SCHOOL CERTIFICATE ASSESSMENT 2002€¦ · Web viewTasks submitted late without approved extension of time from the relevant Head Teacher (application form is available from the

180 Riverbank Drive, The Ponds NSW 2769Phone: (02) 9626 3562Fax: (02) 9837 0823Email: [email protected]

STAGE 5 2018

ASSESSMENT AND REPORTING PROCEDURES

ELECTIVE SUBJECTS

DISCLAIMER: This is a whole school Year 7-10 assessment policy which mirrors The NSW Education Standards Authority (NESA) requirements for all students.

TABLE OF CONTENTS

STAGE 5 ASSESSMENT PROCEDURES.......................................................................................................3The purpose of assessment.......................................................................................................................3How will assessment be undertaken?......................................................................................................3Submission of tasks...................................................................................................................................3

Assessment tasks that are completed outside the classroom..........................................................................3Late submission of tasks...................................................................................................................................... 3Assessment tasks that are completed in class...................................................................................................3

General comments on assessment...........................................................................................................4Examinations...............................................................................................................................................4Absence from an assessment task / examination...................................................................................4Mobile phones and electronic equipment................................................................................................6Malpractice..................................................................................................................................................6

Consequences of malpractice.............................................................................................................................. 6

Steps to manage assessment tasks..........................................................................................................6Tasks submitted late...................................................................................................................................7Non-completion of assessment tasks.......................................................................................................7Information to be provided to students....................................................................................................7Assessment Task Notification (Sample) ..................................................................................................8Examination rules.......................................................................................................................................9Reporting on student progress...............................................................................................................10Assessment Illness, Misadventure and Appeal Form...........................................................................11Application for Extension of Time for an Assessment Task................................................................12Long Term Leave Application Form (Assessment)...............................................................................13CAPA: DANCE...........................................................................................................................................14CAPA: ALL THE WORLD’S A STAGE......................................................................................................14CAPA: POWER OF DRAMA......................................................................................................................15CAPA: DRAMA - PUTTING IT TOGETHER (PLAYBUILDING)...............................................................16CAPA: DRAMA – ON THE SPOT (IMPROVISATION)..............................................................................17CAPA: Australian Musical Sandwich......................................................................................................17CAPA: MUSIC - Baroque & Roll...............................................................................................................18CAPA: MUSIC – Recording Studio..........................................................................................................18CAPA: VISUAL ARTS - CERAMICS 1 and 2............................................................................................19CAPA: VISUAL ARTS - DRAWING 1 and 2..............................................................................................19CAPA: VISUAL ARTS - PAINTING 1 and 2..............................................................................................20CAPA: VISUAL ARTS - PHOTOGRAPHY 1 and 2...................................................................................20ENGLISH: WRITERS and WRITING.........................................................................................................21HSIE: COMMERCE....................................................................................................................................22HSIE: COMMERCE: Global Links and Travel.........................................................................................24HSIE: CSI IN THE ANCIENT WORLD.......................................................................................................24HSIE: GEOGRAPHY - World Disasters....................................................................................................25

The Ponds High School – Year 7 – 10 Assessment and Reporting Procedures 2018 – Page 1

HSIE: POLITICAL GEOGRAPHY..............................................................................................................26HSIE: HISTORY’S MYSTERIES................................................................................................................27HSIE: HISTORY OF TECHNOLOGICAL WARFARE................................................................................27LANGUAGE: JAPANESE 1.......................................................................................................................28LANGUAGE: JAPANESE 2.......................................................................................................................28LANGUAGE: JAPANESE 3.......................................................................................................................29LANGUAGE: JAPANESE 4.......................................................................................................................29MATHEMATICS: MATHEMATICAL MODELLING....................................................................................30MATHEMATICS: PREPARING FOR SENIOR MATHS.............................................................................30MATHEMATICS: TARGETING BAND 8....................................................................................................31MATHEMATICS: TRADE MATHS.............................................................................................................31PDHPE: CHILD STUDIES 1: THE WORLD IS MY PLAYGROUND.........................................................32PDHPE: CHILD STUDIES 2: THE BEST START TO LIFE.......................................................................32PDHPE: HIGH PERFORMANCE SPORTS - SOCCER.............................................................................33PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS COACHING.......................34PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS FITNESS...........................35PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS MEDICINE.........................36PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS PERFORMANCE..............37SCIENCE....................................................................................................................................................38TAS: FOOD TECHNOLOGY......................................................................................................................39TAS: DESIGN AND TECHNOLOGY - JEWELLERY.................................................................................42TAS: INDUSTRIAL TECHNOLOGY – ELECTRONICS.............................................................................44TAS: INDUSTRIAL TECHNOLOGY – METAL..........................................................................................46TAS: INDUSTRIAL TECHNOLOGY - MULTIMEDIA.................................................................................48TAS: INDUSTRIAL TECHNOLOGY - TIMBER..........................................................................................51TAS: INFORMATION AND SOFTWARE TECHNOLOGY.........................................................................55TAS: iSTEM................................................................................................................................................58TAS: TEXTILES DESIGN...........................................................................................................................62


STAGE 5 ASSESSMENT PROCEDURESThe purpose of assessment

Assessment is the process of identifying, gathering and interpreting information about student learning. Assessment is designed to provide information on student achievement and progress in each subject in relation to syllabus standards, and to report on the standard of performance reached. Assessment measures performance throughout the whole course in each subject, including knowledge, understanding, skills and processes. Students are assessed on what they understand, know, and can do.

This booklet lists formal assessment items that are common to all students in elective courses. Students will also be given tasks that do not appear in this booklet, and are required to complete these also. They contribute to students’ ability to develop their knowledge, skills and understanding just as much as formal tasks. The Years 7–10 syllabuses advocate assessment for learning, and these tasks are important to the development of student awareness about their progress.

The evidence teachers gather about student achievement is used for assessment of learning, which takes place at key points in the assessment cycle, such as at the end of each semester, when students receive academic reports indicating their levels of achievement.

Assessment may also be used as a tool to enable students and teachers to identify core strengths and areas for improvement.

How will assessment be undertaken?

The NSW Education Standards Authority (NESA) has provided a syllabus and a set of performance descriptors for each subject. The syllabus contains a statement of outcomes and content for each course.

NESA recommends a maximum of four assessment tasks for each year group. Assessment tasks may include tests, assignments, projects, research tasks, class presentations, practical tests, class exercises and examinations.

Submission of tasks

Assessment tasks that are completed outside the classroomTasks completed outside the classroom are to be submitted by the designated date and time as specified on each task notification. Tasks submitted via Moodle are to be submitted by the date and time specified on the assessment task notification. All tasks may be submitted early.

Late submission of tasksAny task submitted after the designated day and time will be deemed to be late, unless the student has been granted an extension (which students must have applied for to the relevant Head Teacher using the ‘Application for Extension’ form) at least three days prior to the due date), or is absent on the day due to illness or another acceptable reason, as indicated in a Medical Certificate attached to an ‘Illness and Misadventure’ form given to the Head Teacher in the next lesson of that subject.

Failure to submit a task on time will result in a mark deduction as follows:One day late: 50% of total marksTwo days or more late: 100% of total marks

Concessions can be made at the Head Teacher’s discretion or for students with PLPs, learning needs or in extenuating circumstances.

