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Issued February 2021
Mount Carmel Catholic College
Stage 5
Assessment Handbook
Year 10 2021
Information for Students and Parents
Issued February 2021
FOREWORD Welcome to Year 10, the final year of your Stage 5 education. This is a very important year of transition when students consolidate their learning and strive to achieve their potential. The following pages are designed to give you the necessary information regarding assessment procedures in the Year 10 Course. It is very important that parents and students read this Handbook carefully because it outlines the responsibilities of a Year 10 student in terms of their studies. It is imperative that each student has a thorough understanding of the processes and procedures involved in order to maximise results and reduce misunderstandings. The assessment procedures reward those students who are consistent and diligent in their approach to study. This Handbook contains information about the Year 10 internal assessment program at the College for each subject offered. It also includes Level of Achievement Descriptors for each course so that students are aware of the standards for each grade. After reading this carefully, students and parents are invited to seek clarification from relevant members of staff, should this be necessary. We wish you well with your studies. Mr Stephen Lo Cascio Ms Judith Tolomeo Principal Curriculum Coordinator
Issued February 2021
COLLEGE ASSESSMENT POLICY AND PROCEDURES
The College Assessment policy reflects the concern of this community, with justice and the dignity of each person.
Assessment is defined as ‘the process of gathering and interpreting information about the development of student learning.’ Therefore we will promote assessment for learning by :
● building a shared understanding of the purpose of assessment and of performance standards;
● providing regular opportunities for teachers to collaboratively reflect on the purposes of assessment; discuss authentic assessment strategies; and establish performance standards;
● embedding assessment at all stages in the teaching and learning program;
● placing importance on knowing each of our students, their learning needs and interests;
● using assessment to inform teaching practices and in the planning of future learning activities;
● valuing regular communication between teachers and students about learning as a form of assessment;
● giving clear, constructive and individualized feedback to students that will explicitly assist them to improve their learning;
● creating opportunities for students to undertake self-assessment and peer assessment as a means to reflect on and take responsibility for their own learning;
● using standards as a means to facilitate discussion about achievement between teachers, students and parents.
Issued February 2021
We will undertake assessment of learning by:
● using assessment as a tool to improve learning outcomes and performance standards across the college;
● building a collective understanding of assessment language and applying agreed performance standards consistently across the College;
● developing assessment programs that offer a variety of rich assessment tasks that encourage deeper
learning; ● being inclusive of all students’ needs and abilities in designing and implementing assessment tasks;
● working collaboratively to develop performance standards for assessment tasks;
● being explicit about the learning goals and criteria of assessment tasks and the performance standards upon
which student achievement will be measured;
● providing students and parents with accurate and useful information about students’ learning;
● demonstrating and recording student achievement of performance standards by archiving work samples and marking scales;
● adopting assessment and reporting practices that are consistent, equitable and inclusive;
● evaluating the success of our assessment policy and procedures annually;
● facilitating ongoing discussion of performance standards across the College to maintain consistency in assessment and reporting.
2. Curriculum requirements for Year 10 All students at Mount Carmel Catholic College study courses in the 8 Key Learning Areas across Years 7 – 10 that make them eligible to receive the Record of School Achievement (RoSA). These are : English Mathematics Science Human Society and its Environment Languages other than English Technology and Applied Studies Creative Arts Personal Development, Health and Physical Education Mount Carmel Catholic College students also undertake the Catholic Studies course developed by the Archdiocese of Wollongong Catholic Education Office and approved by NESA.
Issued February 2021
3. Credentials Awarded by the NESA (NSW Education Standards Authority) Record of School Achievement (RoSA) NESA will provide students, parents, employers and the general community with a credential that records a student’s achievement in Stage 5 courses. This Record of School Achievement (RoSA) will be awarded to students who choose to leave the College prior to receiving the Higher School Certificate (HSC). For some students this will be at the end of Year 10. 4. Course Completion Criteria A student will be considered for the Record of School Achievement if they have satisfactorily completed Year 9 and 10 course components. This means that in the Principal’s view, there is sufficient evidence that the student has: (a) followed the course that has been approved by NESA (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the
school; and (c) achieved a significant number of the course outcomes
Adequate attendance is important. The Principal may determine that as a result of inadequate attendance, the course completion criteria have not been met. 5. Record of Achievement Grading
Students who successfully complete their studies will be awarded a grade in each of the following subjects:
Catholic Studies English Mathematics Science Australian History Australian Geography Elective I Elective II Personal Development, Heath and Physical Education
This grade, A – E, will be awarded in all courses based on school-based assessment of students’ achievement with reference to Course Performance Descriptors issued by NESA.
The Record of School Achievement will list the mandatory studies in History, Geography, Technology, Languages, Personal Development, Health and Physical Education and Creative Arts and indicate whether these have been satisfactorily completed or not. 6. School Based Assessment The Year 10 Grading System is concerned with describing the student’s achievement at the end of each course in Stage 5. A fuller picture is given by schools reporting on student achievement in all courses, measured with reference to Course Performance Descriptors issued by NESA. These are a series of statements that summarise observable and measurable features of student achievement. They are an assessment and reporting tool to assist subject teachers to award grades to students.
Issued February 2021
Teachers at Mount Carmel Catholic College will gather information about student performance through a range of assessment tasks. This data will assist teachers to determine which description best reflects the level of achievement in the course obtained by each student at the end of the course for that student. At the end of the program, teachers make a summative judgment of each student’s overall level of achievement and use the Course Performance Descriptors to award the appropriate grade. The final decision is made in relation to the “standard” reached by the individual student, not on the basis of performance relative to other students. The Course Performance Descriptors for each subject can be found in Section 2 of this booklet. The assessment program for each Year 10 course will be available on the College Website. 7. Results of assessment tasks and grades reported on semester reports Students in Years 7 to 10 at Mount Carmel Catholic College receive a report at the completion of each semester. The grades achieved are determined by students’ performance on assessments throughout the semester along with informal tasks such as class work, homework, group work. At the end of a semester, the assessment information teachers have gathered for each individual student will be reviewed. Teachers will align student’s achievement with the appropriate Course Performance Descriptor. The appropriate grade will then be allocated. 8. What is your responsibility as a student?
● To check your school email account every day for information pertaining to assessment tasks. Absence from school on the day a task is distributed does not justify an appeal for an extension to the submission of a task. All Assessment tasks will be emailed to students on the same day the hard copy or notification of an in- class task is distributed to students.
● To familiarize your self with the College Assessment Policies as outlined in this Handbook. ● To speak with the KLA Coordinator if you are in any doubt about the requirements of the Assessment
Policy. ● To cooperate with the process of Assessment. ● To inform the College if you are to be absent on the day of an assessment task. ● In the case of a student becoming ill during an examination or an in-class assessment task, inform the
teacher who is supervising, even if you are able to complete the task. At the earliest possible opportunity consult the KLA Coordinator.
9. Submission of Tasks What are the procedures for submitting a task on the date that it is due? ● NESA expects each student to complete all assessment tasks and submit by the specified date. ● If the task is to be completed in class it is to be submitted at the prescribed time. ● All other tasks are to be submitted to the KLA Coordinator or Subject Teacher by 8.40 am on the due date. ● Tasks are NOT to be handed to teachers during a lesson or left in a teacher’s pigeonhole. ● Practical Tasks in Visual Arts, Industrial Technology, Design and Technology need to be submitted by 8.40am on the
due date to the specialist teaching area as directed by the KLA Coordinator. ● A task handed in after 8.40 am will be recorded as ‘Late’, a zero mark will be awarded, and you will be required to
submit an ‘Appeal’ with reasons why the mark for the task should be altered. These tasks are to be handed in at the College Office and signed in to a member of the Office staff.
Issued February 2021
What if I submit my task late? ● Regardless of the reason, if an assignment is submitted late you must report immediately to the Office, complete an
Illness and Misadventure Appeal form and then submit the task with the appeal form attached to the office on the submission day. In most cases late submission will result in a ZERO mark awarded.
What if my computer cannot print my task, or the computer will not save my work? The use of technology (e.g. word processors, computer printers) is your responsibility. No allowances will be made for problems related to technical malfunctions. The College will not accept Assessment tasks submitted on a students’ USB.
● Work that has been completed on a computer is to be saved on both the hard drive and a portable storage device. ● All draft work completed on a computer should be backed up by the student. ● An additional safeguard in an emergency is that you can email the task to the College if you experience a printing failure the night before submitting a task. The College email address is: [email protected]
Students who experience technology failure should submit drafts of the assessment task and complete the Appeal Procedure. Failure to comply with the procedures as listed above will result in a zero for the task concerned. What if I need an extension of time to submit a task? ● The Curriculum Co-ordinator only may grant an extension of time. You must ensure that you apply for an extension
before the date that the task is due by lodging an application for Extension Appeal (pink) Form available from the College Office.
● If you are going to be absent for an extended period of time (eg travel, participation in sporting competitions etc.)
you must make a written application to the Principal seeking approval, at least two weeks prior to the commencement of your period of leave. A decision will then be made regarding when tasks will be submitted or undertaken, or the determination of calculated mark' based on other evidence.
