YEAR 10 ASSESSMENT POLICY INTRODUCTION

YEAR 10 ASSESSMENT POLICY

INTRODUCTION

This Assessment Schedule booklet is designed to give students and parents a guideline as to approximate due dates, assessment task content and task type throughout Semester 2.

Important parts of being successful and engaged in high school are time management, preparation and organisational skills. To assist in developing these skills each student has been issued with a student diary. Please ensure that your child records assessment task due dates and information in their diary.

Assessment is the process of identifying, gathering and interpreting information about learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.

Typically this process is referred to as ‘Assessment for Learning’ and is designed to enhance teaching and, ultimately, improve learning outcomes for students.

The NSW Education Standards Authority (NESA) summarises Assessment for Learning for K-10 as:

• An essential and integrated part of teaching and learning • Reflecting a belief that all students can improve • Involving the setting of learning goals with students • Helping students know and recognise the standards to which they are aiming • Involving students in self and peer assessment • Providing feedback that helps students understand the next steps in learning and planning how to achieve

these goals • Involving teachers, students and parents in reflecting on assessment data

At Berkeley Vale Campus we believe in and adhere to the ‘Principles of Assessment’. These are that assessment should be:

• Relevant • Appropriate to stage level • Fair • Accurate in providing an insight into student skills • Able to provide useful information to direct teaching and learning • Able to be integrated into the teaching and learning cycle • Able to draw on a wide range of evidence • Be manageable for students and teachers

RECORD OF SCHOOL ACHIEVEMENT (RoSA)

The Record of School Achievement (RoSA) is a cumulative credential for students who leave school before completing their Higher School Certificate.

The RoSA lists all mandatory and additional Stage 5 and, where applicable, Stage 6 courses completed by the student, along with the grade awarded. The RoSA credential also lists any courses commenced but not completed and the date of leaving school.

MINIMUM REQUIREMENTS FOR THE YEAR 10 RoSA

The NSW Education Standards Authority (NESA) is the authority responsible for awarding the RoSA. In order to qualify for the RoSA, the following requirements must be met.

a) Satisfactory completion of Syllabus Years 7 to 10in: • English • Mathematics • Science • History, Geography and Civics • Personal Development, Health and Physical Education

b) Student must have met NESA’s Syllabus requirements (at some time over their studies in Years 7 to 10) for: • Language other than English • Visual Arts • Music • Design and Technology

Student may undertake studies in addition to the above courses (i.e. elective courses) and if course requirements are met, these will be recorded on the RoSA credential.

WARNING

Failure to satisfactorily complete a course outlined in (a) and (b) above will mean that a student has failed to meet the minimum requirements for the award of a RoSA and a certificate WILL NOT be issued by NESA.

ATTENDANCE REQUIREMENTS

Students must complete the campus attendance requirements until the end of the Year 10 school year. Students are not permitted to leave school prior to the end of Year 10 unless they are entering an alternative educational pathway (e.g. apprenticeship or traineeship). (Year 10 completion date to be advised).

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/leaving-school/record-of-school-achievement

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc

SATISFACTORY COMPLETION OF A COURSE Course completion criteria:

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:

• followed the course developed or endorsed by NESA • applied themselves with diligence and sustained effort to the set tasks and experiences provided in the

course by the school • achieved some or all of the course outcomes

A student who does not satisfactorily complete a course may receive an ‘N’ determination.

Parents must contact the school and teacher as soon as possible after they have received an ‘N’ determination warning.

If a student’s attendance falls below 85% of the school’s programmed lesson time for a course, the Principal may determine that, as a result of absence, the above course completion criteria may not be met. Clearly, absences will be regarded seriously by the Principal, who will give students early warning of the consequences of absences.

If, at any time, it appears that a student is at risk of receiving an ‘N’ determination in any course, the student will be warned and their parents/guardian advised in writing. This warning will be given in time for the problem to be corrected.

Students who have not complied with the above requirements in both Year 9 and Year 10 cannot be regarded as having satisfactorily completed the course. The Principal will then apply the ‘N’ determination. The school will enter an ‘N’ on the Grading Recommendation Schedule. Where the ‘N’ determination is applied, it will appear on the student’s RoSA depending upon the course. It may also mean that the student has not satisfactorily completed the minimum pattern of courses required for the RoSA credential in that year.

APPEALS AGAINST ‘N’ DETERMINATION

Students wishing to appeal against the Grade(s) in any subject awarded to them by the school should submit a written appeal, together with evidence, to the Principal.

Students may appeal only on the basis that the grade awarded was not consistent with the progressive reporting relative to the areas for assessment received from the school.

SCHOOL BASED ASSESSMENT

Grades A—E will be awarded in all courses based on school based assessment of students’ achievement with reference to ‘performance descriptors’ issued by NESA.

Inadequate bookwork may result in an ‘N’ determination on the grounds of not meeting the New South Wales Education Standards Authority (NESA) requirement of a student demonstrating ‘diligence and sustained effort’.

PERFORMANCE DESCRIPTORS

Course Performance Descriptors are a series of statements which summarise observable and measurable features of student achievement and assist teachers to award grades to students based on descriptions of typical achievement.

Course Performance Descriptors describe the main features of typical students’ performance at the end of the course. The areas for Assessment consist of the knowledge and skills objectives from the syllabus.

GENERAL PERFORMANCE DESCRIPTORS

The following General Performance Descriptions are a generic set of descriptors which indicate the five levels of achievement. These give an explanation of each grade in a general way.

GRADE GENERAL PERFORMANCE DESCRIPTORS

A Outstanding

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 High

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

Sound

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

Basic

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 Limited

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

N Determination

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

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

experiences provided in the course by the school c) achieve some or all of the course outcomes.

Inadequate bookwork may result in an ‘N’ determination on the grounds of not meeting the New South Wales Education Standards Authority NESA requirement of a student demonstrating ‘diligence and sustained effort’.

ADVISE TO YEAR 10 PARENTS AND STUDENTS REGARDING ASSESSMENT TASKS

The follow advice is given regarding ALL assessment tasks:

a) the assessment task should be a quality submission, completed to the best of that student’s ability b) each task must reflect a serious attempt c) students must ensure that all tasks are submitted on time. All tasks must be attempted. The due date is a

strict deadline d) material presented late will not be credited unless appropriate documentation is provided by the student/

parent (e.g. medical certificate, illness or crisis in family). Completion of the task will still be required to meet course requirements

e) in the event of non-attendance (illness, injury or misadventure), the procedure below must be followed by the student seeking a substitute task immediately upon return to school: • notification of absence from the task, whenever possible, should be made to the

teacher BEFORE the task takes place

• a written and signed statement from the student’s parents/guardian explaining the absence must be supplied

• an appeal form must be obtained from the Deputy Principal and completed

• a doctor’s certificate must be forwarded where illness is involved.

In the event where the above is not adhered to, the student will receive zero for the task and an N Warning letter will be sent home. The student will still be required to complete the assessment task so as to meet course outcomes.

Each case will be considered on its merits. The reasons for absence must be considered valid before a substitute task will be granted. An estimate rather than a substitute task will only be given in exceptional circumstances.

a) all work must be the student’s own work b) requests for extension must be handed in prior to the due date to the Deputy on the appropriate form. Each

case will be considered on its merits c) at least two weeks written notice will be given before every assessment task. Students will sign to show

they have received the task. It is the responsibility of any student who is absent to find out if any assessment tasks have been given out

d) vacations taken outside normal school holidays will not be accepted as a valid reason for missing an assessment task and will not be credited, however, completion of the task is still required in an effort to meet course requirements

e) Proven dishonesty in an assessment task or truancy (including fractional truancy) will be regarded as a non- attempt

f) assessment tasks must be handed to the teacher who sets the task, or in the case of his/her absence, the Head Teacher. Students are to sign a register indicating that the task has been received on submission of the completed work. Students will ask teachers to sign next to the task in this book

g) each task submitted must be signed and dated in this booklet by the receiving teacher h) accurate records will be maintained and each student should be aware of his/her progress i) appeals concerning individual assessment may only be lodged directly after that assessment has been

returned j) where computer technology fails, students will be required to provide evidence of the work attempted e.g.

back up disk / draft printout / hand written notes.

A committee of three (Head Teacher, Principal or delegate, and Year Adviser or delegate) will hear any appeals and transmit decisions promptly to all parties.


CAMPUS RESPONSIBILITIES

The Campus is responsible for:

• establishing policies and procedures which ensure a consistent approach to assessment including advice to students, appraisal, recording and reporting practices

• ensuring that students are aware of the assessment schedule showing the nature of the tasks and approximate timing of the assessment tasks

• ensuring that students and their parents are aware of the assessment scheme, including their responsibilities

• allocating disability provisions based on supported documentation from students • providing avenues for appeals should parents or students wish to do so.

COURSE ASSESSMENT TASKS

Each course will set formal assessment tasks throughout Year 10 based upon the areas for assessment nominated within that course. A wide range of assessment procedures will be used. These may include research projects, practical assignments, oral and written responses, tests and class presentations using technology available. These formal tasks appear in the Course Assessment Schedule.

Informal Assessment will occur during the process of teaching in a variety of situations. Teachers will observe and note student achievement. This written record will form part of the assessment information to enable teachers to make a final judgment on grades awarded.

Grades will be awarded by comparing student performance in these tasks with performance descriptors to identify the level of achievement of each student.

COURSE ASSESSMENT SCHEDULES

The following pages contain individual course assessment schedules in alphabetical order.

Please note that each course identifies the term and week when each assessment task is due to be submitted.

Unavoidable changes to due dates may occur, however, two weeks written notification will be given to students. Inadequate bookwork may result in an ‘N’ determination on the grounds of not meeting the New South Wales Education Standards Authority (NESA) requirement of a student.


FACULTY RESPONSIBILITIES Faculties and Head Teachers are responsible for:

• developing assessment tasks that reflect Quality Assessment practices and best practice in the Quality Teaching

and Learning Framework

• ensuring that students are aware of course Performance Descriptors

• developing an assessment schedule that indicates the nature and approximate timing of thetas

• providing a minimum 2 weeks written notice of each task ensuring that the following are included

a) date set/date due of task b) outcomes to be assessed along with an explanation of these outcomes c) clear description of the task is provided d) task is valid and reliable e) clear instructions with a model of the task where appropriate f) appropriate level of language is used g) the task is of an appropriate length h) the task reflects a varying degree of difficulty i) clear marking guidelines are included j) provision for meaningful feedback is provided

• recording each task on the campus calendar

• developing a system of recording acceptance and receipt of tasks

• discussing variations to the Assessment Schedule with the Deputy Principal responsible for Year10

• preparing “N” Award warning letters to parents for students who have not attempted tasks and record on Sentral

• interviewing students who are in danger of an “N” Award determination to develop an improvement program

• providing names to the Deputy Principal to interview the students who are not meeting the improvement program requirements

• recording all marks on school electronic Sentral markbook system. Both electronic and paper copies are required for security purposes and paper copies filed into teacher folders

• providing a grade per student in each course that reflects the performance descriptors


RESPONSIBILITIES OF YEAR 10 STUDENTS Students in Year 10 are responsible for:

• ensuring that they obtain and understand the campus policy on assessment

• determining if any assessment information has been distributed during a period of absence

• attempting each assessment task to the best of their ability so that they demonstrate maximum level of achievement

• ensuring that all work submitted is their own work

• ensuring that all tasks are submitted on time or that the procedures outlined are followed to seek a substitute task

• ensuring the Assessment Register is signed and dated on submission of each assessment

• ensuring any questions that they have about the assessment, grade or comments given for an individual piece of work, are resolved at the time the work is handed back

