2021 Yr10 AssessmentBooklet FINAL

Issued February 2021

Mount Carmel Catholic College

Stage 5

Assessment Handbook

Year 10 2021

Information for Students and Parents


FOREWORD Welcome to Year 10, the final year of your Stage 5 education. This is a very important year of transition when students consolidate their learning and strive to achieve their potential. The following pages are designed to give you the necessary information regarding assessment procedures in the Year 10 Course. It is very important that parents and students read this Handbook carefully because it outlines the responsibilities of a Year 10 student in terms of their studies. It is imperative that each student has a thorough understanding of the processes and procedures involved in order to maximise results and reduce misunderstandings. The assessment procedures reward those students who are consistent and diligent in their approach to study. This Handbook contains information about the Year 10 internal assessment program at the College for each subject offered. It also includes Level of Achievement Descriptors for each course so that students are aware of the standards for each grade. After reading this carefully, students and parents are invited to seek clarification from relevant members of staff, should this be necessary. We wish you well with your studies. Mr Stephen Lo Cascio Ms Judith Tolomeo Principal Curriculum Coordinator


COLLEGE ASSESSMENT POLICY AND PROCEDURES

The College Assessment policy reflects the concern of this community, with justice and the dignity of each person.

Assessment is defined as ‘the process of gathering and interpreting information about the development of student learning.’ Therefore we will promote assessment for learning by :

● building a shared understanding of the purpose of assessment and of performance standards;

● providing regular opportunities for teachers to collaboratively reflect on the purposes of assessment; discuss authentic assessment strategies; and establish performance standards;

● embedding assessment at all stages in the teaching and learning program;

● placing importance on knowing each of our students, their learning needs and interests;

● using assessment to inform teaching practices and in the planning of future learning activities;

● valuing regular communication between teachers and students about learning as a form of assessment;

● giving clear, constructive and individualized feedback to students that will explicitly assist them to improve their learning;

● creating opportunities for students to undertake self-assessment and peer assessment as a means to reflect on and take responsibility for their own learning;

● using standards as a means to facilitate discussion about achievement between teachers, students and parents.


We will undertake assessment of learning by:

● using assessment as a tool to improve learning outcomes and performance standards across the college;

● building a collective understanding of assessment language and applying agreed performance standards consistently across the College;

● developing assessment programs that offer a variety of rich assessment tasks that encourage deeper

learning; ● being inclusive of all students’ needs and abilities in designing and implementing assessment tasks;

● working collaboratively to develop performance standards for assessment tasks;

● being explicit about the learning goals and criteria of assessment tasks and the performance standards upon

which student achievement will be measured;

● providing students and parents with accurate and useful information about students’ learning;

● demonstrating and recording student achievement of performance standards by archiving work samples and marking scales;

● adopting assessment and reporting practices that are consistent, equitable and inclusive;

● evaluating the success of our assessment policy and procedures annually;

● facilitating ongoing discussion of performance standards across the College to maintain consistency in assessment and reporting.

2. Curriculum requirements for Year 10 All students at Mount Carmel Catholic College study courses in the 8 Key Learning Areas across Years 7 – 10 that make them eligible to receive the Record of School Achievement (RoSA). These are : English Mathematics Science Human Society and its Environment Languages other than English Technology and Applied Studies Creative Arts Personal Development, Health and Physical Education Mount Carmel Catholic College students also undertake the Catholic Studies course developed by the Archdiocese of Wollongong Catholic Education Office and approved by NESA.


3. Credentials Awarded by the NESA (NSW Education Standards Authority) Record of School Achievement (RoSA) NESA will provide students, parents, employers and the general community with a credential that records a student’s achievement in Stage 5 courses. This Record of School Achievement (RoSA) will be awarded to students who choose to leave the College prior to receiving the Higher School Certificate (HSC). For some students this will be at the end of Year 10. 4. Course Completion Criteria A student will be considered for the Record of School Achievement if they have satisfactorily completed Year 9 and 10 course components. This means that in the Principal’s view, there is sufficient evidence that the student has: (a) followed the course that has been approved by NESA (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the

school; and (c) achieved a significant number of the course outcomes

Adequate attendance is important. The Principal may determine that as a result of inadequate attendance, the course completion criteria have not been met. 5. Record of Achievement Grading

Students who successfully complete their studies will be awarded a grade in each of the following subjects:

Catholic Studies English Mathematics Science Australian History Australian Geography Elective I Elective II Personal Development, Heath and Physical Education

This grade, A – E, will be awarded in all courses based on school-based assessment of students’ achievement with reference to Course Performance Descriptors issued by NESA.

The Record of School Achievement will list the mandatory studies in History, Geography, Technology, Languages, Personal Development, Health and Physical Education and Creative Arts and indicate whether these have been satisfactorily completed or not. 6. School Based Assessment The Year 10 Grading System is concerned with describing the student’s achievement at the end of each course in Stage 5. A fuller picture is given by schools reporting on student achievement in all courses, measured with reference to Course Performance Descriptors issued by NESA. These are a series of statements that summarise observable and measurable features of student achievement. They are an assessment and reporting tool to assist subject teachers to award grades to students.


Teachers at Mount Carmel Catholic College will gather information about student performance through a range of assessment tasks. This data will assist teachers to determine which description best reflects the level of achievement in the course obtained by each student at the end of the course for that student. At the end of the program, teachers make a summative judgment of each student’s overall level of achievement and use the Course Performance Descriptors to award the appropriate grade. The final decision is made in relation to the “standard” reached by the individual student, not on the basis of performance relative to other students. The Course Performance Descriptors for each subject can be found in Section 2 of this booklet. The assessment program for each Year 10 course will be available on the College Website. 7. Results of assessment tasks and grades reported on semester reports Students in Years 7 to 10 at Mount Carmel Catholic College receive a report at the completion of each semester. The grades achieved are determined by students’ performance on assessments throughout the semester along with informal tasks such as class work, homework, group work. At the end of a semester, the assessment information teachers have gathered for each individual student will be reviewed. Teachers will align student’s achievement with the appropriate Course Performance Descriptor. The appropriate grade will then be allocated. 8. What is your responsibility as a student?

● To check your school email account every day for information pertaining to assessment tasks. Absence from school on the day a task is distributed does not justify an appeal for an extension to the submission of a task. All Assessment tasks will be emailed to students on the same day the hard copy or notification of an in- class task is distributed to students.

● To familiarize your self with the College Assessment Policies as outlined in this Handbook. ● To speak with the KLA Coordinator if you are in any doubt about the requirements of the Assessment

Policy. ● To cooperate with the process of Assessment. ● To inform the College if you are to be absent on the day of an assessment task. ● In the case of a student becoming ill during an examination or an in-class assessment task, inform the

teacher who is supervising, even if you are able to complete the task. At the earliest possible opportunity consult the KLA Coordinator.

9. Submission of Tasks What are the procedures for submitting a task on the date that it is due? ● NESA expects each student to complete all assessment tasks and submit by the specified date. ● If the task is to be completed in class it is to be submitted at the prescribed time. ● All other tasks are to be submitted to the KLA Coordinator or Subject Teacher by 8.40 am on the due date. ● Tasks are NOT to be handed to teachers during a lesson or left in a teacher’s pigeonhole. ● Practical Tasks in Visual Arts, Industrial Technology, Design and Technology need to be submitted by 8.40am on the

due date to the specialist teaching area as directed by the KLA Coordinator. ● A task handed in after 8.40 am will be recorded as ‘Late’, a zero mark will be awarded, and you will be required to

submit an ‘Appeal’ with reasons why the mark for the task should be altered. These tasks are to be handed in at the College Office and signed in to a member of the Office staff.


What if I submit my task late? ● Regardless of the reason, if an assignment is submitted late you must report immediately to the Office, complete an

Illness and Misadventure Appeal form and then submit the task with the appeal form attached to the office on the submission day. In most cases late submission will result in a ZERO mark awarded.

What if my computer cannot print my task, or the computer will not save my work? The use of technology (e.g. word processors, computer printers) is your responsibility. No allowances will be made for problems related to technical malfunctions. The College will not accept Assessment tasks submitted on a students’ USB.

● Work that has been completed on a computer is to be saved on both the hard drive and a portable storage device. ● All draft work completed on a computer should be backed up by the student. ● An additional safeguard in an emergency is that you can email the task to the College if you experience a printing failure the night before submitting a task. The College email address is: [email protected]

Students who experience technology failure should submit drafts of the assessment task and complete the Appeal Procedure. Failure to comply with the procedures as listed above will result in a zero for the task concerned. What if I need an extension of time to submit a task? ● The Curriculum Co-ordinator only may grant an extension of time. You must ensure that you apply for an extension

before the date that the task is due by lodging an application for Extension Appeal (pink) Form available from the College Office.