10. Non Completion of a task Any student who does not submit an assessment task on the due date will receive a ZERO mark for the task. The following may be regarded as justifiable reasons for non completion of a task. The onus of proof is on the student. a) ILLNESS - A Medical Practitioner must complete the Illness & Misadventure form for the date explaining the reason
why a student was absent from school and unable to submit an assessment task on that day.
b) MISADVENTURE – such as public transport delays or car breakdowns (in this case, the student may be asked to provide proof of the circumstances leading to the delay). Failure of computer systems, incompatibility of systems, disk errors are NOT an acceptable reason for failing to submit work on time.
c) APPROVED LEAVE FROM THE COLLEGE PRINCIPAL – all known leave for pressing family or medical reasons must be approved by the College Principal in writing. Students and their families must apply for Leave to the College Principal
Issued February 2021
in Writing for any leave known of in advance and apply for an “Exemption from School Attendance”, from the College Principal, in accordance with Government requirements. Failure to do so requires the College to report the absence.
11. Absence ● In the case of Illness, you must see a Medical Practitioner and have them complete the relevant sections of the Illness
& Misadventure form to explain your absence. An attached Dr’s Certificate or note from parents will NOT be sufficient. ● In the case of Misadventure, a letter from your parent will be required. This will be verified with a phone call. ● In the case of an examination, call the College Office before 8.30 am and leave a message for both the KLA and House
Coordinator. ● Report to the Office before school on the FIRST day back from your absence to submit an Illness and Misadventure
Appeal form with the required documentary evidence. ● If you miss an examination or in class task, you should assume that you will complete this at the first available
opportunity e.g. first lesson of the subject or first day back at school. 12. Malpractice Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes:
● copying someone else’s work in part or in whole, and presenting it as your own ● using material directly from books, journals, CDs or the internet without reference to
the source ● building on the ideas of another person without reference to the source ● buying, stealing or borrowing another person’s work and presenting it as your own ● submitting work to which another person such as a parent, coach or subject expert has
contributed substantially ● using words, ideas, designs or the workmanship of others in practical and performance
tasks without appropriate acknowledgement ● paying someone to write or prepare material ● breaching school examination rules ● using non-approved aides during an assessment task ● giving false explanations to explain work not handed in by the due date ● assisting another student to engage in malpractice.
If a student’s work is found to exhibit malpractice, a zero mark is likely to be allocated and parents will be informed in writing. 13. Non completion of a task and zero award A student will be deemed to have made no submission of an assessment task if he/she:
● has not submitted the task by the due date or time ● fails to provide an acceptable reason for absence from a test
A warning letter will be sent home to parents. The reply slip must be returned to the KLA Coordinator. Upon the satisfactory completion of this task within the specified time period, as outlined in the warning letter, the task will be assessed. Following the first warning letter, if the task is still not satisfactorily completed with the specified time, then a second warning letter will be issued. This may be considered sufficient documentation for an ‘N’ determination for that course.
Issued February 2021
14. ‘N’ Determination NESA expects that each student will complete all assessment tasks. Failure to complete a task will seriously place at risk the student’s chance of receiving the Record of School Achievement. Students who have not complied with the requirements for satisfactory completion of a course at the time of finalising grades cannot be regarded as having satisfactorily completed the course. The principal will then issue an ‘N’ determination.
Issued February 2021
KEY WORDS FOR COLLEGE ASSESSMENT
Account
Account for: state reasons for, on report Give an account of: narrate a series of events or transactions
Analyse
Identify components and the relationship between them, draw out and relate implications
Apply
Use, utilize, employ in a particular situation
Appreciate
Make a judgment about the value of
Assess
Make a judgment of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make, build, put together items or arguments
Contrast
Show how things are different or opposite
Critically (Analyse/Evaluate)
Add a degree or level of accuracy, depth, knowledge and understanding , logic, questioning, reflection and quality to (analysis/evaluation
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being district or different from; to note differences between
Evaluate
Make a judgment based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationship between things evident; provide why and/or how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Issued February 2021
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support and argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (e.g. a point of view, idea, argument, suggestion) for consideration of action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons for
Recount
Retell a series of events
Summarise
Express concisely the relevant details
Synthesise
Putting together various elements to make a whole
Issued February 2021
Section 2
STAGE 5
GENERAL PERFORMANCE DESCRIPTORS (Describe performance at each of the five grade levels)
Grade
A
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C
The student has a sound knowledge and understanding of the content and has achieved an adequate level of competence in the processes and skills.
D
The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
E
The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills
N
Determination
Where “N” appears in place of an A to E grade opposite a course, the student has failed to meet one or more of the following requirements:
(a) followed the course developed by the Board of Studies (b) applied themselves with diligence and sustained effort to the
set tasks and experiences provided in the course by the school
(c) achieved some or all of the course outcomes
Issued February 2021
Course Performance Descriptors
Course Performance Descriptors describe the main features of typical students’ performances at the end of the course. The Areas for Assessment consist of the knowledge and skills objectives from the syllabus. The five vertical columns in the descriptors describe different levels of student performance. In using these descriptors, the College will “Match” each of their students to the descriptor column that best fits the student’s overall achievement in the course. The corresponding grade for that descriptor is then awarded to the student. The Course Performance Descriptors for each Year 10 subject offered at Mount Carmel Catholic College are in the following pages. Note that for the courses Child Studies and Physical Activity and Sports Studies, the Common grade scale is used, as seen in the table above.
Issued February 2021
LISTS OF SUBJECTS STUDIED IN YEAR 10 2021
MANDATORY COURSES: Studied by all students ● Catholic Studies ● English ● Geography ● History ● Mathematics ● Personal Development Health & Physical Education ● Science
ELECTIVE COURSES: Students Study two of the following:
● Child Studies ● Commerce ● Drama ● Food Technology ● History Elective ● iSTEM ● Industrial Technology –Timber ● Music ● Physical Activity & Sports Studies ● Visual Arts
Issued February 2021
Stage 5 Course Performance Descriptors - Geography Areas for Assessment Communication
Geographical tools and skills Geographical knowledge
Grade E Grade D Grade C Grade B Grade A
A student performing at this grade typically: ● Displays very limited skills to select,
gather, organise, and communicate geographical information using a limited range of written, oral, and graphical forms.
● Exhibits very limited skills to select and
apply geographic tools to some spatial and ecological dimensions of Australia
● Demonstrates some sense of place of
Australian environments and identifies some geographic processes that form and transform them.
● Recognises some different perspectives
of geographical issues. ● Demonstrates elementary knowledge
and understanding of Australian environments and communities, some interactions of people with the environment and some factors that shape communities.
● Identifies some aspects of civics and
recognises some links between civics and citizenship.
A student performing at this grade typically: ● Displays basic skills to select, gather,
organise, and communicate geographical information using a range of written, oral, and graphical forms.
● Exhibits some skills to select and apply
geographic tools appropriate to a range of spatial and ecological dimensions of Australia
● Demonstrates a basic sense of place of
Australian environments and some understanding of the geographic processes that form and transform them.
● Outlines different perspectives of
geographical issues. ● Demonstrates basic knowledge and
understanding of Australian environments and communities, and a range of interactions of people with the environment and a range of factors that shape communities.
● Displays some knowledge of civics and
identifies links between civics and citizenship
A student performing at this grade typically: ● Displays sound skills to select, gather,
organise, and communicate geographical information using a range of written, oral, and graphical forms.
● Exhibits sound skills to select and apply
geographic tools appropriate to a range of spatial and ecological dimensions of Australia
● Demonstrates a sound sense of place of
Australian environments and adequate understanding of the geographic processes that form and transform them.
● Describes different perspectives of
geographical issues. ● Demonstrates sound knowledge and
understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities.
● Displays broad knowledge of civics and
describes links between civics and informed and active citizenship
A student performing at this grade typically: ● Displays high level skills to select,
gather, organise, and communicate complex geographical information using a broad range of written, oral, and graphical forms.
● Exhibits high level skills to select and
apply geographic tools appropriate to a range of spatial and ecological dimensions of Australia
● Demonstrates a thorough sense of place
of Australian environments and a thorough understanding of the geographic processes that form and transform them.
● Explains different perspectives of
geographical issues at a range of scales. ● Demonstrates thorough knowledge and
understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities.
● Displays broad knowledge of civics and
explains links between civics and informed and active citizenship in relation to geographical issues
A student performing at this grade typically: ● Displays sophisticated skills to select,
gather and organise complex geographical information and uses an extensive range of written oral and graphic forms to communicate it effectively
● Exhibits extensive skills to select and
proficiently apply geographical tools appropriate to the spatial and ecological dimensions of Australia
● Demonstrates and extensive sense of
place of Australian environments and an extensive understanding of the geographical processes that form and transform them
● Explains and analyses different
perspectives of geographical issues at a range of scales
● Demonstrates extensive knowledge and
understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities
● Displays extensive knowledge of civics
and analyses links between civics and informed and active citizenship in relation to geographical issues at a range of scales
Issued February 2021
Stage 5 Course Performance Descriptors - History Areas for Assessment Historical knowledge
Research and historical inquiry skills Communication
Grade E Grade D Grade C Grade B Grade A
A student performing at this grade typically: ● Demonstrates elementary knowledge
and understanding of some significant events in 20th century Australian history and, with teacher support, describes some impacts of these events on Australian life
● Demonstrates elementary knowledge
and understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia
● Recounts some historical events in
chronological order ● Recognises different perspectives within
historical accounts, with guidance ● Locates limited information from sources
to answer historical questions, with guidance
● Communicates their understanding of
history by creating basic accounts of events and issues, in a range of limited form
● Uses simple historical terms and
concepts
A student performing at this grade typically: ● Demonstrates basic knowledge and
understanding of some significant developments in 20th century Australian history and explains their impact on Australian life
● Demonstrates basic knowledge and
understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia
● Sequences some events and identifies
factors contributing to continuity and change.
● Recalls different perspectives and
interpretations of the past. ● Locates, selects and organises relevant
information from sources and summarises the main ideas to answer historical questions.