• demonstrating, through diligence and sustained effort and sound attendance, that they have met the requirements of the course

• attending school until the final day of Year 10 as determined by the Department of Education and Principal, unless an exemption has been granted by the Principal

• applying for disability provisions should they be eligible

RoSA EXAMINATION SAMPLE

Assessments at a glance - Planning Grid – Term 3

Faculty / Week 1 2 3 4 5 6 7 8 9 10

CAPA (Includes Music, Photography and

Visual Arts)

Photography

Music

Visual Arts Music Art

ENGLISH

(includes Drama)

HSIE (includes Commerce)

Commerce

MATHEMATICS

PDHPE

(Includes Child Studies, Marine Studies and PASS)

Marine

PDHPE PASS

Child Studies

PASS

SCIENCE

TAS

(Includes IT Building, Food Technology, IT

Metal, Textiles and IT Timber)

Timber

Building and Construction

Food Tec

Assessments at a glance - Planning Grid – Term 4

Faculty / Week 1 2 3 4 5 6 7 8 9 10

CAPA (Includes Music, Photography and

Visual Arts)

Year

ly E

xam

inat

ions

ENGLISH

(includes Drama)

HSIE (includes Commerce)

MATHEMATICS

PDHPE

(Includes Child Studies, Marine Studies and PASS)

SCIENCE

TAS

(Includes IT Building, Food Technology, IT

Metal, Textiles and IT Timber)

Timber

Building and Construction

CAPA

Includes:

Music

Photography

Visual Arts


BERKELEY VALE CAMPUS MUSIC ASSESSMENT

Due Date: Term 3 Week 8

Title: Aural Examination Teacher Name:

Year: 10 Stage: 5 Task Number: 4 Weighting: 20%

Syllabus Outcomes:

5.7 Demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts

Task Description:

Students will sit an Aural Examination (listening test), in which they are required to listen to excerpts of music and form written responses based on questions about the music.

Questions will be related to the 6 concepts of music.

The examination will take approximately 1 hour and will occur in class time.

Assessment Task Information:

Students have had practice examinations and aural questions in class. Students should revise their classwork and handouts in order to revise for the examination.

Each question will require you to listen to an excerpt of music. This will be arranged by the teacher. You will not be given the excerpts until the examination. Each excerpt will be played 5 times with breaks for writing in between.

Please arrange to meet with your teacher if you have any questions about this examination.

Any RoSA student who does not submit this task will be placed on the campus N determination register

To do well in this assessment task I must:

• Be involved with theory lessons in class • Revise bookwork • Listen to music outside of school • Seek regular help and feedback from my teacher


Grade Marking Criteria

A

17-20

• Demonstrates focused listening with well-supported observations,

including detailed descriptions of musical events, in a suitably structured response

• Describes in detail the ways in which the composer has utilised the concepts of music within the excerpt

B

13-16

• Demonstrates careful listening and musical awareness, although descriptions of

musical events may contain inaccurate observations • Describes ways in which the composer has utilised the concepts of music within the excerpt

C

8-12

• Demonstrates careful listening and musical awareness, although descriptions of

musical events may contain inaccurate observations. • Describes the music with basic reference to the concepts

D

5-7

• Demonstrates some musical awareness, but often makes generalisations without

providing supporting examples • Describes the music in a superficial way with some reference to the concepts

E

1-4

• Demonstrates limited musical awareness, and describes musical events

incorrectly or in a superficial way • Describes the music in a superficial or incorrect way with no reference to the concepts


BERKELEY VALE CAMPUS

MUSIC ASSESSMENT Due Date: Term 3 Week 10

Title: Performance Teacher Name:


Syllabus Outcomes:

5.1 Performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts

5.2 Performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the application of different types of technology

5.3 Performs music selected for study with appropriate stylistic features demonstrating solo and ensemble awareness

Task Description:

Students are to perform two pieces of music which represent two of the topics studied in Years 9 and 10. Pieces can be performed solo or an ensemble.

Students will be required to source their own repertoire and seek approval from their teacher. Following this, they will be given time in class to rehearse.

Upon completion, students will perform for 2 staff examiners in an allotted time slot (to be given to students in class prior to the assessment).

Assessment Task Information:

It is expected that students will rehearse their pieces regularly in and out of school.

If you are having difficulty with this assessment, please arrange to meet with your teacher. Your teacher can help you choose songs or play accompaniment roles for your performance.



• Choose a song early and start rehearsing • Practise every day • Seek regular feedback from my teacher



A

17-20

• Demonstrates excellent technical skills incorporating technical fluency, technical facility,

intonation and articulation appropriate to the chosen repertoire • Demonstrates perceptive stylistic understanding through performance of the chosen

repertoire using articulation, dynamics and expressive techniques • Performs with a well-developed sense of personal expression, demonstrated by the use of

appropriate expressive techniques and a sensitivity to the chosen style • Demonstrates an excellent understanding of solo/ensemble techniques including

understanding of the role of soloist/ensemble member, communication with accompanist/ensemble and issues of balance

B

13-16

• Demonstrates accomplished technical skills incorporating technical fluency, technical facility,

intonation and articulation appropriate to the chosen repertoire. Demonstrates a detailed stylistic understanding through performance of the chosen repertoire using articulation, dynamics and expressive techniques

• Performs with a sense of personal expression, demonstrated by the use of expressive techniques and sensitivity to the chosen style

• Demonstrates an accomplished understanding of solo/ensemble techniques including understanding of the role of soloist/ensemble member, communication with accompanist/ ensemble and issues of balance

C

8-12

• Demonstrates competent technical skills. Some problems in maintaining technical fluency and

technical facility are evident as are inconsistencies in intonation • Demonstrates a sense of stylistic understanding through performance of the chosen

repertoire. The articulation and/or dynamics and/or expressive techniques may not be consistently appropriate to the chosen style

• Performs the chosen repertoire with a sense of musical expression, with an attempt to incorporate expressive techniques appropriate to the chosen style

• Demonstrates a competent although not consistent understanding of solo/ensemble techniques including understanding of the role of soloist/ensemble member, communication with accompanist/ensemble and issues of balance

D

5-7

• Demonstrates some basic technical skill, although there are frequent inconsistencies in

technical fluency, technical facility, and intonation • Demonstrates a basic stylistic understanding. Articulation and/or dynamics and/or expressive

techniques are not consistently appropriate to the chosen style • Performs the chosen repertoire with little sense of musical expression • Demonstrates a limited awareness of the performer’s role as a soloist/ensemble member,

which may be evident through lack of communication and balance in the ensemble or with the accompanist

E

1- 4

• Demonstrates very limited technical skills • Demonstrates little evidence of stylistic understanding of the chosen style • Performs the chosen repertoire with little or no sense of musical expression • Demonstrates little or no awareness of the performer’s role as a soloist/ensemble member


Syllabus Outcomes:

5.7 Applies their understanding of aspects of practice to critically and historically interpret photographic and digital works

5.9 Uses the frames to make different interpretations of photographic and digital works

BERKELEY VALE CAMPUS PHOTOGRAPHY ASSESSMENT TASK


Title: David Hockney Case Study Teacher Name:


Task Description:

Students are to submit a digital presentation using either Microsoft PowerPoint presentation, Sway or Prezi. Students then need to submit their work via Google Classroom and save it to their Photography USB.

Students are to research David Hockney and create at least 7 slides based on the Conceptual Framework (Artist, World, Artwork and Audience). The presentation must be visually appealing and include:

Title Page ‘David Hockney’ including images relating to him and his work. Artist. Information about the artist including his biography. Artwork. Research a photomontage Hockney has produced. Include the name of the work, the date it was produced and the size of the work, analyse the image and discuss techniques used. World. Research what was happening in the world at the time the artwork was created and relate this to the work. Audience. Discuss the audiences’ reaction to the work and how it is appreciated today. Other information related to David Hockney’s work you find interesting. Bibliography include the following information:

WEBSITE, Author, Site date, URL, Date of viewing the source TEXTBOOK Author, date, name of the text, where the text was published.

Assessment Task Support Information:

Websites that can assist you include:

http://www.biography.com/people/david-hockney-9340738 http://www.hockneypictures.com/photos/photos_collages.php https://photomuserh.wordpress.com/2012/03/04/david-hockney-photography-will-never-equal-painting/ http://www.encyclopedia.com/topic/David_Hockney.aspx.

Your teacher will also provide support information on how to analyse artworks and structure your responses. This will be available on Google Classroom.



• Complete a well researched presentation that includes all the information required • Include images of Hockney’s work with all details • Develop a successful presentation that has been decorated to appeal to an audience • Ensure the photographic work has been analysed and interpreted to an excellent standard • Include references in your bibliography

http://www.biography.com/people/david-hockney-9340738

http://www.hockneypictures.com/photos/photos_collages.php

http://www.encyclopedia.com/topic/David_Hockney.aspx



A

• The photographer has been researched to an extensive level • A variety of sources have been used and all sections are completed to an exceptional standard • Responses to the photographer’s work indicate a sophisticated understanding of

the photographer’s intent • The photographic work has been analysed and interpreted to an outstanding standard • All slides have been completed, decorated and relate to the Conceptual Framework to

an outstanding standard

B

• The photographer has been researched thoroughly • A variety of sources have been used and all sections are answered to a high standard • Responses to the photographer’s work indicate a thorough understanding of

the photographer’s intent • The photographic work is analysed and interpreted to a high standard • All slides are completed, decorated and relate to the Conceptual Framework to a

high standard

C

• The photographer has been researched to a sound level • More than one source has been used and all sections are answered • Responses to the photographer’s work indicate a sound understanding or the

photographer’s intent • The photographic work is analysed and interpreted to a sound standard • All slides are complete, some are decorated and relate to the Conceptual Frame to a

sound standard

D

• Basic research of the photographer • Limited sources have been used and sections are answered with little detail • Responses to the photographer’s work indicate a basic understanding of the

photographer’s intent • The photographic work has been analysed and interpreted to a basic standard

E

• Limited research of the photographer • Limited sources have been used and not all sections have been attempted. • Information is not easy to understand. • Responses to the photographer’s work indicate an unsatisfactory understanding or

the photographer’s intent • No examples of the photographer’s work have been included or analysed


BERKELEY VALE CAMPUS VISUAL ARTS ASSESSMENT TASK


Title: Abstract Art Artmaking Task Teacher Name:


Syllabus Outcomes: 5.2 Makes artworks informed by their understanding of the function of and

relationships between the artist – artwork – world – audience 5.3 Makes artworks informed by an understanding of how the frames affect meaning 5.4 Investigates the world as a source of ideas, concepts and subject matter in the visual arts

Task Description:

ARTMAKING TASK There are 3 sections you need to complete for this task.

1. Abstract Artworks Students create 5 abstract artworks. These will be completed in your Visual Arts diary. Students will be assessed on how well they utilise a variety of techniques to represent abstraction using collage techniques and quality application.

• Horizontal Composition • Vertical Composition • Anger • Direction • Focal Point

1. Abstract Painting

Students will create an Abstract painting on a 24 x 24 square canvas in response to their investigation of Abstract Art, incorporating the stylistic features of the style.

2. Visual Arts Diary

Students will submit their Visual Arts Diary to be assessed on completion of all work for this unit. Areas of focus will be the completion of all assessable and non-assessable tasks and overall presentation of all practical and written components of this unit. The diary should document the processes and techniques completed in class lessons.

