SEFTON HIGH SCHOOL · SEFTON HIGH SCHOOL Sincerity, Scholarship, Service YEAR 9 ASSESSMENT HANDBOOK...
Transcript of SEFTON HIGH SCHOOL · SEFTON HIGH SCHOOL Sincerity, Scholarship, Service YEAR 9 ASSESSMENT HANDBOOK...
SEFTON HIGH SCHOOL
YEAR 9
ASSESSMENT HANDBOOK
2020
SEFTON HIGH SCHOOL Sincerity, Scholarship, Service
YEAR 9 ASSESSMENT HANDBOOK
2020
AIMS The aims of this Handbook are
to inform students and their parents of assessment procedures and rules for Year 9 students
that are essential for the successful achievement of course outcomes across all courses.
to prepare students and their parents to understand the NSW Education Standards Authority
(NESA) requirements and rules for formal academic accreditation in later years.
VISION STATEMENT Sefton High School aims to continually improve its provision of excellence in education for all of our students.
Sefton High School consistently insists upon high expectations of the whole school community, providing a
structured, disciplined and high quality teaching and learning environment which fosters excellent standards of
academic achievement and student wellbeing. This provides opportunities for students to become confident,
successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our society
as informed, responsible and productive citizens who display the values of integrity, responsibility and respect for
all.
SCHOOL EMBLEM
ADDRESS Hector Street, Sefton 2162
P O Box 416
Chester Hill NSW 2162
TELEPHONE NUMBER
9644 4800
FACSIMILE
9743 7161
SCHOOL MOTTO
Sincerity, Scholarship, Service
WEBSITE
http://www.seftonhigh.nsw.edu.au
https://www.facebook.com/SeftonHSOfficial/
SCHOOL HOURS FOR STUDENTS
School hours are as follows.
Monday, 8.45 am to 2.30 pm
Tuesday, 8.45 am to 2.20 pm
Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.
YEAR 9 ASSESSMENT HANDBOOK 2020 2
INDEX
PAGE
SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR
STUDENTS IN YEAR 9 3
COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 9 8
Commerce 9
Drama 11
English 13
Food Technology 15
Geography 17
History 19
History Elective 20
Industrial Technology – Electronics 21
Information and Software Technology 23
Languages French/Japanese 25
Mathematics 27
Personal Development / Health / Physical Education 29
Physical Activity and Sport Studies 31
Science 33
Visual Arts 35
CHARGES FOR YEAR 9 2020 37
ATTENDANCE AND PUNCTUALITY 38
APPENDICES 40
1. Approved Calculators for Assessment Tasks and Examinations 41
2. Writing a Bibliography 42
3. Glossary of Key Words 46
YEAR 9 ASSESSMENT HANDBOOK 2020 3
SEFTON HIGH SCHOOL ASSESSMENT POLICY AND
PROCEDURES FOR STUDENTS IN YEAR 9
GENERAL GUIDELINES It is the responsibility of students and parents to be familiar with and comply with all
elements of this policy and procedural framework.
As far as possible, assessment tasks are to be completed under teacher supervision.
However some syllabus requirements necessitate that work be completed out of class, for
example, research activities.
Malpractice is any activity undertaken by a student with the intention of using it to unfairly
advantage him/herself. Malpractice (see below) is unacceptable at all times as it is contrary
to ethical scholarship. An Assessment Task Cover Sheet containing a declaration of
originality must be completed and attached to any assignments or assessment tasks done
outside of class. Malpractice will result in a mark of zero and the issuing of a Assessment
Task Zero Mark Notification letter. Students will be required to resubmit / resit the
task in order to meet the course outcome requirements but the zero mark will remain.
If plagiarism is of another student’s work, a decision will be made by the Appeals Committee,
after investigation into the degree of complicity, as to whether the other student will also be
penalised.
Only approved calculators can be used for assessment tasks and examinations. See Appendix
1 for the list.
The following procedures are designed to ensure consistency in the implementation of the
school’s assessment practices and therefore equity amongst students.
Students will be informed in writing of the assessment requirements for each subject at the
commencement of the course in the issuing of this Year 9 Assessment Handbook.
Students are advised to record assessment tasks in their SHS Student Planner and to
refer regularly to his/her copy of the Year 9 Assessment Handbook. There is also a Personal
Assessment Task Calendar in the SHS Student Planner for student use.
Students will be given written notice of the nature and timing of assessment tasks. The
Assessment Task Notification will be provided a minimum of two weeks before the date
of the assessment task and include
the nature of the task (or the task itself if this is to be completed at home), including
equipment required.
syllabus outcomes to be assessed.
the weighting of the task.
the assessment criteria (optional for examinations or in exceptional circumstances).
the date of the task or, for a hand-in task, the due date and time.
Tasks which are to be handed in must be handed to the teacher during the scheduled lesson
identified on the assessment task notification.
All issues regarding assessment tasks must in the first instance be addressed with the class
teacher by the student before the matter is referred to the relevant Head Teacher.
If a student is absent from class on the day that the Assessment Task Notification is issued,
it is the student’s responsibility to see the teacher to receive the notification. Students will
know during which weeks a task is due/scheduled from this Year 9 Assessment Handbook.
Students must attend every timetabled period on the scheduled date of any assessment
task up to and including the conclusion of the assessment task. Failure to do so will result
in zero unless a written valid reason is received from, as a minimum, a parent and is
YEAR 9 ASSESSMENT HANDBOOK 2020 4
submitted and substantiated by the relevant Head Teacher and/or Deputy Principal in
accordance with this policy.
Other than in exceptional circumstances and only where this is pre-arranged with the
relevant Deputy Principal or Principal, no emailed tasks will be accepted.
In the event of a situation arising that has not been foreseen in this policy and procedural
framework a decision shall be made by the appeals committee. The appeals committee may
consult on such matters as it sees fit prior to any determination.
Decisions made by the Appeals Committee are final.
ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND
EXAMINATIONS
These must be completed at the scheduled time.
If a student misses an in-class assessment or examination task through absence from
school
the student must submit a parent letter, preferably with a doctor’s certificate on the
first school day back at school. The Head Teacher will determine the validity of the
reason. The student may receive a zero mark if the Head Teacher determines the
reason is invalid.
the subject Head Teacher will make arrangements for the student to complete the
task/examination. The expectation is that the student is ready to undertake that task on
their first day of return. The exact time and date will be determined by the relevant
Head Teacher and may well be in the student’s own time if necessary.
ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A
PARTICULAR DATE
These tasks are to be completed and submitted to the teacher in the scheduled lesson
identified on the task notification. A signed Assessment Task Cover Sheet must be
submitted at this time.
An assessment task must be handed to a teacher. Other than in exceptional
circumstances assessment tasks must not be emailed. Any approval to email a task must
be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to
adhere to this will result in a zero score.
If a student does not submit an assessment task on or before the lesson identified on
the task notification, the student must have a parent letter of explanation preferably
with a doctor’s certificate explaining the non-submission. If non-submission is due to
absence, supporting documents, together with the completed task, must be submitted to the
Teacher on the first school day not covered by the parent letter or doctor’s certificate.
The student may receive a zero mark if the Head Teacher determines the reason is invalid.
Any doctor’s certificate must indicate the day/s the student is unfit for school inclusive of
the date of the assessment task.
A student who believes that the awarding of the zero mark is unreasonable or incorrect may
to appeal this decision. The relevant Head Teacher will assist the student with this process.
The appeals committee will then make a determination. The determination of the appeals
committee will be binding and final.
Problems with technology are not grounds for any assessment consideration.
IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON
THE DAY OF AN ASSESSMENT TASK The student must advise the relevant Deputy Principal in writing prior to the day of
the assessment task and provide supporting evidence. This includes any student who
YEAR 9 ASSESSMENT HANDBOOK 2020 5
has been granted Extended Leave - Travel. One of the following decisions will then be
made.
The student may be permitted to do the task at the first opportunity when he/she
returns. If the task is a hand-in task, the student must submit the task/assignment to
his/her teacher before the due date, or make arrangements for someone to deliver it
to the Head Teacher on the date due.
The student may be given a substitute task.
The reason for absence may be deemed invalid and a zero mark awarded. The
student will still be required to complete the task to achieve outcomes.
The student may be given an estimate based on his/her performance in completed
course assessment tasks, but only in exceptional circumstances.