Assessment tasks that are completed in classTests completed in class, such as tests and examinations, practicals, performances, speeches, presentations and so on, must be completed on the designated day. Failure to do so requires adequate evidence (Medical Certificate attached to an ‘Illness and Misadventure’ form) to be presented to the Head Teacher in the next lesson of that subject.


General comments on assessment

1 Information is provided in this booklet about the types of tasks which will be set in each subject.

2 There may be variation in the number of tasks set or in the description of the task, but students will always be given notice of any change.

3 Two weeks WRITTEN notice will be given of the date for a set task either as a notification sheet and/or via Moodle.

4 If a student is suspended when an assessment task is due/taking place the student must not attend school for the duration of the suspension. Assessment tasks are to be submitted on time either by email or by delivery to the Administration Office or to the respective faculty Head Teacher.

5 Work done in assessments must be the student’s efforts. It easily becomes apparent to teachers if this is not so. If work is proven to be other than the student’s efforts, a zero mark may be awarded. Ignorance of the rules regarding plagiarism is not a defence: it is the student’s responsibility to read all information provided.

6 Please note that not all tasks are weighted equally and a poor level of achievement in a major task may impact a student’s overall performance. At the same time, it should be recognised that significant variation in a student’s rank may occur as a consequence of relatively small mark differences.

7 It is important to learn to organise time and effort so that deadlines and other aspects of the assessment scheme are manageable. There are people in the school who are available for advice and guidance.

8 Students with extreme external commitments eg. sport or cultural, should seek advice from their Year Adviser.

Examinations

Students will sit Half-Yearly and Yearly Examinations in certain subjects. These examinations will be held in Week 5 of Term 2 and Term 4 respectively.

Absence from an assessment task / examination

It is the student’s responsibility to submit / complete all formal assessment tasks at the specified time. Unless prior application for an extension (using the application for extension form) has been approved by the relevant Head Teacher, late submission will result in a deduction of marks. If an extension has been granted, and the task is submitted / completed on the new date, no penalty applies.

If a student is unable to complete a task due to illness, a Medical Certificate must be supplied to the school office and relevant Head Teacher attached to an ‘Illness and Misadventure’ form on the first day of the student’s return. The student must be prepared to complete/submit the task in the next lesson of that subject. No penalty applies if these conditions are met.

If a student is to be absent from an assessment task for any reason other than illness, he or she must inform the class teacher, Head Teacher and Year Adviser prior to this absence (eg if the student is to represent the school in a curriculum enrichment event such as sport, debating, music, etc on that day) to make alternative arrangements. In the event of an unexpected issue (eg family illness), contact should be made with the school as soon as conveniently possible given the particular circumstance. The Head Teacher of the subject concerned will:

allow the student to undertake the same task; or allow the student to undertake a suitable replacement task; or give an estimate for that task only, based on the quality of the student’s work in the components

being assessed, if the Principal permits.

If a student is absent from an assessment task, the task must be completed/submitted within two weeks after the due date. If the task is not completed/submitted within two weeks of the due date (and an Illness & Misadventure form is completed and approved), an estimate mark for the task may be given.


Students are advised that no adjustment of assessment marks is possible if a task has been attempted. If students are sick and have a medical certificate covering the period of the task, they are advised to stay at home and attempt the task upon their return to school. Medical Certificates cannot be accepted if they are back-dated retrospectively.

If a student will miss an assessment task due to going on vacation, the school must be informed of the student’s absence prior to the event.


Mobile phones and electronic equipment

Mobile phones must be switched off and placed in students’ bags at the start of an examination. Other than NESA approved calculators (when required), no other electronic equipment/instruments are permitted in examinations, or during in-class assessment tasks. Essential medical appliances are exempt from these conditions. Students will be placed on a level and may receive zero if their phone is activated during an examination or class test.

Malpractice

Malpractice or cheating is dishonest behaviour by a student that gives them an unfair advantage over others. Most students understand what cheating in an examination means, but there are other types of behaviour that are also considered cheating. Please note that any malpractice in any task may result in zero being awarded for the task or part thereof.

Some examples of behaviour considered to be cheating include: copying, buying, stealing or borrowing someone else's work in part or in whole, and presenting it as

your own; using material directly from books, journals, newspapers or the internet without acknowledging the

source; submitting work that contains a large contribution from another person, such as a parent, tutor, coach

or subject expert, that is not acknowledged

The examples above are generally referred to as plagiarism.

Consequences of malpracticeAll assessment tasks completed at school or at home must be the student’s own work. If any malpractice is proven, the task concerned will score zero. Allegations of malpractice will be investigated by the Head Teacher of the faculty concerned.

Parents are encouraged to support their children and guide them, but should not complete the tasks for them.

NESA treats malpractice in written tasks, examinations and practical work very seriously and takes measures to deal with students who are caught.

Steps to manage assessment tasks

Start tasks early so that you can ask for help if you need it. Read the task notification sheet carefully, so you are aware of all requirements. Be aware of due dates. Keep your school diary up-to-date with all assessment activities and other

commitments. Break tasks into a series of smaller steps and set deadlines for completing each step. Record the sources of information you use as you find them so that acknowledgements do not

become a major task at the end. Frequently save, back up and print any work completed on a computer. The failure of technology is

NOT an acceptable reason for the late submission of work. Keep all your earlier drafts and copies of your tasks/resources. Keep a copy of any work you submit for marking.


Tasks submitted late

Tasks submitted late without approved extension of time from the relevant Head Teacher (application form is available from the Head Teacher and must be submitted at least three (3) days prior to the task deadline) will incur a 50% penalty on the first day late, and zero awarded on the second day late and afterwards. Tasks which incur a late penalty will be marked out of the full mark value, and then the relevant late penalty will be applied. Even though late tasks may not be awarded marks, tasks must still be completed and submitted in order to meet course outcomes.

NOTE: For tasks that have not been given approval for extension over a weekend or holiday period, non-school days do accumulate towards percentage penalties imposed eg. lateness after a weekend will accumulate a 2-day penalty (zero). Students should submit tasks by email or Moodle to avoid penalties over a weekend period.

Teachers may accept tasks submitted late and the task will be marked to ensure students’ learning is progressing. However, the mark or grade may not be used and the task may not be marked as promptly as the rest of the cohort. This also includes circumstances that occur on the evening prior to the submission date where prior written application cannot be made. Any extension time will only be granted in exceptional circumstances.

Failure of computer equipment is NOT an acceptable reason. Students should develop a pattern of regularly backing up work on a transportable storage device which can be brought to school in the event of any computer failure e.g. printer out of ink.

If late submission of a task is due to sickness (illness or misadventure), a Medical Certificate must be attached to an ‘Illness and Misadventure’ form and submitted to the relevant Head Teacher within five (5) days of the original due date.

Misadventure/Appeals in exceptional circumstances may be granted at the Principal’s discretion.

Non-completion of assessment tasks

Students must complete all assessment tasks. If tasks are not completed, the Principal may determine that the course has not been studied satisfactorily. In extreme cases a student may be asked to repeat a course.

Information to be provided to students

Each school has the responsibility to tell the students the following information: what aspects of the course will be assessed; how they will be assessed (the criteria for marking the task), e.g. what essays, tests, practical will be

used; the marks and the weighting given to each task; and when they are going to be assessed.

The class teacher will hand out, or post on Moodle, written details of each assessment task at least two weeks before the date that the task is due. A sample notification is found on the following page of this booklet.