Assessment Task Support Information: Students can negotiate an artist to investigate with their teacher. Students will have the opportunity in class to seek guidance and clarify any misunderstandings related to the task. Students will also be allowed to use the Art computers for research. Useful websites include: www.artexpresss.com.au



• Meet all aspects outlined for the specific task • Demonstrate an articulation of ideas and concepts in your Visual Arts diary • VAD entries demonstrate developed and reasonably sustained levels of artmaking practice • Demonstrates care in organizing composition and presentation of the Body of Work

http://www.artexpresss.com.au/


A

• The abstract painting demonstrates a sophisticated, imaginative and creative approach to

composition • The finished artwork displays excellent techniques, quality and presentation • 5 Abstract artworks demonstrate a sophisticated and sustained level of artmaking practice • VAD entries reveal sophisticated investigations into chosen subject matter and media

B

• The abstract painting demonstrates a thoughtful and creative approach to composition • The finished artwork displays quality techniques, and good overall presentation • 5 Abstract artworks demonstrate a thorough and sustained level of artmaking practice • VAD entries reveal thorough developed investigations into chosen subject matter and media

C

• Demonstrates care in organizing composition and presentation of the abstract artwork • The finished artwork displays sound technique and overall presentation • 5 Abstract artworks demonstrate a sound and reasonably sustained level of artmaking

practice • VAD entries reveal sound investigations into chosen subject matter and media

D

• The abstract painting satisfies basic requirements but lacks creativity and imagination • The artwork demonstrates some technical ability and some competency • 5 Abstract artworks demonstrates a basic level of artmaking practice • VAD entries reveal basic, developing investigations into chosen subject matter and media

E

• The abstract painting demonstrates little or no thought to composition. Image is basic • The artwork displays lack of care and effort • 5 Abstract artworks demonstrate an elementary level of artmaking practice • VAD entries reveal basic, developing investigations into chosen subject matter and media



VISUAL ARTS ASSESSMENT TASK Due Date: Term 3 Week 10

Title: Body of Work Teacher Name:


Syllabus Outcomes: 5.2 Makes artworks informed by their understanding of the function of and relationships between the artist –

artwork – world – audience 5.3 Makes artworks informed by an understanding of how the frames affect meaning 5.4 Investigates the world as a source of ideas, concepts and subject matter in the visual arts

Task Description: There are 2 sections you need to complete for this task.

1. Practical Task: BODY OF WORK The major focus of this stage of your assessment is submitting your resolved and finished Body of Work. Your Body of Work will be set up so that it can be marked. It will need to be accompanied with your name and the title of your artwork and a short rationale. 2. VISUAL ARTS DIARY You are required to submit your book which demonstrates your overall planning including:

• Brainstorm of all possible ideas • Explanation of reasons why you have considered different ideas, which ones have been rejected and

why, which one you chose and why? • Observational drawings of the subject matter you have selected • Images and artworks by specific artists dealing with similar subject matter. • Each artist should be contextualised in terms of style, period, and treatment of subject matter • Experiments with a variety of media and processes.

Assessment Task Support Information: Students can negotiate an artist to investigate with their teacher. Students will have the opportunity in class to seek guidance and clarify any misunderstandings related to the task. Students will also be allowed to use the Art computers for research. Useful websites include: www.artexpresss.com.au



• Meet all aspects outlined for the specific task • Demonstrate an articulation of ideas and concepts in your Visual Arts diary • VAD entries demonstrate developed and reasonably sustained levels of artmaking practice • Demonstrates care in organizing composition and presentation of the Body of Work


http://www.artexpresss.com.au/


A

• The Body of Work demonstrates a sophisticated, imaginative and creative approach

to composition • The finished artwork displays excellent techniques, quality and presentation • VAD entries demonstrate sophisticated and sustained levels of artmaking practice • VAD entries reveal sophisticated investigations into chosen subject matter and media

B

• The Body of Work demonstrates a thoughtful and creative approach to composition • The finished artwork displays quality techniques, and good overall presentation • VAD entries demonstrate well developed and sustained levels of artmaking practice • VAD entries reveal well developed investigations into chosen subject matter and media

C

• Demonstrates care in organizing composition and presentation of the Body of Work • The finished artwork displays sound techniques and overall presentation • VAD entries demonstrate developed and reasonably sustained levels of artmaking practice • VAD entries reveal developed investigations into chosen subject matter and media

D

• The Body of Work satisfies basic requirements but lacks creativity and imagination • The artwork demonstrates some technical ability and some competency • VAD entries demonstrate basic levels of artmaking practice • VAD entries reveal basic, developing investigations into chosen subject matter and media

E

• The Body of Work demonstrates little or no thought in composition. Images are basic • The artwork displays lack of care and effort • VAD entries demonstrate no artmaking practice • VAD entries reveal no developing investigations into chosen subject matter and media


ENGLISH

BERKELEY VALE CAMPUS ENGLISH ASSESSMENT TASK


Title: Multimodal Task Teacher Name:


Syllabus Outcomes: EN5-2A Selects and uses language forms and features and structures of texts appropriate to a range of

purposes, audiences and contexts, describing and explaining their effects on meaning EN5-7D Understands and evaluates the diverse ways texts can represent personal and public worlds EN5-9E Purposefully reflects on, assesses and adapts their individual and collaborative skills with

increasing independence and effectiveness

Task Description: Multimodal Task PART A: Visual Representation (15%) Identify a key theme that links to the concept ‘Discovery’ from your class novel and design a One Pager - Visual Representation. Using A3 sized paper clearly reflect your understanding of the close study literature text and your view of the concept Discovery. Your One Pager must include the following elements:

a) The title of the novel placed at the top of your page b) The author and date of publication placed directly under the title c) Include two notable quotes from the core text that relate to the concept Discovery d) In one paragraph explain how these quotes relate to the theme chosen e) Create a relatable visual image as a focal point (salient image) f) Include ten (10) key words that relate to the key theme and concept Discovery

You must keep in mind other visual presentation techniques such as: colour; font size and type; layout design etc. PART B: Viva Voce (10%) You will be required to present your One Pager to a teacher and respond to questioning related to your interpretation of the class novel, theme and concept Discovery within your representation. You will be assessed on your understanding of the core text language devices and visual literacy techniques utilised within your visual representation. The Viva Voce will run for approximately 2 ½ minutes.

Assessment Task Support Information: • The core text will be studied in class • Language techniques will be revised, and students deepen their understanding of intended effect through the

analysis of text excerpts • One Pager Visual Representation will be modelled for students in class • The Viva Voce will be scaffolded and modelled in class, however, each student will be expected to deliver an

honest, entertaining and appropriate response to questioning

Any RoSA student who does not complete this task will be placed on the campus N Determination Register


• Plan, draft and seek feedback on your understanding of the themes and literary techniques presented in the class novel

• Effectively experiment with visual techniques to engage an audience • Present an engaging exchange that illustrates your knowledge of the class novel themes and a

deep understanding of the concept studied throughout the module


PART A: Visual Representation - Marking Criteria CRITERIA A 15 - 13 B 12 - 10 C 9 - 7 D 6 - 4 E 3-0 Create a visual The core text and the concept The core text and the concept The core text and the concept A simplistic visual with little The representation

demonstrates little or no connection to the concept nor the core text.

• Little/no connection

to the concept Discovery

• No obvious links made to the novel. No quotations

• Limited use of visual techniques. No effort to apply colour, symbolism, or layout choices (presented like a draft)

• Little or no understanding of how to engage and appeal

Highly teacher supported to complete the task (Teacher identified)

representation in One of Discovery are creatively interpreted and represented visually to successfully engage an audience

of Discovery are clearly identified and represented visually to engage an audience

of Discovery are somewhat identified, and some attempt is made to visually represent and engage an audience

link to Discovery – OR – simplistic visual of Discovery with little link to the core text.

Pager form to demonstrate your understanding of the core text set for study and the concept

• A sophisticated, original • Clear connection(s) • Some attempt to • Limited attempt to Discovery and visually appealing One made to the novel within develop a relationship to relate the visual

Use the processes of representation to respond to and

Pager that creatively connects the core text to the concept of Discovery • Highly relevant literary quotations (2) from the core text that have obvious links to the

the visual composition • A relevant quotation from the novel that links to the concept • Outlines the reasons behind the quotations(2), identifies techniques and

the novel with the visual composition • A quotation from the

representation to the novel • Quotation from the

compose a complex novel with some link to the novel does not relate to visual text for a specific purpose and audience

concept • Sound attempt to explain quotation

the concept OR no quotation is present • Paragraph link

EN5-2A concept • Perceptively outlines the intention behind the

some attempt at effect • Careful use of a variety of visual techniques: colour

connection to concept and identifies techniques • Good use of visual

attempted with basic connections • Underdeveloped use of

quotations (2), identifies (or lack of), contrast, techniques: colour (or lack visual techniques: colour technique and the symbolism and layout of), contrast, symbolism (or lack of), contrast, intended effect

• Original and artistic choices (Salient and Vectors) to convey the

and layout choices (Salient and Vectors) to convey the

symbolism and layout choices (Salient and

salient image. Skilful use of visual techniques to

concept idea • Visual representation

concept idea • Visual representation

Vectors) to convey the concept idea. Obvious lack

of visual techniques to convey meaning: colour

displays a developing personal style, that is

displays a developing personal style and is

of effort • Basic understanding of

(or lack of), contrast, engaging somewhat engaging engagement and appeal symbolism and layout choices (Salient and Required some Vectors)

• Visual representation assistance to complete

the task displays a distinct personal (Teacher identified) style that is highly engaging

PART B: Viva Voce - Marking Criteria CRITERIA A 10-9 B 8-7 C 6-5 D 4-3 E 2-1

Respond to a set of questions in an interview, sharing your understanding of the concept and central theme associated with your class novel

EN5-7D

Reflect upon your visual design, your intended visual purpose and the effectiveness of your multimodal task

EN5-9E

• Provides evidence of a highly effective and extensive critical reflection of the core text

• Demonstrates highly

sophisticated skills in the coherent and fluent presentation of complex ideas, integrating understanding of audience appeal, essential purpose and effectiveness of the multimodal task

• Provides evidence of an effective knowledge of the core text

• Demonstrates effective skills in the coherent presentation of complex ideas, integrating understanding of audience appeal, essential purpose and effectiveness of the multimodal task

• Investigates and considers the structure of the core text.

• Demonstrates developing skills in the presentation of ideas and attempts to integrate understanding of audience appeal, essential purpose and effectiveness of the multimodal task

• Demonstrates a superficial understanding with under-developed ideas of the core text

• Delivers an uneven presentation and underdeveloped ideas of the effectiveness of the multimodal task

• Investigates and presents in a limited manner with undeveloped ideas of the core text and effectiveness of the multimodal task

BERKELEY VALE CAMPUS ENGLISH ASSESSMENT TASK


Title: Yearly Examination Teacher Name:


Syllabus Outcomes: EN5-1A Responds to and composes increasingly sophisticated and sustained texts for understanding,

interpretation, critical analysis, imaginative expression and pleasure EN5-6C Investigates the relationships between and among texts EN5-8D Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

Task Description: There are two parts to this task.

Part A - Reading Comprehension 20%

Part B - Extended Discussion Essay 10%

“Discoveries inevitably lead to new perceptions of the world, new values, and a new understanding of ourselves and others.”

Discuss this statement in relation to the core text (novel) you have studied in class during Term 3 and support your ideas with reference to related personal experiences.

Your extended response must use specific evidence from your close study of literature novel, refer to techniques and their intended purpose to highlight the new perception, value, understanding, and follow appropriate discussion essay structure.

NOTE: Part B of the examination is a discussion essay with notice. Students are encouraged to prepare in advance – A plan and draft response may receive verbal feedback ONLY from your class teacher prior to Examination Week.


