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St Joseph’s College

Assessment Handbook

Year 9 2020

Assessment Handbook Year 9 2020

CONTENTS PAGE Preamble 4 SECTION ONE – GENERAL INFORMATION Assessment of Student Achievement Introduction 8

Assessment and Achievement 9 Assessment Procedures Preliminary and HSC Record of School Achievement (RoSA) 10

Satisfactory Completion of a Course 10

Assessment Programme 11

Notification of Tasks 11

Submission of Tasks 12

Schedule of Tasks 13

Extensions for Formal Assessment Tasks 13

Digital Presentation of Tasks 13

Writing a Bibliography 13

Plagiarism 14

Feedback from Tasks 14

Reporting 15

Awards 16 SECTION TWO – ASSESSMENT SCHEDULES Schedules – alphabetically by subject:

200 Hour Courses 20-41

100 Hour Courses 42-48


PREAMBLE The information in this booklet is designed to give parents, students and staff an

understanding of the Year 9 Assessment procedures and information with regard to timing of

assessments for each course.

Those charged with the responsibility of making judgements about the academic progress of

the students have expectations of which students and their families should be aware. The

completion of set work and commitment to all experiences set by the teacher will contribute

significantly to successful outcomes in their studies.

It is the teacher’s responsibility to inform students of the requirements for a particular course.

However, the student also has a responsibility to become familiar with the requirements of

assessment. Teachers are available to answer questions or discuss problems in relation to

specific course assessment, as is the College’s Leader of Curriculum.

Students should take their time to read this handbook to ensure that they fully understand

their responsibilities with regard to Year 9 Assessment.


SECTION ONE GENERAL INFORMATION


ST JOSEPH’S COLLEGE ASSESSMENT OF STUDENT ACHIEVEMENT YEAR 9 COURSES

INTRODUCTION

St Joseph’s College is founded on the person of Jesus Christ. Our philosophy of assessment is one based on the values which He lived and proclaimed. As a Catholic school the understanding of the uniqueness of each individual student must be reflected in our policies and practices of assessment. The NSW Education Standards Authority (NESA) has developed and published mandatory requirements for assessment of students in Years 7 to 12. These regulations and rules must be strictly adhered to in order for students to be eligible for the award of both the Record of School Achievement and the Higher School Certificate. This Policy and Procedures document establishes the structure within which we must operate. Assessment is intended to recognise individual effort and achievement, to enhance self-esteem and to develop a realistic impression of one’s strengths and limitations. The students at St Joseph’s College are encouraged to take responsibility for their own learning and achievement. Assessment procedures at St Joseph’s College recognise personal achievement and performance in regard to course learning outcomes and performance descriptors. However, whilst significant, assessment is only one component of school education at St Joseph’s College. NESA requires that schools assess the performance of students during their Stage 5 studies. This is to ensure that the student satisfactorily completes each course and is therefore eligible to receive a Record of School Achievement (RoSA).


ASSESSMENT AND ACHIEVEMENT

Assessment is used at St Joseph’s College as a process of gathering information in order to make judgements and to give information about a student’s achievement. Assessment is an integral part of each course of study and is linked closely with the course’s Aims, Objectives and Outcomes. The College has a commitment to ensuring that students can achieve as many of the course outcomes as possible and that in setting assessment tasks, teachers will ensure that our students know exactly what is expected of them, the outcomes of the course being assessed and the criteria being used to judge performance. Justice requires that teachers will clearly communicate the criteria used in measuring achievement and that students will be fully aware of the purpose and scope of any set assessment task. Assessment at St Joseph’s College will concentrate on what a student can do and will give the student an honest and realistic measure of achievement and progress. Schools are currently required by NESA to submit assessments of student achievement relative to each other by the end of Year 10. This assessment is based on the achievements measured throughout NESA courses. It encompasses all syllabus objectives other than those related to attitude and interest and is intended to provide an indication of a student's attainment of a wide range of syllabus objectives. Each syllabus contains specific objectives, all of which are encompassed by the assessments. Each subject department has developed specific assessment schedules that take into account the syllabus objectives and the various weightings of each component. Details of these schedules for each course are included in this booklet. At St Joseph’s College, we believe assessment should:

Be conducted regularly on a formal and informal basis.

Be integral to the teaching and learning program.

Be reflected in the reporting process.

Enable students to be clear about what they are expected to know and do.

Provide students with adequate notice to prepare for formal assessment.