● Communicates their understanding of
history by describing historical events and issues, in a range of oral, written and other forms.
● Uses a limited range of historical terms
and concepts
A student performing at this grade typically: ● Demonstrates sound knowledge and
understanding of significant developments in 20th century Australian history and makes a simple evaluation of their impact on Australian life.
● Demonstrates sound knowledge and
understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.
● Sequences events and explains factors
contributing to continuity and change. ● Describes different perspectives and
interpretations of the past. ● Locates, selects and organises relevant
information from a number of sources to undertake historical inquiry.
● Communicates their understanding of
history by creating explanations and arguments about historical events and issues, in a range of oral, written and other forms.
● Uses appropriate historical terms and
concepts.
A student performing at this grade typically: ● Demonstrates thorough knowledge and
understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.
● Demonstrates thorough knowledge and
understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.
● Sequences events and explains factors
contributing to continuity, change and causation.
● Explains different perspectives and
interpretations of the past. ● Communicates their understanding of
history by constructing explanations and coherent arguments about historical events and issues for different audiences, in a variety of oral, written, and other forms.
● Appropriately uses a range of historical
terms and concepts.
A student performing at this grade typically: ● Demonstrates extensive knowledge and
understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.
● Demonstrates extensive knowledge and
understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia
● Draws historical conclusions based on
an understanding of continuity, change, and causation.
● Assesses different perspectives and
interpretations of the past ● Evaluates a range of sources and
synthesises information from them that is relevant to an historical inquiry
● Communicates their understanding of
historical events and issues by constructing sustained arguments for different audiences, using a variety of oral, written, and other forms.
● Displays a sophisticated use of historical
terms and concepts.
Issued February 2021
Stage 5 Course Performance Descriptors – Commerce
Areas for Assessment
Knowledge of commerce Knowledge and understanding of consumer, financial, business, legal and employment matters Skills in commerce Skills in decision-making, problem-solving, research, communication and working independently and collaboratively
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● Demonstrates elementary knowledge and understanding of aspects of consumer, financial, business, legal and employment concepts and issues.
● Identifies some rights and
responsibilities of consumers in some commercial and legal contexts.
● With guidance applies simple
decision-making and problem-solving skills in commercial and legal contexts.
● Undertakes limited research and
recalls some basic commercial and legal information.
● Communicates simple commercial
and legal ideas and concepts using a limited range of oral and written forms.
● Demonstrates very limited planning
and organising skills when working independently and/or collaboratively.
A student performing at this grade typically: ● Demonstrates basic knowledge and
understanding of some consumer, financial, business, legal and employment concepts and issues.
● Describes some rights and
responsibilities of consumers in commercial and legal contexts.
● Applies some decision-making and
problem-solving skills in some commercial and legal contexts.
● Undertakes some research and
interpretation of basic commercial and legal information using a limited range of sources.
● Displays limited skills to
communicate simple commercial and legal ideas and concepts using a range of oral and written forms.
● Demonstrates some planning and
organising skills when working independently and/or collaboratively.
A student performing at this grade typically: ● Demonstrates sound knowledge
and understanding of consumer, financial, business, legal and employment concepts and issues.
● Explains the rights and
responsibilities of consumers in a range of commercial and legal contexts.
● Applies decision-making and
problem-solving skills in commercial and legal contexts.
● Undertakes research, and
interprets commercial and legal information using a variety of sources.
● Displays sound skills to
communicate commercial and legal ideas and concepts using a range of oral and written forms.
● Demonstrates competent planning
and organising skills when working independently and/or collaboratively.
A student performing at this grade typically: ● Demonstrates thorough knowledge and
understanding of consumer, financial, business, legal and employment concepts and issues.
● Discusses the rights and responsibilities
of consumers in a broad range of commercial and legal contexts.
● Applies well-developed decision-making
and problem-solving skills in commercial and legal contexts.
● Competently researches and assesses
commercial and legal information using a variety of sources.
● Displays proficient skills to communicate
commercial and legal ideas and concepts using a wide range of oral and written forms.
● Demonstrates well-developed planning
and organising skills when working independently and/or collaboratively.
A student performing at this grade typically: ● Demonstrates extensive knowledge and
understanding of a range of consumer, financial, business, legal and employment concepts and issues.
● Analyses the rights and responsibilities of
consumers in an extensive range of commercial and legal contexts.
● Independently applies outstanding decision-
making and problem-solving skills in a range of commercial and legal contexts.
● Capably researches and evaluates complex
commercial and legal information using a wide variety of sources.
● Displays effective skills to communicate
complex commercial and legal ideas and concepts using an extensive range of oral and written forms.
● Demonstrates highly developed planning and
organising skills when working independently and/or collaboratively.
Issued February 2021
Stage 5 Course Performance Descriptors – Drama Areas for Assessment
Making Performing Appreciating
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Participates, with teacher
support, in the practices of making, performing and appreciating drama.
● Has an elementary
understanding of some elements of drama and performance skills required to create drama for an audience.
● Demonstrates very limited
skills in improvisation, play building and other dramatic forms.
● Uses some aspects of
performance spaces and elements of production.
● With guidance, conducts basic
research. ● Recognises the contribution of
some groups and individuals.
● Recognises aspects of the
relationship between performer and audience.
A student performing at this grade typically: ● Demonstrates a basic
understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of play building and some other dramatic contexts.
● Develops their work using basic
dramatic forms and performance techniques to create drama for an audience.
● Demonstrates limited skills in
improvisation, play building and other dramatic forms.
● Uses aspects of performance
spaces, technologies and elements of production.
● Conducts basic research and
describes some contexts of drama.
● Recognises the contribution of
groups and individuals, using limited drama terminology.
● Recognises the relationship
between performer and audience.
A student performing at this grade typically: ● Demonstrates a sound
understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of play building and other dramatic contexts.
● Develops their work, individually
and collaboratively, using dramatic forms, structures, devices, acting and performance techniques to create engaging works with an intended meaning for an audience.
● Improvises, play builds, and enacts
scripts, texts and other dramatic forms and performance styles.
● Uses performance spaces,
technologies and elements of production to communicate a dramatic intention.
● Researches and describes the
contemporary and historical contexts of drama.
● Describes the contribution of
groups and individuals using drama terminology.
● Describes the relationship between
performer and audience.
A student performing at this grade typically: ● Demonstrates a thorough
understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within play building and other dramatic contexts.
● Capably develops their work,
individually and collaboratively, using dramatic forms, structures, devices, acting and performance techniques to create effective and engaging works with an intended meaning for an audience.
● Competently improvises, play builds,
enacts and interprets scripts, texts and other dramatic forms and performance styles.
● Confidently uses performance
spaces, technologies and elements of production to communicate dramatic intentions.
● Researches and analyses the
contemporary and historical contexts of drama.
● Assesses the contributions of groups
and individuals using appropriate drama terminology.
● Analyses drama with an awareness of
the relationship between performer and audience.
A student performing at this grade typically: ● Communicates a sophisticated
understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within play building and other dramatic contexts.
● Perceptively develops and refines their
work, individually and collaboratively, using a range of dramatic forms, structures, devices, acting and performance techniques to create dynamic and engaging works with an intended meaning for an audience.
● Demonstrates excellence in improvisation,
play building, the enactment and interpretation of scripts, texts and other dramatic forms and performance styles.
● Selects and manipulates performance
spaces, technologies and elements of production to communicate different dramatic intentions.
● Researches and critically assesses the
contemporary and historical contexts of drama.
● Evaluates the contribution of groups and
individuals, using appropriate drama terminology.
● Analyses and synthesises drama with a
sophisticated awareness of the unique relationship between performer and audience.
Issued February 2021
Stage 5 Course Performance Descriptors – English
Areas for Assessment
Reading, listening, viewing Analysing language Writing, speaking, representing Interpretive, imaginative and critical thinking Communicating and context Expressing views
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Demonstrates some evidence of
the ability to respond to a limited range of texts.
● With teacher support, discusses
the context and perspective of texts and the relationships between and among them.
● With teacher support, discusses
texts by selecting, identifying and explaining some language forms and features and structures of those texts.
● Responds in a rudimentary way to
verbal and visual imagery.
● With teacher support, composes
written, oral and visual texts using various technologies for a limited range of purposes, audiences and contexts.
● Is able to generalise at times from
engaging with texts to present a limited view of the world.
A student performing at this grade typically: ● Demonstrates some ability to
respond to a range of texts.
● Discusses the context and
perspective of texts and the relationships between and among them.
● Discusses texts by selecting,
identifying and explaining some language forms and features and structures of those texts.
● Responds to verbal and visual
imagery. ● Composes written, oral and
visual texts using various technologies for different purposes, audiences and contexts.
● Is able to generalise at times
from engaging with texts to present some differing views of the world.
A student performing at this grade typically: ● Through close and wide study,
responds to a range of imaginative, factual and critical texts.
● Investigates the context and
perspective of texts and the relationships between and among them.
● Analyses and discusses texts
by selecting, identifying and explaining appropriate language forms and features and structures of those texts.
● Responds imaginatively to
verbal and visual imagery. ● Displays a developing
personal style, composes written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.
● Is able to generalise from
engaging with texts to present differing views of the world.
A student performing at this grade typically:
● Through close and wide study, responds to demanding, imaginative, factual and critical texts.
● Investigates with some insight the
context and perspective of texts and the relationships between and among them.
● Closely and critically analyses and
evaluates texts of increasing complexity by selecting, describing and explaining appropriate language forms and features and structures of those texts.
● Responds imaginatively and
critically in an effective way to verbal and visual imagery.