• Preparation for Part A – Reading Comprehension will be modelled in class

• Preparation for Part B - Extended Response will be explicitly scaffolded and drafted in class

NO notes may be brought into the examination hall on the day of assessment

Any RoSA student who does not complete this task will be placed on the campus N Determination Register


• Attempt all questions in the Part A - Reading Comprehension • Plan and draft for the extended discussion essay using the writing scaffold as support • Control structure and effectively sustain your use of language to create meaning • Ensure clear links are made to the novel studied in class, use quotations and refer to

literary techniques as well as relate your own experiences to support ideas


PART A: Reading Comprehension - Marking Criteria 20% A 20 - 18 B 17 - 14 C 13 - 9 D 8 - 5 E 4 - 1

EN5-1A: • Extensive use of Critical Reading strategies – all Marking the Text strategies have been implemented successfully

• Excellent knowledge of a variety of language conventions, including identification and a sophisticated understanding of effect upon the reader

• Effective use of Critical Reading strategies –minimal discrepancies when utilising Marking the Text strategies

• Thorough knowledge of language conventions, including identification and a high level of understanding of their effect upon a reader

• Adequate use of Critical Reading Strategies – most Marking the Text strategies have been applied

• Good knowledge of language conventions, some identification and a satisfactory understanding of their effect upon a reader

• Basic use of Critical Reading strategies – attempt at some Marking the Text strategies

• Limited knowledge of language conventions, attempts to identify and presents a basic understanding of effect upon a reader

• Underdeveloped use of Critical Reading strategies

• Minimal evidence of

knowledge of language conventions and little/no understanding of their effect upon a reader

Student utilises Marking the Text strategies (number paragraphs; circle key words; underline devices; highlight extended vocabulary)

Student identifies and analyses language conventions and their effect upon an audience

PART B: Extended Written Response - Marking Criteria

10% A 10-9 B 8-7 C 6-5 D 4-3 E 2-1

EN5-6C: • Outstanding structure - Introduction, Body paragraphs that utilise structure and Conclusion

• Perceptively outlines the intention of the essay - successfully links the quotation to the class text

• Extensive identification of and specific explanation of aspects from the novel that directly link to and support the quotation; Utilises excellent novel quotations to support discussion

• Sophisticated and perceptive real-world connections made with the quotation to reinforce and support understanding

• Demonstrates skillful control of sophisticated language to express complex ideas and engage the audience and elicit a response.

• Effective structure - Introduction, Body paragraphs utilising structure and Conclusion

• Demonstrates a thorough understanding of the relationship between the quotation and the class text

• Clearly explains aspects of the novel that link to the quotation; Quotations are effective in supporting discussion

• Thoroughly explores personal real-world connections with the quotation to reinforce and support understanding

• Demonstrates confident control of formal language to express ideas clearly and coherently.

• Some structure evident – Introduction, Body paragraphs with some evidence of structure and Conclusion (one area lacking but all present)

• Demonstrates a good understanding of the quotation with some connection made to the novel

• Attempts to explain aspects of the novel that link to the quotation; Some use of quotation to make adequate links to the discussion

• Some attempt to explore personal real-world connections with the quotation to support understanding

• Demonstrates fairly consistent control of appropriate formal language to express ideas.

• Attempts to structure – Introduction, Body paragraphs with minimal use of structure. May not conclude or limit discussion paragraphs

• Demonstrates a basic understanding of the quotation with little connection made to novel

• May provide a detailed plot outline of the narrative with minimal explanation or link to the quotation; May use a quote from the novel with little

• Required some guidance to make personal connections to the quotation (Teacher identified)

• Demonstrates inconsistent control of language to express ideas.

• Limited essay structure or Students are able to writing is in a different make connections form with limited/ no between core text and reference to class novel their own personal context

• Inadequate understanding or no

EN5-8D: Students reflect on how

reference to the quotation and its relationship to the

texts can represent concept discoveries that lead to self-awareness – connecting cultural assumptions for

• Little/No explanation of personal experience

• Highly teacher teenagers (personal supported; scaffolded experiences) sentence starters used to

make connections to real world (Teacher identified) • Demonstrates limited control of language to express ideas.

HSIE

Includes:

Commerce



HISTORY ASSESSMENT TASK Due Date: Term 3 Week 8

Title: Changing Rights and Freedoms Rich Task Teacher Name:


Syllabus Outcomes: HT5-2 Able to place events in the correct order and explain what has stayed the same or changed as a result of

the policies HT5-3 Explain and analyses the motives and actions of past individuals and groups in the historical contexts

of Aboriginal Rights and Freedoms HT5-6 Able to use relevant evidence from sources to support historical narratives, explanations and analysis of

the modern world and Australia HT5-9 Apply a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 Select and use appropriate oral, written, visual and digital forms to communicate effectively about the past

for different audiences

Task Description:

Part 1 – Extended response This task has to be submitted in the classwork section of the BVC Year 10 HSIE Google Classroom by the due date. It has to be titled: “firstname.lastname part 1 Changing Rights and Freedoms Rich Task” The class code for the classroom is: ue3ksvb

In class, you have learnt how the four government policies of Protection, Assimilation, Integration and Self- Determination changed the rights and freedoms of Aboriginal people during the 20th Century.

You will write an extended response to the question: Evaluate the impacts of one significant Aboriginal policy on the rights and freedoms of Aboriginal people in Australia.

Your teacher will give you a template to assist you with the structure. Your extended response must use Chicago Footnoting (at least 2 different references per paragraph) and have a fully annotated bibliography. You must also include an essay introduction and conclusion.

Your extended response must include: Checklist

a) an introduction and conclusion

b) 4-6 paragraphs, on your chosen policy which address the above question. Your teacher will give you a TXXXC template to assist you with the structure

c) Chicago Footnoting (two per paragraph) to reference quotes or facts that you have researched. You will learn how to do this in class

d) a fully annotated bibliography. You will learn how to do this in class


Part 2 – Creative work This task has to be submitted in the classwork section of the BVC Year 10 HSIE Google Classroom by the due date. It has to be titled: “firstname.lastname part 2 Changing Rights and Freedoms Rich Task” This can be in the form of a photo, a digital file or some other form negotiated with your teacher. The class code for the classroom is ue3ksvb

You are to produce one work (painting, sculpture, cartoon, diorama, model, ICT, video documentary, movie etc.) which reflect the ‘essence’ of a chosen policy. You are not limited to the above ideas and may wish to demonstrate your creativity and understanding of each policy in another way.

Your work must reflect the ‘essence’ of how the rights and freedoms of Aboriginal people have been impacted by a chosen policy.

Assessment Task Support Information: Equipment required to complete this task: Any materials required to create the work for Part 2 are to be provided by the student.

Sources that can assist you include: The Podcasts: In the Shadow of Terra Nullius parts 1-3 will be your main source of information. The BVC HSIE Changing Rights and Freedoms Website: https://sites.google.com/education.nsw.gov.au/changing- rights-and-freedom/home Textbooks – any of the school textbooks containing the topic on Aboriginals –great for finding quotes Searching a Website – there are hundreds of websites you can use. You need to decide what you are looking for exactly before searching. You could type into Google things like - ‘A quote by PM Gough Whitlam on Land Rights,’ ‘Impact of the 1967 Referendum on Aboriginal people,’ ‘How stolen generation affected Australian Aborigines’ etc. Support: Your teacher will provide explicit teaching and a ‘how to’ guide for Chicago Footnoting. For Part B, you will be shown work samples so that you can gain an understanding of quality creative works.



• Listen to the Podcasts: In the Shadow of Terra Nullius parts 1-3 • Answer the extended response question by evaluating the impacts of two chosen policies on the rights and

freedoms of Aboriginal people, with two detailed paragraphs (using TXXXC structure), an introduction and conclusion

• Ensure that each paragraph is correctly referenced using the Chicago Footnoting style (minimum of two footnotes per paragraph) and that a fully annotated bibliography is included at the end of the response

• Submit one creative work (in any medium you choose) that shows the impact of a chosen policy on the rights and freedoms of Aboriginal people. You work must include a written ‘rationale’ paragraph or explanation that shows how your work reflects the impact of your chosen policy

Your body of work will contain two parts. Checklist

a) A creative component which could be a painting, sculpture, cartoon, poem, song, diorama, model, digital presentation, video documentary or dramatisation. You are not limited to these ideas and may wish to demonstrate your creativity and understanding of the impacts using another medium. All ideas should be discussed with your teacher.

b) A ‘rationale’ paragraph to justify how your work reflects the impacts of your chosen policy on the rights and freedoms of Aboriginal people.


Part One- Extended response

Grade Marking Criteria 22-25

• Show an extensive knowledge and understanding of the four Aboriginal policies with a very high level of historical detail

• Contain an extensive use of key historical words and terms • Be well structured and have the required number and type of references and

a correctly written annotated bibliography

17-21 • Show a thorough knowledge and understanding of the four Aboriginal

policies with a high level of historical detail • Contain a thorough use of key historical words and terms • Be well structured and have most of the required number and type of

references. Bibliography may have some structural mistakes

12-16 • Show a sound knowledge and understanding of the four Aboriginal policies

with an adequate level of historical detail • Make some use of key historical words and terms • Be reasonably well structured but may lack the required number and type of

references. Bibliography may have structural mistakes or not be completely annotated

7-11

• Show a basic knowledge and understanding of the four Aboriginal policies with a limited level of historical detail

• Make little use of key historical words and terms • Lack structure and does not have the required number and type of references.

Bibliography is poorly structured and may not be annotated

1-6 • Show an elementary knowledge and understanding of the four Aboriginal

policies with a very limited level of historical detail • Make very little to no use of key historical words and terms • Lack structure and does not have the required number and type of references.

Bibliography is not included

0 • Non-attempt (N Award Warning)


Part Two- Creative work

Grade Marking Criteria 22-25

• Create a work that is highly imaginative to demonstrate an extensive understanding of the changing rights and freedoms of Aboriginal people

• Submit a sophisticated rationale that clearly explains how your work reflects the impact of your chosen policy at a very high level

17-21

• Create a work that uses imagination to demonstrate a thorough understanding of the changing rights and freedoms of Aboriginal people

• Submit a rationale that clearly explains how your work reflects the impact of your chosen policy at a high level

12-16

• Create a work that uses some imagination to demonstrate a sound understanding of the changing rights and freedoms of Aboriginal people

• Submit a rationale that mostly explains how your work reflects the impact of your chosen policy at an adequate level

7-11 • Create a work which may lack imagination to demonstrate a basic understanding

of the changing rights and freedoms of Aboriginal people • Submit a basic rationale that attempts to explain how your work reflects the

impact of your chosen policy at a limited level

1-6 • Create a work which lacks imagination to demonstrate an elementary

understanding of the changing rights and freedoms of Aboriginal people • Submit a rationale does not clearly explain how your work reflects the impact of

your chosen policy at a very limited level or rationale may not be submitted

0 • Non attempt (N Award Warning)

BERKELEY VALE CAMPUS HSIE ASSESSMENT TASK


Title: Yearly Examination Teacher Name:


Syllabus Outcomes: HT5-1 Explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-2 Sequences and explains the significant patterns of continuity and change in the development of the modern

world and Australia HT5-3 Explains and analyses the motives and actions of past individuals and groups in the historical contexts that

shaped the modern world and Australia HT5-4 Explains and analyses the causes and effects and developments in the modern world and Australia HT5-6 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the

modern world and Australia HT5-9 Applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the

past for different audiences

Task Description: Yearly History Examination

This is a one hour online examination. You will be assessed on your knowledge and understanding of The Holocaust and The Changing Rights and Freedoms Topics as well as your ability to read and understand information.