If a student is required to hand in or complete an assessment task in class on a day which
falls during a period when the student is on suspension, the Principal or Deputy Principal
will make arrangements to enable the student to comply with the school’s assessment
requirements.
APPEALS PURPOSE OF APPEALS
Appeals may only be lodged in relation to decisions made by a Head Teacher and/or
Deputy Principal relating to a student’s non-compliance with the requirements of
the Sefton High School Assessment Policy.
Students cannot appeal against a mark awarded other than on the grounds of procedure,
in keeping with NSW Education Standards Authority procedures.
The appeals committee may uphold or deny the appeal. The appeals committee may
impose a percentage of maximum marks penalty. The appeals committee may take a
range of circumstances into making their determination as they see fit. The decision of
the appeals committee shall be binding and final.
PROCEDURE TO LODGE AN APPEAL BY A STUDENT
Only appeals submitted using the Application to Appeal a Penalty in an Assessment
Task form and completed by the student will be considered. This appeal form can be
accessed from a Deputy Principal.
The student must lodge a written appeal to the relevant Head Teacher stating the basis
on which he/she is appealing. The Head Teacher will assist the student with procedural
aspects of completing the form.
An appeal in relation to a zero mark must be submitted using the Application to Appeal
a Penalty in an Assessment Task. All supporting documentation must be included. An
appeal form must be obtained from the Deputy Principal. The written appeal must be
submitted to the relevant Head Teacher within ten days of the date on the written
notification regarding a zero mark.
CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS Students must
cease speaking or communicating in any way as he/she enters the
assessment/examination venue and remain silent while in the assessment/examination
room except if talking to a supervisor.
follow the assessment/examination supervisor’s instructions at all times.
behave in a way that will not disturb the work of any other student nor disrupt the
conduct of the assessment/examination.
make a serious attempt at all questions in the assessment/examination. Answers must
not contain frivolous or offensive material.
YEAR 9 ASSESSMENT HANDBOOK 2020 6
not take food into the assessment/examination room other than for a known, verifiable
medical condition.
only take permitted equipment into the assessment/examination room. Books, notes,
paper, mobile phones, smart watches and electronic equipment of any kind are
not to be taken into the assessment/examination room. The area where bags are
placed is not considered to be the assessment/examination room, but any mobile phone
left in a bag in this area must be switched off.
remain in the assessment/examination room until the assessment/examination time has
elapsed and he/she is dismissed by the supervisor.
behave ethically. No attempt should be made to engage in malpractice, to cheat or to
attempt to cheat.
not take an examination paper or writing booklet out of the examination room.
use clear see-through plastic bags only as pencil cases.
use clear see-through plastic drink bottles without a label that contains water only.
FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with school policy and procedures outlined will result in a zero mark
which will be notified in writing through the issuing of an Assessment Task Zero
Notification letter.
MALPRACTICE Malpractice is cheating. It will result in the student receiving a zero for the task. Malpractice
is any activity undertaken by a student with the intention of using it to unfairly advantage
him/herself. It includes, but is not limited to
taking any unauthorised material and/or notes into a test or examination.
copying from another student.
communicating with other students during a test or examination.
copying someone else’s work in part or in whole, and presenting it as his/her 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 his/her own.
submitting work to which another person such as a parent, coach or subject expert has
contributed substantially.
using words, ideas, designs or the work of others in practical and performance tasks
without appropriate acknowledgement.
changing an answer after the paper has been returned or changing a mark.
paying someone to write or prepare material.
breaching school examination rules.
taking non-approved aids into an assessment task/examination.
contriving false explanations to justify work not handed in by the due date.
assisting another student to engage in malpractice.
PLAGIARISM Plagiarism occurs when a student copies another person's work, and then states or implies
that it is his/her own, without acknowledgment. This includes words and text from books
and websites, drawings, maps, graphics and art, as well as ideas and thoughts.
Plagiarism is cheating. It will result in the student receiving a zero for the task.
YEAR 9 ASSESSMENT HANDBOOK 2020 7
A student’s work may be cited for plagiarism if he/she, without acknowledgement of the
source,
makes a direct copy of one or more sentences and/or paragraphs from a source document.
copies sentences and/or paragraphs, though he/she has changed their order.
makes cosmetic changes to sentences and/or paragraphs. This may include changing the
tense, placing in some synonyms, changing the order of adjectives and nouns or
deliberately adding grammar and/or spelling mistakes.
deletes information that was in brackets or a list of examples from sentences and/or
paragraphs in the source.
changes the order of phrases in the sentence.
uses information from a source that is not included in the bibliography.
Students need to be aware that summarising and paraphrasing can also be considered
plagiarism. Acceptable paraphrasing means that the student expresses the ideas using
original language and sentence structure. If the student keeps even short phrases from the
original source document, he/she must cite the source. Students must take care to use only
a limited amount of citing in their work.
This Year 9 Assessment Handbook contains a section on writing a bibliography and
referencing quotes (Appendix 2).
Students who would like to learn more about acceptable paraphrasing and the use of
quotes can access the following web sites.
http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_q
uery=plagiarism
IMPORTANT NOTE
These assessment policies and procedures have been aligned with the NSW Education Standards
Authority (NESA) provisions for the Higher School Certificate and will be applied consistently
throughout all school years so as to best prepare students and parents for what lies ahead.
In the external HSC examination, the NSW Education Standards Authority (NESA) awards
zero to any script in which
only the multiple choice questions and/or true/false and/or matching questions have been
done.
some or all of the answers appear not to be genuine attempts to answer the question/s asked.
This may include copying or modifying some or all of the question/s or leaving a number of
blanks.
frivolous or objectionable material has been included.
In Year 12 this will result in a non-award in that course and if the course counts towards the ten
units required to be completed for the award of a Higher School Certificate, the student will not
receive a Higher School Certificate.
Sefton High School will follow this same rule in all years for school assessment tasks
including examinations. Any such script will be treated as a non-serious attempt and awarded
zero. The task will have to be redone in order to meet course outcome requirements but the zero
mark will remain.
Only black non-erasable pens are to be used in Sefton High School assessment tasks
(including examinations). Queries regarding marked tasks will not be addressed if any part of the
task has been completed with an erasable pen or if correction fluid or tape has been used in that
part of the task being queried.
COURSE DETAILS
AND
ASSESSMENT TASK
INFORMATION
FOR YEAR 9
YEAR 9 ASSESSMENT HANDBOOK 2020 9
COMMERCE
COURSE DESCRIPTION
Commerce enables young people to develop the knowledge, understanding, skills and values that form the
foundation on which they can make sound decisions about consumer, financial, legal, business and employment
issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate
options in order to make informed and responsible decisions as individuals and as part of the community.
COURSE OUTLINE
Five 80 minute periods over a cycle (2 weeks) is allocated to Commerce. Five units are studied over the year.
Topic 1 Consumer and Financial Decisions (CORE)
Topic 2 Investing (Option 1)
Topic 3 Employment and Work Futures (CORE)
Topic 4 Running a Business (OPTION 2)
Topic 5 Towards Independence (OPTION 3)
Topic 6 Travel (OPTION 4)
EXCURSION (Optional)
An Excursion to a business entity (eg shopping centre) may be undertaken.
COMPETITIONS
Australian Stock Exchange
Money Stuff Competition
EQUIPMENT REQUIRED
Pens, pencils, ruler, coloured pencils, glue, scissors, eraser
1 x A4 240 page exercise book or binder book
Calculator
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom
activities, as well as planned assessment events to demonstrate their learning.
Planned assessment events include two examinations and one research assignment set and marked in common
across the course for all classes.
YEAR 9 ASSESSMENT HANDBOOK 2020 10
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION
DUE
DATE WEIGHTING
TASK
DESCRIPTION
DUE
DATE
REPORTED
AS MARK
OR GRADE
Task 1
Semester 1
Research
Assessment
Term 1
Week 10
20%
Semester 1 Oral
Communication
Term 1 Mark
Semester 2 Skills
and Knowledge
Task
Term 3
Week 5-6
Mark
Task 2
Mid Year
Examination
Term 2
Exam period 30%
Task 3
End of Year
Examination
Term 4
Exam period 50%
REPORTING
The following reporting outcomes will be reported on. The student
researches and communicates commercial information using a variety of forms and sources.
analyses the rights and responsibilities of consumers in commercial and legal contexts.
applies knowledge and understanding of consumer, financial, business and legal concepts and issues.
evaluates factors and options in decision making and problem solving in commercial contexts.