● If you are going to be absent for an extended period of time (eg travel, participation in sporting competitions etc.)

you must make a written application to the Principal seeking approval, at least two weeks prior to the commencement of your period of leave. A decision will then be made regarding when tasks will be submitted or undertaken, or the determination of calculated mark' based on other evidence.

10. Non Completion of a task Any student who does not submit an assessment task on the due date will receive a ZERO mark for the task. The following may be regarded as justifiable reasons for non completion of a task. The onus of proof is on the student. a) ILLNESS - A Medical Practitioner must complete the Illness & Misadventure form for the date explaining the reason

why a student was absent from school and unable to submit an assessment task on that day.

b) MISADVENTURE – such as public transport delays or car breakdowns (in this case, the student may be asked to provide proof of the circumstances leading to the delay). Failure of computer systems, incompatibility of systems, disk errors are NOT an acceptable reason for failing to submit work on time.

c) APPROVED LEAVE FROM THE COLLEGE PRINCIPAL – all known leave for pressing family or medical reasons must be approved by the College Principal in writing. Students and their families must apply for Leave to the College Principal


in Writing for any leave known of in advance and apply for an “Exemption from School Attendance”, from the College Principal, in accordance with Government requirements. Failure to do so requires the College to report the absence.

11. Absence ● In the case of Illness, you must see a Medical Practitioner and have them complete the relevant sections of the Illness

& Misadventure form to explain your absence. An attached Dr’s Certificate or note from parents will NOT be sufficient. ● In the case of Misadventure, a letter from your parent will be required. This will be verified with a phone call. ● In the case of an examination, call the College Office before 8.30 am and leave a message for both the KLA and House

Coordinator. ● Report to the Office before school on the FIRST day back from your absence to submit an Illness and Misadventure

Appeal form with the required documentary evidence. ● If you miss an examination or in class task, you should assume that you will complete this at the first available

opportunity e.g. first lesson of the subject or first day back at school. 12. Malpractice Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes:

● copying someone else’s work in part or in whole, and presenting it as your own ● using material directly from books, journals, CDs or the internet without reference to

the source ● building on the ideas of another person without reference to the source ● buying, stealing or borrowing another person’s work and presenting it as your own ● submitting work to which another person such as a parent, coach or subject expert has

contributed substantially ● using words, ideas, designs or the workmanship of others in practical and performance

tasks without appropriate acknowledgement ● paying someone to write or prepare material ● breaching school examination rules ● using non-approved aides during an assessment task ● giving false explanations to explain work not handed in by the due date ● assisting another student to engage in malpractice.

If a student’s work is found to exhibit malpractice, a zero mark is likely to be allocated and parents will be informed in writing. 13. Non completion of a task and zero award A student will be deemed to have made no submission of an assessment task if he/she:

● has not submitted the task by the due date or time ● fails to provide an acceptable reason for absence from a test

A warning letter will be sent home to parents. The reply slip must be returned to the KLA Coordinator. Upon the satisfactory completion of this task within the specified time period, as outlined in the warning letter, the task will be assessed. Following the first warning letter, if the task is still not satisfactorily completed with the specified time, then a second warning letter will be issued. This may be considered sufficient documentation for an ‘N’ determination for that course.


14. ‘N’ Determination NESA expects that each student will complete all assessment tasks. Failure to complete a task will seriously place at risk the student’s chance of receiving the Record of School Achievement. Students who have not complied with the requirements for satisfactory completion of a course at the time of finalising grades cannot be regarded as having satisfactorily completed the course. The principal will then issue an ‘N’ determination.


KEY WORDS FOR COLLEGE ASSESSMENT

Account

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

Analyse

Identify components and the relationship between them, draw out and relate implications

Apply

Use, utilize, employ in a particular situation

Appreciate

Make a judgment about the value of

Assess

Make a judgment of value, quality, outcomes, results or size

Calculate

Ascertain/determine from given facts, figures or information

Clarify

Make clear or plain

Classify

Arrange or include in classes/categories

Compare

Show how things are similar or different

Construct

Make, build, put together items or arguments

Contrast

Show how things are different or opposite

Critically (Analyse/Evaluate)

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

Deduce

Draw conclusions

Define

State meaning and identify essential qualities

Demonstrate

Show by example

Describe

Provide characteristics and features

Discuss

Identify issues and provide points for and/or against

Distinguish

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

Evaluate

Make a judgment based on criteria; determine the value of

Examine

Inquire into

Explain

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

Extract

Choose relevant and/or appropriate details

Extrapolate

Infer from what is known


Identify

Recognise and name

Interpret

Draw meaning from

Investigate

Plan, inquire into and draw conclusions about

Justify

Support and argument or conclusion

Outline

Sketch in general terms; indicate the main features of

Predict

Suggest what may happen based on available information

Propose

Put forward (e.g. a point of view, idea, argument, suggestion) for consideration of action

Recall

Present remembered ideas, facts or experiences

Recommend

Provide reasons for

Recount

Retell a series of events

Summarise

Express concisely the relevant details

Synthesise

Putting together various elements to make a whole


Section 2

STAGE 5

GENERAL PERFORMANCE DESCRIPTORS (Describe performance at each of the five grade levels)

Grade

A

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

B

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

C

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

D

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

E

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

N

Determination

Where “N” appears in place of an A to E grade opposite a course, the student has failed to meet one or more of the following requirements:

(a) followed the course developed by the Board of Studies (b) applied themselves with diligence and sustained effort to the

set tasks and experiences provided in the course by the school

(c) achieved some or all of the course outcomes


Course Performance Descriptors

Course Performance Descriptors describe the main features of typical students’ performances at the end of the course. The Areas for Assessment consist of the knowledge and skills objectives from the syllabus. The five vertical columns in the descriptors describe different levels of student performance. In using these descriptors, the College will “Match” each of their students to the descriptor column that best fits the student’s overall achievement in the course. The corresponding grade for that descriptor is then awarded to the student. The Course Performance Descriptors for each Year 10 subject offered at Mount Carmel Catholic College are in the following pages. Note that for the courses Child Studies and Physical Activity and Sports Studies, the Common grade scale is used, as seen in the table above.


LISTS OF SUBJECTS STUDIED IN YEAR 10 2021

MANDATORY COURSES: Studied by all students ● Catholic Studies ● English ● Geography ● History ● Mathematics ● Personal Development Health & Physical Education ● Science

ELECTIVE COURSES: Students Study two of the following:

● Child Studies ● Commerce ● Drama ● Food Technology ● History Elective ● iSTEM ● Industrial Technology –Timber ● Music ● Physical Activity & Sports Studies ● Visual Arts


Stage 5 Course Performance Descriptors - Geography Areas for Assessment Communication

Geographical tools and skills Geographical knowledge

Grade E Grade D Grade C Grade B Grade A

A student performing at this grade typically: ● Displays very limited skills to select,

gather, organise, and communicate geographical information using a limited range of written, oral, and graphical forms.

● Exhibits very limited skills to select and

apply geographic tools to some spatial and ecological dimensions of Australia

● Demonstrates some sense of place of

Australian environments and identifies some geographic processes that form and transform them.

● Recognises some different perspectives

of geographical issues. ● Demonstrates elementary knowledge

and understanding of Australian environments and communities, some interactions of people with the environment and some factors that shape communities.

● Identifies some aspects of civics and

recognises some links between civics and citizenship.

A student performing at this grade typically: ● Displays basic skills to select, gather,

organise, and communicate geographical information using a range of written, oral, and graphical forms.

● Exhibits some skills to select and apply

geographic tools appropriate to a range of spatial and ecological dimensions of Australia

● Demonstrates a basic sense of place of

Australian environments and some understanding of the geographic processes that form and transform them.

● Outlines different perspectives of

geographical issues. ● Demonstrates basic knowledge and

understanding of Australian environments and communities, and a range of interactions of people with the environment and a range of factors that shape communities.

● Displays some knowledge of civics and

identifies links between civics and citizenship

A student performing at this grade typically: ● Displays sound skills to select, gather,

organise, and communicate geographical information using a range of written, oral, and graphical forms.

● Exhibits sound skills to select and apply

geographic tools appropriate to a range of spatial and ecological dimensions of Australia

● Demonstrates a sound sense of place of

Australian environments and adequate understanding of the geographic processes that form and transform them.

● Describes different perspectives of

geographical issues. ● Demonstrates sound knowledge and

understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities.

● Displays broad knowledge of civics and

describes links between civics and informed and active citizenship

A student performing at this grade typically: ● Displays high level skills to select,

gather, organise, and communicate complex geographical information using a broad range of written, oral, and graphical forms.

● Exhibits high level skills to select and

apply geographic tools appropriate to a range of spatial and ecological dimensions of Australia

● Demonstrates a thorough sense of place

of Australian environments and a thorough understanding of the geographic processes that form and transform them.

● Explains different perspectives of

geographical issues at a range of scales. ● Demonstrates thorough knowledge and

understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities.