The Ponds High SchoolAssessment Task Notification (Sample) (Yellow paper)

Course: Stage: 5 Year: 9/10Areas of study: Date issued: Task date: Task number: Mark out of: Weighting:

Task type:For example: research project, performance, test in class, practical, etc

Task description: Any information that helps students understand what is expected of them. For example: a formal examination of 50 minutes duration, made up of multiple choice questions, short answer questions, and an extended response.

Outcomes being assessed by this task:For example: 5.1 explains social, political and cultural developments and events and evaluates their impact on

Australian life5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia

Criteria for assessment:For example: marking guidelines, where appropriate

Additional information:This is a formal assessment item.

Absence due to illness must be supported by a letter from a parent.

Students should be prepared to complete/submit the task on the first lesson of that subject on their return or meet the teacher at least three days prior to the lesson to negotiate a convenient time to complete the task.

If students are going to be absent for a legitimate reason which is known in advance, (such as representing the school in a curriculum enrichment event) they must discuss this with their teacher as soon as possible.

This section will also contain any relevant details about submission, equipment needed, how the presentation order will be determined for speeches, etc.


Examination rules

1 All students must check the examination timetable carefully. Concessions cannot be made (such as extra time given) for students who arrive late for an examination or who miss an examination due to poor organisation.

2 Students are to follow all instructions given regarding examination times and venues, report to the venue at least five minutes before the examination starts, and wait for instructions about entry to the examination room.

3 Students are to remain in the examination room until time has expired for the examination, all papers have been collected, and the examination supervisor dismisses students from the examination room.

4 Students must check with their subject teachers in advance to ensure they take the necessary equipment to each examination. Students must check with their teachers in advance to ensure they take the necessary equipment to each examination. Only equipment necessary for the examination is permitted. Borrowing is not permitted during examinations.

5 Students must NOT: communicate verbally or non-verbally with other students; take a programmable watch into the examination room; speak to any person other than a supervisor after entering the examination room; take any electronic device into the examination, unless approved; behave in any way likely to disturb the work of any other student or upset the conduct of the

examination; take into the examination room, or refer to during the examination, any books or notes, any paper, or

any equipment other than the equipment approved for the specific examination; wear a cap; or take any food or drinks (other than water) into the examination room, unless you have been granted

special provisions. Water in a clear bottle only may be taken into the examination room.

6 Only equipment necessary for the examination are to be placed on the examination desk. Pencil cases and other equipment must be placed on the floor under your chair. You must remove your watch and place it in clear view on the examination desk.

7 Mobile phones must be turned OFF and placed in students’ bags and placed at the front of the room.

8 If students need to leave the examination room to use the bathroom, they must raise their hand and wait until a teacher grants permission. Bathroom breaks are NOT permitted during the first 15 minutes OR the last 15 minutes of the examination. Exceptions will be made ONLY in the case of an emergency.

9 Full school uniform must be worn during the examination period.

10 If a student is to miss an examination due to illness or misadventure, the school is to be advised before the examination is held. Parents should ring the school on 9626 3562 and leave a message for the relevant Head Teacher.

11 Students who miss an examination due to illness, misadventure or absence from school must see the appropriate Head Teacher when they return to school. Upon acceptance of a document of explanation (Illness & Misadventure form and a letter from home), provisions can be made for the student to sit the examination paper at an appropriate time, or other arrangements will be made.


Reporting on student progress

Student progress reports are issued twice each year in Semesters 1 and 2.

Achievement levels are recorded for each course outcome by a grade scale using achievement descriptions. The standard of achievement corresponding to each level of the grade scale is shown in the table below.

GRADE ** ACHIEVEMENT DESCRIPTION

A Outstanding

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

B High

The student has a thorough knowledge and understanding of content and can apply this knowledge 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 SoundThe student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

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

E LimitedThe 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.

** Note that the grade determination process is subject specific, rather than a school-wide process. Each faculty will determine what marks achieve the associated grade (A–E).

Progress reports also include achievement levels in general outcomes applicable to all courses. These outcomes are:

Be Prepared Be Prompt Be Positive Be Polite Be Productive


The following pages outline the common assessment items for Year 9 and 10 elective courses.

Teachers may set other class-based tasks that do not appear in this booklet.

The dates listed in the schedules are APPROXIMATE,and may vary slightly.

Students will be informed by their teacher of the SPECIFIC date and detailsof the assessment task at least TWO WEEKS before the task occurs/is due.

Assessment Illness, Misadventure and Appeal Form

To be submitted on return of the task or on the first day of returning to school to the relevant HEAD TEACHER.Submit this form to the relevant HEAD TEACHER within 5 days of the original due date.

Name of Student: ______________________________________________ Year: ________________________Course: ________________________________________________________________________________________Task: ________________________________________________________ Due Date: ____________________

REASON FOR APPEAL: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ILLNESSMedical Certificate attached: YES / NO(Year 9 and 10 students - a Medical Certificate MUST be attached to this form if your reason is ILLNESS) If you were sick DURING an assessment, did you notify the teacher immediately? YES / NO

MISADVENTUREDo you have a statement from a parent/guardian or witness to support your application? YES / NOParent/Guardian Signature: _______________________________________ Date: __________________Student Signature: ______________________________________________ Date: __________________

Head Teacher recommendation: APPEAL SUPPORTED YES / NO_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Head Teacher Signature: _______________________________________ Date: __________________

APPEAL DECISION: APPEAL SUPPORTED YES / NO TASK TO BE RE-MARKED ESTIMATE TO BE GIVEN NEW TASK TO BE COMPLETED

DATE FOR TASK SUBMISSION: ____________________________

Deputy Principal (in charge of year): ______________________________ Date: _________________

Application for Extension of Time for an Assessment Task

This form is to be completed and signed by a PARENT/GUARDIAN.

This form is used when a student has a satisfactory reason to request an extension of time for an ASSESSMENT TASK.

Extension of time can only be granted if application is made to the Subject Head Teacher at least three (3) days prior to the task deadline. The Head Teacher will decide if the reason stated is satisfactory.

DETAILS OF ASSESSMENT TASK

NAME OF STUDENT: ____________________________________________________ Year: ___________

SUBJECT: ____________________________________ DATE OF TASK: ______________________

TASK NAME: __________________________________________________________________________________

REASON FOR EXTENSION OF TIME:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

_____________________________________________________________________________________________

SIGNATURE OF PARENT/GUARDIAN: ____________________________________ DATE: _________________

DOCUMENTATION

Medical Certificate: YES / NO

Statement from a Parent/Guardian or witness may be attached to support your application.


Other documents attached to support application: YES / NO

DECISION:

APPLICATION ACCEPTED YES / NO

NEW DATE FOR TASK SUBMISSION: ______________________________________________________________

HEAD TEACHER SIGNATURE: ______________________________________ DATE: _________________

Long Term Leave Application Form (Assessment)(10 days or more)

MUST BE COMPLETED AT LEAST TWO WEEKS BEFORE FIRST DAY OF LEAVE

Student’s Name: ______________________________________________ Year: __________

First Day of Leave: Day _____________________ Date _____________________________

Return to School: Day _____________________ Date _____________________________

Number of School Days: _______

Copy of Request for Leave attached: Yes / No

Nature of Leave: ________________________________________________________________________

Signature of Principal: ________________________________________________________________________N.B. PRINCIPAL’S SIGNATURE REQUIRED BEFORE COMPLETION BY STAFF

Work required for completion to be noted and attached if applicable.