YEAR 9 ASSESSMENT HANDBOOK 2020 11
DRAMA
COURSE DESCRIPTION
Drama enables young people to develop knowledge, understanding and skills individually and collaboratively to
make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both
familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different
situations, issues and ideas.
COURSE OUTLINE
This course draws contemporary drama and theatre practices of making, performing and appreciating drama.
Students will learn how to apply the elements of drama to scripted and unscripted material. They will create dramatic
meaning both collaboratively and individually by employing a variety of dramatic forms, performance styles,
techniques, theatrical conventions and technologies. In their appreciation of drama and theatre, students will learn
about the collaborative contribution of actors, directors, playwrights, designers and technicians to productions.
EXCURSIONS
One excursion (usually a dramatic production) will be offered. However, students are encouraged to attend
theatrical productions in their own time to get the broad depth of experience required.
EQUIPMENT REQUIRED
1 x A4 96 page exercise book
1 x A4 display folder and paper pad or loose leaf lined paper
ASSESSMENT Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities as
well as planned assessment events, to demonstrate their learning.
Students will be assessed through:
a. Profile Reporting
This will be a continuous assessment throughout the year describing the students’ skills in observing and
interpreting, expressing and reflecting.
These skills will be assessed in the context of:
1) Improvisation
2) Playbuilding
3) Reading and writing of scripts as texts for performance
4) Dramatic forms
5) Performance spaces and conventions of theatre
6) Technical aspects of production
7) Discussion reading and writing about drama and theatre
8) Social skills: Ability to work co-operatively, ability to work to task, homework completed.
b. Classroom Work
Drama Portfolio
Group Performance
Duologue
c. Across the Course Assessment
Term 1 Assessment
Mid Year Examination
Term 3 Assessment
End of Year Examination
YEAR 9 ASSESSMENT HANDBOOK 2020 12
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
TASK
DESCRIPTION
DUE
DATE
REPORTED
AS MARK
OR GRADE
Task 1 Practical Term 1
Week 8 30%
Drama Logbook Ongoing Grade
Task 2 Mid Year
Examination
Term 2
Exam period 20%
Drama Logbook Ongoing Grade
Task 3 Practical Term 3
Week 8
30%
Task 4 End of
Year Examination
Term 4
Exam period
20%
Reporting Outcomes
The student
manipulates the elements of drama to create belief, clarity and tension in character, role situation and action.
contributes selects, develops and structures ideas in improvisation and play building.
explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical
conventions and technologies in a variety of scripted and unscripted material of text.
applies acting and performance techniques expressively and collaboratively while exploring a variety of
dramatic forms, performance styles, techniques, theatrical conventions and technologies to create and
communicate dramatic meaning.
selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and
audience.
responds to, reflects on and evaluates elements of drama, dramatic form, performance styles, dramatic
techniques and theatrical conventions (including analysing contemporary and historical contexts of drama).
analyses and evaluates the contribution of individuals and groups to process and performances in drama using
relevant drama concepts and terminology.
YEAR 9 ASSESSMENT HANDBOOK 2020 13
ENGLISH
COURSE DESCRIPTION
The aim of English in Years 7-10 is to enable students to understand and use language effectively, appreciate,
reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive,
critical and powerful.
COURSE OUTLINE
Students will read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities.
They will study at least one work each of fiction, poetry, film, non-fiction and drama. Across Stage Five, students
will study examples of spoken texts, print texts, visual texts, media, multi media and digital texts. They will be
given experience of a range of social, gender and cultural perspectives as well as look at texts which include
aspects of environmental and social sustainability.
EXCURSIONS
One excursion (usually a dramatic production) will be offered. An in-school drama workshop may also be offered.
COMPETITIONS
Students have the opportunity to enter the What Matters? writing competition as well as debating and public
speaking competitions.
EQUIPMENT REQUIRED
2 x A4 128 page exercise book
1 x display folder
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom
activities, as well as planned assessment tasks, to demonstrate their learning.
Students sit a Term 1 Assessment, a Mid Year Examination, a Term 3 Assessment and an End of Year
Examination.
Students complete Wide Reading Assignments each term and regularly reflect on their learning in their
Reflection Portfolios.
Students are encouraged to demonstrate their developing critical and imaginative faculties and broadening
cultural understanding by:
entering writing competitions.
reading consistently and widely every day.
YEAR 9 ASSESSMENT HANDBOOK 2020 14
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
TASK
DESCRIPTION
DUE
DATE
REPORTED
AS MARK
OR GRADE
Task 1
Response
Term 1
Week 6 20% Classwork Ongoing Grade
Mid Year
Examination
Term 2
Exam period 30%
Task 3
Response
Term 3
Week 7 20%
End of Year
Examination
Term 4
Exam period 30%
Reporting Outcomes
The student
communicates through speaking, listening, reading, writing, viewing and representing.
uses language to shape and make meaning according to purpose, audience and context.
thinks in ways that are imaginative, creative, interpretive and critical.
expresses themselves and their relationships with others and their world.
learns and reflects on their learning through their study of English.
YEAR 9 ASSESSMENT HANDBOOK 2020 15
FOOD TECHNOLOGY
COURSE DESCRIPTION
Food Technology builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years
7–8 Syllabus.
The study of Food Technology provides students with a broad knowledge and understanding of food properties,
processing, preparation and their interrelationship, nutritional considerations and consumption patterns. It
addresses the importance of hygiene and safe working practices and legislation in the production of food. Students
will develop food-specific skills, which can then be applied in a range of contexts enabling students to produce
quality food products. It also provides students with a context through which to explore the richness, pleasure and
variety food adds to life and how it contributes to both vocational and general life experiences.
COURSE OUTLINE
Food Technology is an elective course which integrates core content with focus areas across Years 9 and 10.
Practical activities are included on a regular basis and are designed to refine and enhance student knowledge,
understanding and skills.
Core
Food preparation and processing
Nutrition and consumption
Focus Areas
Food Selection and Health
Foods for Special Needs
Food in Australia
Food Equity
EQUIPMENT REQUIRED
1 x A4 2-ring binder folder
1 x A4 48 page exercise book
Apron, 2 tea towels and oven mitts
Table setting as required
Food container
Leather shoes
ASSESSMENT
Students will be assessed through class activities as well as planned assessments and Mid Year and End of Year
examinations.
YEAR 9 ASSESSMENT HANDBOOK 2020 16
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
TASK DESCRIPTION DUE
DATE
REPORTED
AS MARK
OR GRADE
Research
Assignment – Fibre
Term 1
Week 9 25%
Semester 1 Practical
work
Ongoing Mark
Mid Year
Examination
Term 2
Exam period 25%
Semester 2 Practical
Work
Ongoing Mark
Research
Assignment -
Dietary Disorders
Term 3
Week 3 25%
End of Year
Examination
Term 4
Exam period 25%
REPORTING
The following reporting outcomes will be reported on. The student
FT 5-1 Demonstrates hygienic handling of food to ensure a safe and appealing product.
FT 5-6 Describes the relationship between food consumption, the nutritional value of foods and the health of
individuals and communities.
FT 5-8 Collects, evaluates and applies information from a variety of sources.
FT 5-9 Communicates ideas and information using a range of media and appropriate terminology
FT 5-13 Evaluates the impact of activities related to food on the individual, society and the environment.
YEAR 9 ASSESSMENT HANDBOOK 2020 17
GEOGRAPHY
COURSE DESCRIPTION
Geography is a study of places and the relationships between people and their environments. It is a rich and
complex discipline that integrates knowledge from natural science, social sciences and humanities to build a
holistic understanding of the world. Students learn to question why the world is why the way it is, reflect on their
relationships with the responsibilities for the world and propose actions designed to shape a socially just and
sustainable future.
The following geographical concepts are integrated throughout Stage 5.
Place
Space
Environment
Interconnection
Scale
Sustainability
Change
The following geographical inquiry skills are integrated throughout the course
acquiring geographical information
processing geographical information
communicating geographical information.
Where appropriate, students are provided with opportunities to investigate a wide range of places and
environments from local to global scales.