● Displays a developing personal
style, composes with confidence written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.
● Is able to generalise from
engaging with texts to present a range of views of the world.
A student performing at this grade typically: ● Through close and wide study,
responds to a comprehensive range of demanding, imaginative, factual and critical texts.
● Perceptively investigates the context
and perspective of texts and the relationships between and among them.
● Constructively and critically analyses
and evaluates complex texts by selecting, describing and explaining significant language forms and features and structures of those texts.
● Responds imaginatively and critically in
a highly effective way to verbal and visual imagery.
● Displays a distinct personal style,
composes with confidence written, oral and visual texts, using various technologies for a wide variety of purposes, audiences and contexts.
● Is able to generalise confidently from
engaging with texts to present a wide variety of views of the world.
Continued next page
Issued February 2021
Continued from previous page Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● With teacher support, is developing an understanding of the processes of composition, as they are able to interpret ideas and apply these to new contexts.
● Is able to identify some obvious
expectations of an audience.
● With teacher support, is able to
reflect on some aspects of their individual and collaborative skills for learning.
A student performing at this grade typically: ● With guidance, is developing a
personal style and an understanding of the processes of composition as they are able to make some obvious inferences and interpretations, extend their imaginations in making meaning and apply ideas to new contexts.
● Is able to identify and discuss
some obvious preconceptions and expectations of an audience.
● With guidance, is able to
reflect on their individual and collaborative skills for learning.
A student performing at this grade typically:
● Demonstrates an understanding of the processes of composition as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.
● Conforms to or challenges an
audience’s preconceptions and expectations.
● With increasing independence,
reflects on and uses, assesses and adapts their individual and collaborative skills for learning.
A student performing at this grade typically:
● Clearly demonstrates an understanding of the processes of composition, as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.
● With increasing confidence, is
able to conform to, or challenge, an audience’s preconceptions and expectations.
● Independently reflects on and
uses, assesses and adapts their individual and collaborative skills for learning.
A student performing at this grade typically:
● Consistently demonstrates an understanding of the processes of composition, as they are able to infer logically, interpret clearly, extend their imaginations in composing texts and adapt ideas into new and different contexts.
● With confidence, is able to conform to,
or challenge, an audience’s preconceptions and expectations.
● Independently reflects on and
confidently uses, assesses and adapts their individual and collaborative skills for learning.
Issued February 2021
Stage 5 Course Performance Descriptors – Food Technology
Areas for Assessment
Food properties and preparation Food hygiene and safety Food, nutrition and society Researching and communicating Designing, producing and evaluating
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Identifies some chemical and physical
properties of foods and, with assistance, identifies some changes that take place in food during preparation, processing and storage.
● With guidance, identifies and uses some
appropriate techniques and equipment for a limited range of food-specific purposes.
● With guidance, demonstrates very
limited technical skills in designing and producing solutions for specific food purposes.
● Identifies some ways that food-related
activities impact on the individual, society or the environment, and some influences that technology has had on food supply.
● dentifies a limited number of factors that
influence food choices and eating habits, and relates some aspects of consumption and the nutritional value of foods to health.
● displays very limited research skills and,
with guidance, communicates simple information using a limited range of media.
A student performing at this grade typically: ● Outlines a number of chemical and
physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage.
● Identifies and uses basic techniques and
equipment for a number of food-specific purposes, identifying and managing some risks associated with the safe and hygienic preparation of food.
● Demonstrates basic technical skills in
designing, producing and evaluating solutions for specific food purposes.
● Outlines the impact of food-related
activities on the individual, society and environment, and the influences that technology has had on food supply.
● Identifies factors that influence food
choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.
● Displays basic research skills, and
communicates information using a limited range of media.
A student performing at this grade typically: ● Describes the chemical and physical properties
of a variety of foods, and the changes that take place in food during preparation, processing and storage.
● Identifies and uses appropriate techniques and
equipment for a variety of food-specific purposes, identifying and managing risks associated with the safe and hygienic preparation of food.
● Demonstrates adequate technical skills in
designing, producing and evaluating solutions of sound quality for specific food purposes.
● Describes the impact of food-related activities
on the individual, society and environment, and the influences that technology has had on food supply.
● Discusses a range of factors that influence
food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.
● Displays sound research skills, and
communicates information using a range of media.
A student performing at this grade typically: ● Analyses the chemical and physical
properties of a variety of foods, and the changes that take place in food during preparation, processing and storage.
● Identifies and uses advanced techniques
and equipment for a variety of food-specific purposes, assessing and managing risks associated with the safe and hygienic preparation of food.
● Demonstrates high-level technical skills in
designing, producing and evaluating high quality solutions for specific food purposes.
● Analyses the impact of food-related
activities on the individual, society and environment, and the influences that technology has had on food supply.
● Analyses a range of factors that influence
food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.
● Displays well-developed research skills, and
communicates complex information using a range of media.
A student performing at this grade typically: ● Evaluates the chemical and physical properties of a
variety of foods, and the changes that take place in food during preparation, processing and storage.
● Independently identifies and uses advanced
techniques and appropriate equipment for a broad range of food-specific purposes, independently assessing and managing risks associated with safe and hygienic preparation of food.
● Demonstrates advanced technical skills in
designing, producing and evaluating solutions of excellent quality for specific food purposes.
● Evaluates the impact of food-related activities on
the individual, society and environment, and the influences that technology has had on food supply.
● Analyses a wide range of factors that influence
food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health.
● Displays highly developed research skills, and
communicates complex information effectively using a range of media.
Issued February 2021
Stage 5 Course Performance Descriptors –History Elective
Areas for Assessment
Historical understanding Historical knowledge Research and historical inquiry skills Communication
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Demonstrates elementary knowledge and
understanding of some aspects of the nature of history, heritage and archaeology, and the methods of historical inquiry.
● Recognises some key features, personalities
or groups in past societies, and recounts simply some historical events in chronological order.
● Recognises some contributions of cultural
groups, sites and/or families to our shared heritage.
● Recognises some different perspectives
within historical accounts, with guidance.
● Locates basic information from sources to
construct simple historical recounts.
● Communicates an elementary
understanding of history by creating basic historical recounts in a limited range of forms.
● Uses simple historical terms and concepts.
A student performing at this grade typically: ● Demonstrates basic knowledge and
understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.
● Identifies some key features,
personalities or groups in past societies, sequences events and identifies factors contributing to continuity and change.
● Identifies some contributions of cultural
groups, sites and/or families to our shared heritage.
● Identifies different perspectives,
interpretations and constructions of the past.
● Locates and selects relevant information
from sources, and summarises the main ideas to engage in basic, structured research tasks.
● Communicates a basic understanding of
history by creating descriptions and simple explanations, in a range of oral, written and other forms.
● Uses some appropriate historical terms
and concepts.
A student performing at this grade typically: ● Demonstrates sound knowledge and
understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.
● Describes key features, personalities and
groups in past societies, and sequences major historical events to explain causation, continuity and change.
● Describes the contribution of cultural
groups, sites and/or families to our shared heritage.
● Describes different perspectives,
interpretations and constructions of the past.
● Locates, selects and organises relevant
information from a number of sources to undertake historical inquiry.
● Communicates a sound understanding of
history by creating explanations and arguments, using a range of oral, written and other forms.
● Uses a range of historical terms and
concepts.
A student performing at this grade typically: ● Demonstrates and applies a detailed
knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.
● Explains the importance of key features,
personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.
● Analyses the contribution of cultural groups,
sites and/or families to our shared heritage.
● Explains different perspectives,
interpretations and constructions of the past.
● Selects and interprets a range of sources and
draws conclusions about their usefulness in a historical inquiry.
● Communicates a thorough understanding of
history by constructing coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.
● Appropriately uses a wide range of historical
terms and concepts.
A student performing at this grade typically: ● Demonstrates and applies a detailed and
extensive knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.
● Assesses the importance of key features,
personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.
● Independently evaluates the contribution of a
wide range of cultural groups, sites and/or families to our shared heritage.
● Assesses different perspectives, interpretations
and constructions of the past.
● Evaluates a range of sources and synthesises
information from them to undertake historical inquiry.
● Communicates an extensive understanding of
history by constructing sustained and coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.
● Displays a sophisticated use of historical terms
and concepts.
Issued February 2021
Stage 5 Course Performance Descriptors – Graphics Technology Areas for Assessment
Graphics principles and techniques Design, planning and construction Graphics Technology, industry and society Presentation and communication Computer-based drafting technologies
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● Demonstrates elementary knowledge of graphics standards, procedures and conventions and, with guidance, uses these in the production of graphical presentations.
● Produces presentations that
demonstrate elementary knowledge and understanding of the features of effective graphical presentations.
● Demonstrates very limited technical
skill in producing simple manual and computer-based graphical presentations.
● With assistance, selects and uses
some presentation techniques.
● Identifies some environmental and/or
societal impacts of graphics technologies.
● Uses very limited management
techniques to meet predetermined briefs and specifications.
A student performing at this grade typically:
● Demonstrates basic knowledge of graphics standards, procedures and conventions, and incorporates these into the production of graphical presentations.
● Produces presentations that
demonstrate basic knowledge and understanding of the features of effective graphical presentations.
● Demonstrates limited technical
skill in producing manual and computer-based graphical presentations.
● With assistance, uses the
elementary features of CAD applications.
● Selects and develops appropriate
graphical presentations for the intended audience.
● Recognises environmental,
societal and industrial impacts of selected graphics technologies.
● Uses some management
techniques to meet predetermined briefs and specifications.