Assessment tasks must be discussed with relevant Head Teachers two weeks before leaving or late submission procedures will apply.

Course Teacher’s Signature Task/s to be Completed Head Teacher’s Signature

English

Mathematics

Science

HSIE

PDHPE


Year Adviser: _________________________________ Year Adviser’s Signature: ______________________

Administration Office: _________________________________________ (only after ALL other signatures completed)

Original of this page and request letter to be stored in central student file.

Copies of this page and any work attached to be given to the student and the Year Adviser.

CAPA: DANCE

Areas of assessment

Performance quality Safe Dance practice Dance analysisQuality of line Style Response to stimulus

Task schedule

Task Approximate Date Areas of Learning Weighting (%)

Performance and Dance Diary submission

Term 1 Week 8 Performance and Appreciation 25

Composition and Dance Diary submission

Term 2 Week 6 Performance, Composition and Appreciation 25

Performance and Dance Diary submission

Term 3 Week 8 Performance and Appreciation 30

Composition and Dance Diary submission Term 4 Week 6 Performance, Composition and

Appreciation 20

CAPA: ALL THE WORLD’S A STAGEAreas of Assessment Mime & Movement Poetry

Improvisation Scripted Drama

Articulation Scriptwriting

Characterisation Puppetry

Proportion of marksTask Type Weighting (%)

Making 25

Performing 25

Appreciating 50

Task schedule


Semester 1Task Approximate Date Areas of Learning

Performance and Log Book Term 1 Week 9 Making/Performing/Appreciating

Scripted Performance & Analysis Term 2 Week 6 Performing/Appreciating



Scripted Performance & Analysis Term 4 Week 6 Performing/Appreciating

CAPA: POWER OF DRAMA

Areas of Assessment Mime & Movement Poetry




Proportion of marksTask Type Weighting (%)Making 25

Performing 25

Appreciating 50

Task scheduleSemester 1Task Approximate Date Areas of Learning


Performance Term 2 Week 6 Making/Performing/Appreciating



Performance Term 4 Week 6 Making/Performing/Appreciating


CAPA: DRAMA - PUTTING IT TOGETHER (PLAYBUILDING)






Making 25

Performing 25

Appreciating 50

Task scheduleSemester 1Task Approximate Date Areas of Learning

Group Performance & Log Book Term 1 Week 4 Making/Performing/Appreciating

Research Task Term 2 Week 6 Making/Performing/Appreciating





CAPA: DRAMA – ON THE SPOT (IMPROVISATION)






Making 25

Performing 25

Appreciating 50







CAPA: Australian Musical Sandwich

Areas of assessmentKnowledge and Understanding AnalysisResearch Performance SkillsAural Skills Written SkillsComposition Class Presentation

Proportion of marksTask Type Weighting (%)Australian Bush Ballad 10Composition 40Viva Voce 40Performance 10

Task scheduleTask Approximate Date Areas of LearningPerformance Term 1 Week 4 PerformingComposition Term 1 Week 7 Composing


Viva Voce Term 2 Week 5 Performing/Composing/Listening Performance Term 2 Week 6 Performing

CAPA: MUSIC - Baroque & Roll


Proportion of marksTask Type Weighting (%)Composition 30Modes Performance 20Composer Cards 30Performance 20

Task schedule Semester 1Task Approximate Date Areas of LearningComposition Term 1 Week 5 ComposingModes Performance Term 1 Week 8 PerformingComposer Cards Term 2 Week 3 ListeningPerformance Term 2 Week 6 Performance

Task schedule Semester 2Task Approximate Date Areas of LearningComposition Term 3 Week 5 ComposingModes Performance Term 3 Week 8 PerformingComposer Cards Term 4 Week 3 ListeningPerformance Term 4 Week 6 Performance

CAPA: MUSIC – Recording Studio


Proportion of marksTask Type Weighting (%)Ostinato 50Recording Task - Recording 30Recording Task - Journal 20

Task scheduleTask Approximate Date Areas of LearningPerformance Term 3 Week 6 PerformingComposition Term 4 Week 3 Performing/Composing/Listening


CAPA: VISUAL ARTS - CERAMICS 1 and 2

Areas of assessmentPractical Skills Written Skills

Knowledge and Understanding Problem Solving

Research and Investigation


Artmaking Practice 60

Critical and Historical studies 40

Task schedule Semester 1Task Approximate Date Areas of Learning Weighting (%)

VAD Term 1 Week 9 Practice + Historical Study 20

Body of Work Term 2 Week 5 Practice + Critical Study 30


VAD Term 3 Week 9 Practice + Historical Study 20

Body of Work Term 4 Week 6 Practice + Critical Study 30

CAPA: VISUAL ARTS - DRAWING 1 and 2







Task scheduleTask Approximate Date Areas of Learning Weighting (%)

Exhibition Catalogue Term 1/3 Week 5 Critical and Historical Study 20

Body of Work Term 2/4 Week 4 Practice 30


CAPA: VISUAL ARTS - PAINTING 1 and 2








Critical Response Term 1 Week 6 Critical and Historical Study 20

Still Life and VAD Term 1 Week 10 Practice and Critical Study 40

Body of Work Term 2 Week 6 Practice 40

Critical Response Term 3 Week 6 Critical and Historical Study 20

Practical Work and VAD Term 3 Week 10 Practice and Critical Study 40


CAPA: VISUAL ARTS - PHOTOGRAPHY 1 and 2



Research and Investigation ICT





VAD Term 1 Week 6 Critical and Historical Study 40

Portfolio Presentation Term 2 Week 3 Practice 60



VAD Term 3 Week 6 Critical and Historical Study 40


ENGLISH: WRITERS and WRITING

Areas of assessment

Sustained composition- Writing Visual RepresentationEditing strategies- Writing Speaking Interpret and understand ideas


Classic Literature Analysis

Term 2 Week 2 Reading, Writing, Viewing and Representing 40

Major Work (Creative Writing) Term 3 Week 10

Uses editing strategies to manipulate forms features and structures of writingSpoken intent of Major project

40

Self-analysis task Term 4 Week 3 Completed with project 20


HSIE: COMMERCE

CORE 1 - CONSUMER CHOICE AND PERSONAL FINANCE

Areas of assessmentApplication of terminology in a variety of contexts Written SkillsKnowledge and Understanding Problem Solving individually and in groupsResearch and Investigation ICT

Assessment Component

Approximate Date Outcomes Assessed Weighting (%)

Consumer Choice Report

Term 1Week 7

5.1, 5.4, 5.7, 5.9 45

End of Course TestConsumer ChoicePersonal Finance

Term 2Week 5

5.1, 5.2, 5.3, 5.4, 5.5, 5.6 45

Course Work Ongoing 5.9 10

CORE 2 - TOWARDS INDEPENDENCE

Areas of assessmentApplication of terminology in a variety of contexts Written Skills

Knowledge and Understanding Problem Solving individually and in groupsResearch and Investigation ICT



Law and SocietyIn-class test

Term 1Week 7

5.1, 5.3, 5.4, 5.6 40

Employment Issues Research Task

Term 2Week 3

5.2, 5.5, 5.7, 5.8 50


OUTCOMES5.1 applies consumer, financial, business, legal and employment concepts and terminology in a

variety of contexts

5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts

5.3 examines the role of law in society

5.4 analyses key factors affecting commercial and legal decisions

5.5 evaluates options for solving commercial and legal problems and issues

5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues

5.7 researches and assesses commercial and legal information using a variety of sources