● Displays broad knowledge of civics and

explains links between civics and informed and active citizenship in relation to geographical issues

A student performing at this grade typically: ● Displays sophisticated skills to select,

gather and organise complex geographical information and uses an extensive range of written oral and graphic forms to communicate it effectively

● Exhibits extensive skills to select and

proficiently apply geographical tools appropriate to the spatial and ecological dimensions of Australia

● Demonstrates and extensive sense of

place of Australian environments and an extensive understanding of the geographical processes that form and transform them

● Explains and analyses different

perspectives of geographical issues at a range of scales

● Demonstrates extensive knowledge and

understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities

● Displays extensive knowledge of civics

and analyses links between civics and informed and active citizenship in relation to geographical issues at a range of scales


Stage 5 Course Performance Descriptors - History Areas for Assessment Historical knowledge

Research and historical inquiry skills Communication


A student performing at this grade typically: ● Demonstrates elementary knowledge

and understanding of some significant events in 20th century Australian history and, with teacher support, describes some impacts of these events on Australian life

● Demonstrates elementary knowledge

and understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia

● Recounts some historical events in

chronological order ● Recognises different perspectives within

historical accounts, with guidance ● Locates limited information from sources

to answer historical questions, with guidance

● Communicates their understanding of

history by creating basic accounts of events and issues, in a range of limited form

● Uses simple historical terms and

concepts

A student performing at this grade typically: ● Demonstrates basic knowledge and

understanding of some significant developments in 20th century Australian history and explains their impact on Australian life

● Demonstrates basic knowledge and

understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia

● Sequences some events and identifies

factors contributing to continuity and change.

● Recalls different perspectives and

interpretations of the past. ● Locates, selects and organises relevant

information from sources and summarises the main ideas to answer historical questions.


history by describing historical events and issues, in a range of oral, written and other forms.

● Uses a limited range of historical terms

and concepts

A student performing at this grade typically: ● Demonstrates sound knowledge and

understanding of significant developments in 20th century Australian history and makes a simple evaluation of their impact on Australian life.

● Demonstrates sound knowledge and

understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.

● Sequences events and explains factors

contributing to continuity and change. ● Describes different perspectives and

interpretations of the past. ● Locates, selects and organises relevant

information from a number of sources to undertake historical inquiry.


history by creating explanations and arguments about historical events and issues, in a range of oral, written and other forms.

● Uses appropriate historical terms and

concepts.

A student performing at this grade typically: ● Demonstrates thorough knowledge and

understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.

● Demonstrates thorough knowledge and

understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.

● Sequences events and explains factors

contributing to continuity, change and causation.

● Explains different perspectives and

interpretations of the past. ● Communicates their understanding of

history by constructing explanations and coherent arguments about historical events and issues for different audiences, in a variety of oral, written, and other forms.

● Appropriately uses a range of historical

terms and concepts.

A student performing at this grade typically: ● Demonstrates extensive knowledge and

understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.


understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia

● Draws historical conclusions based on

an understanding of continuity, change, and causation.

● Assesses different perspectives and

interpretations of the past ● Evaluates a range of sources and

synthesises information from them that is relevant to an historical inquiry


historical events and issues by constructing sustained arguments for different audiences, using a variety of oral, written, and other forms.

● Displays a sophisticated use of historical

terms and concepts.


Stage 5 Course Performance Descriptors – Commerce

Areas for Assessment

Knowledge of commerce Knowledge and understanding of consumer, financial, business, legal and employment matters Skills in commerce Skills in decision-making, problem-solving, research, communication and working independently and collaboratively

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:

● Demonstrates elementary knowledge and understanding of aspects of consumer, financial, business, legal and employment concepts and issues.

● Identifies some rights and

responsibilities of consumers in some commercial and legal contexts.

● With guidance applies simple

decision-making and problem-solving skills in commercial and legal contexts.

● Undertakes limited research and

recalls some basic commercial and legal information.

● Communicates simple commercial

and legal ideas and concepts using a limited range of oral and written forms.

● Demonstrates very limited planning

and organising skills when working independently and/or collaboratively.


understanding of some consumer, financial, business, legal and employment concepts and issues.

● Describes some rights and

responsibilities of consumers in commercial and legal contexts.

● Applies some decision-making and

problem-solving skills in some commercial and legal contexts.

● Undertakes some research and

interpretation of basic commercial and legal information using a limited range of sources.

● Displays limited skills to

communicate simple commercial and legal ideas and concepts using a range of oral and written forms.

● Demonstrates some planning and

organising skills when working independently and/or collaboratively.

A student performing at this grade typically: ● Demonstrates sound knowledge

and understanding of consumer, financial, business, legal and employment concepts and issues.

● Explains the rights and

responsibilities of consumers in a range of commercial and legal contexts.

● Applies decision-making and

problem-solving skills in commercial and legal contexts.

● Undertakes research, and

interprets commercial and legal information using a variety of sources.

● Displays sound skills to

communicate commercial and legal ideas and concepts using a range of oral and written forms.

● Demonstrates competent planning



understanding of consumer, financial, business, legal and employment concepts and issues.

● Discusses the rights and responsibilities

of consumers in a broad range of commercial and legal contexts.

● Applies well-developed decision-making

and problem-solving skills in commercial and legal contexts.

● Competently researches and assesses

commercial and legal information using a variety of sources.

● Displays proficient skills to communicate

commercial and legal ideas and concepts using a wide range of oral and written forms.

● Demonstrates well-developed planning



understanding of a range of consumer, financial, business, legal and employment concepts and issues.

● Analyses the rights and responsibilities of

consumers in an extensive range of commercial and legal contexts.

● Independently applies outstanding decision-

making and problem-solving skills in a range of commercial and legal contexts.

● Capably researches and evaluates complex

commercial and legal information using a wide variety of sources.

● Displays effective skills to communicate

complex commercial and legal ideas and concepts using an extensive range of oral and written forms.

● Demonstrates highly developed planning and

organising skills when working independently and/or collaboratively.


Stage 5 Course Performance Descriptors – Drama Areas for Assessment

Making Performing Appreciating

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Participates, with teacher

support, in the practices of making, performing and appreciating drama.

● Has an elementary

understanding of some elements of drama and performance skills required to create drama for an audience.

● Demonstrates very limited

skills in improvisation, play building and other dramatic forms.

● Uses some aspects of

performance spaces and elements of production.

● With guidance, conducts basic

research. ● Recognises the contribution of

some groups and individuals.

● Recognises aspects of the

relationship between performer and audience.

A student performing at this grade typically: ● Demonstrates a basic

understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of play building and some other dramatic contexts.

● Develops their work using basic

dramatic forms and performance techniques to create drama for an audience.

● Demonstrates limited skills in

improvisation, play building and other dramatic forms.

● Uses aspects of performance

spaces, technologies and elements of production.

● Conducts basic research and

describes some contexts of drama.

● Recognises the contribution of

groups and individuals, using limited drama terminology.

● Recognises the relationship

between performer and audience.

A student performing at this grade typically: ● Demonstrates a sound

understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of play building and other dramatic contexts.

● Develops their work, individually

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

● Improvises, play builds, and enacts

scripts, texts and other dramatic forms and performance styles.

● Uses performance spaces,

technologies and elements of production to communicate a dramatic intention.

● Researches and describes the

contemporary and historical contexts of drama.

● Describes the contribution of

groups and individuals using drama terminology.

● Describes the relationship between

performer and audience.

A student performing at this grade typically: ● Demonstrates a thorough

understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within play building and other dramatic contexts.

● Capably develops their work,

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

● Competently improvises, play builds,

enacts and interprets scripts, texts and other dramatic forms and performance styles.

● Confidently uses performance

spaces, technologies and elements of production to communicate dramatic intentions.

● Researches and analyses the


● Assesses the contributions of groups

and individuals using appropriate drama terminology.

● Analyses drama with an awareness of

the relationship between performer and audience.

A student performing at this grade typically: ● Communicates a sophisticated

understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within play building and other dramatic contexts.

● Perceptively develops and refines their

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

● Demonstrates excellence in improvisation,

play building, the enactment and interpretation of scripts, texts and other dramatic forms and performance styles.

● Selects and manipulates performance

spaces, technologies and elements of production to communicate different dramatic intentions.

● Researches and critically assesses the


● Evaluates the contribution of groups and

individuals, using appropriate drama terminology.

● Analyses and synthesises drama with a

sophisticated awareness of the unique relationship between performer and audience.


Stage 5 Course Performance Descriptors – English


Reading, listening, viewing Analysing language Writing, speaking, representing Interpretive, imaginative and critical thinking Communicating and context Expressing views

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Demonstrates some evidence of

the ability to respond to a limited range of texts.

● With teacher support, discusses

the context and perspective of texts and the relationships between and among them.

● With teacher support, discusses

texts by selecting, identifying and explaining some language forms and features and structures of those texts.

● Responds in a rudimentary way to

verbal and visual imagery.