A student performing at this grade typically: ● Demonstrates sound knowledge of
graphics standards, procedures and conventions, and incorporates these into the production of graphical presentations.
● Produces presentations that
demonstrate sound knowledge and understanding of the features of effective graphical presentations.
● Demonstrates adequate technical
skill in producing manual and computer-based graphical presentations.
● Uses the elementary features of CAD
and multimedia applications.
● Interprets the nature of information
and intended audience to select and develop appropriate graphical presentations.
● Compares and contrasts
environmental, societal and industrial impacts of selected graphics technologies.
● Identifies and uses management
techniques to meet predetermined briefs and specifications.
A student performing at this grade typically: ● Demonstrates thorough knowledge of
graphics standards, procedures and conventions, and independently incorporates these into the production of a range of graphical presentations.
● Produces quality presentations that
demonstrate comprehensive knowledge and understanding of the features of effective graphical presentations.
● Demonstrates high technical skill in
interpreting and producing a range of quality manual and computer-based graphical presentations.
● Uses a variety of CAD and multimedia
applications.
● Analyses the nature of information and
intended audience to confidently select and develop appropriate graphical presentations.
● Analyses environmental, societal and
industrial impacts of a range of graphics technologies and outlines some actions to minimise negative impacts.
● Independently identifies and
comprehensively uses management techniques to meet predetermined briefs and specifications.
A student performing at this grade typically: ● Demonstrates extensive knowledge of
graphics standards, procedures and conventions, and independently incorporates these into the production of a range of graphical presentations.
● Produces high quality presentations that
demonstrate extensive knowledge and understanding of the features of effective graphical presentations.
● Demonstrates exemplary technical skill in
interpreting and producing a range of high quality manual and computer-based graphical presentations.
● Displays confidence and competence in
using a range of CAD and multimedia applications.
● Critically analyses the nature of
information and intended audience to confidently select and develop a range of appropriate graphical presentations.
● Critically analyses environmental, societal
and industrial impacts of a range of graphics technologies and proposes actions to minimise negative impacts.
● Independently identifies and extensively
uses management techniques to meet predetermined briefs and specifications.
Issued February 2021
Stage 5 Course Performance Descriptors – Industrial Technology
Areas for Assessment
OHS and risk management Properties and applications of materials Industrial Technology and society Designing, communicating and evaluating Producing quality projects
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● Demonstrates elementary knowledge of some technologies in their field of study, and recognises some social, cultural and environmental impacts of these technologies.
● With guidance, displays very
limited technical skills in identifying and using appropriate materials and hand and machine tools to produce practical projects.
● Identifies some properties of
materials that make them suitable for specific applications, and identifies some aspects of products and commercial products.
● Produces elementary sketches
related to practical projects, and uses simple terms to describe production processes.
● With assistance, applies
elementary skills and design principles to the production or modification of projects.
A student performing at this grade typically: ● Demonstrates basic knowledge of
technologies in their field of study, and outlines social, cultural and environmental impacts of these technologies.
● Displays basic technical skills in
identifying and using appropriate materials and hand and machine tools to produce practical projects, identifying and managing some risks, and applying safe work practices.
● Outlines properties of materials that
make them suitable for specific applications, and identifies functional, aesthetic, environmental and economic aspects of products and commercial products.
● Produces simple drawings for practical
projects, and uses general terms to describe production processes to an audience.
● Applies basic skills and design principles
to the development and production or modification of projects.
A student performing at this grade typically: ● Demonstrates sound knowledge of
traditional, current, new and emerging technologies in their field of study, and explains the social, cultural and environmental impacts of these technologies.
● Displays technical skills in identifying and
using appropriate materials and hand and machine tools, to produce practical projects of sound quality, identifying and managing risks and applying safe work practices.
● Describes the suitability of materials for
specific applications, and the functional, aesthetic, environmental and economic aspects of projects and commercial products.
● Produces competent drawings to
illustrate practical projects, and uses accurate technical terms to describe production processes to a range of audiences.
● Applies skills and design principles to the
development and production or modification of projects.
A student performing at this grade typically: ● Demonstrates thorough knowledge of
traditional, current, new and emerging technologies in their field of study, and analyses the social, cultural and environmental impacts of these technologies.
● Displays high-level technical skills in
identifying and using appropriate materials and hand and machine tools to produce high quality practical projects, assessing and managing risks and applying safe work practices.
● Analyses the suitability of materials for
specific applications, and the functional, aesthetic, environmental and economic aspects of projects and commercial products.
● Uses a range of media to illustrate
practical projects, and uses technical terminology to discuss production processes with a range of audiences.
● Consistently applies skills and design
principles to the development and production of new projects.
A student performing at this grade typically: ● Demonstrates extensive knowledge of
traditional, current, new and emerging technologies in their field of study, and evaluates the social, cultural and environmental impacts of these technologies.
● Displays advanced technical skills in
identifying and using appropriate materials and hand and machine tools to produce practical projects of excellent quality, independently assessing and managing risks and consistently applying safe work practices.
● Evaluates the suitability of materials for
specific applications and the functional, aesthetic, environmental and economic aspects of projects and commercial products.
● Independently selects and uses a range of
media to illustrate practical projects, and confidently uses technical terminology to discuss production processes with a range of audiences.
● Independently and consistently applies
skills and design principles to the development and production of new projects.
Issued February 2021
Stage 5 Course Performance Descriptors – Information and Software Technology
Areas for Assessment
Computer software and hardware Information and software technologies and society Designing and developing software solutions Communication and collaborative practices Responsible and ethical practices
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● Demonstrates elementary knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of simple tasks.
● With guidance identifies effects on
individuals and society of some past, current and emerging information technologies.
● Applies elementary problem-solving or
decision-making processes when designing, and producing solutions for some familiar situations.
● With guidance, recognises responsible
and ethical practice in the use of information and software technology when acquiring and manipulating data and information.
● With support, communicates, using
limited documentation, ideas and solutions to an audience.
A student performing at this grade typically: ● Demonstrates basic knowledge and
understanding of, and skills in, selecting and using suitable software and hardware for a limited range of tasks.
● Outlines the effects on individuals
and society of a limited range of past, current and emerging information technologies.
● Applies basic problem-solving and
decision-making processes when designing, producing and evaluating solutions for familiar situations.
● Recalls responsible and ethical
practice in the use of information and software technology when acquiring and manipulating data and information.
● Communicates, using appropriate
documentation, ideas and solutions to an audience.
A student performing at this grade typically:
● Demonstrates sound knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.
● Describes the effects on
individuals and society of a range of past, current and emerging information technologies.
● Applies problem-solving and
decision-making processes when designing, producing and evaluating solutions for a range of situations
● Applies responsible and ethical
practice in the use of information and software technology when acquiring and manipulating data and information.
● Communicates, using appropriate
documentation, complex ideas and solutions to a variety of audiences.
A student performing at this grade typically: ● Demonstrates thorough knowledge and
understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.
● Analyses the effects on individuals and
society of a range of past, current and emerging information technologies.
● Confidently applies problem-solving
and decision-making processes when designing, producing and evaluating solutions for a range of challenging situations.
● Justifies and applies responsible and
ethical practice in the use of information and software technology when acquiring and manipulating data and information.
● Coherently communicates, using
appropriate documentation, complex ideas and solutions to a variety of audiences.
A student performing at this grade typically: ● Demonstrates extensive knowledge and
understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks.
● Perceptively analyses the effects on
individuals and society of a range of past, current and emerging information technologies.
● Is a critical thinker who insightfully and
creatively applies problem-solving and decision-making processes when designing, producing and evaluating solutions for a wide range of challenging situations.
● Independently justifies and applies
responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information.
● Independently and logically
communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences.
Issued February 2021
Stage 5 Course Performance Descriptors – Mathematics
Areas for Assessment
Knowledge, skills and understanding: Working mathematically • developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection Number • in mental and written computation and numerical reasoning Patterns and algebra • in patterning, generalisation and algebraic reasoning Data • in collecting, representing, analysing and evaluating information Measurement • in identifying and quantifying attributes of shapes and objects and applying measurement strategies Space and geometry • in spatial visualisation and geometric reasoning.
Grade E2 Grade D3 Grade D4 Grade C5 Grade C6 A student performing at this grade uses, with guidance, standard procedures to solve simple familiar problems; identifies simple mathematical relationships.
The student typically: ● Uses given diagrams, graphs
and formulae to solve simple problems involving perimeter, area and volume, and coordinate geometry
● Simplifies and substitutes into
simple algebraic expressions and solves simple linear equations
● Determines properties of
triangles and quadrilaterals
● Uses a calculator to find
approximations of trigonometric ratios of given angles measured in degrees
● Constructs frequency tables for
ungrouped data.
A student performing at this grade uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language; may identify the strength/weakness of a particular strategy.
The student typically: ● Solves simple consumer
arithmetic problems involving earning and spending money and, given the formula, calculates simple interest
● Completes a table of values to
graph simple linear relationships
● Applies geometrical properties
to solve simple numerical problems
● Expresses trigonometric ratios
for angles in right-angled triangles in terms of an unknown side and a given side
● Simplifies arithmetic and simple
algebraic expressions involving positive integral indices.
A student performing at this grade selects and uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language, notations and diagrams; explains and verifies simple mathematical relationships.
The student typically: ● Uses diagrams to solve simple coordinate
geometry problems
● Graphs simple linear and non-linear
relationships by constructing a table of values and using an appropriate scale
● Calculates probabilities for simple events
using the formula
● Finds the perimeter and area of simple
composite figures and, given diagrams, uses trigonometry to find sides and angles in right-angled triangles
● Constructs tables and graphs for grouped
data.