5.8 explains commercial and legal information using a variety of forms


5.9 works independently and collaboratively to meet individual and collective goals within specified timelines

HSIE: COMMERCE

Option 1: Running a Business

Areas of assessmentApplication of terminology in a variety of contexts Written SkillsKnowledge and Understanding Problem Solving individually and in groupsResearch and Investigation ICT


Approximate Date

Outcomes Assessed Weighting (%)

Research Report Term 1 Week 9 5.3, 5.6, 5.7, 5.9 40

TestRunning a Business (Promoting and Selling)

Term 2 Week 5 5.1, 5.2, 5.4, 5.8 40

Course Work (including Market Day)

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

20


Approximate Date

Outcomes Assessed Weighting (%)

Research Report Term 3 Week 9 5.3, 5.6, 5.7, 5.9 40

TestRunning a Business (Promoting and Selling)

Term 4 Week 5 5.1, 5.2, 5.4, 5.8 40

Course Work (including Market Day)

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

20


HSIE: COMMERCE: Global Links and Travel

Semester 2


Approximate date Outcomes Assessed Weighting (%)

Global Links Topic test

Term 3Week 8

5.1, 5.2, 5.3, 5.4 40

ICT/Group Presentation

Term 4Week 4

5.1. 5.2, 5.9 Group component 30Individual component 20


OUTCOMES5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of

contexts5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal

and employment contexts5.3 examines the role of law in society5.4 analyses key factors affecting commercial and legal decisions5.5 evaluates options for solving commercial and legal problems and issues5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems

and issues5.7 researches and assesses commercial and legal information using a variety of sources5.8 explains commercial and legal information using a variety of forms5.9 works independently and collaboratively to meet individual and collective goals within specified timelines

HSIE: CSI IN THE ANCIENT WORLD

Semester 2

Areas of assessmentApplication of terminology in a variety of contexts and forms Written Skills

Undertake historical Inquiry Problem Solving Evaluation and usefulness of sources ICT



AT1: Case File + Written Report

Term 3Week 7

E5.1, E5.2, E5.3, E5.6, E5.7, E5.8, E5.9, E5.10

45

AT2: Timed response (in-class writing with source stimulus)

Term 4Week 4

E5.4, E5.5, E5.8, E5.9, E5.10 45

Course work ongoing 10


HSIE: GEOGRAPHY - World Disasters

Areas of assessmentApplication of terminology in a variety of contexts Geographical skills and toolsCommunication of Geographical Information Problem Solving individually and in groupsResearch and Investigation ICT

Task Approximate Date Outcomes Assessed Weighting (%)

Research/ presentation

Term 1 Week 8 GEE5-1, GEE5-6GEE5-9

45

End of Course Test Term 2 Week 5 GEE5-2, GEE5-3 GEE5-8 45

Classwork Ongoing ALL 10

Assessment Outcomes:

GEE5-1 explains the diverse features and characteristics of a range of places, environments and activitiesGEE5-2 explains geographical processes and influences that form and transform places and environmentsGEE5-3 analyses patterns associated with natural phenomena and human activity at a range of scalesGEE5-4 assesses the interactions and connections between people, places and environments that impact on sustainabilityGEE5-5 accounts for contemporary geographical issues and events that impact on places and environmentsGEE5-6 explains how perspectives of people and organisations influence a range of geographical issuesGEE5-7 analyses management strategies and the roles and responsibilities of individuals, groups and governments in response to geographical issuesGEE5-8 acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiryGEE5-9 communicates geographical information to a range of audiences using a variety of strategies and geographical tools


HSIE: POLITICAL GEOGRAPHY

SEMESTER 2

Areas of assessmentApplication of terminology in a variety of contexts Geographical skills and toolsCommunication of Geographical Information Problem Solving individually and in groupsResearch and Investigation ICT

Task Approximate Date Outcomes Assessed Weighting (%)

Research/ICT Task Term 3 Week 8 GEE5-1, GEE5-6GEE5-9

45

End of Course Test Term 4 Week 5 GEE5-2, GEE5-3 GEE5-8 45


Assessment Outcomes:

GEE5-1 explains the diverse features and characteristics of a range of places, environments and activitiesGEE5-2 explains geographical processes and influences that form and transform places and environmentsGEE5-3 analyses patterns associated with natural phenomena and human activity at a range of scalesGEE5-4 assesses the interactions and connections between people, places and environments that impact on sustainabilityGEE5-5 accounts for contemporary geographical issues and events that impact on places and environmentsGEE5-6 explains how perspectives of people and organisations influence a range of geographical issuesGEE5-7 analyses management strategies and the roles and responsibilities of individuals, groups and governments in response to geographical issuesGEE5-8 acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiryGEE5-9 communicates geographical information to a range of audiences using a variety of strategies and geographical tools


HSIE: HISTORY’S MYSTERIES

Areas of AssessmentDevelop a knowledge and understanding of history and historical inquiry

Develop a knowledge and understanding of past societies and historical periods

Develop skills to undertake the processes of historical inquiry

Develop skills to communicate their understanding of history

Semester 1Assessment Component


Jack the Ripper Group/written task

Term 1 Week 7

5.1, 5.4, 5.6 Group 30

Individual 20

Individual Research Project

Term 2Week 4

5.1, 5.8, 5.9, 5.10 40

Course Work Ongoing All outcomes 10

Semester 2Jack the Ripper Group/Written task

Term 3 Week 7

5.1, 5.4, 5.6 Group 30

Individual 20

Individual Research Project

Term 4Week 5

5.1, 5.8, 5.9, 5.10 40

Course Work Ongoing All outcomes 10

HSIE: HISTORY OF TECHNOLOGICAL WARFARE

Areas of assessmentApplication of terminology in a variety of contexts and forms Written Skills

Undertake historical Inquiry Problem Solving Evaluation and usefulness of sources ICT



Individual ICT task Term 3 Week 8 E5.1,E5.8, E5.10 45

Source based task Term 4 Week 5 E5.1, E5.6, E5.10 45


OUTCOMESE5.1 applies an understanding of history, heritage, archaeology and the methods of historical inquiry E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical inquiry process E5.8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry


E5.9 applies a range of relevant historical terms and concepts when communicating an understanding of the past E5.10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences.

LANGUAGE: JAPANESE 1

Areas of AssessmentSpeaking skills Listening skillsReading skills Writing skillsUnderstanding of culture

Proportion of MarksSemester 1

Task Type Weighting (%)Culture component of test 20Speaking tests 20Writing tests 10Writing Task 10Reading and responding 20Listening and responding 20

Task ScheduleTask Approximate Date Areas of LearningWriting Task Due Term 1 Week 6 WritingTopic Test Term 1 Week 7 All Skill AreasHalf Yearly Exam Term 2 Week 5 All skill Areas



Proportion of Marks Semester 2

Task Type Weighting (%)Culture component of test 10Culture component of Assignment 10Speaking tests 20Writing tests 10Writing component of tests 10Reading and responding 20Listening and responding 20

Task ScheduleTask Approximate Date Areas of LearningTopic Test Term 3 Week 7 All Skill AreasAssignment Term 4 Week 1 Culture, SpeakingYearly Exam Term 4 Week 5 All skill Areas




Proportion of MarksSemester 1

Task Type Weighting (%)Culture component of test 10Culture component of assignment 10Speaking tests 20Writing tests 10Writing component of assignment 10Reading and responding 20Listening and responding 20