● With teacher support, composes

written, oral and visual texts using various technologies for a limited range of purposes, audiences and contexts.

● Is able to generalise at times from

engaging with texts to present a limited view of the world.

A student performing at this grade typically: ● Demonstrates some ability to

respond to a range of texts.

● Discusses the context and

perspective of texts and the relationships between and among them.

● Discusses texts by selecting,

identifying and explaining some language forms and features and structures of those texts.

● Responds to verbal and visual

imagery. ● Composes written, oral and

visual texts using various technologies for different purposes, audiences and contexts.

● Is able to generalise at times

from engaging with texts to present some differing views of the world.

A student performing at this grade typically: ● Through close and wide study,

responds to a range of imaginative, factual and critical texts.

● Investigates the context and

perspective of texts and the relationships between and among them.

● Analyses and discusses texts

by selecting, identifying and explaining appropriate language forms and features and structures of those texts.

● Responds imaginatively to

verbal and visual imagery. ● Displays a developing

personal style, composes written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.

● Is able to generalise from

engaging with texts to present differing views of the world.

A student performing at this grade typically:

● Through close and wide study, responds to demanding, imaginative, factual and critical texts.

● Investigates with some insight the

context and perspective of texts and the relationships between and among them.

● Closely and critically analyses and

evaluates texts of increasing complexity by selecting, describing and explaining appropriate language forms and features and structures of those texts.

● Responds imaginatively and

critically in an effective way to verbal and visual imagery.

● Displays a developing personal

style, composes with confidence written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.

● Is able to generalise from

engaging with texts to present a range of views of the world.

A student performing at this grade typically: ● Through close and wide study,

responds to a comprehensive range of demanding, imaginative, factual and critical texts.

● Perceptively investigates the context

and perspective of texts and the relationships between and among them.

● Constructively and critically analyses

and evaluates complex texts by selecting, describing and explaining significant language forms and features and structures of those texts.

● Responds imaginatively and critically in

a highly effective way to verbal and visual imagery.

● Displays a distinct personal style,

composes with confidence written, oral and visual texts, using various technologies for a wide variety of purposes, audiences and contexts.

● Is able to generalise confidently from

engaging with texts to present a wide variety of views of the world.

Continued next page


Continued from previous page Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:

● With teacher support, is developing an understanding of the processes of composition, as they are able to interpret ideas and apply these to new contexts.

● Is able to identify some obvious

expectations of an audience.

● With teacher support, is able to

reflect on some aspects of their individual and collaborative skills for learning.

A student performing at this grade typically: ● With guidance, is developing a

personal style and an understanding of the processes of composition as they are able to make some obvious inferences and interpretations, extend their imaginations in making meaning and apply ideas to new contexts.

● Is able to identify and discuss

some obvious preconceptions and expectations of an audience.

● With guidance, is able to

reflect on their individual and collaborative skills for learning.


● Demonstrates an understanding of the processes of composition as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.

● Conforms to or challenges an

audience’s preconceptions and expectations.

● With increasing independence,

reflects on and uses, assesses and adapts their individual and collaborative skills for learning.


● Clearly demonstrates an understanding of the processes of composition, as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.

● With increasing confidence, is

able to conform to, or challenge, an audience’s preconceptions and expectations.

● Independently reflects on and

uses, assesses and adapts their individual and collaborative skills for learning.


● Consistently demonstrates an understanding of the processes of composition, as they are able to infer logically, interpret clearly, extend their imaginations in composing texts and adapt ideas into new and different contexts.

● With confidence, is able to conform to,

or challenge, an audience’s preconceptions and expectations.

● Independently reflects on and

confidently uses, assesses and adapts their individual and collaborative skills for learning.


Stage 5 Course Performance Descriptors – Food Technology


Food properties and preparation Food hygiene and safety Food, nutrition and society Researching and communicating Designing, producing and evaluating

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Identifies some chemical and physical

properties of foods and, with assistance, identifies some changes that take place in food during preparation, processing and storage.

● With guidance, identifies and uses some

appropriate techniques and equipment for a limited range of food-specific purposes.

● With guidance, demonstrates very

limited technical skills in designing and producing solutions for specific food purposes.

● Identifies some ways that food-related

activities impact on the individual, society or the environment, and some influences that technology has had on food supply.

● dentifies a limited number of factors that

influence food choices and eating habits, and relates some aspects of consumption and the nutritional value of foods to health.

● displays very limited research skills and,

with guidance, communicates simple information using a limited range of media.

A student performing at this grade typically: ● Outlines a number of chemical and

physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage.

● Identifies and uses basic techniques and

equipment for a number of food-specific purposes, identifying and managing some risks associated with the safe and hygienic preparation of food.

● Demonstrates basic technical skills in

designing, producing and evaluating solutions for specific food purposes.

● Outlines the impact of food-related

activities on the individual, society and environment, and the influences that technology has had on food supply.

● Identifies factors that influence food

choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.

● Displays basic research skills, and

communicates information using a limited range of media.

A student performing at this grade typically: ● Describes the chemical and physical properties

of a variety of foods, and the changes that take place in food during preparation, processing and storage.

● Identifies and uses appropriate techniques and

equipment for a variety of food-specific purposes, identifying and managing risks associated with the safe and hygienic preparation of food.

● Demonstrates adequate technical skills in

designing, producing and evaluating solutions of sound quality for specific food purposes.

● Describes the impact of food-related activities

on the individual, society and environment, and the influences that technology has had on food supply.

● Discusses a range of factors that influence

food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.

● Displays sound research skills, and

communicates information using a range of media.

A student performing at this grade typically: ● Analyses the chemical and physical

properties of a variety of foods, and the changes that take place in food during preparation, processing and storage.

● Identifies and uses advanced techniques

and equipment for a variety of food-specific purposes, assessing and managing risks associated with the safe and hygienic preparation of food.

● Demonstrates high-level technical skills in

designing, producing and evaluating high quality solutions for specific food purposes.

● Analyses the impact of food-related

activities on the individual, society and environment, and the influences that technology has had on food supply.

● Analyses a range of factors that influence


● Displays well-developed research skills, and

communicates complex information using a range of media.

A student performing at this grade typically: ● Evaluates the chemical and physical properties of a

variety of foods, and the changes that take place in food during preparation, processing and storage.

● Independently identifies and uses advanced

techniques and appropriate equipment for a broad range of food-specific purposes, independently assessing and managing risks associated with safe and hygienic preparation of food.

● Demonstrates advanced technical skills in

designing, producing and evaluating solutions of excellent quality for specific food purposes.

● Evaluates the impact of food-related activities on

the individual, society and environment, and the influences that technology has had on food supply.

● Analyses a wide range of factors that influence


● Displays highly developed research skills, and

communicates complex information effectively using a range of media.


Stage 5 Course Performance Descriptors –History Elective


Historical understanding Historical knowledge Research and historical inquiry skills Communication

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Demonstrates elementary knowledge and

understanding of some aspects of the nature of history, heritage and archaeology, and the methods of historical inquiry.

● Recognises some key features, personalities

or groups in past societies, and recounts simply some historical events in chronological order.

● Recognises some contributions of cultural

groups, sites and/or families to our shared heritage.

● Recognises some different perspectives

within historical accounts, with guidance.

● Locates basic information from sources to

construct simple historical recounts.

● Communicates an elementary

understanding of history by creating basic historical recounts in a limited range of forms.

● Uses simple historical terms and concepts.


understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

● Identifies some key features,

personalities or groups in past societies, sequences events and identifies factors contributing to continuity and change.

● Identifies some contributions of cultural


● Identifies different perspectives,

interpretations and constructions of the past.

● Locates and selects relevant information

from sources, and summarises the main ideas to engage in basic, structured research tasks.

● Communicates a basic understanding of

history by creating descriptions and simple explanations, in a range of oral, written and other forms.

● Uses some appropriate historical terms

and concepts.

A student performing at this grade typically: ● Demonstrates sound knowledge and

understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

● Describes key features, personalities and

groups in past societies, and sequences major historical events to explain causation, continuity and change.

● Describes the contribution of cultural


● Describes different perspectives,


● Locates, selects and organises relevant

information from a number of sources to undertake historical inquiry.

● Communicates a sound understanding of

history by creating explanations and arguments, using a range of oral, written and other forms.

● Uses a range of historical terms and

concepts.

A student performing at this grade typically: ● Demonstrates and applies a detailed

knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

● Explains the importance of key features,

personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.

● Analyses the contribution of cultural groups,

sites and/or families to our shared heritage.

● Explains different perspectives,


● Selects and interprets a range of sources and

draws conclusions about their usefulness in a historical inquiry.

● Communicates a thorough understanding of

history by constructing coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.

● Appropriately uses a wide range of historical

terms and concepts.

A student performing at this grade typically: ● Demonstrates and applies a detailed and

extensive knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

● Assesses the importance of key features,

personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.