Reflect the outcomes of the teaching and learning of the course/unit/module.

Be conducted in an environment that allows students to perform at their optimum level.

Be varied according to the specific needs of subjects and syllabus requirements.

Incorporate the preparation of the task, the administration, marking, feedback and evaluation components of the task.

Allow for students to receive meaningful feedback about their performance and progress..

Allow teachers to reflect on their teaching practice and to modify where necessary their approaches to the teaching and learning process.

Permit teachers to make consistent judgements about student performance.

Allow teachers to exercise professional judgement where necessary to determine final grades for students.

Use a variety of task types to incorporate the learning styles of all learners.


ASSESSMENT PROCEDURES

RECORD OF SCHOOL ACHIEVEMENT (ROSA)

In Years 7 to 10, students study a variety of courses to qualify for the award of a Record of School Achievement (RoSA). If a student does not complete a Higher School Certificate the RoSA is issued at the time that they leave secondary education after the completion of Year 10. As well as taking the necessary combination of courses, students are also required to apply themselves satisfactorily to their studies. Students who are satisfying course requirements will be:

(a) following the course developed or endorsed by NESA;

(b) applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school and;

(c) achieving some or all of the course outcomes.

SATISFACTORY COMPLETION OF A COURSE

A student will be considered to have satisfactorily completed a course, if, in the Principal's view, there is sufficient evidence that the student has:

(a) followed the course developed or endorsed by NESA, and

(b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, and

(c) achieved some or all of the course outcomes. (ACE 4016)

To receive a result in any course, you must satisfactorily study the course. Satisfactory completion of a course involves:

a genuine attempt of assessment tasks which contribute more than half of the maximum marks; and

Participation in experiences that are required by the syllabus, eg. assignments, practical work, participation in class; and

Enough preparation to enable you to make a serious attempt on all tasks. Parents/carers of students who are not meeting either a, b, or c above in a particular course are posted an official warning letter indicating that satisfactory completion of the course is in jeopardy. If a second letter is sent indicating course requirements are still not being met, the student will be interviewed by the Principal and Leader of Curriculum to determine if an N (Non-Completion of a Course) Award should be issued. If a student’s attendance is called into question they will be required to prove to the Principal’s satisfaction, following a review of their performance, that they are meeting the course completion criteria. (ACE 4016) If a student does not satisfactorily meet all the requirements of a course it will not be recorded on the NESA Record of School Achievement (RoSA).


ASSESSMENT PROGRAMME

Assessment procedures are outlined in each teaching and learning program. The nature of procedures differs in accordance with the subject/course. Each KLA (Key Learning Area) makes decisions about the range of tasks covered, the nature of the tasks and the contribution of the tasks to the semester reporting process. Assessment occurs both as Assessment of Learning (AOL) and Assessment for Learning (AFL) in Year 9. Assessment of Learning (AOL) occurs, or is due, at a specific predetermined time in the school timetable. This form of assessment contributes to a teacher’s overall judgement of student performance relative to the course outcomes. Assessment for Learning (AFL) helps teachers develop an image of what students know and can do, and hence guides the teaching and learning process. Students will be required to complete specified pieces of work called Assessment Tasks for Assessment of Learning (AOL) throughout each of their courses. These tasks may include:

formal examinations,

essays,

assignment work,

practical work,

excursion reports and

oral presentations. These tasks are derived from:

(a) NESA syllabus requirements, and

(b) Subject/Course Teaching and Learning Programs.

NOTIFICATION OF TASKS

1. Prior to the scheduled date of the assessment task, and at least one week prior to the task, specific details

of the assessment task will be emailed to all students. 2. The Assessment Task Notification will include:

Subject/course

Unit/Module

Topic

Weighting of Task (relative to course overview and if applicable)

The date and timing of the task

Length/duration of task (eg. reading time, etc)

Type/nature of task (eg. hand-up, exam, etc)

Outcomes to be assessed

Description of Task Requirements – breakdown of marks to indicate relative weightings

Marking guidelines and/or success criteria

Task Rubric (optional)

Task References (if applicable)

Type of Feedback 3. Teachers will explain the requirements of the task and the details listed above. Students will have the

opportunity to reflect on the task requirements and ask questions to clarify issues.


4. Teaching and learning will not be specifically directed towards the task. However, teaching and learning will

incorporate the outcomes of the proposed assessment. 5. Task design will be a collaborative activity, involving all teachers who will take part in the administration of the

task. 6. Prior to the marking of assessment tasks, where more than one teacher is involved in the marking, teachers

will discuss and clarify the marking criteria to ensure consistency of judgement and awarding of marks takes place.