Task ScheduleTask Approximate Date Areas of LearningAssignment due Term 1 Week 6 Writing, CultureTopic Test Term 1 Week 7 All Skill AreasHalf Yearly Exam Term 2 Week 5 All skill Areas



Proportion of Marks Semester 2

Task Type Weighting (%)Culture component of test 10Culture component of Assignment 10Speaking tests 10Speaking component of Assignment 10Writing tests 20Reading and responding 20Listening and responding 20

Task ScheduleTask Approximate Date Areas of LearningTopic Test Term 3 Week 7 All Skill AreasAssignment Term 4 Week 1 Culture, SpeakingYearly Exam Term 4 Week 5 All skill Areas


MATHEMATICS: MATHEMATICAL MODELLING

Areas of assessment

Knowledge, Skills, and Understanding Analysing information

Critical and creative thinking Presentation and communication skills

Working with technology Research skills

Working Mathematically Communicating Problem Solving Reasoning

Number and Algebra Linear Relationships Non-Linear Relationships Algebraic Techniques Equations Polynomials Functions and Other Graphs

Statistics and Probability Probability

Measurement and Geometry Trigonometry

Proportion of marks / Task ScheduleTask Weight Due date Description of Task

Modelling task using simulations 20% Term 1 Week 4

Questions on trigonometric functions + evaluation of real-world applications and simulations

Modelling task using linear relationships 30% Term 1 Week 10 Report

Modelling task using non-linear relationships

25% Term 2 Week 4 Part A: Report

25% Term 2 Week 2-6 Part B: Class presentation / lesson

MATHEMATICS: PREPARING FOR SENIOR MATHS

Areas of assessmentKnowledge Skills and UnderstandingWorking Mathematically

Communicating Problem Solving Reasoning

Number and Algebra Logarithm Non-linear relationships Functions and other graphs Algebraic Techniques Surds Polynomial

Measurement and Geometry Properties of Geometrical Figures Circle Geometry

Task schedule


Working Mathematically Task 1 Term 1 Week 5 Circle Geometry 40

Half Yearly Examination Term 2Week 5

Logarithm Non-linear relationships

60


Functions and other graphs Algebra & Surds

MATHEMATICS: TARGETING BAND 8

Areas of assessmentKnowledge Skills and UnderstandingWorking Mathematically

Communicating Problem Solving Reasoning

Number and Algebra Indices Linear Relationships Ratios and Rates Algebraic Techniques EquationsMeasurement

Length Area Right Angled Triangles (Pythagoras) Volume Properties of Geometrical Figures

Statistics and Probability Data Collection and Representation Single Variable Data Analysis

Task schedule


Assessment Task 1 Term 1 Week 8

Measurement Number 50

Half Yearly Examination Term 2Week 5

Geometry Data and Probability 50

MATHEMATICS: TRADE MATHS

Areas of assessmentTrade & Trade TrainingWork Experience & Numeracy in the WorkplaceTrade Numeracy Skills

Task schedule


Trade & Trade Training Assignment

Term 1 Week 4 Trade & Trade Training 30

Work Experience Numeracy & Reflection Booklet

Term 1Week 11

Work Experience & Numeracy in the Workplace 30

Numeracy Quiz Term 2Week 4

Number Measurement Application of Formulae

40


PDHPE: CHILD STUDIES 1: THE WORLD IS MY PLAYGROUND

Areas of AssessmentKnowledge, understanding and skills Values and attitudesWorking collaboratively Working with technologyCritical and creative thinking Communicating

Proportion of MarksTask Type Weighting (%)Test – Conception to birth 30Toy proposal, design and written report 50Class Activities 20

Task Schedule

Task Approximate Date Areas of Learning

Task 1 – Test Term 1/3 Week 8 Conception to Birth

Task 2 – Toy proposal, design and written report Term 2/4 Week 6 Child Growth and development

Play and the developing child

PDHPE: CHILD STUDIES 2: THE BEST START TO LIFE

Areas of AssessmentKnowledge, understanding and skills Values and attitudesWorking collaboratively Working with technologyCritical and creative thinking Communicating

Proportion of MarksTask Type Weighting (%)Test – Preparing for parenting and newborn care 40Research report 40Class Activities 20

Task Schedule


Task 1 – Test Term 1/3 Week 10 Preparing for parenting and newborn care

Task 2 – Research report Term 2/4 Week 5 Planning for safety and nutrition


PDHPE: HIGH PERFORMANCE SPORTS - SOCCER

Areas of AssessmentKnowledge, understanding and skills Values and attitudesWorking collaboratively Management and planning skillsMovement skills Analysing informationCommunicating Working with technology

Proportion of MarksTask Type Weighting (%)Written: Strategic Coaching Assignment 20Written/Practical: Coaching Task 30Online: Laws of the Game Quiz 20Practical: Participation, Skill and Involvement 30

Task Schedule

Semester 1Task Approximate DateStrategic Coaching AssignmentResearch a world-renowned coach and submit a written assignment.Individual

Term 1 Week 7

Skill Move SessionCoach an assigned skill move as part of a training session. Submit a training session plan.Pairs

Term 2 Week 1

Semester 2Officiating SessionCompletion of Laws of the Game certificate and in class electronic quiz.Individual

Term 4 Week 2

Assessing practical work throughout the course.Individual Ongoing


PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS COACHING


Proportion of MarksTask Type Weighting (%)Written: The Coach 20Written: Coaching File 50Practical: Coaching Primary Students 30

Task ScheduleSemester 1


Submission of an assignment on an elite Coach Term 1 Week 5

Qualities of effective coaching, Coaching roles and responsibilities,

Submission of a Coaching file Term 2 Week 6 Structuring the session, practice, technique and form, feedback

Assessing practical work when students coach the RBPS kids Ongoing ALL


Submission of an assignment on an elite Coach Term 3 Week 5

Qualities of effective coaching, Coaching roles and responsibilities,

Submission of a Coaching file Term 4 Week 6 Structuring the session, practice, technique and form, feedback

Assessing practical work when students coach the RBPS kids Ongoing ALL

PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS FITNESS



Proportion of MarksTask Type Weighting (%)Written: cardiovascular training program 30Written: team fitness training program 30Physiology Test 10Practical: fitness testing results 15Practical participation and involvement 15


Task Approximate Date Areas of LearningSubmission of a Cardiovascular training program.Individual

Term 1 Week 5 Components of fitness, principles of training, FITT

Submission of a team fitness training program.Individual


Physiology TestIndividual Term 2 Week 6 Body systems

Assessing practical testing results throughout the Fitness component.Individual

Ongoing Components of fitness

Assessing practical work throughout the course.Individual

Ongoing ALL

Semester 2Task Approximate Date Areas of LearningSubmission of a Cardiovascular training program.Individual


Submission of a team fitness training program.Individual


Physiology TestIndividual Term 4 Week 6 Body systems

Assessing practical testing results throughout the Fitness component.Individual

Ongoing Components of fitness

Assessing practical work throughout the course.Individual

Ongoing ALL

PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS MEDICINE

Areas of AssessmentKnowledge, understanding and skills Values and attitudes


Working collaboratively Management and planning skillsMovement skills Analysing informationCommunicating Working mathematicallyWorking with technology

Proportion of MarksTask Type Weighting (%)Injury management procedures 30Practical: injury management 20Sports Safety Guidelines 30Practical: implementing sports safety 20