The exam will contain-

PART A: multiple choice ( 30 marks)

PART B: extended response. ( 20 marks)

Assessment Task Support Information: Equipment required to complete this task: Appropriate writing equipment



• Answer all sections • Use appropriate terminology • Revise the content you learnt in class about Australia and the Vietnam War era; and • Practice writing in paragraphs including the integration of sources into your response

MARKING RANGE

OUTSTANDING HIGH SATISFACTORY BASIC LIMITED N/A

42-50 34-41 25-33 17-24 1-16 N Warning


Title: Running a Business: Berka’s Big Day in Business Plan

Teacher Name:


Syllabus Outcomes: 5.3 Examines the role of law in society 5.5 Evaluates options for solving commercial and legal problems and issues 5.6 Monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 Researches and assesses commercial and legal information using a variety of sources 5.8 Explains commercial and legal information using a variety of forms 5.9 Works independently and collaboratively to meet individual and collective goals within specified timelines

Task Description: This task is to be completed online and submitted through the BVC Commerce Google Classroom. The code for the classroom is: pfhtymi

Your task is to plan a business stall for the Berka’s Big Day in and your goal is to make a profit In your business plan you must submit the following:

• A prime function for your business • A mission statement • A description of your product • A SWOT analysis • A marketing plan • A budget • A break even analysis • A staffing timetable for setup, operation and packup


BVC Commerce Google Classroom. The code for the classroom is: pfhtymi Website templates will also be provided


To do well in this assessment task I must: • Plan a profitable stall using the templates provided • Base the business plan on market research and correct mathematical calculations • Be organized and timely in completing these documents • Put the plan into practice during Berka’s Big Day in


BERKELEY VALE CAMPUS COMMERCE ASSESSMENT TASK


MATHEMATICS


BERKELEY VALE CAMPUS MATHEMATICS ASSESSMENT TASK


Title: Statistics Assignment Teacher Name:


Syllabus Outcomes:

MA5.1-12SP Uses statistical displays to compare sets of data, and evaluates statistical claims MA5.2-15SP Uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.3-19SP Investigates the relationships between numerical data and explores how data is used to inform

decision making processes

Task Description: Assignment Are males better drivers?

Students are to compare reaction times and concentration times of males and females to determine who the better drivers are. Students must draw conclusions from the data presented and give evidence for the claims they make. Students are also asked to present their information in a number of statistical forms such as tables and graphs.

Assessment Task Support Information: Equipment required to complete this task: pencil, ruler, pen and calculator.

Websites that can assist you include: MathsOnline Khan academy.

• Putting information into an excel spreadsheet would be beneficial and recommended.



BERKELEY VALE CAMPUS MATHEMATICS ASSESSMENT TASK


Title: Probability and Statistics Teacher Name:


MA5-13SP Calculates relative frequencies to estimate probabilities of simple and compound events MA5.2-17SP Describes and calculates probabilities in multi-step chance experiments MA5.2-15SP Uses quartiles and box plots to compare sets of data and evaluates sources of data MA5.3-19SP Investigates the relationship between numerical variables using lines of best fit and explores how

data is used to inform decision making processes

Task Description: Yearly examination 1 ½ hour pen and paper test involving multiple choice short answer and extended response questions.

Assessment Task Support Information Equipment required to complete this task: scientific calculator, pen.

Websites that can assist you include: MathsOnline Khan Academy.



• Answer all sections • Understand appropriate terminology • Complete statistics assignment and understand the reasoning behind my answers

PDHPE

Includes:

Child Studies

Marine Studies

PASS

Title: Empowerment Teacher Name:


Syllabus Outcomes:

PD5-2 Researches and appraises the effectiveness of health information and support services available in the community

PD5-3 Analyses factors and strategies that enhance inclusivity, equality and respectful relationships

Task Description: Part A – Contraceptive Table (10 Marks)

Students will be given a computer lesson to research contraception. This task will be accessed via Google Classroom and will be completed in class (unless absent that lesson) and submitted at the end of the lesson. Students will complete the scaffold provided on Google Classroom, upload their answers and press the TURN IN button to submit their response. If absent that lesson students will be required to complete the contraception table in their own time and submit on the due date.

Part B – Safe Sex Campaign (15 Marks) Part 1 (5 marks) – Analyse the existing Safe Sex. No Regrets brochure created by NSW HEALTH. Students need to answer the following:

a) Outline the positives of the brochure b) Outline the negatives for the brochure c) Give your personal judgment on the effectiveness of the brochure This task will be accessed via Google Classroom and will be completed at home.

Part 2 (10 marks) - Create your own Safe Sex Campaign. This could be a brochure, one page information flyer, webpage or 1 min advertisement such as a radio or TV ad. NO POSTERS. Your campaign must be created electronically and submitted via Google Classroom by the due date. Your campaign must include:

• A definition of safe sex • How to engage in safe sex • Benefits of safe sex • Consequences of unsafe sex • An overview of 2 common STI’s young people contract

BERKELEY VALE CAMPUS PDHPE ASSESSMENT TASK


Assessment Task Support Information: • Students are able to utilise the scaffolds • Use this website for an electronic copy of the brochure https://www.health.nsw.gov.au/sexualhealth/Publications/safe-sex-no-regrets-brochure.pdf • Submissions: All tasks are to be TURNED IN on Google Classroom by Friday Week 9

To do well in this assessment task I must: Demonstrate:

• A clear understanding of different contraceptive methods • A detailed analysis of the safe sexual health promotion campaign • Documents must be submitted via Google Classroom


https://www.health.nsw.gov.au/sexualhealth/Publications/safe-sex-no-regrets-brochure.pdf


A

• Table is completed with an extensive level of information on each contraceptive method • Information is correct and accurate • Detailed explanation of the positive and negatives aspects for the Safe Sex. No Regrets

brochure • Provides a comprehensive judgement on the effectiveness of the Safe Sex. No Regrets

brochure • Designed a safe sex campaign that extensive outlines the process of, consequences and

benefits of engaging in safe sex • Campaign completed using electronic sources and is eye catching and engaging to the

audience

B

• Table is completed with a thorough level of information on each contraceptive method • Information is correct and accurate • Explains the positive and negatives aspects for the Safe Sex. No Regrets brochure • Provides a thorough judgement on the effectiveness of the Safe Sex. No Regrets brochure • Designed a safe sex campaign that thoroughly outlines the process of, consequences and

benefits of engaging in safe sex • Campaign completed using electronic sources and engages the audience creatively

C

• Table is completed with a satisfactory level of information on each contraceptive method • Information is correct and accurate • Identifies and attempts to explain the positive and negatives aspects for the Safe Sex. No

Regrets brochure • Provides a sound judgement on the effectiveness of the Safe Sex. No Regrets brochure • Designed a safe sex campaign that clearly outlines the process of, consequences and

benefits of engaging in safe sex • Campaign completed using electronic sources and engages the audience

D

• Table is completed with a basic level of information on each contraceptive method or

missing parts of information • Information is mostly correct and accurate • Attempts to identify and explain the positive and negatives aspects for the Safe Sex. No

Regrets brochure • Attempts to make a judgement on the effectiveness of the Safe Sex. No Regrets brochure • Designed a safe sex campaign that attempts to outline the process of, consequences and

benefits of engaging in safe sex • Campaign completed using electronic sources and shows basic consideration of audience

engagement

E

• Table is completed with a limited level of information on each contraceptive method with

some relevant information missing • Minimal attempt to identify and explain the positive and negatives aspects for the Safe Sex. No

Regrets brochure • Minimal attempt to make a judgement on the effectiveness of the Safe Sex. No Regrets

brochure • Attempted to design a safe sex campaign with minimal identification of consequences and

benefits of engaging in safe sex • Campaign is completed using electronic sources

Title: Social Dance Teacher Name:


Syllabus Outcomes: PD5-10 Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships

in a variety of groups or contexts PD5-11 Refines and applies movement skills and concepts to compose and perform innovative movement sequences

Task Description: Students will complete a range of dances throughout the unit and will be formally assessed on their participation, performance and etiquette. Participation aims to encourage enjoyment in dance and focus upon lifelong participation. Students are encouraged to move confidently and interact with other students. Students will need to adhere to the most up to date government guidelines in relation to the hygiene regulations.

Participation – 10 Marks

• Students will be required to perform The Waltz and The Cha Cha and will be marked on their diligence, sustained effort, correct technique and knowledge of dance steps

• Students will be required to participate fully each lesson and will be given an overall participation mark at the end of the unit

• Within each dance students are required to demonstrate the following skills: o Timing/Rhythm o Stance and posture o Competence in repeating movements consistently with a variety of partners

Performance – 10 Marks

• Students will be required to choreograph and perform an original sequence incorporating the Waltz and The Cha Cha steps as well as the other dance movements learnt throughout the term.

• In pairs/small groups, you will need to create a 2-3 minute dance sequence. This sequence will need to contain at least ten dance PHRASES that you have learnt during the dance unit.

Dance Etiquette- 5 Marks

• Students will be marked on their dance etiquette each lesson and will be given an overall mark at the end of the unit

• Students with a Students with a medical certificate for a prolonged injury will be given an alternate task

Assessment Task Support Information: • Equipment required: Practical sports uniform. • Dances will increase in difficulty throughout the unit • Basic steps will be taught first Websites that can assist you include: www.ballroomdancers.com/dances/dance_overview.asp?Dance=CHA www.centralhome.com/ballroomcountry/waltz_steps-htm

To do well in this assessment task I must: • Bring my practical uniform to all PE lessons • Participate in all lessons • Behave appropriately, demonstrating correct dance etiquette • Demonstrate my knowledge and coordination of steps

BERKELEY VALE CAMPUS PDHPE ASSESSMENT TASK


http://www.ballroomdancers.com/dances/dance_overview.asp?Dance=CHA

http://www.centralhome.com/ballroomcountry/waltz_steps-htm


A

• Controlled and precise body form and postural alignment, neatly executed arm lines, leg lines

and footwork. Outstanding use of the performance space, including inventive application of floor patterns

• Dancers utilize complexity in partnership work, demonstrating inventive and original use of levels, partner interactions and shape

• Choreographed sequence displays excellent creativity and complexity • Always displays outstanding dance etiquette • Always participates with diligence and sustained effort

B

• Controlled body form and postural alignment, arm lines, leg lines and footwork • Explores the performance space and applies numerous creative floor patterns • Dancers explore partnership work, demonstrating good use of levels, partner interactions

and shapes • Choreographed sequence displays a high level of creativity and complexity • Usually displays proficient dance etiquette • Mostly participates with diligence and sustained effort

C

• Sound execution of body form and postural alignment, arm lines, leg lines and footwork with

some minor inconsistencies • Movement in the performance space addresses sound use of floor patterns • Dancers explore partnership work, addressing sound use of levels, partner interactions and

shapes • Choreographed sequence displays creativity and complexity • Displays satisfactory dance etiquette • Generally participates to the best of their ability

D

• Body form and postural alignment, arm lines, leg lines and footwork with some

technical inconsistencies • Addresses some floor patterns in the performance space • Movement repeat common levels, partner interactions and shapes • Choreographed sequence displays some creativity and complexity • Displays foundational dance etiquette • Sometimes participates with diligence and sustained effort

E

• Greater awareness and execution required of one or more of the following: body form,

postural alignment, placement, arm and leg lines and footwork • Greater complexity of floor patterns required within the performance space • Greater use of partner interactions, shapes and levels required • Choreographed sequence displays minimal creativity or complexity • Displays limited dance etiquette • Rarely participates with diligence and sustained effort


Title: Examination Teacher Name:


Syllabus Outcomes: 1.1 Discusses factors that limit and enhance the capacity to move and perform 4.4 Analyses and appraises information, opinions and observations to inform physical activity and sport decisions

Task Description:

Exam: 25% Students will be required to complete an exam on the topics they have studied this year. Students will be asked to answer a range of questions in relation to the following topics.