COURSE OUTLINE
The syllabus has two key areas that form the basis for the study of content. These are
1) Sustainable Biomes
2) Changing Places
EXCURSIONS / INCURSION (Optional)
A field study excursion may be undertaken.
Fieldwork in school.
COMPETITIONS
National Geographic Channel Australian Geographic Competition
All students have the opportunity to participate in the Sefton Geographical Society.
EQUIPMENT REQUIRED
1 x A4 240 page exercise book
1 x A4 display folder
Coloured pencils
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities,
as well as planned assessment events, to demonstrate their learning.
The planned assessment tasks of examinations and assignments are set and marked in common across all
classes in the course.
YEAR 9 ASSESSMENT HANDBOOK 2020 18
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
TASK
DESCRIPTION
DUE
DATE
REPORTED
AS MARK
OR GRADE
Task 1 Skills and
Knowledge Test
Term 1
Week 7
or
Term 3
Week 7
30%
Semester 1 Oral
Communication
Term 1
Week 9
Mark
Task 2 End of
Course
Examination
Term 2
Exam period
or
Term 4
Exam period
70%
Semester 2 Oral
Communication
Term 3
Week 9
Mark
REPORTING
The following reporting outcomes will be reported on. The student
explains the diverse features and characteristics of a range of places and environments.
analyses the effect of interactions and connections between people, places and environments.
communicates geographical information to a range of audiences using a variety of strategies.
assesses management strategies for places and environments for their sustainability.
.
YEAR 9 ASSESSMENT HANDBOOK 2020 19
HISTORY
COURSE DESCRIPTION
History develops in young people an interest in and enjoyment of exploring the past. It also provides opportunities
for students to explore human actions in a range of historical contexts and encourages them to develop an
understanding of motivation, cause, effect and empathy.
COURSE OUTLINE
The Year 9 curriculum provides a study of the experiences of Australians in World War I (1914-1918) and World
War II (1939-1945) at both the battlefront and the home front.
COMPETITIONS
All students have the opportunity to participate in the Australian History Competition and the ANZAC day
ceremony.
EQUIPMENT REQUIRED
1 x A4 128 page exercise book
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom
activities, as well as planned assessment tasks, to demonstrate their learning.
COURSE ASSESSMENT TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
In Class
Research Task
Term 1 Week 7
or
Term 3 Week 7 40%
End of Course
Examination
Term 2
Exam period
or
Term 4
Exam period
60%
REPORTING OUTCOMES
The following outcomes will be reported on. The student:
applies skills of historical enquiry.
communicates effectively in a range of forms.
demonstrates historical knowledge and understanding.
YEAR 9 ASSESSMENT HANDBOOK 2020 20
HISTORY ELECTIVE
COURSE DESCRIPTION History develops in young people an interest in and enjoyment of exploring the past. A study of History Elective
provides opportunities for developing a knowledge and understanding of past societies and historical periods.
COURSE OUTLINE This is an elective course over two years. Students explore the nature of history and the methods that historians use
to construct history through a range of thematic and historical studies. A selection of ancient, medieval and early
modern societies is studied. The topics will vary from year to year, depending on the interests of the students and
teacher. Some topics that have been studied in Year 9 in the past include the Vikings, Tudor England, Chamberlain
case, Terrorism, the Crucible and Witches and Historical murder mysteries.
COMPETITIONS All students have the opportunity to participate in the Australian History Competition and the ANZAC Day
ceremony.
EQUIPMENT REQUIRED 1 x A4 192 page exercise book.
ASSESSMENT Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom
activities, as well as planned assessment tasks, to demonstrate their learning.
COURSE ASSESSMENT TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
Mid Year
Examination
Term 2
Exam period 30%
Source Based
Research task
Term 3
Week 2 30%
End of Year
Examination
Term 4
Exam period 40%
REPORTING OUTCOMES
The following outcomes will be reported on. The student
demonstrates a knowledge and understanding of history and historical enquiry.
demonstrates a knowledge and understanding of past societies and historical periods.
develops skills in understanding the processes of historical enquiry.
communicates effectively in a range of forms.
YEAR 9 ASSESSMENT HANDBOOK 2020 21
INDUSTRIAL TECHNOLOGY - ELECTRONICS
COURSE DESCRIPTION
Industrial Technology – Electronics builds on the knowledge, skills and experiences developed in the
Technology (Mandatory) Years 7-8 Syllabus.
Industrial Technology – Electronics develops students’ knowledge and understanding of materials,
electronic components and processes in a range of technologies. They develop knowledge and skills
relating to the selection, use and application of materials, tools, machines and processes through the
planning and production of quality practical projects.
COURSE OUTLINE
The Electronics focus area provides opportunities for students to develop knowledge, understanding and
skills in relation to the electronics and associated industries. Students will undertake a range of practical
experiences that occupy the majority of course time. This includes
planning and development of practical projects
experiments in circuit design and application
computer aided circuit development and simulation.
EQUIPMENT REQUIRED
1 apron
1 x A4 display folder
1 x A4 96 page exercise book
Leather shoes to be worn at all times
Batteries for projects as required (9V and AA)
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of their everyday
classroom activities, as well as planned assessment tasks, to demonstrate their learning.
Each student will also be required to present work for marking and will include
homework
safety tests
experiments using digital and non-digital methods
completed projects
Students will sit for a Mid Year Examination and an End of Year Examination.
TASKS ACROSS THE COURSE
TASK DESCRIPTION DUE DATE WEIGHTING
Semester 1 Workshop Practice
Task 1: Project and Portfolio
Term 2
Week 1 30%
Mid Year Examination Term 2
Exam period 20%
Semester 2 Workshop Practice
Task 2: Project and Portfolio
Term 4
Week 3 30%
End of Year Examination Term 4
Exam period 20%
YEAR 9 ASSESSMENT HANDBOOK 2020 22
REPORTING
The following reporting outcomes will be reported on. The student
describes, analyses and uses a range of current, new and emerging technologies and their various
applications.
identifies, assesses, applies and manages the risk of WHS issues association with the use of a range
of tools, equipment, materials, processes and technologies.
selects, justifies and uses a range of relevant and associated materials for specific applications.
selects, interprets and applies a range of suitable communication techniques in the development,
planning, production and presentation of ideas and projects.
applies design principles in the modification, development and production of projects.
YEAR 9 ASSESSMENT HANDBOOK 2020 23
INFORMATION AND SOFTWARE TECHNOLOGY
COURSE DESCRIPTION
Information and Software Technology builds on the knowledge, skills and experiences developed in the
Technology (Mandatory) Years 7–8 Syllabus.
People will require highly developed levels of computing and technology literacy for their future lives. Students
therefore need to be aware of the scope, limitations and implications of information and software technologies.
Individual and group tasks, performed over a range of projects, will enable this practical-based course to deliver
the relevant knowledge and skills needed by students for success after school. Development of computer related
skills and information about career opportunities within this area are important aspects of the course.
COURSE OUTLINE
Students will develop information and technology solutions individually and collaboratively through project work.
The projects students will be involved in will be in the areas of website design, digital imaging, spreadsheets,
programming and dynamic web content (Flash). Students will learn about
current and emerging technologies
data, software and hardware
people involved in the field of information and software technology
legal, ethical, social and industrial issues.
project development incorporating website design, digital imaging, spreadsheets and dynamic web content and
programming.
EQUIPMENT REQUIRED
1 x USB Flash Drive 8GB minimum
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom
activities, as well as planned assessment tasks, to demonstrate their learning.
Each student will also be required to submit a range of work for marking that will include
homework and research tasks
written activities and reflection, interpretation and evaluation of technology and its fields.
simulation and software design projects
Students will sit for a Mid Year Examination and an End of Year Examination.
YEAR 9 ASSESSMENT HANDBOOK 2020 24
COURSE ASSESSMENT TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
Task 1
Website Design
Term 2
Week 2 30%
Task 2
Mid Year
Examination
Term 2
Exam period 20%
Task 3
Multimedia Design
project
Term 4
Week 1 30%
Task 4
End of Year
Examination
Term 4
Exam period 20%
REPORTING
The following reporting outcomes will be reported on. The student
selects and justifies the application of appropriate software programs and appropriate hardware to a range of
tasks.
describes and applies problem-solving processes when creating solutions.
applies collaborative work and ethical data and information acquisition practices to complete tasks.
analyses the effects of past, current and emerging information and software technologies on the individual and
society.
acquires and manipulates data and information in an ethical manner.
