

communication

5.UL.8 presents a point of view using accurate grammar and experimenting with linguistic

structures and features in a range of text types

5.MLC.3 engages in discussions to solve linguistic problems and refine the production of original texts

in Japanese

5.MLC.4 analyses ways in which the structures and features of spoken and written Japanese can be

manipulated for particular effect

5.MBC.3 evaluates the importance of being able to move between cultures

5.MBC.4 evaluates expressions and representations of the culture of Japanese-speaking communities

in a range of texts

JAPANESE ADVANCED Students continue to develop their knowledge of the Japanese writing systems and study the

topics of growing up, nationality, food, shopping, free time, city and country, and travel. More of

an emphasis is on written communication, leading to the production of longer texts in Japanese.

A cultural assignment in Term 1 will be used as the basis for learning and other relevant cultural

aspects are covered in context.

Assessment Schedule


Task Name Listening, Reading,

Writing

An ongoing Cultural &

Language unit

Speaking, Listening

Reading, Writing

Task type Test Cultural

Presentation Conversation & Listening Test

Yearly Examination

Timing Term 1 Week 7 Term 2 Week 6 Term 3 Week 6

Term 4 Week 3

Outcomes

5.UL.5,5.UL.6,

5.UL.7

5.MLC.3,5.MLC.4,5.

MBC.3,5.MBC.4

5.UL.1,5.UL.4 5.UL.2,5.UL.3


Outcomes Assessed

5.UL.1 selects, summarises and analyses information and ideas in spoken texts and responds

appropriately

5.UL.2 selects, summarises and analyses information and ideas in written texts and responds

appropriately

5.UL.3 uses Japanese by incorporating diverse structures and features to express own ideas

5.UL.4 experiments with linguistic patterns and structures in Japanese to convey information and

to express own ideas

5.MLC.1 demonstrates understanding of the nature of languages as systems by describing and

comparing linguistic features across languages

5.MLC.2 uses linguistic resources to support the study and production of texts in Japanese

5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

5.MBC.2 identifies and explains aspects of the culture of Japanese-speaking communities in texts

CHILD STUDIES

Child Studies will assist students to understand the significant impact of the child’s environment

and the role that the child and others can take in the active construction of this environment.

They will have the opportunity to reflect and think critically on the value of the cultural context

and influence of ancestral and traditional practices. They will learn to identify, create and

evaluate solutions to enhance child wellbeing.

Assessment Schedule


Task Name Tasty Advice Half Yearly

Examination Once Upon a Dreamtime

Yearly Examination

Task type Magazine Design Written

Examination Storybook

Written Examination


Term 2 Week 4

Term 3 Week 8

Term 4 Week 1

Outcomes 2.2, 2.3, 4.3 1.1, 3.2, 4.2 2.1, 3.1, V2.1 1.2, 1.3, 3.3

Weighting 25% 25% 25% 25%

Outcomes Assessed 1.1 identifies the characteristics of a child at each stage of growth and development 1.2 describes the factors that affect the health and wellbeing of the child 1.3 analyses the evolution of childhood experiences and parenting roles over time 2.1 plans and implements engaging activities when educating and caring for young children within a safe environment 2.2 evaluates strategies that promote the growth and development of children 2.3 describes a range of appropriate parenting practices for optimal growth and development 3.1 discusses the importance of positive relationships on the growth and development of children 3.2 evaluates the role of community resources that promote and support the wellbeing of children and families 3.3 analyses the interrelated factors that contribute to creating a supportive environment f or optimal child development and wellbeing 4.1 demonstrates a capacity to care for children in a positive, understanding and tolerant manner in a variety of settings and contexts 4.2 analyses and compares information from a variety of sources to develop an understanding of child growth and development. 4.3 applies appropriate evaluation techniques when creating, discussing and assessing information related to child growth and development V2.1 appreciates the diverse beliefs, values, attitudes and family structures in our community.

PHYSICAL ACTIVITY AND SPORTS STUDIES

Physical Activity and Sports Studies represents a broad view of physical activity and the many

possible contexts in which individuals can build activity into their lifestyle. It incorporates a wide

range of lifelong physical activities, including recreational, leisure and adventure pursuits,

competitive and non-competitive games, individual and group physical fitness activities, and the

use of physical activity for therapy and remediation.