Task Approximate Date Areas of LearningInjury management procedures and practical application Term 1 Week 8 Body systems, participating with

safety

Sports safety guidelines and practical application Term 2 Week 4 Participating with safety,

enhancing performance, coaching

Semester 2Task Approximate Date Areas of LearningInjury management procedures and practical application Term 3 Week 8 Body systems, participating with

safety

Sports safety guidelines and practical application Term 4 Week 4 Participating with safety,

enhancing performance, coaching

PDHPE: PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS) SPORTS PERFORMANCE

Areas of AssessmentKnowledge, understanding and skills Values and attitudesWorking collaboratively Management and planning skills


Movement skills Analysing informationCommunicating Working with technology

Proportion of MarksTask Type Weighting (%)Team Strategy for Performance 50Sports Nutrition Plan 30Practical: class participation 10Theory: class quiz 10



Team Strategy for Performance Theory presentation and practical session

Term 1 Week 5and ongoing in practical lessons

Movement skills and performance, technique and form, practiceStrategies and tactics, practice

Sports Nutrition Plan.Individual


Energy systems for performance, Nutrition for performance

Assessing practical: Participation in peer group lessons.Individual

Ongoing Participate in a variety of practice methods and


Team Strategy for Performance Theory presentation and practical session


Movement skills and performance, technique and form, practiceStrategies and tactics, practice

Sports Nutrition Plan.Individual


Energy systems for performance, Nutrition for performance

Assessing practical: Participation in peer group lessons.Individual

Ongoing Participate in a variety of practice methods and

SCIENCE

Areas of assessmentKnowledge Practical Skills

Process Skills Communication Skills



Poster:Why can’t we vaccinate against all diseases?

Term 1 Week 9 Research – content and skills 25

Science Report:Energy Efficiency Term 2 Week 9 Research – content and skills 25

Practical Skills:Design a series of experiments and chemical reactions


Open Ended Investigation: Provide an experimental write up for a chosen area of study



TAS: FOOD TECHNOLOGY

Areas of assessmentKnowledge and understanding Development of practical skills

Application of the design process Research, presentation and communication skills

Effective time and resource management

TFO1: Living for Life

Proportion of marksTask Type Weighting (%)Research Report with Practical Application: Recipe Modification 50Research Report with Practical Application: Nutritional Food Solution/s 50

Task Schedule Task Approximate Date Areas of Learning

Food Selection and Health Term 1 Week 9Theoretical Knowledge and Research – Nutritional Food Guides: “Recipe to Riches”Developing Practical Skills: Recipe Modification

Food For Special Needs Term 2 Week 5

Theoretical Knowledge and Research – Case Study: “Supersize Vs Superskinny”Developing Practical Skills: Nutritional Food Solution/s


Food Selection and Health Term 3 Week 9Theoretical Knowledge and Research – Nutritional Food Guides: “Recipe to Riches”Developing Practical Skills: Recipe Modification

Food For Special Needs Term 4 Week 5

Theoretical Knowledge and Research – Case Study: “Supersize Vs Superskinny”Developing Practical Skills: Nutritional Food Solution/s


TFO2: Food for All


Task A: Practical Application 25

Task B: Portfolio Presentation 25

Task C: Unit Examination – Topic Test 50


Food for Special OccasionsA) Practical Term 1 Week 9 Developing Practical Skills: Cake Design

Food for Special OccasionsB) Portfolio Presentation Term 1 Week 10 Celebration Event: research, workflow,

presentation and communication skills.

Food EquityC) Examination Term 2 Week 6 Theoretical Knowledge


Food for Special OccasionsA) Practical Term 3 Week 9 Developing Practical Skills: Cake Design

Food for Special OccasionsB) Portfolio Presentation Term 3 Week 10 Celebration Event: research, workflow,

presentation and communication skills.

Food EquityC) Examination Term 4 Week 6 Theoretical Knowledge


TFO3: Food Trends and Development

Proportion of marksTask Type Weighting (%)Task A – Food Trends: The Next Food Network Star 50Task B – Food Product Development: Product Creation and Labelling 50


Food TrendsA) The Next Food Network Star

Term 1 Week 9Developing Practical Skills: Creating a food segment videoFood Preparation and production

Food Product DevelopmentB) Product Creation and Labelling

Term 2 Week 6Product CreationPrototypingTheoretical knowledge – Labelling laws


Food TrendsA) Video Presentation

Term 3 Week 9Developing Practical Skills: Creating a food segment videoFood Preparation and production

Food Product DevelopmentB) Product Creation and Labelling

Term 4 Week 6Product CreationPrototypingTheoretical knowledge – Labelling laws

TFO4: Fusion Cuisine


Food in Australia Examination 50

Food Service

Catering Recipe Creation and Practical Examination50

Task Schedule Task Approximate Date Areas of Learning50 minute Examination Food in Australia Term 1 Week 9 Theoretical knowledge and understanding of

Cultural Cuisines

Recipe and Practical Examination Term 2 Week 6

Recipe creationResearchPractical skills

Task Schedule Task Approximate Date Areas of Learning50 minute Examination Food in Australia Term 3 Week 10 Theoretical knowledge and understanding of

Cultural Cuisines

Recipe and Practical Examination Term 4 Week 6

Recipe creationResearchPractical skills


TAS: DESIGN AND TECHNOLOGY - JEWELLERY




TJ01: Rings and Stone Setting


Research and Presentation on Culture and Jewellery Design 30

Practical Task – Jewellery Products and Portfolio 70


Research Task Term 1 Week 8Knowledge of the history of jewelleryResearch, presentation and communication skills

Practical Task – Rings and Portfolio Term 2 Week 6

Effective time and resource managementUse of materialsDevelopment of practical skills


Research Task Term 3 Week 8Knowledge of the history of jewelleryResearch, presentation and communication skills

Practical Task – Rings and Portfolio Term 4 Week 6



TJ02: Earrings and Pendants


Research Task 30

Practical Task – Jewellery Products and Designs 70


Research Task Term 1 Week 8Knowledge of the techniques used on art metalResearch, presentation and communication skills

Practical Task – Pendant and Portfolio Term 2 Week 6



Research Task Term 3 Week 8Knowledge of the techniques used on art metalResearch, presentation and communication skills

Practical Task – Pendant and Portfolio Term 4 Week 6


TAS: INDUSTRIAL TECHNOLOGY – ELECTRONICS





TEL1: Core 1 – Electronics 1


Video Diary – Circuit Scribe 40

Major Project and Portfolio 60

Task schedule Task Approximate Date Areas of Learning

Video Diary – Circuit Scribe Term 1 Week 8Understanding fundamentals of electronicsDeveloping communication skills through use of a video diary

Major Project and Portfolio Term 2 Week 6Effective time and resource managementUse of materialsDevelopment of practical skills


Video Diary – Circuit Scribe Term 3 Week 8Understanding fundamentals of electronicsDeveloping communication skills through use of a video diary


TEL2: Core 2 – Electronics



Research Task 30

Major Project and Portfolio 70


Research Task Term 1 Week 8Understanding fundamentals of electronicsDeveloping communication skills through presentation of research



Research Task Term 3 Week 8Understanding fundamentals of electronicsDeveloping communication skills through presentation of research


TAS: INDUSTRIAL TECHNOLOGY – METAL

Areas of assessmentThe Ponds High School – Year 7 – 10 Assessment and Reporting Procedures 2018 – Page 45