• Coaching • Technology in Sport • Body Systems • Netball

Study Notes: 5 % You will be required to prepare detailed study notes and submit them to your teacher prior to sitting the exam.

Assessment Task Support Information: Equipment required to complete this task:

• Blue or black pen • Study Notes

Revise the PowerPoint presentations on Google Classroom.

To do well in this assessment task I must: • Answer all sections • Use appropriate terminology • Prepare detailed study notes and submit to the teacher prior to the exam

BERKELEY VALE CAMPUS PASS ASSESSMENT TASK



A

• Student’s demonstrates an excellent level of understanding of the Coaching,

Technology, Body Systems and Netball Units • Student’s study notes included all essential classwork, diagrams and various study techniques

B

• Student’s demonstrates a thorough level of understanding of the Coaching, Technology,

Body Systems and Netball Units • Student’s study notes included majority of the classwork, diagrams and some study techniques

C

• Student’s demonstrates a satisfactory level of understanding of the Coaching, Technology, Body Systems and Netball Units

• Student’s study notes included most of the classwork, diagrams and some study techniques

D

• Student’s demonstrates a basic level of understanding of the Coaching, Technology, Body Systems and Netball Units

• Student’s study notes included some of the classwork, diagrams and minimal study techniques

E

• Student’s demonstrates a limited level of understanding of the Coaching, Technology, Body Systems and Netball Units

• Failed to submit their study notes


Title: Practical Movement Skills Assessment Teacher Name:


Syllabus Outcomes: 3.2 Evaluates the characteristics of enjoyable participation and quality performance in physical activity and sport.

Task Description: Practical Movement Skills

• This task will require you to participate in the Netball Unit to the best of your ability. • You will be assessed on your offensive and defensive skills, game awareness skills and your ability to

participate safely in the unit. • Your teacher will analyse and mark you on the following specific skill components: 1. Offensive Skills – 5 Marks

− Finds, utilises and creates space − Maintains possession in pressure situations − Progresses the ball using a variety of approaches

2. Defensive Skills - 5 Marks − Operates effectively to shut down opposition − Can read play and force opposition error − Regularly intercepts and dispossesses the opposition

3. Game Awareness Skills - 5 Marks − Consistently involved and enthusiastic − Can design and utilise tactics to improve team performance − Displays excellent knowledge of the game − Always positive and encourages team mates

4. Safety - 5 Marks − Performs and demonstrates safe movements throughout the skill


• Be prepared for each lesson with the correct uniform (sport shorts, sport shirt and joggers)

Websites that can assist you include: Get Skilled Get Active: https://goo.gl/PtgmIm

To do well in this assessment task I must: • Refine fundamental and specialised movement skills in predictable and dynamic learning situations • Demonstrate movement activities and skills • Transfer skills from one activity to another • Participate in all lessons • Be prepared for each lesson with the correct uniform

BERKELEY VALE CAMPUS PASS ASSESSMENT TASK

Due Date: Term 3 Week 9-10

https://goo.gl/PtgmIm


A

• Passes and receives with a high degree of accuracy and consistency and utilises a variety of techniques to achieve success. Maintains possession in pressure situations and can progress the ball using a variety of approaches against organised and intense defence. Finds, utilises and creates space for themselves and others

• Can operate effectively individually or as part of a team to shut down the opposition attack in most game situations. Can anticipate well and force opposition errors. Regularly intercepts and dispossesses the opposition. Takes initiative on occasions when opposition appears likely to score

• Constantly involved and enthusiastic. Always positive and encourages teammates. Displays an excellent knowledge of the game. Can design and utilise creative and effective tactics and strategies in attack and defence to improve team performance

• Student consistently follows the safety procedures set out by the teacher

B

• Passes and receives successfully in most game situations and occasionally improvises. Maintains possession in all game situations ad has the skill to progress the ball through organised opposition defences. Displays the ability to find and use space. Contributes significantly to team attack in all areas of the field/court

• Moves positively in defence and shows awareness of other team members to restrict opposition attack in most game situations. Can anticipate some opposition plays resulting in intercepts and changes of possession. Can use different defensive patterns depending on circumstances

• Regularly involved and enthusiastic. Always positive and encourages teammates. Displays a good knowledge of the game. Can utilise tactics and strategies in attack and defence to improve team performance

• Student follows the safety procedures set out by the teacher .

C

• Passes successfully to the target on most occasions and receives successfully when under a little or no pressure. Maintains possession in most situations and can progress the ball through simple opposition defences. Displays the ability to find space to receive a pass but limited ability to create space for supporting players. Contributes regularly to attacking play

• Can position themselves to restrict opposition attack in simple situations but rarely anticipates opposition movements. Intercepts successfully when in correct position and can dispossess unaware players. Makes some effort in defence and on transition

• Sometimes involved, enthusiastic and cooperative. Provides some support to teammates. Understands the game, knows and respects the rules but limited understanding of complex strategies and tactics

• Student follows the majority of the safety procedures set out by the teacher

D

• Passes with some accuracy and power and receives good passes successfully when not under pressure. Maintains possession in simple and predictable situations and can progress the ball in small stages down the court or field. Takes some advantage of the available space but cannot create or utilise space effectively. Has minimal involvement in the activity.

• Positioning provides simple opposition offensive opportunities. Rarely intercepts or dispossesses opposition player. Makes contact with the attack only when necessary and remains stationary for lengthy periods. Displays limited ability to anticipate opposition and adapt to transitional phases in the game.

• Basic involvement in game and rarely communicates or provides positive support and encouragement for team members. Basic knowledge and application of strategies, tactics and rules.

• Student follows the basic safety procedures set out by the teacher. .

E

• Passes with limited accuracy and power and receives some passes successfully when not under pressure. Maintains possession in simple and predictable situations and can sometimes progress the ball in small stages down the court or field. Takes no advantage of the available space but cannot create or utilise space effectively. Has limited involvement in the activity

• Positioning provides limited opposition and offensive opportunities. Rarely intercepts or dispossesses opposition player. Makes no contact with the attack. Displays basic ability to anticipate opposition and adapt to transitional phases in the game

• Limited involvement in game and rarely communicates or provides positive support and encouragement for team members. Limited knowledge and application of strategies, tactics and rules

• Student follows the basic safety procedures set out by the teacher

Title: Toys for Early Learning Teacher Name:


Syllabus Outcomes: 2.1 Plans and implements engaging activities when educating and caring for young children within a safe environment 2.2 Evaluates strategies that promote the growth and development of children

Task Description: Students will be required to complete a range of activities both in class and at home. Students will need to complete two components for this task.

1. Researching toys for specific age groups and defining type and style of play in which it will be used. 2. Three short answer questions

Part 1 (40 Marks) Students will be required to research toys that a child would find educational and stimulating for their specific age and style of play in which it will be used. A spreadsheet for your analysis will be provided by your teacher via Google Classroom. The research must include a mixture of unisex, boy and girl toys. You will analyse each toy by completing the following;

- Toy name / brand / Price /Toy (Picture) - Type of play (discovery, imaginative, social, creative, manipulative) and description - Style of play (parallel, cooperative, social or solitary) - Safety and evaluation

Part 2 (10 Marks) Students will be required to answer the following questions at the bottom of their spreadsheet:

1. Explain why toys are important for a child’s development? 2. As a child what toy did you have that meant something to you? (educational, emotional, social, physical) 3. In the community where else could you take children for them to experience different types of play? (Write

the name, address and a brief description of activities or equipment they have) Assessment Task Support Information:

• This is an individual task • Students will need to complete TWO components for this task; the spreadsheet and three questions • A copy of the Assessment Task and spreadsheet will be uploaded to Google Classroom • Students will be given some time in class to work on their assessment task, however, the rest will need to be

completed at home • The Task is worth 35% of your overall grade for Child Studies


To do well in this assessment task I must: • Be prepared each lesson • Produce quality work which is well researched • Give detailed responses • Submit the task by the due date


BERKELEY VALE CAMPUS CHILD STUDIES

ASSESSMENT TASK



A

• Demonstrates an extensive understanding of play-based learning and explore its value to

the development of the child • Student selects an age appropriate toy for each age bracket and correctly identifies the type

of play, providing a comprehensive description to support their answer • Address all safety concerns in relation to the toy and strategies to minimise risk and use toy

safely • Correctly identifies all correct styles of play with a brief explanation of how it fits each style

Student has answered all written questions in depth • Delivers an outstanding, well researched task

B

• Demonstrates a thorough understanding of play-based learning and explore its value to the

development of the child • Student selects an age appropriate toy for each age bracket and correctly identifies the

type of play, providing a detailed description to support their answer • Address most safety concerns in relation to the toy and suggest strategies to minimize risk • Correctly identifies style of play with a brief explanation of how it fits that category Student

has answered all written questions in adequate depth • Delivers an excellent, well researched task

C

• Demonstrates a sound understanding of play-based learning and explore its value to the

development of the child Student attempts to select an age appropriate toy for each age brackets and provides information to support their answer

• Address a safety concern and includes a safety instruction • Correctly identifies the style of play • Student has answered all written questions Satisfactory task presented with evidence of

research

D

• Demonstrates a basic understanding of play-based learning and explore its value to the

development of the child Student selects an age appropriate toy • Address a safety concern • Attempts to identify the correct style of play • Student attempts written questions • Reasonable task presented with some evidence of research

E

• Demonstrates an elementary understanding of play-based learning and explore its value to the

development of the child • Student selects a toy for at least one age bracket Little or no attempt to outline safety concerns • Attempts to identify the correct style of play • Student gives little or no response to written questions Task incomplete with minimal

evidence of research


Title: Shipwrecks Teacher Name:


Syllabus Outcomes: 5.4.2 Identifies, describes and evaluates policies for monitoring and conserving the marine

environment.p13 5.7.2 Recalls aspects of the marine environment using relevant conventions and terminology.p13

Task Description: Theory task in Google Classroom.

Students are to complete all questions below in a power point presentation in google classroom.

1. Rules and regulations which are standardized by numerous countries are called conventions eg: SOLAS- Safety Of Lives At Sea is responsible for life rafts, PFD’s, firefighting, survival, radio distress calls. IALA – International Association Lighthouse Authority-lights and buoys, collision regulations. MARPOL-Marine Pollution. USL-Uniform Shipping Laws-regularity construction standards of vessels. These conventions have been improved over the years through trial and error. In other words every time there is a shipwreck or accident regulations are improved.

Discuss how the shipwreck Titanic improved Maritime Conventions. In your answer expand on the following practices/regulations.

1. Lifeboats 2. PFDS 3. Distress Signals 4. Watertight Compartments 5. Lookouts-early warning 6. Muster Drill 7. Passenger manifest

Shipwrecks are time capsules this means the way of life is preserved the moment that vessel has gone beneath the waves. Discuss the impact that the shipwreck Batavia had on Australian Maritime History.

Discuss a local shipwreck expanding on the following points

1. Location- Latitude / Longitude 2. History of vessel and its owners 3. Vessel construction 4. Cargo 5. Why it went to the bottom? 6. Significance of the wreck, lessons learnt

Extension Work Captain James Cook and Matthew Flinders are known for their maritime navigation exploration. Discuss the impact they have had on Australian Maritime History.