YEAR 9 ASSESSMENT HANDBOOK 2020 25
LANGUAGES – FRENCH / JAPANESE
COURSE DESCRIPTION Languages provides students with the opportunity to gain effective skills in communicating in the chosen
language, to explore the relationship between languages and English, and to develop an understanding of the
cultures associated with French and Japanese.
Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories,
song, documentaries and film.
COURSE OUTLINE
Students will develop their spoken languages. They will listen and respond to spoken language. They will learn to
read and respond to written texts in French / Japanese. Year 10 Languages will also provide students with the
opportunity to gain effective skills in communicating in Languages, to explore the relationship between French /
Japanese and English and to develop an understanding of the culture associated with languages.
EXCURSIONS / INCURSIONS
There will be an excursion to an authentic French / Japanese restaurant in the city. This involves conversing with
native speakers, and enjoying a French / Japanese lunch.
COMPETITIONS
Languages Perfect Competition.
EQUIPMENT REQUIRED
1 x A4 192 page exercise book
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities,
as well as planned assessment tasks, to demonstrate their learning.
The planned assessment tasks of examinations and assignments are set and marked in common across all classes
in the course.
COURSE ASSESSMENT TASKS
TASK DESCRIPTION DUE
DATE WEIGHTING
Mid Year Examination Term 2
Exam period 30%
Speaking Task Term 3
Week 8 30%
End of Year Examination Term 4
Exam period 40%
YEAR 9 ASSESSMENT HANDBOOK 2020 26
REPORTING OUTCOMES
The following outcomes will be reported on. The student
demonstrates understanding of main ideas and supporting detail in spoken tests and responds appropriately
(uses language by listening and responding).
demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately
(uses reading and responding).
establishes and maintains communication in familiar situations (uses language by speaking)
applies a range of linguistic structures to express own ideas in writing (uses languages by writing)
demonstrates understanding of the nature of languages as systems by describing and comparing linguistic
features across languages.
uses linguistic resources to support the study and production of texts in French (makes linguistic connections).
explores the interdependence of language and culture in a range of texts and contexts.
identifies and explains aspects of the culture of French-speaking communities in texts (moves between
cultures).
YEAR 9 ASSESSMENT HANDBOOK 2020 27
MATHEMATICS
COURSE DESCRIPTION
Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of
communication and is a powerful tool for solving problems both within and beyond mathematics. In addition to its
practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for
originality, challenge and leisure.
COURSE OUTLINE
Students study Number and Algebra, Measurement and Geometry and Statistics and Probability. Within each of
these strands they will cover a range of topics.
1. Numbers of any magnitude 2. Algebraic Techniques 3. Area and Surface Area
4. Volume 5. Indices and Surds 6. Equations
7. Geometry (Congruence) 8. Linear Relationships 1 9. Data Analysis 1
10. Financial Maths 11. Trigonometry 12. Probability
13. Properties of Geometrical Shapes 14. Non-Linear Relationships
The aim of Mathematics in K-10 is for students to:
be confident, creative users and communicators of mathematics, able to investigate, represent and interpret
situations in their personal and work lives and as active citizens.
develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical
processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and
Geometry and Statistics and Probability.
recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as
an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.
COMPETITIONS
1. The Australian Mathematics Competition. Held in July. This 1 ¼ hour competition consists of twenty-five
multiple-choice questions and five short answer questions involving problem-solving. Cost is approximately
$6.00. Entries are collected in Term 1.
2. The Computational and algorithmic Thinking (CAT) Competition. Held in April. This is a 1 hour pen-and-
paper competition in which students are asked semi-mathematical questions related to computers. There are 6
multiple choice questions, followed by 9 more challenging questions where each answer is a number. Cost is
approximately $6.00. Entries are collected in Term 1.
3. The Mathematics Challenge for Young Australians
a. The Challenge Program is conducted over a 3-4 week period in March-June. Students have six problems to
solve at home without help. Cost is approximately $25.00 Entries are collected in February.
b. The Enrichment Program is conducted from April to September. Students have a booklet of support
materials and examples. There are sixteen problems to be solved at home without help and these are
submitted one-at-a-time following a schedule. Cost is approximately $40.00 Entries are collected in
February.
4. ICAS competition to be held in September designed to assess students’ ability using higher order thinking
skills.
EQUIPMENT REQUIRED
1 x A4 192 page 5mm grid book
1 x Geometry set including a pair of compasses, protractor and set square
HB Pencil
1 30 cm ruler marked in mm
1 x scientific calculator for every lesson
YEAR 9 ASSESSMENT HANDBOOK 2020 28
ASSESSMENT
In the Term 1 Common Test, Mid Year Examination, Term 3 Common Test and the Yearly Examination
Standard section, which is common for all Year 9 students, will comprise of 50% of each paper and a section
covering either Extension or Fundamental work will comprise the other 50%.
Class tests, assignments or activities may be conducted throughout each term and will be used to help assess the
students’ level of achievement of the course outcomes.
Students will be expected to have a scientific calculator to use in class, in common tests and examinations.
COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS
TASK
DESCRIPTION
DUE
DATE WEIGHTING
TASK
DESCRIPTION
DUE
DATE WEIGHTING
Term 1 Common
Test
Standard Section
Term 1
Week 8
7.5% Term 1 Common
Test: Extension or
Fundamental
Term 1
Week 8 7.5%
Mid Year
Examination
Standard Section
Term 2
Exam
Period
12.5% Mid Year
Examination:
Extension or
Fundamental
Term 2
Exam
Period 12.5%
Term 3 Common
Test
Standard Section
Term 3
Week 7 10%
Term 3 Common
Test: Extension or
Fundamental
Term 3
Week 7 10%
End of Year
Examination
Standard Section
Term 4
Exam
Period
20%
End of Year
Examination:
Extension or
Fundamental
Term 4
Exam
Period
20%
REPORTING
Reporting Outcomes
The student’s level of achievement of the following outcomes will be reported.
Students
develops efficient strategies for numerical calculation.
recognises patterns, describes relationships and applies algebraic techniques and generalisation.
identifies, visualises and quantifies measures and the attributes of shapes and objects, explores measurement
concepts and applies formulas in the solution of problems.
explores geometric relationships, strategies and geometric reasoning in the solution of problems.
collects, represents, analyses, interprets and evaluates data.
assigns and uses probabilities, and make sound judgements.
End of Year Report grades will be awarded according to course performance descriptors, taking into account
common tests, classwork, tests and tasks in both the Standard and either the Extension or Fundamental sections of
the task. The common tests and examinations will be weighted in the following percentages.
Term 1 Common Test 15%
Mid Year Examination 25%
Term 3 Common Test 20%
End of Year Examination 40%
YEAR 9 ASSESSMENT HANDBOOK 2020 29
PERSONAL DEVELOPMENT, HEALTH, PHYSICAL
EDUCATION
RATIONAL
Personal Development, Health and Physical Education (PDHPE) develops the knowledge,
understanding, skills and attitudes important for students to take positive action to protect and enhance
their own and others’ health, safety and wellbeing in varied and changing contexts. Physical education is
fundamental to the acquisition of movement skills and concepts to enable students to participate in a
range of physical activities – confidently, competently and creatively.
Students are provided with the opportunity to enhance and develop resilience and connectedness and
learn to interact respectfully with others. Through PDHPE students develop the skills to research, apply,
appraise and critically analyse health and movement concepts in order to maintain and improve their
health, safety, wellbeing and participation in physical activity. Students practise, develop and refine the
physical, cognitive, social and emotional skills that are important for engaging in movement and leading
a healthy, safe and physically active life.
Learning in PDHPE reflects the dynamic nature of health, safety, wellbeing and participation in physical
activity in the context of a diverse and rapidly changing society. It addresses health and physical activity
concepts of importance to students and highlights the influences that contextual factors have on personal
values, attitudes and behaviours. PDHPE provides students with an experiential curriculum that is
contemporary, relevant, challenging and physically active.
Through PDHPE, students develop self-management, interpersonal and movement skills to help them
become empowered, self-confident and socially responsible citizens. Students learn in movement, about
movement and through movement and are given opportunities to apply and adapt their skills across
multiple contexts. The learning experiences in PDHPE provide students with a foundation to actively
contribute to, and advocate for, the health, safety and wellbeing of themselves and others in the
community and beyond school.
