yr 9 assessment handbook - killarney heights high school...weighting 20% 25% 25% 30% › ma5.3-1wm...

1 2019 Year 9 Assessment Handbook

YR 9 ASSESSMENT HANDBOOK

2019

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?

Killarney Heights High School Illness/ Misadventure/Absence for an assessable task

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.

Completed by Student 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 ………………………………....

Completed by Head Teacher 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

RETURN THIS COMPLETED FORM TO YOUR DEPUTY PRINCIPAL

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

Yr 9 Assessment Overview

Wk Term 1 Term 2 Term 3 Term 4

1 Timber - project 20

2 PDHPE – writing 25 Engineering – project 30

IST – animation 25

3 IST – portfolio 25 Music – performance 40

Child – Exam 25 Timber – exam 25

4 French – comprehension 15 Japanese – comprehension

15

Graphics – project 35 Engineering – exam 30

IST – exam 30

5

History Research 40 Commerce – exam 20 Music – listening 30

Visual Art – project 25 Food – practical 25

Engineering – project 20

Maths – exam 25 French – presentation 20

Japanese – presentation 20 Timber project 20

Food – portfolio 30

Yearly Exam week English 25 Maths 30

Science 35 Geography 40 Commerce 30

History elective35 Visual Art – project 30

French 40 Japanese 40

Food 25

6 French – writing 25

Japanese – writing 25 Food – report 20

Maths – exam 25 PASS – research 25

Visual Art – research 20

7 Commerce - essay 20 Visual Art – written 25

History elective – research 30 Graphics – perspective 20

Geography research 20 Commerce – project 30

Child – portfolio 25 Graphics – project 25

8 Maths – exam 20 History elective – analysis 35

9 Graphics – drawings 20 Engineering project 20 English – essay 25

10 English – writing 25 Drama – logbook 25

Music - composition 30 PASS – exam 25

Drama – scriptwriting 35 English - Poetry analysis 25 Drama – performance 40

PDHPD – project 25

11 Child – Research 25 Timber – project 20 IST – prac test 20


ENGLISH In Year 9 students study a broad range of texts with increasingly complex themes and ideas. These texts include poetry, novels, films, drama and media. Literacy is also a focus as students prepare for their final round of NAPLAN, with an emphasis on grammar, punctuation, spelling, literary techniques and sentence structure.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Persuasive Writing Portfolio Novel Essay Poetry Portfolio

Yearly Examination

Task type Letter and Exposition Essay

Poetry and Analysis

Poetry Short answers

Timing Term 1 Week 10

Term 2 Week 9

Term 3 Week 10

Term 4 Week 5

Outcomes

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

EN5-3B, EN5-6C, EN5-8D



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 EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning


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 Task Name Examination Examination Examination Examination

Timing Term 1 Week 8 Term 2 Week 6 Term 3 Week 5 Term 4 Week 5

Outcomes

MA5.2-1WM,

MA5.2-3WM,

MA5.2-7NA,

MA5.2-2WM,

MA5.2-5NA, MA5.1-2WM,

MA5.1-4NA,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-6NA,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-6NA, MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA, MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-6NA, MA5.2-11MG,

MA5.2-12MG, , MA5.2-13MG,

MA5.3-1WM, MA5.3-2WM, MA5.3-3WM, MA5.3-6NA, MA5.2-13MG, MA5.2-1WM, MA5.2-2WM, MA5.2-3WM,

MA5.2-9NA, MA5.2-5NA

Weighting 20% 25% 25% 30%

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

› MA5.3-2WM generalizes 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 nonlinear 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

› MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions

› 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-


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.

› 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


Task Name Examination Examination Examination Examination

Timing Term 1 Week 8 Term 2 Week 6/7 Term 3 Week 5 Term 4 Week 4/5

Outcomes

MA5.2-1WM,

MA5.2-2WM, MA5.2-3WM, MA5.2-5NA, MA5.2-6NA, MA5.2-7NA, MA5.2-15SP, MA5.2-16SP

MA5.2-1WM,

MA5.2-3WM,

MA5.2-6NA, MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA, , MA5.2-11MG,