A student performing at this grade uses appropriate strategies, often with the assistance of given diagrams and formulae, to solve simple familiar problems; explains mathematical ideas using mathematical language, notations and diagrams; uses some mathematical arguments to reach conclusions.
The student typically: ● Uses given formulae to find midpoint,
distance and gradient and uses given graphs to solve simple linear simultaneous equations
● Draws and interprets simple graphs of
physical phenomena
● Calculates compound interest using
repetition of the formula for simple interest
● Applies results related to the angle sum for
polygons to solve simple numerical problems
● Solves simple word problems in
trigonometry.
A student performing at this grade uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language, notations and diagrams; uses some appropriate mathematical arguments to reach and justify conclusions.
The student typically: ● Simplifies algebraic expressions involving
fractions and indices
● Expands and factorises simple algebraic
expressions and solves simple quadratic equations
● Uses formulae to calculate the volume of
pyramids, cones and spheres, and the surface area of cylinders
● Uses simple deductive reasoning in solving
numerical problems in different geometrical contexts, and applies tests for proving that triangles are congruent
● Determines the upper and lower quartiles of
a set of scores and uses a calculator to find the standard deviation of a set of scores.
Issued February 2021
Grade B7 Grade B8 Grade A9 Grade A10 A student performing at this grade selects and uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language and notations in written, oral and/or graphical form; uses appropriate mathematical arguments to reach and justify conclusions; often requires guidance to determine the most efficient methods. The student typically:
● Applies compound interest and depreciation formulae to consumer situations, and calculates the result of successive discounts
● Draws and interprets graphs including simple
parabolas and hyperbolas
● Calculates surface area and volume of simple
composite solids, and solves trigonometry problems involving bearings and angles measured in degrees and minutes
● Solves linear inequalities and simple
simultaneous linear equations using an analytical method
● Analyses data using the interquartile range and
standard deviation.
A student performing at this grade selects and uses appropriate strategies to solve familiar and some unfamiliar multi-step problems; uses formal definitions when explaining solutions; uses some deductive reasoning in presenting mathematical arguments; may require some guidance to determine the most efficient methods. The student typically:
● Solves simple probability problems involving two-stage events
● Calculates surface area of pyramids, cones and
spheres
● Constructs geometrical arguments to prove a
general geometrical result, giving reasons
● Graphs simple regions, draws and interprets a
variety of graphs, and applies coordinate geometry techniques to solve problems
● Expands binomial products and factorises
quadratic expressions.
A student performing at this grade selects and uses efficient strategies to solve unfamiliar multi-step problems; uses formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting mathematical arguments and formal proofs. The student typically:
● Performs operations with both surds and indices in numerical and algebraic contexts
● Uses trigonometry to solve practical problems
involving non-right-angled triangles
● Analyses and describes graphs of physical
phenomena
● Constructs geometrical arguments and formal
proofs of geometrical relationships
● Uses analytical methods to solve linear, quadratic
and simultaneous equations, including simultaneous equations involving a first degree equation and a second degree equation.
A student performing at this grade consistently selects efficient strategies and uses them accurately to solve unfamiliar multi-step problems; uses and interprets formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting clear and concise mathematical arguments and formal proofs; synthesises mathematical techniques, results and ideas across the course. The student typically: ● Interprets and solves probability problems involving
compound events
● Solves problems involving surface area of pyramids,
cones and spheres, and applies similarity relationships for area and volume
● Uses analytical and graphical techniques to solve
problems involving quadratic equations, simultaneous equations or inequalities
● Manipulates algebraic expressions, equations and
inequalities, with consideration given to restrictions on the values of variables
● Applies relevant theorems and properties to deduce
further geometrical relationships involving triangles and quadrilaterals.
Issued February 2021
Stage 5 Course Performance Descriptors – Music Areas for Assessment
Performing Composing Listening
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically:
● Demonstrates elementary understanding of music as an artform in a limited range of styles, periods and genres.
● With support, engages in some
musical experiences demonstrating an elementary understanding of the concepts of music.
● With assistance, is able to
perform a limited range of repertoire and engage in group music-making.
● With support, constructs limited
musical compositions.
● With support, explores the
capabilities of some instruments.
● With support, uses limited
notational forms in their own work.
● Describes aspects of style,
demonstrating a limited awareness of the social, cultural and historical contexts of the music studied.
A student performing at this grade typically: ● Demonstrates a basic
understanding of music as an artform in a range of styles, periods and genres and with guidance, makes some connections across a range of music.
● Engages in a range of musical
experiences demonstrating a basic understanding of the concepts of music.
● Engages in group music-making and
may perform some solo repertoire.
● With support, explores, improvises,
and constructs basic musical compositions.
● With guidance, explores the
capabilities of some instruments to create effects.
● With support, notates their own
work demonstrating some understanding of notational conventions.
● Describes aspects of style,
demonstrating some awareness of the social, cultural and historical contexts of the music studied.
A student performing at this grade typically: ● Communicates an understanding of
music as an artform in a range of styles, periods and genres and makes connections across a range of music.
● Engages in a range of musical
experiences demonstrating a sound understanding of the concepts of music.
● Performs a range of repertoire in solo
and group situations.
● Explores, improvises, and constructs
musical compositions.
● Explores the capabilities of some
instruments and how musical concepts can be manipulated for various effects.
● Notates their own work,
demonstrating understanding of notational conventions.
● Discusses style and interpretation,
demonstrating some awareness of the social, cultural and historical contexts of the music studied.
A student performing at this grade typically: ● Clearly communicates an understanding of
music as an artform in a range of styles, periods and genres and makes connections across a range of repertoire.
● Confidently engages in a range of musical
experiences, demonstrating understanding of the concepts of music within a range of repertoire.
● Performs a range of repertoire as a solo
performer, and/or takes prominent roles within group performances.
● Explores, improvises, and constructs
coherent musical works.
● Explores the capabilities of a range of
instruments and how musical concepts can be manipulated for a range of effects.
● Notates their own work, choosing
notational forms and conventions appropriate to the style, period or genre being explored.
● Critically discusses style and interpretation,
demonstrating an awareness of the social, cultural and historical contexts of the music studied.
A student performing at this grade typically: ● Clearly and perceptively communicates an
understanding of music as an artform in a comprehensive range of styles, periods and genres and is able to make connections across a range of repertoire.
● Confidently engages in a range of
sophisticated musical experiences demonstrating a perceptive understanding of the concepts of music within a broad range of repertoire.
● Confidently performs a range of repertoire
as a solo performer, and/or takes prominent roles within group performances.
● Explores, improvises, and constructs
coherent and stylistic musical works.
● Explores the capabilities of a range of
instruments and understands how musical concepts can be manipulated for a range of effects.
● Confidently notates their own work,
choosing notational forms and conventions appropriate to the style, period or genre being explored.
● Analyses and critically discusses style and
interpretation, demonstrating a clear awareness of the social, cultural and historical contexts of the music studied.
Issued February 2021
Stage 5 Course Performance Descriptors – Personal Development, Health and Physical Education Areas for Assessment
Self and relationships Individual and community health Movement skill and performance Lifelong physical activity
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Shows elementary knowledge, skills
and understanding in relation to Stage 5 content.
● Identifies actions that enhance well-
being and their capacity to respond positively to challenges.
● Identifies some factors and behaviours
that contribute to positive, safe and inclusive relationships.
● Recognises some of the various
influences on health decision-making and predicts some consequences.
● Identifies some appropriate strategies,
information, products and services to promote health and safety.
● Identifies some influences and barriers
to engaging in physical activity and selects strategies to enhance participation and enjoyment.
● Demonstrates some movement skills
and concepts to improve performance in predictable movement situations.
● Identifies some elements and features
of composition when composing, performing and appraising movement.
A student performing at this grade typically:
● Shows basic knowledge, skills and understanding in relation to Stage 5 content.
● Describes actions that enhance well-
being and their capacity to respond positively to challenges.
● Describes factors and behaviours that
contribute to positive, safe and inclusive relationships.
● Describes the influences on and
consequences of health decision-making and displays a basic understanding of the links between them.
● Describes appropriate strategies and
accesses information, products and services to promote health and safety.
● Describes influences and barriers to
engaging in physical activity and identifies strategies to enhance participation and enjoyment.
● Demonstrates movement skills and
concepts to improve performance in a choice of movement situations.
● Displays a basic understanding of the
elements and features of composition when composing, performing and appraising movement.
A student performing at this grade typically: ● Shows sound knowledge, skills and
understanding in relation to Stage 5 content.
● Explains actions that enhance well-being
and formulates plans that promote their capacity to respond positively to challenges.
● Explains factors and behaviours that
contribute to positive, safe and inclusive relationships.
● Explains the influences on and
consequences of health decision-making and displays a sound understanding of the links between them.
● Explains appropriate strategies and
accesses information, products and services to promote health and safety.
● Explains influences and barriers to
engaging in physical activity and applies strategies to enhance participation and enjoyment.
● ● Demonstrates sound movement skills in a
range of contexts and the capacity to transfer skills to a variety of movement situations.
● Displays a sound understanding of the
elements and features of composition when composing, performing and appraising movement.
A student performing at this grade typically: ● Shows thorough knowledge, skills and
understanding in relation to Stage 5 content.
● Analyses actions that enhance well-
being and formulates plans that promote their capacity to respond positively to challenges.
● Analyses factors and behaviours that
contribute to positive, safe and inclusive relationships.
● Analyses the influences on and
consequences of health decision-making and displays a thorough understanding of the links between them.