EXCURSIONS
Students will partake in weekly grade or recreational sport competition. They will have the opportunity
to select a different sport each season.
EQUIPMENT REQUIRED
1 x A4 96 page exercise book.
PDHPE/Sport uniform and lace up sports shoes.
SHS hat
Shin Pads (Provided by school, however students may bring their own if desired)
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and
understanding during classroom activities, as well as planned assessment tasks.
Each student will undertake various assessment activities in both theory (assessment and
examination) and practical (assessment) components of the course.
Total assessment grades for this subject will be determined by combining equal amounts of both
practical and theory components.
YEAR 9 ASSESSMENT HANDBOOK 2020 30
COURSE ASSESSMENTS
TASK DESCRIPTION DUE DATE WEIGHTING
Theory Task 1 – Assessment Week 9 Term 1 12.5%
Theory Task 2 – Mid Year Exam Exam Period 12.5%
Theory Task 3- Group Assessment Week 9 Term 3 12.5%
Theory Task 4- End of Year Exam Exam Period 12.5%
Practical Task 1- Individual Sports Ongoing Term 1 12.5%
Practical Task 2- Striking Games Ongoing Term 2 12.5%
Practical Task 3- Invasion Games Ongoing Term 3 12.5%
Practical Task 4- Team work Ongoing Term 4 12.5%
REPORTING OUTCOMES
1. Critiques contextual factors, attitudes and behaviours to effectively promote health, safety,
wellbeing and participation in physical activity.
2. Assess and applies self-management skills to effectively manage complex situations.
3. Researches and appraises the effectiveness of health information and support services available in
the community.
4. Designs, implements and evaluates personalised plans to enhance health and participation in a
lifetime of physical activity.
5. Adapts and improvises movement skills to perform creative movement across a range of dynamic
physical activity contexts.
6. Refines and applies movement skills and concepts to compose and perform innovative movement
sequences.
7. Appraises and justifies choices of actions when solving complex movement challenges.
8. Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive
relationships in a variety of movement contexts.
YEAR 9 ASSESSMENT HANDBOOK 2020 31
PHYSICAL ACTIVITY AND SPORT STUDIES
RATIONAL
Physical Activity and Sports Studies represents a broad view of physical activity and the many possible
contexts in which individuals can build activity into their lifestyle. It incorporates a wide range of
lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-
competitive games, individual and group physical fitness activities, and the use of physical activity for
therapy and remediation.
This course promotes the concept of learning through movement. Students are encouraged to specialise
and study areas in depth, to work towards a particular performance goal, pursue a formal qualification or
examine an issue of interest related to the physical, emotional, social, cultural or scientific dimensions of
physical activity and sport.
Physical Activity and Sports Studies also promotes learning about movement and provides students with
opportunities to develop their movement skills, analyse movement performance and assist the
performance of others. The acquisition and successful application of movement skills are closely related
to enjoyment of physical activity and the likelihood of sustaining an active lifestyle. Students develop an
appreciation of the traditions and special characteristics associated with various physical activities and
also the artistic and aesthetic qualities of skilled performance and determined effort.
Recreation, physical activity, sport and related health fields provide legitimate career pathways. This
course provides students with a broad understanding of the multifaceted nature of these fields. It also
introduces students to valuable and marketable skills in organisation, enterprise, leadership and
communication. Students with these skills will be positioned to make a strong contribution to their
community as physical activity and sport provides a major context for both voluntary and paid work
across Australia.
EXCURSIONS
Students will have to opportunity to coach or referee at Gala Days and volunteer to assist at Swim
School. Some practical lessons may involve travelling to local sporting venues during class time so that
students can participate in a variety of physical activity settings.
EQUIPMENT REQUIRED
1 x A4 96 page exercise book.
PDHPE/Sport uniform and lace up sports shoes.
SHS hat
Shin Pads (Provided by school, however students may bring their own if desired)
ASSESSMENT
Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and
understanding during classroom activities, as well as planned assessment tasks.
Each student will undertake various assessment activities in both theory (assessment and examination)
and practical (assessment) components of the course.
Total assessment grades for this subject will be determined by combining equal amounts of both
practical and theory components.
YEAR 9 ASSESSMENT HANDBOOK 2020 32
COURSE ASSESSMENTS
TASK DESCRIPTION DUE DATE WEIGHTING
Theory Task 1 – Assessment Week 10 Term 1 12.5%
Theory Task 2 – Mid Year Exam Exam Period 12.5%
Theory Task 3- Assessment Week 10 Term 3 12.5%
Theory Task 4- End of Year Exam Exam Period 12.5%
Practical Task 1- Invasion Games Ongoing Term 1 12.5%
Practical Task 2- Target Games Ongoing Term 2 12.5%
Practical Task 3- Invasion Games Ongoing Term 3 12.5%
Practical Task 4- Striking Games Ongoing Term 4 12.5%
REPORTING OUTCOMES
1. discusses the nature and impact of historical and contemporary issues in physical activity and
sport
2. discusses factors that limit and enhance the capacity to move and perform
3. analyses the benefits of participation and performance in physical activity and sport
4. displays management and planning skills to achieve personal and group goals
5. demonstrates actions and strategies that contribute to active participation and skilful performance
6. works collaboratively with others to enhance participation, enjoyment and performance
7. evaluates the characteristics of participation and quality performance in physical activity and
sport
8. performs movement skills with increasing proficiency
YEAR 9 ASSESSMENT HANDBOOK 2020 33
SCIENCE
COURSE DESCRIPTION
The study of Science enables students to develop a positive self-concept as learners and gain confidence in and
enjoyment from their learning. Through active participation in challenging and engaging experiences they become
self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a
basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding
innovative solutions to science-related personal, social and global issues, including sustainable futures. Providing
opportunities for students to continue to strengthen these scientific capabilities, helps them further develop as
scientifically literate citizens.
COURSE OUTLINE
The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised
as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of
knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the
natural world. Science provides an empirical way of answering interesting and important questions about the
biological, physical, chemical and technological world.
As students actively engage in the processes of Working Scientifically, they gain an increased appreciation and
understanding of the importance of science in their own lives and society, locally and globally. Through
questioning and seeking solutions to problems, students develop an understanding of the relationships between
science and technology and its importance in the current and future practice of science.
Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time.
The areas of study for Year 9 are
Term 1 Biology – The role of scientific research and health (LW1)
Physics – Safety in motion (PW2)
Term 2 Chemistry – Once upon a table (CW1 and CW2)
Earth and Space – Plate Tectonics (ES2)
Term 3 Chemistry – Science fair (CW3)
Biology – What have we done to the ecosystem? (LW2)
Term 4 Physics – Designing for Efficiency (PW4)
Earth and Space – Exploring the Universe (ES1)
COMPETITIONS
Each year students are provided with the opportunity to compete in two national competitions. These are
The Australian Schools Science competition, held in August, cost about $15.00 and
The National Chemistry Quiz, held in July, cost about $6.00.
A wide range of other competitions is also available. We encourage all students to take advantage of these
opportunities, which allow them to broaden their scientific knowledge and skills.
EQUIPMENT
Students are required to have
2 x A4 128 page exercise books
Students must also bring the following to each class
calculator
ruler
pens, pencils and eraser
school work planner
students are not to have or use correction fluid (eg liquid paper).
Students will be provided with aprons and safety glasses when necessary. These must be worn when directed.
YEAR 9 ASSESSMENT HANDBOOK 2020 34
ASSESSMENT
All students sit for Mid Year and End of Year Examinations which are marked across the course.
In addition, students will be assessed with a range of across the course tasks.
COURSE ASSESSMENT TASKS
TASK
DESCRIPTION
DUE
DATE WEIGHTING
Mid Year
Examination
Term 2
Exam period 20%
Research
Assignment
Term 3
Week 7 25%
Practical Task Term 4
Weeks 2-3 25%
End of Year
Examinations
Term 4
Exam period 30%
REPORTING
These outcomes are as follows. The student
Demonstrates an understanding of major scientific concepts and theories.
Demonstrates Science Skills: planning and conducting scientific investigations, communicating information,
problem solving and data analysis.