MA5.2-1WM, MA5.2-2WM,

MA5.2-3WM, MA5.2-8NA MA5.2-11MG, MA5.1-3WM,

MA5.1-10MG,

MA5.2-1WM, MA5.2-3WM,

MA5.2-9NA, MA5.2-2WM, MA5.2-5NA, MA5.2-14MG

Weighting

20%

25%

25%

30%


SCIENCE Assessment Overview

Component & Weight


Term 1 Week 8

Term 2 Week 5

Term 3 Week 8

Term 4 Week 5

Video Presentation- Practical applications of waves

Practical Skills Test

Big Investigations- Group research and poster presentation

Yearly Exam

SC5-1VA, SC5-7WS SC5-9WS, SC5-10PW

SC5-5WS, SC5-6WS SC5-7WS, SC5-9WS

SC5-2VA, SC5-7WS SC5-8WS, SC5-13ES

SC5-5WS, SC5-8WS, SC5-9WS SC5-11PW, SC5-12ES SC5-14LW, SC5-17CW

Knowledge & Understanding 40

10 5 25

Planning and Conducting Investigations 20

15 5

Critical Thinking and Problem Solving 20

5 10 5

Communicating 20

5 5 10

100 20 20 25 35

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 issues, including shaping sustainable futures SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively SC5-6WSundertakes 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 SC5-17CW 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


HUMAN SOCIETY AND ITS ENVIROMENT (HSIE)

In Semester 1 students study of the nature of history and historical sources, both archaeological and written. In Semester 2, students to describe the geographical processes that influence the features and characteristics of places and environments across a range of scales.

Assessment Task 1 Task 2

Task Name History History and Geography

Task type Formative extended response Summative Examination

Timing Term 2 week 5 Term 4 week 4

Outcomes HT5-2, HT5-4, HT5-3, H HT5-1, GE5-1, GE5-2, GE5-4, GE4-7

Weighting 40% Total for task 60% Total for Task

Outcomes History Outcomes Geography

• HT5-1 explains the nature of history and archaeology and explains their contribution to an understanding of the past

• HT5-2 sequences and explains the significant patterns of continuity and change in the developments of the modern world and Australia

• HT5-3 explains and analyses the motives and actions of past individuals and groups in the context of past societies

• HT5-4 explains and analyses the causes and effects of events and developments of past societies over time

• 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 and 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

• 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 (GE52)

• analyses the effect of interactions and connections between people, places and environments result in change (GE5-3)

• accounts for perspectives of people and organisations on a range of geographical issues (GE5-4)

• assesses management of places and environments for their sustainability (GE5-5)

• analyses differences in human wellbeing (GE5-6)

• acquires and processes geographical information by selecting and using geographical tools for inquiry (GE5-7)

• communicates geographical information using a variety of strategies (GE5-8)


COMMERCE The aim of Year 9 Commerce is to enable young people to become wise consumers and informed business people. By actively running and promoting their own business, becoming an informed consumer and by raising awareness of personal finance. Students are able to use their research and group work skills in order to make informed and responsible decisions as individuals and in business.

Assessment Schedule


Task Name

Consumer Choice Presentation & Essay

Half-Yearly Examination

Market Day Stall and Business Plan

Yearly Exam

Task type Research and oral presentation

Examination Practical Project, Report

Examination


Term 2 Week 5

Term 3 Week 7

Term 4 Week 5

Outcome 5.1, 5.2, 5.7 5.8 5.1, 5.6, 5.8 5.4, 5.6, 5.7 5.9 5.1, 5.2, 5.4

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 investigate the major features of Mesopotamia as an ancient society & Tudor and Stuart England in order to study in depth the major features of an ancient and medieval society not studied in the Stage 4 Mandatory courses. It provides for the development of students’ understanding of the nature of history, historical inquiry, the study of historical causation and factors contributing to continuity and change. Apart from studying societies, students examine thematic topics. Myths and Legends offers the opportunity to enjoy the study of history for its intrinsic interest and investigate the relationship of archaeological evidence to written and oral sources of information. Students begin to work more independently and to apply the historical skills so far acquired. Film as History focuses 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. Assessment Schedule

Task 1 Task 2 Task 3

Task Name Case Study 1 Case Study 4 Yearly Examination

Task type Research & Essay Source Analysis Examination


Term 3 Week 8

Term 4 Week 5

Outcome E5.4, E5.8, E5.9 E5.2, E5.6, E5.7 E5.3, E5.4, E5.9

Weighting 30% 35% 35%

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 explore the meaning and function of drama and theatre in reflecting the social and cultural aspects of human experience. The first unit will cover an introduction to a range of dramatic forms with an exploration of the History of Theatre from Ancient Greece to the 19th century and will incorporate the role of design in theatre. Students will then explore the production of a radio play and the importance of voice in performance. Finally, an in-depth study of the medieval form of Commedia dell’Arte will show how this performance style has influenced the comedy of the 21st century. This final unit will culminate in a performance to an invited audience.