● Independently evaluates the contribution of a

wide range of cultural groups, sites and/or families to our shared heritage.

● Assesses different perspectives, interpretations

and constructions of the past.

● Evaluates a range of sources and synthesises

information from them to undertake historical inquiry.

● Communicates an extensive understanding of

history by constructing sustained and coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.

● Displays a sophisticated use of historical terms

and concepts.


Stage 5 Course Performance Descriptors – Graphics Technology Areas for Assessment

Graphics principles and techniques Design, planning and construction Graphics Technology, industry and society Presentation and communication Computer-based drafting technologies


● Demonstrates elementary knowledge of graphics standards, procedures and conventions and, with guidance, uses these in the production of graphical presentations.

● Produces presentations that

demonstrate elementary knowledge and understanding of the features of effective graphical presentations.

● Demonstrates very limited technical

skill in producing simple manual and computer-based graphical presentations.

● With assistance, selects and uses

some presentation techniques.

● Identifies some environmental and/or

societal impacts of graphics technologies.

● Uses very limited management

techniques to meet predetermined briefs and specifications.


● Demonstrates basic knowledge of graphics standards, procedures and conventions, and incorporates these into the production of graphical presentations.


demonstrate basic knowledge and understanding of the features of effective graphical presentations.

● Demonstrates limited technical

skill in producing manual and computer-based graphical presentations.

● With assistance, uses the

elementary features of CAD applications.

● Selects and develops appropriate

graphical presentations for the intended audience.

● Recognises environmental,

societal and industrial impacts of selected graphics technologies.

● Uses some management


A student performing at this grade typically: ● Demonstrates sound knowledge of

graphics standards, procedures and conventions, and incorporates these into the production of graphical presentations.


demonstrate sound knowledge and understanding of the features of effective graphical presentations.

● Demonstrates adequate technical

skill in producing manual and computer-based graphical presentations.

● Uses the elementary features of CAD

and multimedia applications.

● Interprets the nature of information

and intended audience to select and develop appropriate graphical presentations.

● Compares and contrasts

environmental, societal and industrial impacts of selected graphics technologies.

● Identifies and uses management


A student performing at this grade typically: ● Demonstrates thorough knowledge of

graphics standards, procedures and conventions, and independently incorporates these into the production of a range of graphical presentations.

● Produces quality presentations that

demonstrate comprehensive knowledge and understanding of the features of effective graphical presentations.

● Demonstrates high technical skill in

interpreting and producing a range of quality manual and computer-based graphical presentations.

● Uses a variety of CAD and multimedia

applications.

● Analyses the nature of information and

intended audience to confidently select and develop appropriate graphical presentations.

● Analyses environmental, societal and

industrial impacts of a range of graphics technologies and outlines some actions to minimise negative impacts.

● Independently identifies and

comprehensively uses management techniques to meet predetermined briefs and specifications.

A student performing at this grade typically: ● Demonstrates extensive knowledge of

graphics standards, procedures and conventions, and independently incorporates these into the production of a range of graphical presentations.

● Produces high quality presentations that

demonstrate extensive knowledge and understanding of the features of effective graphical presentations.

● Demonstrates exemplary technical skill in

interpreting and producing a range of high quality manual and computer-based graphical presentations.

● Displays confidence and competence in

using a range of CAD and multimedia applications.

● Critically analyses the nature of

information and intended audience to confidently select and develop a range of appropriate graphical presentations.

● Critically analyses environmental, societal

and industrial impacts of a range of graphics technologies and proposes actions to minimise negative impacts.

● Independently identifies and extensively

uses management techniques to meet predetermined briefs and specifications.


Stage 5 Course Performance Descriptors – Industrial Technology


OHS and risk management Properties and applications of materials Industrial Technology and society Designing, communicating and evaluating Producing quality projects


● Demonstrates elementary knowledge of some technologies in their field of study, and recognises some social, cultural and environmental impacts of these technologies.

● With guidance, displays very

limited technical skills in identifying and using appropriate materials and hand and machine tools to produce practical projects.

● Identifies some properties of

materials that make them suitable for specific applications, and identifies some aspects of products and commercial products.

● Produces elementary sketches

related to practical projects, and uses simple terms to describe production processes.

● With assistance, applies

elementary skills and design principles to the production or modification of projects.

A student performing at this grade typically: ● Demonstrates basic knowledge of

technologies in their field of study, and outlines social, cultural and environmental impacts of these technologies.

● Displays basic technical skills in

identifying and using appropriate materials and hand and machine tools to produce practical projects, identifying and managing some risks, and applying safe work practices.

● Outlines properties of materials that

make them suitable for specific applications, and identifies functional, aesthetic, environmental and economic aspects of products and commercial products.

● Produces simple drawings for practical

projects, and uses general terms to describe production processes to an audience.

● Applies basic skills and design principles

to the development and production or modification of projects.

A student performing at this grade typically: ● Demonstrates sound knowledge of

traditional, current, new and emerging technologies in their field of study, and explains the social, cultural and environmental impacts of these technologies.

● Displays technical skills in identifying and

using appropriate materials and hand and machine tools, to produce practical projects of sound quality, identifying and managing risks and applying safe work practices.

● Describes the suitability of materials for

specific applications, and the functional, aesthetic, environmental and economic aspects of projects and commercial products.

● Produces competent drawings to

illustrate practical projects, and uses accurate technical terms to describe production processes to a range of audiences.

● Applies skills and design principles to the

development and production or modification of projects.

A student performing at this grade typically: ● Demonstrates thorough knowledge of

traditional, current, new and emerging technologies in their field of study, and analyses the social, cultural and environmental impacts of these technologies.

● Displays high-level technical skills in

identifying and using appropriate materials and hand and machine tools to produce high quality practical projects, assessing and managing risks and applying safe work practices.

● Analyses the suitability of materials for

specific applications, and the functional, aesthetic, environmental and economic aspects of projects and commercial products.

● Uses a range of media to illustrate

practical projects, and uses technical terminology to discuss production processes with a range of audiences.

● Consistently applies skills and design

principles to the development and production of new projects.

A student performing at this grade typically: ● Demonstrates extensive knowledge of

traditional, current, new and emerging technologies in their field of study, and evaluates the social, cultural and environmental impacts of these technologies.

● Displays advanced technical skills in

identifying and using appropriate materials and hand and machine tools to produce practical projects of excellent quality, independently assessing and managing risks and consistently applying safe work practices.

● Evaluates the suitability of materials for

specific applications and the functional, aesthetic, environmental and economic aspects of projects and commercial products.

● Independently selects and uses a range of

media to illustrate practical projects, and confidently uses technical terminology to discuss production processes with a range of audiences.

● Independently and consistently applies

skills and design principles to the development and production of new projects.


Stage 5 Course Performance Descriptors – Information and Software Technology


Computer software and hardware Information and software technologies and society Designing and developing software solutions Communication and collaborative practices Responsible and ethical practices


● Demonstrates elementary knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of simple tasks.

● With guidance identifies effects on

individuals and society of some past, current and emerging information technologies.

● Applies elementary problem-solving or

decision-making processes when designing, and producing solutions for some familiar situations.

● With guidance, recognises responsible

and ethical practice in the use of information and software technology when acquiring and manipulating data and information.

● With support, communicates, using

limited documentation, ideas and solutions to an audience.


understanding of, and skills in, selecting and using suitable software and hardware for a limited range of tasks.

● Outlines the effects on individuals

and society of a limited range of past, current and emerging information technologies.

● Applies basic problem-solving and

decision-making processes when designing, producing and evaluating solutions for familiar situations.

● Recalls responsible and ethical

practice in the use of information and software technology when acquiring and manipulating data and information.

● Communicates, using appropriate

documentation, ideas and solutions to an audience.


● Demonstrates sound knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.

● Describes the effects on

individuals and society of a range of past, current and emerging information technologies.

● Applies problem-solving and

decision-making processes when designing, producing and evaluating solutions for a range of situations

● Applies responsible and ethical

practice in the use of information and software technology when acquiring and manipulating data and information.

● Communicates, using appropriate

documentation, complex ideas and solutions to a variety of audiences.


understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.

● Analyses the effects on individuals and

society of a range of past, current and emerging information technologies.

● Confidently applies problem-solving

and decision-making processes when designing, producing and evaluating solutions for a range of challenging situations.

● Justifies and applies responsible and

ethical practice in the use of information and software technology when acquiring and manipulating data and information.

● Coherently communicates, using

appropriate documentation, complex ideas and solutions to a variety of audiences.


understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.

● Perceptively analyses the effects on

individuals and society of a range of past, current and emerging information technologies.

● Is a critical thinker who insightfully and

creatively applies problem-solving and decision-making processes when designing, producing and evaluating solutions for a wide range of challenging situations.

● Independently justifies and applies

responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information.

● Independently and logically

communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences.