Communicates how science impacts society, the environment and people’s lives.
YEAR 9 ASSESSMENT HANDBOOK 2020 35
VISUAL ARTS
COURSE DESCRIPTION
Visual Arts places great value on the development of students’ intellectual and practical autonomy, reflective
action, critical judgement and understanding of art in art-making and in critical and historical studies of art.
Image making is created through developing skills in drawing, painting, graphics, printmaking, sculpture, ceramics
and digital media.
COURSE OUTLINE
Students are to engage in activities that
develop their artistic skills.
solve problems with creative solutions.
understand and appreciate what other artists have produced throughout history.
The concept of the Body of Work is introduced and students may produce one or more individual works that are
related through subject and form. Students continue to develop their understandings and skills using the concepts
of practice, the conceptual framework and the frames in 2D, 3D and 4D forms.
Students are required to keep a Visual Arts Process Diary.
The themes studied in Year 9 are
Suburbia and Landscape
Recycled and Reassembled
Surrealism
The Post-Modern
EXCURSION
Art Gallery of NSW or the Museum of Contemporary Art
EQUIPMENT REQUIRED
1 x A3 VAPD (Visual Arts Process Diary)
A4 display folder for notes
pencil collection (Grade B to 6B)
eraser
apron
* It may be necessary for students to purchase some special items for their individual artworks.
ASSESSMENT
Artmaking - Student’s completed artworks and VAPD are assessed each semester.
Critical and Historical Studies - Research tasks and examinations are used to assess the critical and historical
studies components.
- Students will sit for a Mid Year Examination and an End of Year Examination.
YEAR 9 ASSESSMENT HANDBOOK 2020 36
COURSE ASSESSMENT TASKS
TASK
DESCRIPTION DUE DATE WEIGHTING
Task 1 VAPD +
Collection of Works
Term 2
Week 2 30%
Task 2 Mid Year
Examination
Term 2
Exam period 20%
Task 3 VAPD +
Collection of Works
Term 4
Week 3 30%
Task 4 End of Year
Examination
Term 4
Exam period 20%
REPORTING OUTCOMES
The following reporting outcomes will be reported on. The student
1. develops autonomy in selecting and applying visual arts procedures to make art works.
2. makes informed choices to develop meanings in their artworks.
3. demonstrates developing refinement in making artworks.
4. applies understanding of aspects of practice to critical and historical interpretations of art.
5. demonstrates how the frames provide different interpretations of art.
YEAR 9 ASSESSMENT HANDBOOK 2020 37
CHARGES FOR YEAR 9 2020 GENERAL SERVICE CHARGE
This charge of $100 contributes to the cost of text books, teaching equipment and resources,
library books and materials that are used to provide high quality teaching and learning for your
child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers
resources are given to students from Year 9 onwards.
It also assists with the cost of providing information to you and your child which requires
photocopying and, at times, postage which is also substantial. Examples of such
communication include excursion information, the Daily Bulletin for students, letters, reports
to parents.
COURSE CHARGES
These are necessary to cover costs of consumables used by students in the following elective
courses. The payment of course charges is compulsory. Please note that there are electives
available which attract no charges.
Design and Technology $55
Drama $20
Food Technology $75
Industrial Technology – Electronics $70
Information and Software Technology $30
Music $20
Visual Arts $55
NOTE: Physical Activity and Sport Studies must pay for the venue and transport costs as
required throughout the year. It is anticipated that this will amount to approximately $25.00
for each year of study.
INFORMATION TECHNOLOGY ACCESS CHARGE
This charge of $30 is used to improve and maintain the information technology facilities and
resources for our students. Each student will be issued with a secure login password and 300
megabytes of storage space on the school fileserver.
Payment of this charge will provide a student with a $10 printing allowance. Printing will be
charged at 10c per page.
Students may make additional payments at the administration office to cover the cost of
additional printing once this allowance has been used.
ANTI BULLYING WORKSHOPS CHARGE
Students attend an Anti-Bullying / Anti-Harassment workshops conducted by visiting actors.
The cost of this workshop is $6.00. The workshop is an integral part of ensuring the SHS Anti-
Bullying Policy is maintained so that all students can learn in a safe and secure environment.
SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are Black
leather lace up shoes in the traditional school style
with a defined heel (boots or suede shoes are not
acceptable; heels should be no higher than 3cm and
soles should be no thicker than 2cm for safety).
Joggers or other sport type shoes are not acceptable
YEAR 9 ASSESSMENT HANDBOOK 2020 38
ATTENDANCE AND PUNCTUALITY
REGISTERING ATTENDANCE
Attendance is recorded for the school's attendance register at the start of Period 1. A class roll
is marked in all other periods.
LATENESS
If you are late you must report to the Deputy Principal to register your attendance and obtain
a blue Late Arrival to School form which you must return signed to him/her the next day. Do
not attend classes without registering or you will be marked absent for that particular day.
Punctuality is important and any lateness is recorded on your attendance record.
TRUANCY
It is your responsibility to attend each and every lesson. If you do not, the fractional (period)
truancy will be recorded on your attendance record.
EARLY LEAVE
Before school you must take a note requesting permission to leave school early to the Deputy
Principal. Please note that medical and dental appointments should be outside school time.
The Deputy Principal will give you a DoE Early Leaver’s Pass to show your teacher when
leaving. You must keep this pass to show to bus drivers or police or anyone else who has a
right to know why you are not in school until 3:10 pm.
LEAVE OF ABSENCE
When you are absent you must apply for leave within 7 days. It is your responsibility to do
so with a note from a parent or medical certificate on the day of your return to school,
otherwise your Attendance Record will show an unjustified absence. Hand this note to your
Period 1 teacher on the day you return to school.
If you are absent for three continuous days or more, a parent should telephone the school
to explain your absence and you must still hand in a note or medical certificate to your Period
1 teacher on the day you return to school.
The Department of Education expectation is that it is in a student’s best interests to attend
school every day and not take extended leave eg for holidays or travel during term time. If
your parent is of the view that there is an urgent and/or essential reason for you to be absent
for the purpose of a holiday or travel during term he/she must apply well in advance to the
Principal to request leave beforehand. Your application must be collected from and handed to
the Principal. DoE rules will be used to determine whether it is approved. The major criterion
the Principal is required to consider is whether the absence will be in the student’s best
interests. In most cases it is not in the student’s best interests to miss any school lessons. If
approval is given you will be given a Certificate of Extended Leave. You will still be marked
absent from school - this is a national policy.
If you take extended leave without approval your position at the school may be declared
vacant.
REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY
Your attendance will be checked each half term and reported to your parents.
A computer printout of your attendance will be attached to your report.
You will also receive a Merit Certificate for each term that you have perfect attendance and
a Credit Certificate, in addition, if you have perfect attendance all year. These are valuable
assets.
YEAR 9 ASSESSMENT HANDBOOK 2020 39
ELIGIBILITY FOR THE AWARD OF AN HSC
In order to be eligible for the award of a Higher School Certificate (HSC) at the end of
the Year 12 course, a student must have achieved a Level 3 or above in the HSC
Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for these
tests in Term 1 of Year 10.
This is a requirement of the NSW Education Standards Authority (NESA) and the NSW
Government.
This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a nationally
agreed standard of functional literacy and numeracy. This is a minimum standard for
literacy and numeracy in everyday life. It is not the standard of literacy and numeracy
necessary for successfully completing the Higher School Certificate. The Higher School
Certificate requires a still higher standard of literacy and numeracy for successful
completion. Considerable thought should be given to this fact by students and parents. It
means students must work hard at literacy and numeracy from the very start of Year 7
to be able to meet this requirement.
Students in Year 9 or Year 7 receive their results in the NAPLAN tests in Term 3 of that year.
Those results need to be carefully read and considered by both students and parents.
If a student does not meet the HSC Minimum Standards but completes the Higher School
Certificate course he/she will receive only a Record of School Achievement (RoSA) but not
a Higher School Certificate. This is the case no matter how well the student performs in HSC
courses.