Assessment Schedule


Task Name History of Theatre Radio Play Commedia dell’Arte

Task type

In class project work and process logbook

In class project and Scriptwriting

In class performance work and written task

Timing Term 1 Week 10 Term 2 Week 10 Term 3 Week 10

Outcomes 5.1.1, 5.1.4 5.2.2, 5.3.1

5.1.3, 5.2.1, 5.3.2

5.1.3, 5.1.4, 5.2.1, 5.3.2

Syllabus components

Making 10 20 20

Performing 5 10 10

Appreciating 10 5 10

Weighting 25% 35% 40%

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.


MUSIC In Year 9, students explore instrumental music through ensemble performances and composition. They study a range of works and identify a variety of approaches which they use in their own compositions. Students arrange and prepare ensemble works which are rehearsed and presented in class. Written and aural skills are developed through regular listening and practical activities. Material is sourced from music written in the last 400 years.

Assessment Schedule


Task Variation Composition

Instrumental Music

Jazz

Timing Term 1

Week 10 Term 2

Week 5/6 Term 4 Week 3

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

5.1, 5.2, 5.3, 5.12

Syllabus Component: Composition L:istening Performance Weighting Total %

Perform 40 40

Compose 30 30

Listen 30 30

Total 30% 30% 40% 100%

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 art form 5.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences


VISUAL ARTS Visual Arts fosters interest and enjoyment in the making and studying of art. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Year 9 will be exploring the question: “Does art define us?” This will be explored through the genre of Still Life and through the built environment and the impact of new technologies.

Assessment Schedule


Task Name

Still Life: You Are The Art Critic

Still Life Artwork

Animalia Historical Research

Animalia Animation

Task type Written task In class project work Written task In class project

work


Term 2 Week 5 Term 3 Week 6 Term 4 Week 5

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

Weighting 25% 25% 20% 30%

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


FRENCH Students study topics including home, routines, leisure, past events and places. In Year 9 the emphasis is on communication and understanding language, leading to the production of texts in French. Relevant cultural aspects are covered in context.

Assessment Schedule


Task Name Reading & Writing

Listening Comprehension

Speaking & Presentation

Listening, Reading & Writing Yearly Examination

Task type Task Task Presentation Test

Timing Term 1 Week 6 Term 2 Week 4 Term 3 Week 5 Term 4

Week 5

Outcomes LFR5-2C LFR5-4C

LFR5-2C LFR5-7U

LFR5-1C LFR5-8U

LFR5-2C LFR5-4C LFR5-7U

Weighting

Reading 15%; Writing 10% 25 15 20

Listening 15% Reading 15%; Writing 10% 40

NB: In Term 4, Year 9 French Accelerated students are given a ROSA Grade for NESA

Outcomes Assessed LFR5-1C: manipulates French in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LFR5-2C: identifies and interprets information in a range of texts LFR5-4C : experiments with linguistic patterns and structures to compose texts in French, using a range of formats for a variety of contexts, purposes and audiences LFR5-7U : analyses linguistic, structural and cultural features in a range of texts LFR5-8U : explains and reflects on the inter-relationship between language, culture and identity


FRENCH FOR BACKGROUND SPEAKERS Students study topics including home, routines, leisure, past events and places. In Year 9 the emphasis is on communication and understanding language, leading to the production of texts in French. Relevant cultural aspects are covered in context.

Assessment Schedule


Task Name Reading & Writing


Speaking & Presentation




Week 5

Outcomes LFR5-3C LFR5-4C

LFR5-3C LFR5-7U

LFR5-1C LFR5-8U

LFR5-3C LFR5-4C LFR5-7U

Weighting



Outcomes Assessed LFR5-1C: manipulates French in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LFR5-3C: evaluates and responds to information, opinions and ideas in texts, using a range of formats for specific contexts, purposes and audiences LFR5-4C : experiments with linguistic patterns and structures to compose texts in French, using a range of formats for a variety of contexts, purposes and audiences LFR5-7U : analyses linguistic, structural and cultural features in a range of texts LFR5-8U : explains and reflects on the inter-relationship between language, culture and identity


JAPANESE Students learn about the Japanese katakana writing system and study topics including Time, School, Hobbies and Festivals. In Year 9 the emphasis is on communication and understanding language, leading to the production of short texts in Japanese. Relevant cultural aspects are covered in context.