Assessment Schedule

Task 1 Task 2

Task 3 Task 4

Task Name Australian sporting identity

Practical Skills and peer

evaluation

Sports

Coaching Yearly Examination

Task type Research Task

Assessment of practical skills, participation and attitude

Coaching plan and practical application

Written Examination


Ongoing throughout

year

Term 3 Week 4-5

Term 4 Week 3

Outcomes 2.1 & 2.2 3.1, 4.1 & 4.3

1.1, 3.2, 4.2 & 4.4

All

Weighting 25% 25%

25%

25%

Outcomes Assessed

1.1 discusses factors that limit and enhance the capacity to move and perform

1.2 analyses the benefits of participation and performance in physical activity and sport

2.1 discusses the nature and impact of historical and contemporary issues in physical activity and

sport

2.2 analyses physical activity and sport from personal, social and cultural perspectives

3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful

performance

3.2 evaluates the characteristics of enjoyable participation and quality performance in physical

activity and sport

4.1 works collaboratively with others to enhance participation, enjoyment and performance

4.2 displays management and planning skills to achieve personal and group goals

4.3 performs movement skills with increasing proficiency

4.4 analyses and appraises information, opinions and observations to inform physical activity

and sport decisions.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Personal Development, Health and Physical Education (PDHPE) contributes significantly to the

cognitive, social, emotional, physical and spiritual development of students. It provides

opportunities for students to learn about, and practise ways of, adopting and maintaining a

healthy, productive and active life. It also involves students learning through movement

experiences that are both challenging and enjoyable, and improving their capacity to move with

skill and confidence in a variety of contexts. It promotes the value of physical activity in their

lives.

Assessment Schedule


Task Name Practical skills Creative

campaign Practical skills Yearly Exam

Task type

Practical skills

evaluation and

peer appraisal

Creative, written

Practical skills,

attitude and

participation

Exam

Timing

Ongoing

throughout Term 1

Peer appraisal

week 6

Term 2

Week 2

Ongoing

throughout

semester 2

Term 4

Week 3

Outcomes 5.4 & 5.5 5.6, 5.15 & 5.16 5.4 & 5.5 5.1, 5.2, 5.6, 5.7,

5.8 and 5.16

Weighting 25% 25% 25% 25%

Outcomes Assessed

5.1 A student analyses how they can support their own and others’ sense of self.

5.2 A student evaluates their capacity to reflect on and respond positively to challenges.

5.4 A student adapts, transfers and improvises movement skills and concepts to improve

performance.

5.5 A student composes, performs and appraises movement in a variety of challenging contexts.

5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting

young people.

5.7 A student analyses influences on health decision-making and develops strategies to promote

health and safe behaviours.

5.8 A student critically analyses health information, products and services to promote health.

5.15 Devises, justifies and implements plans that reflect a capacity to prioritise, think creatively

and use resources effectively.

5.16 Predicts potential problems and develops, justifies and evaluates solutions.

INDUSTRIAL TECHNOLOGY – ENGINEERING

Industrial Technology-Engineering aims to develop in students an understanding of the interrelationships between technology, the individual, society and the environment, and to develop their ability to think creatively to devise solutions to practical problems. This is done both individually and in group scenarios.

Assessment Schedule


Task name

Practical project

Practical project

Practical project

Yearly Exam

Task overview

Submission of project

Cantilever


Water Vessel


Engineered Mechanism

In class exam

Timing

Term 1 Week 9

Term 3 Week 9

Term 4 Week 6

Term 4 Week 3

Outcomes

5.1.2 5.2.1 5.4.2 5.6.1

5.1.2 5.2.2 5.6.1 5.2.1 5.4.2 5.5.1 5.6.1

5.3.1 5.5.1 5.6.1 5.7.2

Weighting

20% 25% 25% 30%

Outcomes Assessed

5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes

5.2.1 applies design principles in the modification, development and production of projects

5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and

processes to produce quality practical projects

5.3.1 justifies the use of a range of relevant and associated materials

5.4.2 works cooperatively with others in the achievement of common goals

5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a

variety of contexts and projects

5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities

and quality of construction

5.7.2 describes, analyses and evaluates the impact of technology on society, the environment

and cultural issues locally and globally

INDUSTRIAL TECHNOLOGY - TIMBER During Year 10 students complete a range of practical tasks building on the skills and

knowledge developed in Year 9. Students are encouraged to apply their research and design

skills in tailoring project designs to their own preferences, primarily working with timber and

associated materials.