● Analyses strategies and accesses and
prioritises information, products and services to promote health and safety.
● Analyses influences and barriers to
engaging in physical activity and applies strategies to enhance participation and enjoyment.
● Demonstrates proficient movement
skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations.
● Displays a thorough understanding of
the elements and features of composition when composing, performing and appraising movement.
A student performing at this grade typically: ● Shows extensive knowledge, skills and
understanding in relation to Stage 5 content.
● Evaluates actions that enhance well-being
and evaluates plans that promote their capacity to respond positively to challenges.
● Evaluates factors and behaviours that
contribute to positive, safe and inclusive relationships.
● Evaluates the influences on and
consequences of health decision-making and displays an extensive understanding of the links between them.
● Evaluates strategies and accesses and
appraises information, products and services to promote health and safety.
● Evaluates influences and barriers to
engaging in physical activity and applies effective strategies to enhance participation and enjoyment.
● Demonstrates highly developed
movement skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations.
● Displays an extensive understanding of
the elements and features of composition when creatively composing, performing and appraising movement.
Issued February 2021
Stage 5 Course Performance Descriptors – Science
Areas for Assessment
Knowing and understanding Planning and conducting investigations Problem-solving Communicating
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Recalls some examples of the impact of
scientific research on science, society, technology and the environment.
● Identifies some scientific models,
theories and laws, and recalls some processes that can be used to test them.
● Identifies some systems and structures
of the living and non-living world.
● With guidance, individually and in teams,
plans and undertakes elementary first-hand investigations and draws simple conclusions from selected data.
● With guidance, locates information from
provided resources to identify simple trends, patterns and relationships.
● With guidance, communicates
information to an audience.
A student performing at this grade typically: ● Outlines some impacts of scientific
research on science, society, technology and the environment.
● Recalls scientific models, theories and
laws to outline scientific phenomena, and identifies the processes that are used to test them.
● Recalls some interactions within
systems and structures of the living and non-living world.
● Individually and in teams, develops
elementary plans, and undertakes first-hand investigations and, with guidance, draws relevant conclusions from selected data.
● Locates and extracts information from
provided resources to outline trends, patterns and relationships.
● Communicates their scientific
understanding to an audience.
A student performing at this grade typically: ● Describes the impact of scientific
research on science, society, technology and the environment.
● Relates models, theories and laws to
scientific phenomena, and outlines the processes that are used to test and validate them.
● Outlines interactions within and
between systems and structures of the living and non-living world.
● Independently and in teams, uses
identified strategies and problem-solving skills to plan and conduct first-hand investigations and draw relevant conclusions from the data collected.
● Independently locates and summarises
information from a variety of sources to describe trends, patterns and relationships.
● Selects a suitable way to communicate
their scientific understanding to an audience.
A student performing at this grade typically: ● Explains the impact of scientific research
on science, society, technology and the environment.
● Describes scientific phenomena using
models, theories and laws, and outlines the processes that are used to test and validate them.
● Describes interactions within and
between systems and structures of the living and non-living world.
● Independently and in teams, selects
strategies and problem-solving skills to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions.
● Independently locates and processes
information from a variety of sources to explain trends, patterns and relationships.
● Selects suitable ways to communicate
their scientific understanding to an audience.
A student performing at this grade typically: ● Evaluates the impact of scientific research
on science, society, technology and the environment.
● Explains scientific phenomena using
models, theories and laws, and describes the processes that are used to test and validate them.
● Explains interactions within and between
systems and structures of the living and non-living world.
● Engages, independently and in teams, in
creative problem-solving processes to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions.
● Independently locates and processes
information from a wide variety of sources to explain trends, patterns and relationships.
● Communicates their scientific findings,
understanding and viewpoints in a variety of ways to an audience.
Issued February 2021
Stage 5 Course Performance Descriptors – Languages
Areas for Assessment
Using language Making linguistic connections Moving between cultures
Grade E Grade D Grade C Grade B Grade A A student performing at this grade typically: ● Communicates, orally and in writing,
using only simple phrases or words in some familiar contexts.
● Responds/writes hesitantly, with some
inaccuracies in grammatical and linguistic structures that impede communication.
● Conducts simple, short conversations
and, with prompting, is able to express own ideas using simple vocabulary and linguistic structures.
● With guidance, selects information
from a limited range of spoken and written texts.
● With guidance, demonstrates very
limited understanding of ways in which languages work as systems, and of the interdependence of language and culture.
● Demonstrates an elementary
understanding of the culture of Spanish-speaking communities.
A student performing at this grade typically: ● Communicates, orally and in
writing, in simple, coherent sentences in a range of familiar contexts.
● Responds/writes using appropriate
vocabulary with some variations in linguistic structures and features, giving some details. There may be some inaccuracies.
● Initiates and maintains short
conversations and expresses own ideas using some relevant vocabulary and linguistic structures.
● Selects information from a range of
spoken and written texts.
● Demonstrates basic understanding
of ways in which languages work as systems and of the interdependence of language and culture.
● Demonstrates basic understanding
of the culture of Spanish-speaking communities.
A student performing at this grade typically: ● Communicates, orally and in
writing, across a range of contexts, purposes and audiences.
● Responds/writes using appropriate
vocabulary and linguistic structures and features, giving some detailed information.
● Initiates and maintains
communication and expresses own ideas using relevant vocabulary and linguistic structures.
● Selects and summarises information
from a range of spoken and written texts.
● Demonstrates sound understanding
of ways in which languages work as systems and of the interdependence of language and culture.
● Demonstrates sound knowledge
and understanding of the culture of Spanish-speaking communities.
A student performing at this grade typically: ● Is competent in communicating, orally and
in writing, across a range of contexts, purposes and audiences.
● Responds/writes fluently, drawing on a
range of appropriate vocabulary, linguistic structures and features and giving detailed information.
● Initiates and maintains communication
and expresses own ideas clearly and effectively.
● Is proficient in selecting, summarising and
analysing information from a range of spoken and written texts.
● Demonstrates thorough understanding of
ways in which languages work as systems and of the interdependence of language and culture.
● Demonstrates thorough knowledge and
understanding of the culture of Spanish-speaking communities.
A student performing at this grade typically: ● Is highly competent in communicating,
orally and in writing, across a range of contexts, purposes and audiences.
● Responds/writes fluently and
spontaneously, drawing on a wide range of appropriate vocabulary, linguistic structures and features, and giving detailed information.
● Initiates and maintains communication
fluently, confidently and effectively, and expresses own ideas.
● Is highly proficient in selecting,
summarising and analysing information from a range of spoken and written texts.
● Demonstrates perceptive understanding
of ways in which languages work as systems and of the interdependence of language and culture.
● Demonstrates extensive knowledge and
understanding of the culture of Spanish-speaking communities.
Issued February 2021
Stage 5 Course Performance Descriptors - Visual Arts
Area of Assessment Artmaking Critical and Historical Studies
Grade E Grade D Grade C Grade B Grade A
A student at this grade typically: ● Makes simple artworks with an elementary
understanding of the frames and the conceptual framework.
● Recognises that ideas, interests in the world
and artistic intentions can be represented in 2D, 3D and/or 4D forms, and demonstrates limited technical accomplishment.
● Makes simple interpretations about art,
with some reference to practice, the frames and conceptual framework.
● With teacher support, recognises some
function of and relationships between some agencies of the conceptual framework, and that the frames can be used to represent a point of view
A student at this grade typically: ● Makes artworks, and identifies how some of
the frames and agencies of the conceptual framework can be used to explore ideas and interests in the world.
● Represents their artistic intentions in 2D, 3D
and/or 4D artworks, demonstrating some technical accomplishment.
● Makes limited interpretations and
judgements about art involving a foundational understanding of practice and the conceptual framework, and some of the frames.
● Recognises the function of, and
relationships between, some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view.
A student at this grade typically: ● Makes a variety of artworks with an
understanding of how the frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.
● Demonstrates sound technical
accomplishment in making artworks in 2D, 3D and/or 4D forms that represent their actions, judgements and artistic intentions.
● Interprets, explains and makes judgements
about art by engaging with aspects of practice, the conceptual framework and some of the frames.
● Demonstrates understanding of the function
of and relationships between some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view.
A student at this grade typically: ● Makes accomplished artworks with a clear
understanding of how the four frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world.
● Demonstrates well-developed technical
accomplishment and refinement to make artworks in 2D, 3D and/or 4D forms. They experiment and reflect on their actions, judgements and artistic intentions to make artworks.
● Interprets, explains and makes judgements
about art applying an understanding of practice, the conceptual framework and the frames.
● Demonstrates a clear understanding of the
function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view.
A student at this grade typically: ● Makes sophisticated artworks with a
perceptive understanding of how the four frames and conceptual framework can be used to develop meaning and represent ideas and interests in the world.
● Demonstrates highly developed technical
accomplishment and refinement in making and resolving sophisticated artworks in 2D, 3D and/or 4D forms. They experiment, work with autonomy, and reflect on their actions, judgements and artistic intentions to make informed choices about their artworks.
● Synthesises their understanding of practice,
the conceptual framework and the frames to confidently interpret, explain and make judgements about art.
● Demonstrates a perceptive understanding
of the function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view.
Issued February 2021
YEAR 10 MANDATORY COURSE
CATHOLIC STUDIES 2021 ASSESSMENT PLAN
The purpose of assessment in Catholic Studies is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two Task Three
Due Date Term 1, Week 8 Term 2, Week 4 Term 4, Week 2
Task Type Presentation (Podcast) Research Report Diocesean Common Assessment Task End of Course Exam
Areas for Assessment The Gospels: Who do people say that I am?