BERKELEY VALE CAMPUS MARINE STUDIES

ASSESSMENT TASK


Assessment Task Support Information: Use lesson presentations in class on Titanic, Batavia and Pandora to aid you in completing task. Students will have allocated class time where they will have access to computers and internet to research their topics. Equipment required to complete this task:

Websites that can assist you include: Australian Maritime Safety- https://www.amsa.gov.au/



• Complete task in google classroom • Discuss the impact that the Titanic had on Maritime Conventions • Demonstrate your understanding of the concept that shipwrecks are ‘time capsules’ when examining the

Batavia and a local shipwreck and their impact on Australian Maritime History • Demonstrate an understanding of the contributions that Cook and Flinders made to Australian

Maritime History


A

• Identifies extensive knowledge of why shipwrecks are time capsules and relates this to the

Batavia • Demonstrates extensive understanding of the Titanic and its impact on Maritime Conventions • Describes with extensive knowledge the impact that Cook and Flinders had on

Australian Maritime History

B

• Identifies thorough knowledge of why shipwrecks are time capsules and relates this to the

Batavia • Demonstrates thorough understanding of the Titanic and its impact on Maritime Conventions • Describes with thorough knowledge the impact that Cook and Flinders had on Australian

Maritime History

C

• Identifies satisfactory knowledge of why shipwrecks are time capsules and relates this to the

Batavia • Demonstrates satisfactory understanding of the Titanic and its impact on Maritime

Conventions • Describes with satisfactory knowledge the impact that Cook and Flinders had on Australian

Maritime History

D

• Identifies basic knowledge of why shipwrecks are time capsules and relates this to the Batavia • Demonstrates basic understanding of the Titanic and its impact on Maritime Conventions • Describes with basic knowledge the impact that Cook and Flinders had on Australian Maritime

History

E

• Identifies limited knowledge of why shipwrecks are time capsules and relates this to the

Batavia • Demonstrates limited understanding of the Titanic and its impact on Maritime Conventions • Describes with limited knowledge the impact that Cook and Flinders had on Australian Maritime

History


http://www.amsa.gov.au/

Science

Title: Mysterious Universe ICT Task Teacher Name:


Syllabus Outcomes:

SC5-9WS Presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

SC5-12ES Describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

SC5-13ES Explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions and related to contemporary issues

Task Description:

Use ICT such as PowerPoint, Prezi, Movie Maker or Google Slides to create a smooth coherent presentation and submit online via your Google Classroom. The presentation must include:

Section 1. The Big Bang Theory - A description and diagram of Steady State theory - A description and diagram of the Big Bang theory - A comparison of Steady State and Big Bang theories - An explanation of the evidence which supports the Big Bang theory; including but not limited to Red Shift and

Cosmic Microwave Background Radiation. - Relevant music to accompany your presentation (e.g. Theme from 2001 A Space Odyssey) - A bibliography with correct references to all sources of information and images used (minimum 4 sources);

include the title, author, year published and website of all sources.

Section 2. The Purpose of Space Exploration - Evaluate the benefits of exploring the universe using telescopes and international space programs.

o E.g. Begin by describing the cost, resources and time involved in space exploration, compare this to money spent on education or defence, and explain how this funding has led to improvements in medicine, aviation, agriculture and more, evaluate (judge) whether spending money on space has been worthwhile.

- Hypothesise what modern society would look like if humanity had not taken an interest in space. o E.g. Begin by describing a technology which has been developed as a result of designing telescopes,

rockets and satellite communications, explain how it is used in society and hypothesise what a society without this technology would look like.

All tasks must be submitted via your classes Google Classroom.

Assessment Task Support Information: Limited access to a computer will be provided during class, however, students are expected to complete the majority of this task in their own time. Library computers are available during break times. Submit your presentation via your classes Google classroom.


To do well in this assessment task I must: • Include all of the information described in the marking criteria • Use appropriate terminology • Avoid plagiarism and provide appropriately detailed references for sources


BERKELEY VALE CAMPUS SCIENCE ASSESSMENT TASK



A

• Student demonstrates extensive knowledge of how to identify and reference sources of information • Student applies an extensive knowledge of ICT to develop a coherent, engaging and informative

presentation • Effectively gathers, selects and organises information from secondary sources to produce an

extensive explanation of the Big Bang Theory and extensively compares it to Steady State Theory • Uses critical thinking skills to evaluate the benefits of exploring space and considers distribution of

resources such as time and money relative to the benefits • Identifies and proposes valid hypotheses and makes evidence based predictions about a society

without interest in space • Task submitted via Google classroom

B

• Student demonstrates a thorough knowledge of how to identify and reference sources of information • Student applies a thorough knowledge of ICT to develop a coherent, engaging and informative presentation • Effectively gathers, selects and organises information from secondary sources to produce a

thorough explanation of the Big Bang Theory and thoroughly compares it to Steady State Theory • Uses critical thinking skills to explain the benefits of exploring space and considers the distribution of

resources such as time and money relative to the benefits • Identifies and proposes valid hypotheses and makes logical predictions about a society without

interest in space • Task submitted via Google classroom

C

• Student demonstrates a sound knowledge of how to identify and reference sources of information • Student applies a sound knowledge of ICT to develop a coherent, engaging and informative presentation • Gathers, selects and organises information from secondary sources to produce a basic explanation of

the Big Bang Theory and provides a sound comparison to Steady State Theory • Explains the benefits of exploring space • Identifies and proposes related hypotheses and makes predictions about a society without interest in space • Task submitted via Google classroom

D

• Student demonstrates a basic knowledge of how to identify and reference sources of information • Student applies a basic knowledge of ICT to develop a coherent, engaging and informative presentation • Describes the Steady State Theory, the Big Bang Theory and outlines the evidence for the Big Bang Theory • Describes the benefits, cost or time involved in exploring space • Describes technologies which developed as a result of space exploration and attempts to make predictions • Task submitted via Google classroom

E

• Student demonstrates an elementary knowledge of how to identify and reference sources of information • Student applies an elementary knowledge of ICT to develop a coherent, engaging and

informative presentation • Attempts to describe Steady State Theory, the Big Bang theory and lists the evidence for the Big Bang

Theory • Lists the benefits, cost or time involved in exploring space • Describes technologies which developed as a result of space exploration • With guidance, submitted task via Google classroom


Title: Yearly Science Examination Teacher Name:


Syllabus Outcomes:

SC5 – 8WS Applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

SC5 – ES12 Describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

SC5 – ES13 Explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues

SC5 – 14LW Analyses interactions between components and processes within biological systems SC5 – 15LW Explains how biological understanding has advanced through scientific discoveries,

technological developments and the needs of society SC5 – 16CW Explains how models, theories and laws about matter have been refined as new scientific

evidence becomes available SC5 – 17CW Discusses the importance of chemical reactions in the production of a range of substances, and

the influence of society on the development of new materials

Task Description: The assessment task is a written examination covering the following content from Year 10 Science.

Topics covered are:

• Reactions • Evolution and Earth’s History • Mysterious Universe • Scientific Method

Examination Structure Section 1 – Multiple Choice Section 2 – Short Response Section 3 – Extended Response

Criteria For Marking: You will be assessed on how well you:

• Demonstrate your understanding of the concepts covered • Extract information from a variety of sources and explain relationships, patterns and trends

Assessment Task Support Information: Equipment required to complete this task: Pen, pencil, ruler, eraser and calculator


To do well in this assessment task I must: • Answer all sections • Use appropriate terminology • Include all of the information described in the marking criteria


BERKELEY VALE CAMPUS SCIENCE ASSESSMENT TASK



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


TAS

Includes:

Industrial Technology Building and Construction Timber Metals Food Technology


BERKELEY VALE CAMPUS FOOD TECHNOLOGY ASSESSMENT TASK


Title: Catering Event Teacher Name:


Syllabus Outcomes:

5.2.2 Accounts for changes to the properties of food which occur during food processing, preparation and storage 5.1.2 Identifies, assesses and manages the risks of injury and WH&S issues associated with the handling of food 5.2.3 Applies appropriate methods of food processing, preparation and storage 5.5.1 Selects and employs appropriate techniques and equipment for a variety of food-specific purposes

Task Description:

Students will need to complete two components for this task.

PART 1

Theoretical - Digital Folio

As a group, students will prepare a folio including all components included in their restaurant.

PART 2

Practical - Plan, prepare and present a 3 course meal to 2 teachers adhering to a $30 budget.

The practical component will be completed in a group.

You and your bay will run a restaurant for a day and have been given the task to prepare a 3 course meal for 2 teachers of your choice. The aim of this task is to showcase your cooking abilities and understanding of how to prepare a meal for a customer. You must plan, prepare and present the meals in a professional manner.

You will have a $30 Budget which you must adhere to. No extra ingredients or cost may be added to this and all orders must be completed by the set date as they will be ordered through the school account.

It is your responsibility to run this catering event as an established restaurant would run a similar event. This will include table settings, menus, invitations, drinks and decorations.


Practical Criteria Check List Check

You must plan, prepare and present a 3 course meal to 2 teachers of your choice. You may have a theme for the day if you would like. For example a particular cuisine type. You will have 1 Full day to prepare and present your meal to your guest. Each course will be presented at the following time:

Recess - Entree Lunch - Main & Dessert

You must adhere to a budget of $30 to produce your meal.

All food must be ordered through the school. Order sheets must be submitted 2 weeks prior to the event so food can be ordered. See attached order sheet. (Use Coles Online to price out your menu). Minimal staple food (1 C Maximum) will be provided such as flour, sugar, garlic, ginger, oil, salt and pepper. Any more than this you will need to order.

Guests must be formally invited by invitation and you must receive an RSVP from them 1 week prior to the event. Invite must contain:

• Name • Date • Time • Reason for event • RSVP slip • Allergen notice/ request for allergies

Theoretical An online portfolio created using the Luicid Press Program must be submitted to the Google Classroom by the start of the practical lesson. This must include:

• A copy of the invite sent to your guests • Cost breakdown • Menu card ( A copy of this must also be on the table for your guests) • A copy of each recipe (Entrée, Main, Dessert). • A copy of the food order sheet • A copy of the food costing sheet • A job description for each person in your bay. This may include who is responsible for each

course and what each member of the team is responsible for each day). • A timeline for the day. (Plan your day so all meals are presented on time and your bay is

cleaned up on time).

You must perform front of house duties as well as back of house duties on this day. Tables must be set correctly with a tablecloth, decorations and a menu card informing your guests of the meals being served at your restaurant All Guests must be welcomed in a professional manner, shown to their seats and you must adhere to time frames as you only have recess and lunch to present your meals. It is your responsibility to follow up RSVP.