SUBMISSION OF TASKS

Students are expected to complete all assessment tasks. Students in Year 9 are to submit assessment tasks to the course teacher during class on, or before, the due date. All assessment tasks are to be hard copy unless otherwise stated in the assessment notification details. Students under suspension must comply with all assessment requirements on or by the due date. If the student is unable to submit an assessment on the due date and they have a valid reason, the parent/carer should write an explanation in the student’s College diary. Valid reasons may include illness, family or College sporting commitments, etc. Misuse of class time to work on the assessment and hence an inability to complete the task on time would not constitute a valid reason for late submission. It is the student’s responsibility to show this note to the course teacher in the first lesson of the relevant subject after returning to school. If the assessment is then submitted as soon as possible but within one week of the due date, the student will be awarded a mark/grade for the task using the previously published subject marking criteria. If circumstances are exceptional and the assessment task cannot be submitted within one week of the due date, an estimate may be provided by the Leader of Learning. Students who are absent from an ‘in class’ assessment task will be required to show a parent/carer note written in the College diary. This is to be shown to the course teacher in the next available lesson following the student’s return to school. The course teacher will arrange a suitable time for the student to sit the missed assessment task. If sitting the task after the due date is impractical, or if more than one week has elapsed since the original task date, the teacher may elect to estimate a mark/grade for the student after discussion with the relevant Leader of Learning. Students in Year 9 at St Joseph’s College who are not committing to their studies will be notified by one of the following, or a combination of the following:

(a) a teacher note in the student’s diary and/or phone communication to the parent/carer.

(b) A NESA Unsatisfactory Warning letter for continued non-commitment to a course. This letter is posted home.

(c) A Penalty Mark letter for failure to complete a formal assessment. This letter is posted home and the student will be required to attend afternoon detention until the task is completed. A penalty mark will still be allocated.


SCHEDULE OF TASKS

Formal assessment procedures will normally begin during Term 1. Timing for assessment tasks is available through the Google Calendar available to each student. Specific dates for assessments or examination periods are notified to students via the task notification and Google Calendar. Students are warned that compensation cannot be made because of extended illness, misadventure or domestic problems that may have affected a student's performance throughout the course. The assessment is to measure the student's actual performance in the course, not their potential performance. (ACE Manual ref: 11.13.3)

EXTENSIONS FOR FORMAL ASSESSMENT TASKS

Students who require an extension of time to complete a graded assessment task are to make this request via a parent/carer note in the College diary. The course teacher will determine if the extension required is fair and reasonable and confirm the outcome of the request in the College diary. Students must request an extension of time prior to the due date. Extensions will only be granted for valid reasons such as illness and family commitments but not in cases were the student has not applied him/herself to the task at hand.

DIGITAL PRESENTATION OF TASKS

All assessment tasks are to be hard copy unless otherwise stated on the assessment notification given to students. Digital device breakdown or printer failure is not a valid reason for non-submission of a task on the assessment date. In the event of a computer and/or printer problem immediately prior to the hand up date, students must provide some evidence that the task had been commenced. For example, handwritten notes, part printouts, or email a copy of the assignment to the course teacher. Students using digital devices should save and back up their work at regular intervals throughout the period of time allocated to complete the task. Assessment tasks should not be commenced too close to the due date. The amount of evidence presented in the event of computer breakdown should have a direct relationship to the length of time allocated for the task to be completed. For example, if the student is given eight weeks to complete a research task, the evidence submitted would need to be substantial.

WRITING A BIBLIOGRAPHY

A bibliography is a list of the information resources used. The sources might include books, magazines, encyclopedia, Websites, etc. In a bibliography you organise information about the publications, listed alphabetically by the authors’ surnames. There are different styles, or types, of bibliographies. Students should refer to the St Joseph College diary for a more detailed explanation of writing a bibliography.