Catholic Social Teaching Whole of Course
Knowledge Provides an exegesis of a synoptic Gospel. Articulates an understanding of the core principles and themes of Catholic Social
Teaching A10, B10, C10,E10
Skills Analyses and classifies points of comparison and contrast between the synoptic Gospels.
Applies the, ‘See, Judge, Act’ methodology to a range of contemporary situations. A10, B10, C10,E10
Communication Demonstrates religious literacy through
written, oral and/or visual means.
Demonstrates religious literacy through written, oral and/or visual means.
Demonstrates religious literacy through written, oral and/or visual means.
Issued February 2021
YEAR 10 MANDATORY COURSE
ENGLISH 2021 ASSESSMENT PLAN
The purpose of assessment in English is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 4, Week 2
Task Type Imaginative Recreation Semester 2 Examination - Reading Task & Critical Response
Areas for Assessment
Respond to and compose sustained texts for understanding, interpretation, imaginative expression and pleasure 1A, 5C, 6C
Use and critically assess a wide range of processes, skills and knowledge while shaping and making meaning according to purpose, audience and context 1A, 2A, 3B, 4B
Issued February 2021
YEAR 10 MANDATORY COURSE
GEOGRAPHY & HISTORY 2021 ASSESSMENT PLAN
The purpose of assessment in Geography and History is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 9 Term 3, Week 9
Task Type In Class Response Source Based Task
Areas for Assessment Geography History
Knowledge GE5-2, GE5-3, GE5-5 HT5-3
Skills and inquiry HT5-5, HT5-6
Communication GE5-8 HT5-9
Issued February 2021
YEAR 10 MANDATORY COURSE
MATHEMATICS 5.1 2021 ASSESSMENT PLAN
The purpose of assessment in Mathematics is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. Grades for all tasks will be allocated using the NESA Common grading scale.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 5 Term 4, Week 1
Task Type Assignment/Investigation Exam
Areas for Assessment
Working mathematically MA4-1WM, MA4-2WM, MA4-3WM, All outcomes assessed
Number and algebra MA4-7NA All outcomes assessed
Measurement and geometry All outcomes assessed
Statistics and probability All outcomes assessed
Issued February 2021
YEAR 10 MANDATORY COURSE
MATHEMATICS 5.2 2021 ASSESSMENT PLAN
The purpose of assessment in Mathematics is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. Grades for all tasks will be allocated using the NESA Common grading scale.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 5 Term 4, Week 1
Task Type Assignment/Investigation Exam
Areas for Assessment
Working mathematically MA5.1-1WM, MA5.1-2WM, MA5.2-1WM, MA5.2-2WM All outcomes assessed
Number and algebra All outcomes assessed
Measurement and geometry MA5.1-8MG MA5.2-11MG, MA5.2-12MG All outcomes assessed
Statistics and probability All outcomes assessed
Issued February 2021
YEAR 10 MANDATORY COURSE
MATHEMATICS 5.3 2021 ASSESSMENT PLAN
The purpose of assessment in Mathematics is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment. Grades for all tasks will be allocated using the NESA Common grading scale.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 3, Week 5 Term 4, Week 1
Task Type Assignment/Investigation Exam
Areas for Assessment
Working mathematically MA5.2-1WM, MA5.2-2WM, MA5.2-3WM MA5.3-1WM, MA5.3-2WM, MA5.3-3WM All outcomes assessed
Number and algebra All outcomes assessed
Measurement and geometry All outcomes assessed
Statistics and probability MA5.2-15SP, MA5.2-16SP, MA5.2-17SP MA5.3-18SP, MA5.3-19SP All outcomes assessed
Issued February 2021
YEAR 10 MANDATORY COURSE
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION 2021 ASSESSMENT PLAN
The purpose of assessment in PDHPE is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 8 Term 3, Week 6
Task Type In Class Task Fitness Analysis
Areas for Assessment
Knowledge and understanding PD5-3 PD5-4
Skills PD5-9, PD5-10 PD5-10
Issued February 2021
YEAR 10 MANDATORY COURSE
SCIENCE 2021 ASSESSMENT PLAN
The purpose of assessment in Science is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 8 Term 3, Week 9
Task Type Student Research Project Knowledge and Skills Task
Areas for Assessment Student Research Project (Motion) Atoms, Chemistry and Disease
Knowledge and understanding 14LW, 16CW, 17CW
Application of knowledge 4WS 8WS
Analysis of information 7WS 7WS
Investigations 5WS, 6WS
Communication of information 9WS 9WS
Issued February 2021
YEAR 10 ELECTIVE COURSE
CHILD STUDIES 2021 ASSESSMENT PLAN
The purpose of assessment in Child Studies is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 2 Term 4, Week 1
Task Type In Class Task Childcare Mock Job Interview
Areas for Assessment
Knowledge and understanding CS5-1, CS5-2, CS5-6, CS5-8 CS5-5, CS5-7, CS5-9
Skills CS5-11, CS5-12 CS5-10
Issued February 2021
YEAR 10 ELECTIVE COURSE
COMMERCE 2021 ASSESSMENT PLAN
The purpose of assessment in Commerce is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 9 Term 4, Week 3
Task Type Topic Test Research Task
Areas for Assessment
Knowledge and understanding COM5-1, COM5-2
COM5-1
Skills and inquiry COM5-4
COM5-6, COM5-5
Communication COM5-8
COM5-7, COM5-8
Issued February 2021
YEAR 10 ELECTIVE COURSE
FOOD TECHNOLOGY (100 HR) 2021 ASSESSMENT PLAN
The purpose of assessment in Food Technology is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 3 Term 4, Week 3
Task Type Food for Special Occasions Cake Design and Practical
Food Selection and Health Food Journal and Blog
Areas for Assessment
Knowledge and understanding FT5-5 FT5-7 FT5-13
Skills FT5-10 FT5-11 FT5-9
Issued February 2021
YEAR 10 ELECTIVE COURSE
FOOD TECHNOLOGY (200 HR) 2021 ASSESSMENT PLAN
The purpose of assessment in Food Technology is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 2 Term 3, Week 8
Task Type Food Trends Blog and Practical
Food Product Development Portfolio and Practical
Areas for Assessment
Knowledge and understanding FT5-3, FT5-4, FT5-12 FT5-3
Skills FT5-1, FT5-9 FT5-1, FT5-2, FT5-10
Issued February 2021
YEAR 10 ELECTIVE COURSE
HISTORY ELECTIVE 2021 ASSESSMENT PLAN
The purpose of assessment in History Elective is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion of class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 8 Term 3, Week 7
Task Type Source Based Task Historical Investigation
Areas for Assessment
Knowledge and understanding HTE 5-1, HTE5-2, HTE 5-5 HTE5-3, HTE5-4
Skills and inquiry HTE 5-6, HTE 5-7 HTE5-7, HTE5-8
Communication HTE 5-9, HTE 5-10 HTE 5-9, HTE 5-10
Issued February 2021
YEAR 10 ELECTIVE COURSE
INDUSTRIAL TECHNOLOGY: TIMBER (100 HR) 2021 ASSESSMENT PLAN
The purpose of assessment in Industrial Technology: Timber is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 4, Week 4
Task Type Project 1 and Report
Project 2 and Folio
Areas for Assessment
Knowledge and understanding IND5-4 IND5-4, IND5-8
Skills IND5-1, IND5-2, IND5-3 IND5-2, IND5-4, IND5-6
Issued February 2021
YEAR 10 ELECTIVE COURSE
INDUSTRIAL TECHNOLOGY: TIMBER (200hr) 2021 ASSESSMENT PLAN
The purpose of assessment in Industrial Technology: Timber is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 4, Week 4
Task Type Project 1 and Report
Major Project Proposal and Folio Progressive Assessment
Project 2 and Folio Major Project and Portfolio
Areas for Assessment
Knowledge and understanding IND5-1, IND5-2, IND5-4 IND5-2, IND5-4
Skills IND5-5 IND5-1, IND5-3, IND5-6
Issued February 2021
YEAR 10 ELECTIVE COURSE
iSTEM 2021 ASSESSMENT PLAN
The purpose of assessment in iSTEM is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 4 Term 3, Week 8
Task Type Group Challenge and Evaluation Group Challenge and Evaluation
Areas for Assessment
Research 5.1.2
Skills 5.4.1 5.1.1
Problem solving 5.6.2 5.3.2, 5.5.1
Knowledge and understanding 5.3.1
Issued February 2021
YEAR 10 ELECTIVE COURSE
PHYSICAL ACTIVITY & SPORT STUDIES 2021 ASSESSMENT PLAN
The purpose of assessment in PASS is to provide students with opportunities to demonstrate their ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 1, Week 7 Term 3, Week 4
Task Type Training Program Design SEPEP
Areas for Assessment
Knowledge and understanding PASS5-1, PASS5-2 PASS5-4
Skills PASS5-8 PASS5-10
Issued February 2021
YEAR 10 ELECTIVE COURSE
VISUAL ARTS 2021 ASSESSMENT PLAN
The purpose of assessment in Visual Arts is to provide you with opportunities to demonstrate your ability in the achievement of course outcomes. Assessment will take a number of forms including completion and competence in class work, informal assessment, and formal assessment.
The Common Formal Assessment experiences are set out below:
Task Number Task One Task Two
Due Date Term 2, Week 6 Term 4, Week 4
Task Type Critical/Historical Written Task Artmaking BoW
Areas for Assessment
Artmaking 5.1, 5.2, 5.3, 5.4, 5.5, 5.6
Critical and historical studies 5.7, 5.8, 5.9, 5.10