Assessment Schedule


Task Name Katakana Reading & Writing


Speaking Skit & Presentation




Week 4

Outcomes LJA5-4C LJA5-6U

LJA5-2C LJA5-7U LJA5-1C

LJA5-1C LJA5-2C LJA5-9U

Weighting



Outcomes Assessed LJA5-1C: manipulates Japanese in sustained interactions to exchange information, ideas and opinions, and make plans and negotiate LJA5-2C: identifies and interprets information in a range of texts LJA5-4C : experiments with linguistic patterns and structures to compose texts in Japanese, using a range of formats for a variety of contexts, purposes and audiences LJA5-6U : demonstrates understanding of how Japanese writing conventions are used to convey meaning LJA5-7U : analyses the function of complex Japanese grammatical structures to extend meaning LJA5-9U : explains and reflects on the inter-relationship between language, culture and identity


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

Moving My Way Movement skills

Mental Health

and Resilience Movement skills

Task type

Creative Health

Promotion

Campaign

Practical skills

evaluation

Goal setting and

Persuasive text.

Practical skills

evaluation

Timing

Ongoing

throughout

semester 1

Final Due date

Term3, Week 10

Ongoing

throughout

semester 1

Term 2

Week 1-2

Ongoing

throughout

semester 2

Outcomes PD5-5, PD5-6,

PD5-7 & PD5-8 PD5-11 PD5-1 & PD5-2 PD5-4 & PD5-5

Weighting

25% 25% 25% 25%

Outcomes Assessed 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 PD5-4 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 PD5-11 refines and applies movement skills and concepts to compose and perform innovative movement sequences


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

Assessment Schedule

Task 1 Task 2

Task 3 Task 4

Task Name Body Systems Practical Skills

and peer evaluation

Nutrition Fundamental

Movement Skills

Task type In Class Examination

Assessment of practical skills, participation and attitude

Creative Design &

Research Task

Practical Presentation


Ongoing throughout

year

Term 2 Week 6

Ongoing in Term 3

Outcomes 1.1, 1.2 3.1, 4.1 & 4.3

1.1, 4.4

3.1, 3.2, 4.4

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.


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 Preparing for Parenthood

Becoming a New Parent

My Family Story

Yearly Examination

Task type Research Portfolio

Practical Task and Written Reflection

Photo Album Written Examination


Term 2 Week 3-5

Term 3 Week 7

Term 4 Week 3

Outcomes 2.2, 3.2, 4.2 1.2, 2.3, 4.1 3.1, V1.1, V2.1 1.1, 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 it


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 Fusion 360. 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 Core Module 1 Ortho & Exploded ISO

Core Module 1 1pt & 2pt Perspective

Core Module 2 Micro Drone Collaborative Project

Core Module 2 Own Home Plans

Task type Engineering Drawings

Perspective CAD and 3D printing

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

Weighting 20 20 25 35

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


INDUSTRIAL TECHNOLOGY - TIMBER Year 9 students develop their knowledge and ability in Industrial Technology–Timber through the development of a variety of timber techniques. The construction of a Timber Carry All introduces a variety of hand jointing techniques, project planning and design as well as using wood turning tools and lathe technique. The Cutting Board introduces a variety of machine tools. Classwork also involves knowledge of timbers, tools and joinery methods, furniture industry terminology, machinery used and sustainability, which is tested in the yearly examination.

Assessment Schedule


Task Name Timber

Techniques Carry All Chopping Board

Yearly Examination

Task type Submission of

practical project and folio

Submission of practical project

and folio

Submission of practical project

progress Examination


Outcomes 5.1.1 5.1.2 5.2.2

5.1.2 5.2.1 5.2.2

5.2.2 5.6.1

5.5.2 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 5.5.2 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 5

Term 3 Week 5

Term 4 Week 5

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


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 Water Tower Bottle Rockets Engineered

Mechanism - Trebuchet

Yearly Exam

Task overview

Submission of Project & Report

(In Pairs)

Submission of Project

(Individual)

Submission of Project & Report (In

Pairs)

In-Class Exam


Term 2 Week 5

Term 4 Week 2

Term 4 Week 4

Outcomes 5.1.2 5.2.1 5.4.2 5.6.1

5.1.2 5.2.1 5.3.1

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% 20% 30% 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


INFORMATION SOFTWARE AND TECHNOLOGY During Year 9 students complete a range of tasks. Using Illustrator, Photoshop and InDesign the create advertising material for a new business. These products are submitted with and accompanying portfolio that provides students with the opportunity to document their skills and processes. Using Microsoft Access, Excel and Word student learn how to manipulate data using advanced features of the software applications. Animation skills are also developed where students use Stop Motion Pro, After Effects and Flash.


Task Name Integrating Documents

The Design Process –

Working with Graphics

Animation Portfolio

Yearly Examination

Task type In class

practical skill test

Submission of digital portfolio

Design Process – Animated story

Examination

Timing Term 1 Week

11 Term 3 Week 2 Term 4 Week 2 Term 4 Week 4

Outcomes 5.2.1 5.3.2

5.1.1

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