PLAGIARISM

All work submitted for assessment must be the student’s own work. If doubt arises regarding the authenticity of work submitted for assessment, the matter will be reviewed by the Leader of Learning, in consultation with the Leader of Curriculum. If instances of cheating, copying or plagiarism are substantiated, a zero mark will be awarded for those sections of the assessment task deemed to be non-authentic work. Plagiarism involves copying or using thoughts directly from another person’s work as your own work. Any other student who is determined to have assisted with the cheating/copying will also be liable for a zero result. In a situation where a zero score is imposed, the student and his/her parents will be informed in writing as soon as practical after the task. In instances where plagiarism has occurred an authentic task will need to be submitted at a date to be determined by the relevant Leader of Learning to satisfactorily complete course outcomes. A zero mark for those sections that have been plagiarised will still be recorded. To avoid plagiarism, try the following strategies:

Take notes from the information you research and read. Don’t copy out paragraphs word for word. Read the information then write notes jotting down the important points or words from memory.

If you must copy something word for word, such as a definition, put it in quotation marks (“), noting the source and the page number from where it came immediately so that you don’t forget the source.

List all the sources that you use in your bibliography.

If you need help ask your teacher or the Librarian.

FEEDBACK FROM TASKS

An essential component of assessment is to provide meaningful feedback to each student. Elements of meaningful feedback could include:

Providing marks or grades that have meaning by linking marks to specific criteria.

Allowing students to self-assess their work relative to the marking criteria.

Allowing peers to assess their work relative to the marking criteria.

Providing opportunity for teachers to discuss with students (one on one/small group/whole group) the assessment of their performance, which may include their study preparation, their exam technique, their time management, their attitude and application, their commitment to class and home study, etc.

Written comments that benefit future student performance, affirm their performance, suggest methods of improvement, areas for development, etc.

Providing a link to their future learning in the course.


REPORTING

Students and parents will receive regular and scheduled school reports on student achievement in each course of study. Semester reports are provided online through the Schoolworx Parent Portal. SEAAR (Student Engagement and Application Reports) are emailed to parents twice a term. Mid-Year Reports are available at the end of Semester 1 and End of Year Reports are available at the end of Semester 2. SEAAR (Student Engagement and Application Reports) will be available every five weeks with teachers allocating students a grade, ranging from 1-5 based on their behaviour, organisation, effort and application, homework, punctuality and respectful relationships. These grades are averaged and placed against one of five performance bands. This will allow students and parents to regularly monitor engagement and application, the keystones to realising academic potential. Grades for each component of a course will be allocated each Semester using both formal and informal assessment strategies. The Grades A to E will be consistent with the mandated performance criteria and/or outcomes as described in each NESA course syllabus. A yearly grade foe the 100 hour elective courses will be submitted to NESA on the completion of the course. This feedback, both formal and informal, will provide students and parents with meaningful insights into their work habits and skills, achievements and potential. The General Performance Descriptors describe performance at each of five grade levels:

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

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

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

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

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


AWARDS

Results earned by students from graded assessments in each course will be recorded by teachers in the College Schoolworx Markbooks. A student will receive a Task Merit Award for any individual task that has been awarded an A grade. Students receiving a Task Merit Award across three separate subjects will receive a College Merit Award. Students will receive a Semester Academic Excellence Award in a subject if they have been awarded an overall Grade A for the subject. These awards are recognised on the Semester Summary page at the End of Year reports. Yearly Academic Excellence Awards are allocated to students who have received an overall Grade A in a subject for both Mid-Year and End of Year reports. These are presented at the final Awards Ceremony held at the end of the School Year. The College Dux for the year group is determined by the overall performance of the student across all subjects studied.


SECTION TWO ASSESSMENT PROGRAMMES


200 Hour Courses

Catholic Studies

Commerce

Drama

English

Food Technology

French

Industrial Technology - Multimedia

Industrial Technology – Timber

iStem

Mathematics

Music

Personal Development, Health and Physical Education (PDHPE)

Physical Activity and Sports Studies

Science

Visual Arts


RE CATHOLIC STUDIES (MKII) Coordinator: Miss Helen Gooley

200 Hour Course

Assessment Programme Year 9 2020

Task Number

Task Description Topic Outcomes Weighting Week Due

1 Research Task The Church in Australia

C9 – K C9 – S C9 – V

30% Week 10, Term 1

2 Mid-Course Examination

The Church in Australia

Biblical Writing

C9 – K C9 – S A9 – K A9 – S B9 – K B9 – S

30% Week 7, Term 2

3

Presentation: (Written report, Group task, ICT and/or Oral Task

Search for Meaning

B9 – K B9 – S E9 – K E9 – S D9 – K D9 – S

40% Week 5, Term 4

Evidence of achievement will also be determined using ongoing observations during teaching and learning. There may be a task in Week 10 of Term 4.