Stage 5 Course Performance Descriptors – Mathematics


Knowledge, skills and understanding: Working mathematically • developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection Number • in mental and written computation and numerical reasoning Patterns and algebra • in patterning, generalisation and algebraic reasoning Data • in collecting, representing, analysing and evaluating information Measurement • in identifying and quantifying attributes of shapes and objects and applying measurement strategies Space and geometry • in spatial visualisation and geometric reasoning.

Grade E2 Grade D3 Grade D4 Grade C5 Grade C6 A student performing at this grade uses, with guidance, standard procedures to solve simple familiar problems; identifies simple mathematical relationships.

The student typically: ● Uses given diagrams, graphs

and formulae to solve simple problems involving perimeter, area and volume, and coordinate geometry

● Simplifies and substitutes into

simple algebraic expressions and solves simple linear equations

● Determines properties of

triangles and quadrilaterals

● Uses a calculator to find

approximations of trigonometric ratios of given angles measured in degrees

● Constructs frequency tables for

ungrouped data.

A student performing at this grade uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language; may identify the strength/weakness of a particular strategy.

The student typically: ● Solves simple consumer

arithmetic problems involving earning and spending money and, given the formula, calculates simple interest

● Completes a table of values to

graph simple linear relationships

● Applies geometrical properties

to solve simple numerical problems

● Expresses trigonometric ratios

for angles in right-angled triangles in terms of an unknown side and a given side

● Simplifies arithmetic and simple

algebraic expressions involving positive integral indices.

A student performing at this grade selects and uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language, notations and diagrams; explains and verifies simple mathematical relationships.

The student typically: ● Uses diagrams to solve simple coordinate

geometry problems

● Graphs simple linear and non-linear

relationships by constructing a table of values and using an appropriate scale

● Calculates probabilities for simple events

using the formula

● Finds the perimeter and area of simple

composite figures and, given diagrams, uses trigonometry to find sides and angles in right-angled triangles

● Constructs tables and graphs for grouped

data.

A student performing at this grade uses appropriate strategies, often with the assistance of given diagrams and formulae, to solve simple familiar problems; explains mathematical ideas using mathematical language, notations and diagrams; uses some mathematical arguments to reach conclusions.

The student typically: ● Uses given formulae to find midpoint,

distance and gradient and uses given graphs to solve simple linear simultaneous equations

● Draws and interprets simple graphs of

physical phenomena

● Calculates compound interest using

repetition of the formula for simple interest

● Applies results related to the angle sum for

polygons to solve simple numerical problems

● Solves simple word problems in

trigonometry.

A student performing at this grade uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language, notations and diagrams; uses some appropriate mathematical arguments to reach and justify conclusions.

The student typically: ● Simplifies algebraic expressions involving

fractions and indices

● Expands and factorises simple algebraic

expressions and solves simple quadratic equations

● Uses formulae to calculate the volume of

pyramids, cones and spheres, and the surface area of cylinders

● Uses simple deductive reasoning in solving

numerical problems in different geometrical contexts, and applies tests for proving that triangles are congruent

● Determines the upper and lower quartiles of

a set of scores and uses a calculator to find the standard deviation of a set of scores.


Grade B7 Grade B8 Grade A9 Grade A10 A student performing at this grade selects and uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language and notations in written, oral and/or graphical form; uses appropriate mathematical arguments to reach and justify conclusions; often requires guidance to determine the most efficient methods. The student typically:

● Applies compound interest and depreciation formulae to consumer situations, and calculates the result of successive discounts

● Draws and interprets graphs including simple

parabolas and hyperbolas

● Calculates surface area and volume of simple

composite solids, and solves trigonometry problems involving bearings and angles measured in degrees and minutes

● Solves linear inequalities and simple

simultaneous linear equations using an analytical method

● Analyses data using the interquartile range and

standard deviation.

A student performing at this grade selects and uses appropriate strategies to solve familiar and some unfamiliar multi-step problems; uses formal definitions when explaining solutions; uses some deductive reasoning in presenting mathematical arguments; may require some guidance to determine the most efficient methods. The student typically:

● Solves simple probability problems involving two-stage events

● Calculates surface area of pyramids, cones and

spheres

● Constructs geometrical arguments to prove a

general geometrical result, giving reasons

● Graphs simple regions, draws and interprets a

variety of graphs, and applies coordinate geometry techniques to solve problems

● Expands binomial products and factorises

quadratic expressions.

A student performing at this grade selects and uses efficient strategies to solve unfamiliar multi-step problems; uses formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting mathematical arguments and formal proofs. The student typically:

● Performs operations with both surds and indices in numerical and algebraic contexts

● Uses trigonometry to solve practical problems

involving non-right-angled triangles

● Analyses and describes graphs of physical

phenomena

● Constructs geometrical arguments and formal

proofs of geometrical relationships

● Uses analytical methods to solve linear, quadratic

and simultaneous equations, including simultaneous equations involving a first degree equation and a second degree equation.

A student performing at this grade consistently selects efficient strategies and uses them accurately to solve unfamiliar multi-step problems; uses and interprets formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting clear and concise mathematical arguments and formal proofs; synthesises mathematical techniques, results and ideas across the course. The student typically: ● Interprets and solves probability problems involving

compound events

● Solves problems involving surface area of pyramids,

cones and spheres, and applies similarity relationships for area and volume

● Uses analytical and graphical techniques to solve

problems involving quadratic equations, simultaneous equations or inequalities

● Manipulates algebraic expressions, equations and

inequalities, with consideration given to restrictions on the values of variables

● Applies relevant theorems and properties to deduce

further geometrical relationships involving triangles and quadrilaterals.


Stage 5 Course Performance Descriptors – Music Areas for Assessment

Performing Composing Listening


● Demonstrates elementary understanding of music as an artform in a limited range of styles, periods and genres.

● With support, engages in some

musical experiences demonstrating an elementary understanding of the concepts of music.

● With assistance, is able to

perform a limited range of repertoire and engage in group music-making.

● With support, constructs limited

musical compositions.

● With support, explores the

capabilities of some instruments.

● With support, uses limited

notational forms in their own work.

● Describes aspects of style,

demonstrating a limited awareness of the social, cultural and historical contexts of the music studied.

A student performing at this grade typically: ● Demonstrates a basic

understanding of music as an artform in a range of styles, periods and genres and with guidance, makes some connections across a range of music.

● Engages in a range of musical

experiences demonstrating a basic understanding of the concepts of music.

● Engages in group music-making and

may perform some solo repertoire.

● With support, explores, improvises,

and constructs basic musical compositions.

● With guidance, explores the

capabilities of some instruments to create effects.

● With support, notates their own

work demonstrating some understanding of notational conventions.

● Describes aspects of style,

demonstrating some awareness of the social, cultural and historical contexts of the music studied.

A student performing at this grade typically: ● Communicates an understanding of

music as an artform in a range of styles, periods and genres and makes connections across a range of music.

● Engages in a range of musical

experiences demonstrating a sound understanding of the concepts of music.

● Performs a range of repertoire in solo

and group situations.

● Explores, improvises, and constructs

musical compositions.

● Explores the capabilities of some

instruments and how musical concepts can be manipulated for various effects.

● Notates their own work,

demonstrating understanding of notational conventions.

● Discusses style and interpretation,

demonstrating some awareness of the social, cultural and historical contexts of the music studied.

A student performing at this grade typically: ● Clearly communicates an understanding of

music as an artform in a range of styles, periods and genres and makes connections across a range of repertoire.

● Confidently engages in a range of musical

experiences, demonstrating understanding of the concepts of music within a range of repertoire.

● Performs a range of repertoire as a solo

performer, and/or takes prominent roles within group performances.


coherent musical works.

● Explores the capabilities of a range of

instruments and how musical concepts can be manipulated for a range of effects.

● Notates their own work, choosing

notational forms and conventions appropriate to the style, period or genre being explored.

● Critically discusses style and interpretation,

demonstrating an awareness of the social, cultural and historical contexts of the music studied.

A student performing at this grade typically: ● Clearly and perceptively communicates an

understanding of music as an artform in a comprehensive range of styles, periods and genres and is able to make connections across a range of repertoire.

● Confidently engages in a range of

sophisticated musical experiences demonstrating a perceptive understanding of the concepts of music within a broad range of repertoire.

● Confidently performs a range of repertoire

as a solo performer, and/or takes prominent roles within group performances.


coherent and stylistic musical works.

● Explores the capabilities of a range of

instruments and understands how musical concepts can be manipulated for a range of effects.

● Confidently notates their own work,

choosing notational forms and conventions appropriate to the style, period or genre being explored.

● Analyses and critically discusses style and

interpretation, demonstrating a clear awareness of the social, cultural and historical contexts of the music studied.


Stage 5 Course Performance Descriptors – Personal Development, Health and Physical Education Areas for Assessment

Self and relationships Individual and community health Movement skill and performance Lifelong physical activity

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Shows elementary knowledge, skills

and understanding in relation to Stage 5 content.