Assessment Schedule


Task Name Research and

Design Practical Project

Side Table /

chest Project

Yearly

Examination

Task type

Submission of

research and

design portfolio

Submission of

practical project

Submission of

practical project

and report

Examination


Outcomes 5.2.1

5.4.1

5.1.2

5.2.2

5.2.2

5.6.1

5.1.1

5.3.1

5.7.2


Outcomes Assessed

A Student:

5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range

of materials, hand tools, machine tools and processes

5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes

5.2.1 applies design principles in the modification, development and production of projects

5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and

processes to produce quality practical projects

5.3.1 justifies the use of a range of relevant and associated materials

5.4.1 selects, applies and interprets a range of suitable communication techniques in the

development, planning, production and presentation of ideas and projects

5.5.2 communicates ideas, processes and solutions to a targeted audience

5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and

quality of construction

5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and

cultural issues locally and globally

FOOD TECHNOLOGY

The study of Food Technology provides students with a broad knowledge and understanding of

food properties, preparation, nutritional considerations and consumption patterns. Students will

develop practical skills in preparing and presenting food that will enable them to select and use

appropriate ingredients, methods and equipment. They will learn about influences on the

Australian cuisine and will examine historical and current food trends. Students will use this

knowledge to develop, produce and evaluate food products.

Assessment Schedule


Task Name Bush Tucker

Half Yearly

Examination

It’s Morning Tea time – Food

product Development

Yearly Examination

Task type Written report

Practical exam Practical

Market stall and portfolio

Written Examination


Term 2 Week 7

Term 3 Week 5

Term 4 Week 3

Outcomes 5.3.1, 5.2.1,

5.4.1 5.1.1, 5.1.2, 5.2.3,

5.5.1 5.1.1, 5.2.3, 5.3.2,

5.5.2 5.2.1, 5.2.2, 5.3.1

Weighting 20% 25% 30% 25%

Outcomes Assessed

5.1.1 Demonstrates hygienic handling of food to ensure a safe and appealing product

5.1.2 Identifies, assesses and manages the risks of injury and WHS issues associated with the

handling of food

5.2.1 Describes the physical and chemical properties of a variety of foods

5.2.2 Accounts for changes to the properties of food which occur during food processing,

preparation and storage

5.2.3 Apply appropriate methods of food processing, preparation and storage

5.3.1 Describes the relationship between food consumption, the nutritional value of foods and

the health of individuals and communities

5.3.2 Justifies food choices by analysing the factors that influence eating habits

5.4.1 Collects, evaluates and applies information from a variety of sources

5.5.1 Selects and employs appropriate techniques and equipment for a variety of food specific

purposes

5.5.2 Plans, prepares, presents and evaluates food solutions for specific purposes

GRAPHICS TECHNOLOGY

Starting with an introduction to Graphics, students complete a range of graphical tasks using

freehand, mechanical methods and CAD including SketchUp Pro and Adobe Illustrator. They

consolidate their skills by completing an Architectural set of drawings of their own home using

CAD. Presentation of scale models and student designed or modified objects is achieved

through the use of 3D printing and 2D laser tooling technologies.

Assessment Schedule


Task Name Ortho &

Exploded ISO

2pt & 3pt

Perspective

SketchUp &

Layout

Presentation

Own Home

Plans - Progress

Task type Engineering

Drawings Perspective CAD CAD Project


Outcomes 5.1.1, 5.3.1 5.1.1, 5.2.2 5.3.1, 5.4.1 5.1.2, 5.2.1, 5.3.2,

5.5.1


Outcomes Assessed

5.1.1 communicates ideas graphically using freehand sketching and accurate drafting techniques 5.1.2 analyses the nature of information and intended audience to select and develop

appropriate presentations

5.2.1 designs and produces a range of graphical presentations

5.2.2 evaluates the effectiveness of different modes of graphical communications for a variety of purposes

5.3.1 identifies, interprets, selects and applies graphics conventions, standards and procedures

in graphical communications

5.3.2 manages the development of graphical presentations to meet project briefs and specifications

5.4.1 manipulates and produces images using computer-based drafting and presentation technologies

5.5.1 identifies, assesses and manages relevant WHS factors to minimise risks in the work environment

INFORMATION SOFTWARE AND TECHNOLOGY

During Year 10 students complete a range of tasks. Using Dreamweaver and Notepad++ they

design their own website using CCS and html5. This website is submitted with and

accompanying portfolio that provides students with the opportunity to document their skills

and processes. Using Visual Basic.net students learn advanced coding techniques and problem

solving using algorithms. Video editing skills are also developed where students use Premiere

Pro, After Effects and Sony Acid. Students also develop their story creation skills.

Assessment Schedule


Task Name Website

Creation Programing Video Editing

Yearly

Examination

Task Type

Submission of

website and

portfolio

In class practical

skill test

Submission of

digital portfolio Examination


Outcomes 5.1.1

5.3.2 5.2.1 5.2.2 5.5.2


Outcomes Assessed

5.1.1 selects and justifies the application of appropriate software programs to 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

5.3.2 acquires and manipulates data and information in an ethical manner

5.5.2 communicates ideas, processes and solutions to a targeted audience

yr 10 assessment handbook - killarney heights high school · 2019-10-28 · yr 10 assessment...

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