HSIE COMMERCE Coordinator: Mr Tom Nethery

200 Hour Course


Task Number


1 Research Task Consumer and

Financial Decisions

COM4-1 COM4-2 COM4-4 COM4-5 COM4-6 COM4-7 COM4-9

25% Week 9, Term 1

2 Semester 1 Examination

Consumer and Financial Decisions

Law, Society and Political Involvement

COM4-1 COM4-2 COM4-3 COM4-4 COM4-5 COM4-8

25% Week 7, Term 2

3 Research Task Travel

COM4-1 COM4-2 COM4-4 COM4-5 COM4-6 COM4-7 COM4-8 COM4-9

25% Week 2, Term 4


Investing

Travel

Promoting and Selling

COM4-1 COM4-2 COM4-4 COM4-5 COM4-8

25% Week 6, Term 4

Evidence of achievement will also be determined using ongoing observations during teaching and learning.


CREATIVE ARTS DRAMA Coordinator: Mrs Nicole Taylor

200 Hour Course


Task Number


1 Movement Piece ‘I Like To Move It’

(Movement, Physical Theatre)

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3, 5.3.1

30% Week 2, Term 2

2 Playbuilding

Task

‘Picture Book Playbuilding’

(Movement and Soundscapes)

5.1.1, 5.1.2, 5.1.4, 5.2.1, 5.2.3, 5.3.1

30% Week 2, Term 3

3 Review Writing

‘On Stage’

(Script Study/ Review Writing)

5.3.1, 5.3.2,

5.3.3

10% Week 7, Term 3

4 Design Folio

‘Designs For The Theatre’ (Elements of Production & Design)

5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2,

5.3.3

30% Week 4 Term 4



ENGLISH ENGLISH Coordinator: Mrs Charmaine Vella-Fox

200 Hour Course


Task Number


1 Writing Writing for a Purpose 1A, 3B, 5C,

7D, 8D 20%

Week 8, Term 1

2 Reading / Writing The Art of War 2A, 3B, 6C,

7D 25%

Week 6, Term 2

3 Speaking / Viewing &

Representing

Protest Poetry (Multi Modal)

1A, 2A, 4B, 9E

30% Week 4, Term 3

4 Listening / Writing Speculative Fiction 2A, 3B, 4B 25% Week 4, Term4

Assessment in English is ongoing and is concerned with assessment for learning as well as assessment of learning.

English assessment is concerned with the five areas of learning within the subject: reading, writing, speaking, listening, viewing and representing. In both semesters of each year, formal, across the form assessment will take place in all of the five areas of learning. All students of the same year level will do the same task which will be marked according to the published criteria. Students will be given feedback with suggestions for improvement as well as their results. For reporting purposes, the result for the formal task may be moderated by ongoing classwork if the formal assessment result is deemed by the class teacher to be clearly different from the usual performance of the student in that area.



TAS FOOD TECHNOLOGY Coordinator: Ms Karen Parker

200 Hour Course


Task Number


1 Media Presentation

and Practical Food Selection and

Health

FT5-1 FT5-2 FT5-3 FT5-5 FT5-6 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

20% Weeks 2 & 3,

Term 2

2 Party / Event Food for Special

Occasions

FT5-1 FT5-5 FT5-6 FT5-7 FT5-9

FT5-10 FT5-11

20% Weeks 9 & 10,

Term 2

3 Report and Practical Food in Australia

FT5-1 FT5-2 FT5-5 FT5-6 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

30% Weeks 9 & 10,

Term 3

4 Design and Practical Food Trends

FT5-1 FT5-2 FT5-4 FT5-5 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

30% Weeks 6 & 7,

Term 4



CREATIVE ARTS FRENCH Coordinator: Mrs Nicole Taylor

200 Hour Course


Task Number


1 Communication Needing Help

Making Arrangements

LFR5-1C LFR5-5U LFR5-8U

25% Week 5, Term 1

2 Writing House & Home LFR5-2C LFR5-4C

25% Week 7, Term 2

3 Writing

& Listening

Community & Environment

LFR5-1C LFR5-3C LFR5-6U LFR5-7U

25% Week 5, Term 3

4 Reading

& Speaking

Leisure & Travel

LF5-2C LF5-5U LF5-6U LF5-8U

25% Week 5, Term 4



TAS INDUSTRIAL TECHNOLOGY -

MULTIMEDIA Coordinator:

Ms Karen Parker

200 Hour Course


Task Number


1 Practical Project #1 Digital Imaging

IND5-2 IND5-4 IND5-5 IND5-7 IND5-10

30% Week 10, Term 1

2 Practical Project #2 Web Design

IND5-1 IND5-3 IND5-4 IND5-5 IND5-7

35% Week 9, Term 2

3 Practical Project #3 Games & Simulations

IND5-2 IND5-3 IND5-4 IND5-5 IND5-6 IND5-8 IND5-9

35% Week 4, Term 4


TAS INDUSTRIAL TECHNOLOGY -

TIMBER Coordinator:

Ms Karen Parker

200 Hour Course


Task Number


1 Project 1

Product and Report Noughts and Crosses Box

IND5-1 IND5-3 IND5-6 IND5-8 IND5-9 IND5-10

30% Week 10, Term 1

2 Project 2 Product

and Folio Folding Stool

IND5-1 IND5-3 IND5-5 IND5-8

30% Week 9, Term 2

3 Project 3 Product

and Folio Kitchen Rack

IND5-1 IND5-2 IND5-3 IND5-4 IND5-5 IND5-7 IND5-8

40% Week 5, Term 4



TAS iSTEM

(Integrated Skills, Technology, Engineering and Mechanics)

Coordinator: Ms Karen Parker

200 Hour Course


Task Number


1 Reflection Journal &

Research Task Engineering

Fundamentals

5.1.1, 5.1.2, 5.4.1, 5.4.2, 5.6.1, 5.6.2,

5.8.1

20% Week 10, Term 1

2 Group Project and

Portfolio of Learning Aerodynamics

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.4.1, 5.4.2,

5.6.1

30% Week 7, Term 2

3 Digital Design and

Creation 3D CAD/CAM

5.1.1, 5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.6.2,

5.7.1

25% Week 10, Term 3

4 Minor Project STEM Project-based

Learning Task Minor

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.5.1, 5.5.2, 5.6.1, 5.7.1

25% Week 6, Term 4



MATHEMATICS MATHEMATICS (Stage 5.3)

Coordinator: Mrs Melinda Thompson

200 Hour Course


Task Number


1 Examination Numbers of any

magnitude, Algebraic Techniques 5.2

MA5.1-9MG MA5.2-6NA

20% Week 9, Term 1


Linear Relationships

5.2, Surds and Indices

5.1-– 5.3

MA5.2-8NA MA5.3-5NA MA5.3-6NA MA5.3-8NA

25% Week 6, Term 2

3 Examination

Equations Pathway

5.1 & 5.2, Right-angled

Trigonometry 5.1 & 5.2, Ratio & Rates 5.3

MA4-10NA MA5.1-5NA MA5.2-7NA

MA5.2-13MG MA5.3-4NA

25% Week 8, Term 3

4 End of Course Examination

Area, Surface Area &

Volume 5.1 & 5.2, Single Variable Data Analysis 5.1 & 5.2,

Probability 5.1 & 5.2, Financial Mathematics

5.1

MA5.1-13SP MA5.2-11MG MA5.2-15SP MA5.2-17SP

30% Week 6, Term 4

Note: MA5.1-1WM & MA5.3-3WM will be assessed on all tasks. Evidence of achievement will also be determined using ongoing observations during teaching and learning.