● Identifies actions that enhance well-

being and their capacity to respond positively to challenges.

● Identifies some factors and behaviours

that contribute to positive, safe and inclusive relationships.

● Recognises some of the various

influences on health decision-making and predicts some consequences.

● Identifies some appropriate strategies,

information, products and services to promote health and safety.

● Identifies some influences and barriers

to engaging in physical activity and selects strategies to enhance participation and enjoyment.

● Demonstrates some movement skills

and concepts to improve performance in predictable movement situations.

● Identifies some elements and features

of composition when composing, performing and appraising movement.


● Shows basic knowledge, skills and understanding in relation to Stage 5 content.

● Describes actions that enhance well-

being and their capacity to respond positively to challenges.

● Describes factors and behaviours that

contribute to positive, safe and inclusive relationships.

● Describes the influences on and

consequences of health decision-making and displays a basic understanding of the links between them.

● Describes appropriate strategies and

accesses information, products and services to promote health and safety.

● Describes influences and barriers to

engaging in physical activity and identifies strategies to enhance participation and enjoyment.

● Demonstrates movement skills and

concepts to improve performance in a choice of movement situations.

● Displays a basic understanding of the

elements and features of composition when composing, performing and appraising movement.

A student performing at this grade typically: ● Shows sound knowledge, skills and

understanding in relation to Stage 5 content.

● Explains actions that enhance well-being

and formulates plans that promote their capacity to respond positively to challenges.

● Explains factors and behaviours that


● Explains the influences on and

consequences of health decision-making and displays a sound understanding of the links between them.

● Explains appropriate strategies and

accesses information, products and services to promote health and safety.

● Explains influences and barriers to

engaging in physical activity and applies strategies to enhance participation and enjoyment.

● ● Demonstrates sound movement skills in a

range of contexts and the capacity to transfer skills to a variety of movement situations.

● Displays a sound understanding of the

elements and features of composition when composing, performing and appraising movement.

A student performing at this grade typically: ● Shows thorough knowledge, skills and


● Analyses actions that enhance well-

being and formulates plans that promote their capacity to respond positively to challenges.

● Analyses factors and behaviours that


● Analyses the influences on and

consequences of health decision-making and displays a thorough understanding of the links between them.

● Analyses strategies and accesses and

prioritises information, products and services to promote health and safety.

● Analyses influences and barriers to

engaging in physical activity and applies strategies to enhance participation and enjoyment.

● Demonstrates proficient movement

skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations.

● Displays a thorough understanding of

the elements and features of composition when composing, performing and appraising movement.

A student performing at this grade typically: ● Shows extensive knowledge, skills and


● Evaluates actions that enhance well-being

and evaluates plans that promote their capacity to respond positively to challenges.

● Evaluates factors and behaviours that


● Evaluates the influences on and

consequences of health decision-making and displays an extensive understanding of the links between them.

● Evaluates strategies and accesses and

appraises information, products and services to promote health and safety.

● Evaluates influences and barriers to

engaging in physical activity and applies effective strategies to enhance participation and enjoyment.

● Demonstrates highly developed

movement skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations.

● Displays an extensive understanding of

the elements and features of composition when creatively composing, performing and appraising movement.


Stage 5 Course Performance Descriptors – Science


Knowing and understanding Planning and conducting investigations Problem-solving Communicating

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Recalls some examples of the impact of

scientific research on science, society, technology and the environment.

● Identifies some scientific models,

theories and laws, and recalls some processes that can be used to test them.

● Identifies some systems and structures

of the living and non-living world.

● With guidance, individually and in teams,

plans and undertakes elementary first-hand investigations and draws simple conclusions from selected data.

● With guidance, locates information from

provided resources to identify simple trends, patterns and relationships.

● With guidance, communicates

information to an audience.

A student performing at this grade typically: ● Outlines some impacts of scientific

research on science, society, technology and the environment.

● Recalls scientific models, theories and

laws to outline scientific phenomena, and identifies the processes that are used to test them.

● Recalls some interactions within

systems and structures of the living and non-living world.

● Individually and in teams, develops

elementary plans, and undertakes first-hand investigations and, with guidance, draws relevant conclusions from selected data.

● Locates and extracts information from

provided resources to outline trends, patterns and relationships.

● Communicates their scientific

understanding to an audience.

A student performing at this grade typically: ● Describes the impact of scientific

research on science, society, technology and the environment.

● Relates models, theories and laws to

scientific phenomena, and outlines the processes that are used to test and validate them.

● Outlines interactions within and

between systems and structures of the living and non-living world.

● Independently and in teams, uses

identified strategies and problem-solving skills to plan and conduct first-hand investigations and draw relevant conclusions from the data collected.

● Independently locates and summarises

information from a variety of sources to describe trends, patterns and relationships.

● Selects a suitable way to communicate

their scientific understanding to an audience.

A student performing at this grade typically: ● Explains the impact of scientific research

on science, society, technology and the environment.

● Describes scientific phenomena using

models, theories and laws, and outlines the processes that are used to test and validate them.

● Describes interactions within and

between systems and structures of the living and non-living world.

● Independently and in teams, selects

strategies and problem-solving skills to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions.

● Independently locates and processes

information from a variety of sources to explain trends, patterns and relationships.

● Selects suitable ways to communicate

their scientific understanding to an audience.

A student performing at this grade typically: ● Evaluates the impact of scientific research

on science, society, technology and the environment.

● Explains scientific phenomena using

models, theories and laws, and describes the processes that are used to test and validate them.

● Explains interactions within and between

systems and structures of the living and non-living world.

● Engages, independently and in teams, in

creative problem-solving processes to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions.

● Independently locates and processes

information from a wide variety of sources to explain trends, patterns and relationships.

● Communicates their scientific findings,

understanding and viewpoints in a variety of ways to an audience.


Stage 5 Course Performance Descriptors – Languages


Using language Making linguistic connections Moving between cultures

Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Communicates, orally and in writing,

using only simple phrases or words in some familiar contexts.

● Responds/writes hesitantly, with some

inaccuracies in grammatical and linguistic structures that impede communication.

● Conducts simple, short conversations

and, with prompting, is able to express own ideas using simple vocabulary and linguistic structures.

● With guidance, selects information

from a limited range of spoken and written texts.

● With guidance, demonstrates very

limited understanding of ways in which languages work as systems, and of the interdependence of language and culture.

● Demonstrates an elementary

understanding of the culture of Spanish-speaking communities.

A student performing at this grade typically: ● Communicates, orally and in

writing, in simple, coherent sentences in a range of familiar contexts.

● Responds/writes using appropriate

vocabulary with some variations in linguistic structures and features, giving some details. There may be some inaccuracies.

● Initiates and maintains short

conversations and expresses own ideas using some relevant vocabulary and linguistic structures.

● Selects information from a range of

spoken and written texts.

● Demonstrates basic understanding

of ways in which languages work as systems and of the interdependence of language and culture.

● Demonstrates basic understanding

of the culture of Spanish-speaking communities.

A student performing at this grade typically: ● Communicates, orally and in

writing, across a range of contexts, purposes and audiences.

● Responds/writes using appropriate

vocabulary and linguistic structures and features, giving some detailed information.

● Initiates and maintains

communication and expresses own ideas using relevant vocabulary and linguistic structures.

● Selects and summarises information

from a range of spoken and written texts.

● Demonstrates sound understanding


● Demonstrates sound knowledge

and understanding of the culture of Spanish-speaking communities.

A student performing at this grade typically: ● Is competent in communicating, orally and

in writing, across a range of contexts, purposes and audiences.

● Responds/writes fluently, drawing on a

range of appropriate vocabulary, linguistic structures and features and giving detailed information.

● Initiates and maintains communication

and expresses own ideas clearly and effectively.

● Is proficient in selecting, summarising and

analysing information from a range of spoken and written texts.

● Demonstrates thorough understanding of

ways in which languages work as systems and of the interdependence of language and culture.

● Demonstrates thorough knowledge and


A student performing at this grade typically: ● Is highly competent in communicating,

orally and in writing, across a range of contexts, purposes and audiences.

● Responds/writes fluently and

spontaneously, drawing on a wide range of appropriate vocabulary, linguistic structures and features, and giving detailed information.

● Initiates and maintains communication

fluently, confidently and effectively, and expresses own ideas.

● Is highly proficient in selecting,

summarising and analysing information from a range of spoken and written texts.

● Demonstrates perceptive understanding





Stage 5 Course Performance Descriptors - Visual Arts

Area of Assessment Artmaking Critical and Historical Studies


A student at this grade typically: ● Makes simple artworks with an elementary

understanding of the frames and the conceptual framework.

● Recognises that ideas, interests in the world

and artistic intentions can be represented in 2D, 3D and/or 4D forms, and demonstrates limited technical accomplishment.