APPENDICES
APPENDIX 1
SEFTON HIGH SCHOOL
APPROVED CALCULATORS FOR
ASSESSMENT TASKS AND EXAMINATIONS
2020* *correct at time of printing
ABACUS SX-II MATRIX a JASTEK JasCS1
ABACUS SX-II MATRIX n JASTEK JasCS EVO
CANON F717SGA RSB FB 350MS
CASIO fx-82AU SCHOLAR DS-82MS
CASIO fx-82 AU PLUS SCHOLAR KD-350MS
CASIO fx-82 AU PLUS II recommended SCHOLAR D1-5
CASIO fx-100AU SCHOLAR SC-150MX
CASIO FX -100 AU PLUS recommended SCHOLAR SC-250MX
HEWLETT-PACKARD HP8S SHARP EL-531THWH
HEWLETT-PACKARD HP10S SHARP EL-531THGR
HEWLETT-PACKARD HP10S+ SHARP EL-531XHBWH
SHARP EL-531XHBPK
Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in
examinations or assessment tasks.
Calculators must have been switched off for entry into examination or assessment tasks.
Features that are NOT permitted include
programmable (any calculator that can have a sequence of operations stored and then executed
automatically is considered programmable and hence not allowed);
capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that
are used to store intermediate numerical results obtained during calculations and required later);
capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators
with a graphic display capacity);
capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite
integration, and the solution of equations;
capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions,
binomial expansion and symbolic differentiation;
‘soft’ or hard-wired QWERTY keyboards;
capable of expressing surds in their simplest form.
YEAR 9 ASSESSMENT HANDBOOK 2020 42
APPENDIX 2
WRITING A BIBLIOGRAPHY
WHAT IS IT?
A bibliography is a list of all the resources you have used in writing a text. The text may be an
assignment, a research project, a major work or any other piece or writing that you have composed using
other resources.
A bibliography includes all the sources used in the preparation of a piece of work - not just those that
have been cited in the text of the work. The bibliography is located at the end of the piece of work.
Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient
detail so that others may identify it and consult it.
Your bibliography should appear at the end of your essay/report with entries listed alphabetically.
WHY DO YOU HAVE TO USE ONE?
As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:
demonstrate your academic integrity
support your argument by showing the sources of the information from which you have formed your
own ideas
make it easy for readers to find the sources you have used, to check the information you have used
and to use the sources for further information
fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original
ideas
avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.
Additionally, you should respect the moral rights of the person who created the texts you used. The
creators of texts have the moral right to be named as the author, be protected against false attribution and
to have their work treated with respect and not be misrepresented. To observe the moral rights of an
author you should:
attribute any quote, paraphrase, summary or copy of someone else's work or idea
ensure that works are not falsely attributed to an author
reference appropriately.
SPECIAL NOTES
A list of references contains details only of those works cited in the text. A bibliography includes sources
not cited in the text but which are relevant to the subject, listed alphabetically
There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at
some later stage a teacher asks you for a different format or style.
Each type of resource is cited and referenced in a slightly different way. If you have used sources from
the Internet, these should be listed in your bibliography as well.
There is no universal referencing style and you should ask your teachers which style you should follow.
The four most common referencing styles are:
Harvard (author-date)
American Psychological Association (APA)
Modern Language Association (MLA)
Oxford (documentary-note or footnote referencing).
CORRECT ORDER IN BIBLIOGRAPHIES
FOR A BOOK
The details required in order are:
1. Name/s of author/s, editor/s, compiler/s or the institution responsible
YEAR 9 ASSESSMENT HANDBOOK 2020 43
2. Year of publication
3. Title of publication and subtitle if any (all titles must be underlined or italicised)
4. Series title and individual volume if any
5. Edition, if other than first
6. Publisher
7. Place of publication
8. Page number(s) if applicable
ONE AUTHOR
Example:
Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,
HarperPerennial, New York.
TWO OR MORE AUTHORS
Examples:
Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw
Hill, London.
Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st
century, MacMillan Education Australia, South Melbourne.
EDITOR(S)
Examples:
Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.
Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,
Alexandria, Va.
SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION
Example:
Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,
Barton, A.C.T.
SERIES
Example:
Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics
no.1698, Springer, New York.
EDITION
Example:
Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.
CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE
CONTRIBUTED
Example:
Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering
handbook, CRC Press, Boca Raton.
NO AUTHOR OR EDITOR
Example:
Kempe's engineer's year-book 1992, Morgan-Grampian, London.
FOR AN ARTICLE
The details required, in order, are:
1. Name/s of author/s of the article
2. Year of publication
YEAR 9 ASSESSMENT HANDBOOK 2020 44
3. Title of article, in single quotation marks
4. Title of periodical (underlined or italicised)
5. Volume number
6. Issue (or part) number
7. Page number(s)
JOURNAL ARTICLE
Example:
Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,
vol. 50, no. 2, pp. 49-52.
CONFERENCE PAPER (PUBLISHED)
Example:
Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual
meeting of the International Society for Child Psychology, International Society for Child
Psychology, Atlanta, Georgia, pp. 44-6.
NEWSPAPER ARTICLE
Example:
Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,
p. 10.
FOR A NON-BOOK
The details required are the same as for a book, with the form of the item (eg videorecording, tape,
computer file, etc.) indicated after the year.
Example:
Get the facts (and get them organised) 1990, video recording, Appleseed Productions,
Williamstown, Vic.
FOR WEB SITES AND OTHER ELECTRONIC SOURCES
This could include sources from full text compact disk products, electronic journals or other sources
from the Internet. The basic form of the citations follow the principles listed for print sources (see
above)
1. Name/s of author/s
2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).
3. Title of publication (underlined or italicised)
4. Edition, if other than first
5. Type of medium, if necessary
6. Date item viewed
7. Name or site address on internet (if applicable)
Examples:
Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed
7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.
ASTEC 1994, The networked nation, Australian Science, Technology and Engineering
Council, Canberra, viewed 7 May 1997, <http://astec.gov.au/astec/net_nation/contents.html>.
If no author is given, the title is used as the first element of a citation.
Example:
Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.
FOR PERSONAL COMMUNICATIONS
Information obtained by interview, telephone call, letter, email, etc. should be documented in the
text.
YEAR 9 ASSESSMENT HANDBOOK 2020 45
Examples:
“Details of a personal communication do not need to be included in a reference list” i.e. You
may not need to include personal communications in the list of references at the end of the
essay.
When interviewed on 15 June 1995, Dr Peter Jones explained that …
This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).
REFERENCES IN THE TEXT OF YOUR ESSAY
In an author-date style, a textual citation generally requires only the name of the author(s) and the
year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,
before the full stop.
Examples:
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).
Alternatively, the author’s surname may be integrated into the text, followed by the year of
publication in parentheses.
Examples:
Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are
interchangeable.
Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals
are interchangeable.
If two or more works by different authors are cited at the same time, separate them with a
semicolon.
Example:
The implications for land degradation have been much debated (Malinowski, Miller & Gupta
1995; Thomson 1999).
If two or more works by the same author are cited at the same time, do not repeat the author's name.
Separate the years of publication by a comma.
Example:
Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).
If there are more than two works by the same author, published in the same year, add the letters 'a',
'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references
at the end of the essay.
Example:
Public housing remains a neglected area (ACOSS 1997a, 1997b).
If there are more than three authors, list only the first, followed by 'et al.'
Example:
Other researchers have questioned these findings (Larson et al. 1987).
If you cannot establish the year of publication, use 'n.d.' (no date).
Example:
Recent advances have been made in this area (Bolton n.d.).
If there is no author or authoring body, cite the work by title, in italics.
Example:
In military settings, leadership acquires a different significance (Be, know, do: leadership the
Army way, 2004).
YEAR 9 ASSESSMENT HANDBOOK 2020 46
APPENDIX 3
GLOSSARY OF KEY WORDS
Syllabus outcomes, objectives, performance bands and examination questions have key words that
state what students are expected to be able to do. A glossary of key words has been developed to
help provide a common language and consistent meaning in the Higher School Certificate
documents.
Using the glossary will help teachers and students understand what is expected in responses to
examinations and assessment tasks.
Account Account for; state reasons for, 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, utilise, employ in a particular situation
Appreciate Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite.
Critically (analyse/ evaluate) Add a degree or level of accuracy depth, knowledge and
understanding, logic, questioning, reflection and quality to the
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 distinct or different from; to note
differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationships between things
evident; provide why and /or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known.
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
YEAR 9 ASSESSMENT HANDBOOK 2020 47
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion)
for consideration or action.
Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour
Recount Retell a series of events
Synthesise Putting together various elements to make a whole