200 Hour Course


Task Number


1 Examination Algebraic Techniques,

Indices

MA5.1-5NA MA5.2-6NA MA5.2-7NA

20% Week 9, Term 1


Algebraic Techniques, Indices, Financial

Mathematics5.1

MA5.1-4NA MA5.1-5NA MA5.2-6NA MA5.2-7NA

25% Week 6, Term 2

3 Examination

Numbers of Any

Magnitude, Equations,

Single Variables Data Analysis

MA4-10NA MA5.1-9MG MA5.2-8NA

MA5.2-15SP

25% Week 8, Term 3


Area and Surface Area, Linear Relationships

MA5.2-11MG MA5.2-9NA

30% Week 6, Term 4





200 Hour Course


Task Number


1 Examination

Fractions, Decimals, Percentages, Review

of Stage 4 Area, Area and Surface Area

MA4-5NA

MA4-13MG MA5.1-8MG

20% Week 9, Term 1


Numbers of Any Magnitude,

Fractions, Decimals, Percentages

MA4-5NA

MA5.1-1WM, MA5.1-2WM, MA5.1-3WM, MA5.1-9MG

25% Week 6, Term 2

3 Assignment Integers,

Financial Mathematics

MA4-4NA MA4-8NA

MA5.1-4NA

25% Week 8, Term 3


Algebraic Techniques 2,

Pythagoras’ Theorem, Equations

MA4-10NA MA4-16MG

30% Week 6, Term 4



CREATIVE ARTS MUSIC Coordinator: Mrs Nicole Taylor

200 Hour Course


Task Number


1 Composition / Performance

Instrumental Music through the Ages /

Rock Music

5.4, 5.5, 5.6

5.1, 5.2, 5.3 30%

Week 7, Term 2

2 Listening

Assessment Rock Music &

Australian Music 5.7, 5.8, 5.9,

5.10 25%

Week 6, Term 3

3 Performance Australian Music 5.1, 5.2, 5.3 25% Week 4, Term 4

4 Composition Music of a Culture 5.4, 5.5, 5.6 20% Week 5, Term 4



PDHPE PERSONAL DEVELOPMENT, HEALTH

& PHYSICAL EDUCATION (PDHPE) Coordinator:

Mr Chris Morrison

200 Hour Course


Task Number


1 Practical Unit

Evaluation Get Active

PD5-7 PD5-8

20% Week 9, Term 1

2 Health Expo Simply the Best PD5-2 PD5-6

20% Week 6, Term 2

3 Project Better Safe than Sorry PD5-1 PD5-7 PD5-9

30% Week 8, Term 3

4 Practical

Assessment Practical

Assessment PD5-4

PD5-11 30%

Ongoing

Weeks 1-4,

Term 4



PDHPE PHYSICAL ACTIVITY & SPORTS

STUDIES Coordinator:

Mr Chris Morrison

200 Hour Course


Task Number


1 Written Assignment Nutrition 1.1, 4.2, 4.4 20% Week 9, Term 1

2 Fitness Program

Evaluation Physical Fitness 1.2, 4.2 20%

Week 7, Term 2

3 Strapping/Injury Practical Task

Participating with Safety

Sports Injuries

1.1, 4.2 30%

Ongoing

Weeks 8-10,

Term 3

4 Multimedia Task /

Practical Task Issues in Sport

2.1, 2.2, 3.1, 3.2, 4.1, 4.4

30%

Ongoing

Weeks 2-5,

Term 4



SCIENCE SCIENCE Coordinator: Mr Matthew Hall

200 Hour Course


Task Number


1 Practical Skills Test

Atoms and

Plate Tectonics, (Processing and analysing data

and information)

SC5-7WS SC5-8WS SC5-9WS

25% Week 10, Term 1


Atoms,

Plate Tectonics, Waves and Energy

(Knowledge and understanding)

SC5-12ES SC5-13ES SC5-16CW

25% Week 8, Term 2

3 Student Research

Project

(Questioning and

predicting; planning instructions; conducting

investigations; processing data; analysing data; problem solving;

and communicating)

SC5-4WS SC5-5WS SC5-6WS SC5-7WS SC5-8WS SC5-9WS

25% Week 6, Term 3


Moving About, Global Systems (Knowledge and understanding)