● Makes simple interpretations about art,

with some reference to practice, the frames and conceptual framework.

● With teacher support, recognises some

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

A student at this grade typically: ● Makes artworks, and identifies how some of

the frames and agencies of the conceptual framework can be used to explore ideas and interests in the world.

● Represents their artistic intentions in 2D, 3D

and/or 4D artworks, demonstrating some technical accomplishment.

● Makes limited interpretations and

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

● Recognises the function of, and

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

A student at this grade typically: ● Makes a variety of artworks with an

understanding of how the frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.

● Demonstrates sound technical

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

● Interprets, explains and makes judgements

about art by engaging with aspects of practice, the conceptual framework and some of the frames.

● Demonstrates understanding of the function

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

A student at this grade typically: ● Makes accomplished artworks with a clear

understanding of how the four frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.

● Demonstrates well-developed technical

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

● Interprets, explains and makes judgements

about art applying an understanding of practice, the conceptual framework and the frames.

● Demonstrates a clear understanding of the

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

A student at this grade typically: ● Makes sophisticated artworks with a

perceptive understanding of how the four frames and conceptual framework can be used to develop meaning and represent ideas and interests in the world.

● Demonstrates highly developed technical

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

● Synthesises their understanding of practice,

the conceptual framework and the frames to confidently interpret, explain and make judgements about art.

● Demonstrates a perceptive understanding

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


YEAR 10 MANDATORY COURSE

CATHOLIC STUDIES 2021 ASSESSMENT PLAN

The purpose of assessment in Catholic Studies is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. The Common Formal Assessment experiences are set out below:

Task Number Task One Task Two Task Three

Due Date Term 1, Week 8 Term 2, Week 4 Term 4, Week 2

Task Type Presentation (Podcast) Research Report Diocesean Common Assessment Task End of Course Exam

Areas for Assessment The Gospels: Who do people say that I am?

Catholic Social Teaching Whole of Course

Knowledge Provides an exegesis of a synoptic Gospel. Articulates an understanding of the core principles and themes of Catholic Social

Teaching A10, B10, C10,E10

Skills Analyses and classifies points of comparison and contrast between the synoptic Gospels.

Applies the, ‘See, Judge, Act’ methodology to a range of contemporary situations. A10, B10, C10,E10

Communication Demonstrates religious literacy through

written, oral and/or visual means.

Demonstrates religious literacy through written, oral and/or visual means.

Demonstrates religious literacy through written, oral and/or visual means.



ENGLISH 2021 ASSESSMENT PLAN

The purpose of assessment in English is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.

The Common Formal Assessment experiences are set out below:

Task Number Task One Task Two

Due Date Term 2, Week 4 Term 4, Week 2

Task Type Imaginative Recreation Semester 2 Examination - Reading Task & Critical Response


Respond to and compose sustained texts for understanding, interpretation, imaginative expression and pleasure 1A, 5C, 6C

Use and critically assess a wide range of processes, skills and knowledge while shaping and making meaning according to purpose, audience and context 1A, 2A, 3B, 4B



GEOGRAPHY & HISTORY 2021 ASSESSMENT PLAN

The purpose of assessment in Geography and History is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type In Class Response Source Based Task

Areas for Assessment Geography History

Knowledge GE5-2, GE5-3, GE5-5 HT5-3

Skills and inquiry HT5-5, HT5-6

Communication GE5-8 HT5-9



MATHEMATICS 5.1 2021 ASSESSMENT PLAN

The purpose of assessment in Mathematics is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. Grades for all tasks will be allocated using the NESA Common grading scale.




Task Type Assignment/Investigation Exam


Working mathematically MA4-1WM, MA4-2WM, MA4-3WM, All outcomes assessed

Number and algebra MA4-7NA All outcomes assessed

Measurement and geometry All outcomes assessed

Statistics and probability All outcomes assessed










Working mathematically MA5.1-1WM, MA5.1-2WM, MA5.2-1WM, MA5.2-2WM All outcomes assessed

Number and algebra All outcomes assessed

Measurement and geometry MA5.1-8MG MA5.2-11MG, MA5.2-12MG All outcomes assessed

Statistics and probability All outcomes assessed










Working mathematically MA5.2-1WM, MA5.2-2WM, MA5.2-3WM MA5.3-1WM, MA5.3-2WM, MA5.3-3WM All outcomes assessed

Number and algebra All outcomes assessed

Measurement and geometry All outcomes assessed

Statistics and probability MA5.2-15SP, MA5.2-16SP, MA5.2-17SP MA5.3-18SP, MA5.3-19SP All outcomes assessed



PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION 2021 ASSESSMENT PLAN

The purpose of assessment in PDHPE is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type In Class Task Fitness Analysis


Knowledge and understanding PD5-3 PD5-4

Skills PD5-9, PD5-10 PD5-10



SCIENCE 2021 ASSESSMENT PLAN

The purpose of assessment in Science is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment and formal assessment.




Task Type Student Research Project Knowledge and Skills Task

Areas for Assessment Student Research Project (Motion) Atoms, Chemistry and Disease

Knowledge and understanding 14LW, 16CW, 17CW

Application of knowledge 4WS 8WS

Analysis of information 7WS 7WS

Investigations 5WS, 6WS

Communication of information 9WS 9WS


YEAR 10 ELECTIVE COURSE

CHILD STUDIES 2021 ASSESSMENT PLAN

The purpose of assessment in Child Studies is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type In Class Task Childcare Mock Job Interview


Knowledge and understanding CS5-1, CS5-2, CS5-6, CS5-8 CS5-5, CS5-7, CS5-9

Skills CS5-11, CS5-12 CS5-10



COMMERCE 2021 ASSESSMENT PLAN

The purpose of assessment in Commerce is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Topic Test Research Task


Knowledge and understanding COM5-1, COM5-2

COM5-1

Skills and inquiry COM5-4

COM5-6, COM5-5

Communication COM5-8

COM5-7, COM5-8



FOOD TECHNOLOGY (100 HR) 2021 ASSESSMENT PLAN

The purpose of assessment in Food Technology is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Food for Special Occasions Cake Design and Practical

Food Selection and Health Food Journal and Blog


Knowledge and understanding FT5-5 FT5-7 FT5-13

Skills FT5-10 FT5-11 FT5-9



FOOD TECHNOLOGY (200 HR) 2021 ASSESSMENT PLAN

The purpose of assessment in Food Technology is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Food Trends Blog and Practical

Food Product Development Portfolio and Practical


Knowledge and understanding FT5-3, FT5-4, FT5-12 FT5-3

Skills FT5-1, FT5-9 FT5-1, FT5-2, FT5-10



HISTORY ELECTIVE 2021 ASSESSMENT PLAN

The purpose of assessment in History Elective is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion of class work, informal assessment, and formal assessment.




Task Type Source Based Task Historical Investigation


Knowledge and understanding HTE 5-1, HTE5-2, HTE 5-5 HTE5-3, HTE5-4

Skills and inquiry HTE 5-6, HTE 5-7 HTE5-7, HTE5-8

Communication HTE 5-9, HTE 5-10 HTE 5-9, HTE 5-10



INDUSTRIAL TECHNOLOGY: TIMBER (100 HR) 2021 ASSESSMENT PLAN

The purpose of assessment in Industrial Technology: Timber is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Project 1 and Report

Project 2 and Folio


Knowledge and understanding IND5-4 IND5-4, IND5-8

Skills IND5-1, IND5-2, IND5-3 IND5-2, IND5-4, IND5-6



INDUSTRIAL TECHNOLOGY: TIMBER (200hr) 2021 ASSESSMENT PLAN

The purpose of assessment in Industrial Technology: Timber is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Project 1 and Report

Major Project Proposal and Folio Progressive Assessment

Project 2 and Folio Major Project and Portfolio


Knowledge and understanding IND5-1, IND5-2, IND5-4 IND5-2, IND5-4

Skills IND5-5 IND5-1, IND5-3, IND5-6



iSTEM 2021 ASSESSMENT PLAN

The purpose of assessment in iSTEM is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Group Challenge and Evaluation Group Challenge and Evaluation


Research 5.1.2

Skills 5.4.1 5.1.1

Problem solving 5.6.2 5.3.2, 5.5.1

Knowledge and understanding 5.3.1



PHYSICAL ACTIVITY & SPORT STUDIES 2021 ASSESSMENT PLAN

The purpose of assessment in PASS is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Training Program Design SEPEP


Knowledge and understanding PASS5-1, PASS5-2 PASS5-4

Skills PASS5-8 PASS5-10



VISUAL ARTS 2021 ASSESSMENT PLAN

The purpose of assessment in Visual Arts is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.




Task Type Critical/Historical Written Task Artmaking BoW


Artmaking 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Critical and historical studies 5.7, 5.8, 5.9, 5.10

2021 Yr10 AssessmentBooklet FINAL

Documents

Transcript of 2021 Yr10 AssessmentBooklet FINAL