• Answer all sections • Use appropriate terminology • Demonstrate safe and hygienic skills in the kitchen • Present the meal to a high standard




A

• Students demonstrate an extensive understanding of food properties, correct food processes, correct food storage by following a descriptive recipe and storing food in correct conditions

• Students prepare and present a highly skilled 3 course meal for 2 guests adhering to time frames

• The student brings all required equipment to the practical lesson Students prepare and present the meal within the allocated budget

B

• Students demonstrate a high understanding of food properties, correct food processes, correct food storage by following a descriptive recipe and storing food in correct conditions

• Students prepare and present a skilled 3 course meal for 2 guests adhering to time frames • The student brings all required equipment to the practical lesson Students prepare and

present the meal within the allocated budget

C

• Students demonstrate a sound understanding of food properties, correct food processes, correct food storage by following a descriptive recipe and storing food in correct conditions

• Students prepare and present a 3 course meal with some degree of skills for 2 guests adhering to time frames

• The student brings most of the required equipment to the practical lesson Students prepare and present the meal close to allocated budget and/or does not order some required ingredients within the timeframe

D

• Students demonstrate a limited understanding of food properties, correct food processes, correct food storage by following a descriptive recipe and storing food in correct conditions

• Students prepare and present a 3 course meal with a limited degree of skill for 2 guests adhering close to the allocated time frames

• The student brings some of the required equipment to the practical lesson. Students prepare and present the meal outside of the budget and/or does not order some required ingredients within the time frame

E

• Students demonstrate an elementary understanding of food properties, correct food

processes, correct food storage by following a descriptive recipe and storing food in correct conditions

• Students prepare and present a 3 course meal with a limited degree of skill for 2 guests adhering outside of the allocated time frames

• The student brings none of the required equipment to the practical lesson. Students prepare and present the meal outside of the budget and/or does not order the required ingredients within the time frame

Title: Construction Skills- Design, Plan and Construct (Tiling)

Teacher Name:


Syllabus Outcomes: 5.2.1 Applies design principles in the modification, development and production of projects 5.5.1 Applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts

and projects 5.6.1 Evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of

construction

Task Description: Students are to design, plan and construct a tiling mosaic related to Aboriginal culture. Your design will be placed in the Aboriginal Yarning Circle at the front of the school. During the production of this project you will complete the following:

• A Safe Work Method Statement (SWMS) of the construction work which is to be carried out

• Research Aboriginal silhouette ideas for the design of your tiling project

• Produce a sketch which will outline the colouring coding for your design

• Create a project costing list which includes estimates, quantities and price of materials to be used in the

project

• Transfer your silhouette design onto a concrete paver/board

• Cut and fit tiles to your design ensuring a consistent size is maintained

• Safely gluing mosaic tiles to your design ensuring that it is safe for future use

• Grout and finish tiling mosaic to ensure a safe and quality finish

• Production of a peer evaluation document on the completed project

Assessment Task support Information:

Equipment required to complete this task: • Hand tools and machines • Internet • Overhead projector


To do well in this assessment task I must: • Work Safely using tools and equipment • Produce a quality silhouette image • Shaping and glue materials accurately and safely • Accurately grout and ensure no sharp edges are present on the project

BERKELEY VALE CAMPUS Industrial Technology Building Construction

ASSESSMENT TASK



A

• Independently and consistently applies skills and design principles to the development

and production of new projects • Evaluates the suitability of materials for specific applications and the functional,

aesthetic, environmental and economic aspects of projects and commercial products

SWMS – Silhouette idea – Colour coding sketch – Costing list – Tile spacing – Grouting – Peer evaluation

B

• Consistently applies skills and design principles to the development and

production of new projects • Analyses the suitability of materials for specific applications, and the functional,

aesthetic, environmental and economic aspects of projects and commercial products


C

• Applies skills and design principles to the development and production or modification of projects

• Describes the suitability of materials for specific applications, and the functional, aesthetic, environmental and economic aspects of projects and commercial products


D

• Applies basic skills and design principles to the development and production or modification of projects

• Outlines properties of materials that make them suitable for specific applications, and identifies functional, aesthetic, environmental and economic aspects of products and commercial products


E

• With assistance, applies elementary skills and design principles to the production

or modification of projects • Identifies some properties of materials that make them suitable for specific applications,

and identifies some aspects of products and commercial products



Title: Group Work / School Project Teacher Name:


Syllabus Outcomes: 5.6.1 Evaluate products in terms of functional, economic, aesthetic and environmental qualities and quality of

construction

Task Description

As a Year 10 Building and Construction student you are required to undertake a collaborative project. To meet this requirement an area of need within the school has been identified and a project has been designed.

Part A You will be required to;

1. Be an active participant in the construction of the project. 2. Complete an evaluation of the product you have constructed.

a. Identify the area of need within the school. b. Name the project. c. Taking a photo of the project. d. Identifying where it is to be placed. e. Interviewing a teacher who will use the project and recording their comments in relation to the

functionality of the project and its aesthetic appeal.

Part B You will be required to;

1. Comment on the advantages and disadvantages of the timber used in the project. You must give at least 3 positive and negative comments. Your answer must also include economic and environment aspects.

Part C You will be required to;

1. List your group members and their role. 2. Rate each member in relation to their contribution to the project, (see attachment). 3. Depending upon your role within the group, provide one item of feedback to each member which

may assist them to become more productive when working in a team.

Task Modification

• Use of templates prepared by teacher

Extension Opportunities

• Interview more than one teacher

BERKELEY VALE CAMPUS Industrial Technology Building Construction

ASSESSMENT TASK



Criteria for Marking You will be assessed on how well you:

• Undertake all activities within a workshop environment • Research • Complete ratings


• Correct PPE • Access to workshop • Worksheets supplied by teacher • Time in computer lab •



• Complete all components of task • Use appropriate terminology and standards introduced



A

• Independently and collaboratively applies skills and design principles to the

development and production of new projects • Displays advanced technical skills in identifying and using appropriate materials and hand

tools to produce practical projects of excellent quality • Demonstrates extensive knowledge and understanding of the construction process

B

• Consistently applies skills and design principles to the development and production of new

projects • Displays high-level technical skills in identifying and using appropriate materials and hand

tools to produce high quality practical projects • Demonstrates thorough knowledge and understanding of the construction process

C

• Applies sound skills and design principles to the development and production of new projects • Displays technical skills in identifying and using appropriate materials and hand tools to

produce practical projects of sound quality • Demonstrates sound knowledge and understanding of the construction process

D

• Applies basic skills and design principles to the development and production of new projects • Displays basic technical skills in using appropriate materials and hand tools to produce practical

projects • Demonstrates basic knowledge and understanding of the construction process

E

• With assistance applies elementary skills and design principles to the development and

production of new projects • With guidance, displays limited technical skills in identifying and using appropriate

materials and hand tools to produce practical projects • Demonstrates elementary knowledge and understanding of the construction process

Title: Cabinet Top, Edging and Plinth Teacher:


Syllabus Outcomes:

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

processes to produce quality practical projects 5.3.2 Selects and uses appropriate materials for specific applications 5.7.2 Describes, analyses and evaluates the impact of technology on society, the environment and cultural issues

locally and globally

Task Description:

Once carcass has been assembled students are required to install the top of their cupboard using hidden joining techniques. They are also required to add some decorative edging and a plinth. Whilst undertaking the construction of your project you will be required to:

1. Create a cutting list for edging and plinth. 2. Name and draw the joints used 3. Prepare and mark up timber stock for use. 4. Document the processes used to attach either the top, edging or plinth. 5. Correctly use a range of hand and power tools to cut, form and assemble components to be added to

cupboard. 6. Investigate – Seasoning of Timber.

• Write a short explanation of what the seasoning of timber is trying to achieve. • When does the seasoning of timber take place? • Name 3 methods used to season timber? • Name 5 defects that could occur if timber is not seasoned? • Name 5 advantages of using seasoned timber?

Extension Opportunities

1. Investigate the differences between cutting a mitre joint using traditional methods as opposed to those

used in industry.


BERKELEY VALE CAMPUS Industrial Technology

Timber ASSESSMENT TASK



Feedback:

Written feedback will be provided within two weeks of submission date.


• You will sign the document register to acknowledge receipt of this notification • If you are absent on the day, you must provide appropriate documentation (e.g.

Medical Certificate/Illness/Misadventure form)



• Participate in all classroom learning activities and complete all components of the task • Follow all procedures introduced especially those in line with Workplace Health and Safety • Use appropriate terminology and standards introduced



A

• Independently and consistently applies skills and follows all correct procedures in the

development and production of new projects • Displays advanced technical skills in using appropriate hand tools to produce practical

projects of excellent quality • Independently assesses and manages risks and consistently applies safe work practices when

using power tools such as a router • Demonstrates extensive knowledge and understanding of seasoning techniques

B

• Consistently applies skills and follows most correct procedures in the development and

production of new projects • Displays high-level technical skills in using appropriate hand tools to produce high quality

practical projects • Assesses and manages risks and applies safe work practices when using power tools such

as a router • Demonstrates thorough knowledge and understanding of seasoning techniques

C

• Applies skills and follows correct procedures in to the development and production or

modification of projects • Displays technical skills in identifying and using appropriate materials and hand tools to

produce practical projects of sound quality • Identifies and manages most risks and applies safe work practices when using power

tools such as a router • Demonstrates sound knowledge and understanding of seasoning techniques

D

• Applies basic skills and follows some correct procedures in the development and

production or modification of projects • Displays basic technical skills in using appropriate materials and hand tools to produce

practical projects • Identifies and manages some risks, and applies some safe work practices when using power

tools such as a router • Demonstrates basic knowledge and understanding of seasoning techniques

E

• With assistance, applies elementary skills and follows some correct procedures in the

production or modification of projects • With guidance, displays very limited technical skills in using appropriate materials and hand

and machine tools to produce practical projects • With assistance, identifies and manages some risks. With guidance applies safe work

practices when using power tools such as arouser • Demonstrates elementary knowledge and understanding of seasoning techniques

Title: Drawer Construction Teacher Name:


Syllabus Outcomes: 5.2.2 Identifies, selects and competently uses a range of hand and machine tools, equipment and processes

to produce quality practical projects 5.7.2 Describes, analyses and evaluates the impact of technology on society, the environment and cultural

issues locally and globally

Task Description:

The assessment task is to be undertaken during the construction of your major project. Each part of the assessment is to be completed at the appropriate stage throughout the construction of your project. The assessment task is to be presented in an A4 folder supplied to you by your teacher.

You are required to:

• Complete an Introductory Dovetail Joint under the guidance of your teacher using timber that is limited to 90 x 12 mm Radiata Pine

• Complete a list of construction steps used when constructing a drawer • Use a sliding bevel to create a gradient or slope that is suitable to use when using softwood to

construct a dovetail joint • Complete an orthographic drawing of the drawer suitable for your cabinet • Complete a cutting list for your drawer • Select, prepare, markup, cut and dress timber to correct specifications • Assemble and fit drawer • Investigate two other methods of drawer construction used in cabinets that are sold in retail outlets.

Your investigation is to cover the materials used, joints used and the advantages and disadvantages as opposed to traditional methods through the use of dovetails


BERKELEY VALE CAMPUS Industrial Technology

Timber ASSESSMENT TASK



• Correct PPE • Access to workshop



• Complete all components of task • Use appropriate terminology and standards introduced


A

• Independently and consistently applies skills and design principles to the development and

production of new projects • Displays advanced technical skills in identifying and using appropriate materials and hand

tools to produce practical projects of excellent quality • Independently assesses and manages risks and consistently applies safe work practices

B

• Consistently applies skills and design principles to the development and production of new

projects • Displays high-level technical skills in identifying and using appropriate materials and hand

tools to produce high quality practical projects • Assesses and manages risks and applies safe work practices

C

• Applies skills and design principles to the development and production or modification of

projects • Displays technical skills in identifying and using appropriate materials and hand tools, to

produce practical projects of sound quality • Identifies and manages risks and applies safe work practices

D

• Applies basic skills and design principles to the development and production or

modification of projects • Displays basic technical skills in using appropriate materials and hand tools to produce

practical projects • Identifying and managing some risks, and applies safe work practices

E

• With assistance, applies elementary skills and design principles to the production or

modification of projects • With guidance, displays very limited technical skills in using appropriate materials and

hand and machine tools to produce practical projects • With assistance, identifies and manages some risks. With guidance applies safe work

practices


YEAR 10 ASSESSMENT POLICY INTRODUCTION

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Transcript of YEAR 10 ASSESSMENT POLICY INTRODUCTION