SC5-8WS SC5-9WS

SC5-10PW SC5-11PW SC5-12ES SC5-13ES

25% Week 6, Term 4



CREATIVE ARTS VISUAL ARTS Coordinator: Mrs Nicole Taylor

200 Hour Course


Task Number


1 Assignment Figure in the Environment

4.1, 4.2, 4.5, 4.8, 4.9,

4.10 30%

Week 8, Term 1

2 Assignment Surrealism 4.1, 4.3, 4.4 20% Week 8, Term 2

3 Assignment Fantasy

Printmaking

4.1, 4.2, 4.5, 4.6, 4.8, 4.9,

4.10 30%

Week 7, Term 3

4 Assignment Australian

Identity 4.1, 4.4, 4.6 20%

Week 6, Term 4



100 Hour Courses

Child Studies

Commerce

Food Technology

Elective History

Marine and Aquaculture Technology

Photographic and Digital Media


PDHPE CHILD STUDIES Coordinator: Mr Christopher Morrison

100 Hour Course


Task Number


1 Research Task Meet the Parents 1.1, 1.2, 2.2, 3.1, 3.2, 3.3,

4.2, 4.3 20%

Week 6, Term 1

2 Baby Care Simulation Best Start in Life 1.1, 1.2, 2.2, 2.3, 3.1, 3.2,

4.1, 4.2 20%

Week 4, Term 2 ongoing

3 Practical Assessment Babies Kitchen 1.2, 2.2, 3.2,

4.2, 4.3 30%

Week 8, Term 3

4 Toy Creation Play and the

Developing Child 1.2, 2.1, 2.2,

3.2, 3.3 30%

Week 6, Term 4



HSIE COMMERCE Coordinator: Mr Tom Nethery

100 Hour Course


Task Number


1 Research Task Consumer and

Financial Decisions

COM4-1 COM4-2 COM4-4 COM4-5 COM4-6 COM4-7 COM4-9

25% Week 9, Term 1


Consumer and Financial Decisions

Law, Society and Political Involvement

COM4-1 COM4-2 COM4-3 COM4-4 COM4-5 COM4-8

25% Week 7, Term 2

3 Research Task Travel

COM4-1 COM4-2 COM4-4 COM4-5 COM4-6 COM4-7 COM4-8 COM4-9

25% Week 2, Term 4


Investing

Travel

Promoting and Selling

COM4-1 COM4-2 COM4-4 COM4-5 COM4-8

25% Week 6, Term 4



TAS FOOD TECHNOLOGY Coordinator: Ms Karen Parker

100 Hour Course


Task Number


1 Media Presentation

and Practical Food Selection and

Health

FT5-1 FT5-2 FT5-3 FT5-5 FT5-6 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

20% Weeks 2 & 3,

Term 2

2 Party / Event Food for Special

Occasions

FT5-1 FT5-5 FT5-6 FT5-7 FT5-9

FT5-10 FT5-11

20% Weeks 9 & 10,

Term 2

3 Report and Practical Food in Australia

FT5-1 FT5-2 FT5-5 FT5-6 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

30% Weeks 9 & 10,

Term 3

4 Design and Practical Food Trends

FT5-1 FT5-2 FT5-4 FT5-5 FT5-7 FT5-8 FT5-9

FT5-10 FT5-11 FT5-12 FT5-13

30% Weeks 6 & 7,

Term 4



HSIE ELECTIVE HISTORY Coordinator: Mr Tom Nethery

100 Hour Course


Task Number


1 Oral Presentation Constructing History

and Heritage

E5.1, E5.3, E5.5, E5.8,

E5.10 25%

Week 7, Term 1

2 Visual Representation World Myths and Legends

E5.2, E5.4, E5.8, E5.10

25% Week 6, Term 2

3 Source Analysis Archaeology

Preservation and Conservation

E5.6, E5.7, E5.8, E5.9

25% Week 8, Term 3

4 Research Project Ancient Mediaeval and

Modern Societies

E5.1, E5.3, E5.4, E5.6, E5.8, E5.9,

E5.10

25% Week 5, Term 4

Evidence of achievement can also be based upon ongoing observations during teaching and learning.


TAS MARINE & AQUACULTURE

TECHNOLOGY Coordinator:

Ms Karen Parker

100 Hour Course


Task Number


1 Skills Water Safety & Basic

Snorkelling

MAR5-9 MAR5-10 MAR5-11

25% Week 7, Term 1

2 Research Dangerous Marine

Creatures

MAR5-3 MAR5-7 MAR5-13 MAR5-14

25% Week 4, Term 2

3 Fieldwork

(SeaWorld)

Marine Mammals & Living Together

in the Sea

MAR5-1 MAR5-2 MAR5-7 MAR5-8 MAR5-12

25% Week 5, Term 3

4 Research Managing Fish

Production

MAR5-4 MAR5-5 MAR5-6 MAR5-13 MAR5-14

25% Week 5, Term 4



CREATIVE ARTS PHOTOGRAPHIC & DIGITAL MEDIA Coordinator: Mrs Nicole Taylor

100 Hour Course


Task Number


1 Portfolio of Still Photographs

Basic Photographic Forms and History

5.1, 5.2, 5.5, 5.6, 5.7, 5.10

20% Week 7, Term 1

2 Research History of

Photography Basic Photographic Forms and History

5.1, 5.2, 5.4, 5.6, 5.8

20% Week 4, Term 2

3 Telling Stories with

Pictures Every Picture Tells a Story

5.1, 5.2, 5.3, 5.4, 5.5, 5.7,

5.8, 5.9 30%

Week 9, Term 3

4 Journal of Study Portfolio of Work

Journal of Study and Portfolio

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

5.10

30% Week 6, Term 4


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