Knowledge and understanding Development of practical skills



TM01: General Metal – Core Module 1


Research task – Materials and their Properties 40%

Practical tasks – Centre Punch and Hammer 60%

Task schedule – Semester 1 Task Approximate Date Areas of Learning

Research Task Term 1 Week 8Effective time and resource managementSelection of materials

Practical Tasks Term 2 Week 6Effective time and resource managementUse of materialsDevelopment of practical skills

Task schedule – Semester 2Task Approximate Date Areas of Learning



TM02: General Metal – Core Module 2

Proportion of marks


Task Type Weighting (%)

Research task – Hardening 40%

Practical task – Scribe and Clamp 60%


Research task Term 1 Week 8Effective time and resource managementSelection of materials





TAS: INDUSTRIAL TECHNOLOGY - MULTIMEDIAAreas of assessment





TMM1: Core 1 - Stopmotion


Animation Proposal Presentation 30

Final Product – Claymation Animation 70


Presentation of Proposal Term 1 Week 8Research and planningTime and resource managementPresentation and communication skills

Animation Term 2 Week 6Developing practical skillsKnowledge and understanding of Animation Techniques



Animation Term 4 Week 6Developing practical skillsKnowledge and understanding of Animation Techniques

TMM2: Core 2 – Interactive 3D Environment



Animation Proposal Presentation 30

Final Product – Interactive 3D Environment and Portfolio 70



Interactive 3D Environment and Portfolio Term 2 Week 6

Developing practical skillsKnowledge and understanding of 3D Animation Techniques


Presentation of Proposal Term 3 Week 7 Research and planningTime and resource managementPresentation and communication skills

Interactive 3D Environment and Portfolio Term 4 Week 6

Developing practical skillsKnowledge and understanding of 3D Animation Techniques

TMM3: Special Effects in Movies

Proportion of marks



Special Effect Movie Proposal Presentation 30

Final Product – Special Effects Movie 70


Special Effects in Movies Proposal Term 1 Week 8

Research and planningTime and resource managementPresentation and communication skills

Special Effects Movie Term 2 Week 6Developing practical skillsKnowledge and understanding of Special Effects in Movies


Special Effects in Movies Proposal Term 3 Week 8


Special Effects Movie Term 4 Week 6Developing practical skillsKnowledge and understanding of Special Effects in Movies

TMM4: Special Effects in Movies – Special Interest Project


Special Interest Project Proposal 30

Special Interest Project 70


Special Interest Project Proposal Term 1 Week 6


Special Interest Project Term 2 Week 6

Developing practical skillsApplication of Design ProcessKnowledge and understanding of a Special Interest Project






TAS: INDUSTRIAL TECHNOLOGY - TIMBER

Areas of assessment




Effective time and resource management Development of practical skills

TW01: General Wood – Core Module 1


Research task on grain structure and joints 40

Practical side table/stool with joinery and CAD Model 60

Task ScheduleTask Approximate Date Areas of Learning

Research Task Grain structure, wood types, joinery techniques and types

Term 2 Week 1 Knowledge and skills of timber selectionResearch and planning skillsPresentation and communication skills

Computer model andPractical prototype Term 2 Week 6

Application of the Design ProcessDeveloping practical skillsEffective time are resource management


Research Task Grain structure, wood types, joinery techniques and types

Term 4 Week 1 Knowledge and skills of timber selectionResearch and planning skillsPresentation and communication skills

Computer model andPractical prototype of Side Table

Term 4 Week 6Application of the Design ProcessDeveloping practical skillsEffective time are resource management

TW02: General Wood – Core Module 2

Proportion of marksThe Ponds High School – Year 7 – 10 Assessment and Reporting Procedures 2018 – Page 51


Research task on inlay and cabinetry construction 40

Practical task on inlay and cabinet construction + CAD Model 60


Research Task Tools, techniques and cabinet construction processes

Term 1 Week 7Knowledge and skills of timber selectionResearch and planning skillsPresentation and communication skills

Computer model andPractical production of cabinet with use of joints and inlay techniques

Term 4 Week 6

Application of the Design ProcessDevelopment of practical skills Effective time and resource management


Research Task Tools, techniques and cabinet construction processes


Computer model andPractical production of table with use of joints and inlay techniques

Term 4 Week 6

Application of the Design ProcessDevelopment of practical skills Effective time and resource management

TW03: Cabinetwork – Specialised Module 1

Proportion of marks



Research task on inlay and cabinetry construction 40

Practical task on inlay and cabinet construction + CAD Model 60

Task Schedule Task Approximate Date Areas of LearningResearch Task Tools, techniques and cabinet construction processes. CAD model.


Practical production of cabinet with use of joints and inlay techniques.

Term 2 Week 6Application of the Design ProcessDevelopment of practical skills Effective time and resource management

Task Schedule Task Approximate Date Areas of LearningResearch Task Tools, techniques and cabinet construction processes. CAD model.


Practical production of cabinet with use of joints and inlay techniques.

Term 4 Week 6Application of the Design ProcessDevelopment of practical skills Effective time and resource management

TW04: Cabinetwork – Specialised Module 2



Research Task.Turning, Miling and automated machinery and their use in industry.

40

Practical production of project using Timber machining equipment. 60

Task Schedule Task Approximate Date Areas of LearningResearch Task Turning and milling Machines, Tools and Automated Machinery. Construction Processes.

Term 1 Week 11

Knowledge and skills of timber selectionResearch and planning skillsPresentation and communication skills. Machinery and its purpose in industry.

Practical production of project using Turning, Milling and automated machinery.

Term 2 Week 6Application of the Design ProcessDevelopment of practical skills Effective time and resource management.

Task Schedule Task Approximate Date Areas of LearningResearch Task Turning and Milling Machines, Tools and Automated Machinery. Construction Processes.

Term 3 Week 10

Knowledge and skills of timber selectionResearch and planning skillsPresentation and communication skills. Machinery and its purpose in industry.

Practical production of Bedside Table using Turning and Milling.

Term 4 Week 6Application of the Design ProcessDevelopment of practical skills Effective time and resource management.

TAS: INFORMATION AND SOFTWARE TECHNOLOGY

Areas of assessment





TC01 – Core 1 – Processing Data


Computers and their Inventor’s Presentation 40

Custom Made: Spreadsheets and Databases 60

Task scheduleTask Approximate Date Areas of Learning

Task AHardware Catalogue Presentation on HardwareResearch into Inventor

Term 1 Week 10Knowledge and skills of HardwareResearch and planning skillsPresentation and communication skills

Task BCustom Made: Designing suitable Spreadsheets and Databases

Term 2 Week 6

Application of the Design ProcessDeveloping practical skillsEffective time are resource management


Task AHardware Catalogue Presentation on HardwareResearch into Inventor

Term 3 Week 10 Knowledge and skills of HardwareResearch and planning skillsPresentation and communication skills

Task BCustom Made: Designing suitable Spreadsheets and Databases

Term 4 Week 6Application of the Design ProcessDeveloping practical skillsEffective time are resource management

TC02 – Core 2 – Connecting with the World

Proportion of marks



Website Development Skills Portfolio 40

Website – Small Business 60


Website Development Portfolio Term 2 Week 7

Application of skills in softwareResearch and planning skillsPresentation and communication skills

Website Term 2 Week 7

Presentation and communication skillsApplication of the Design processEffective time management


Website Development Portfolio Term 4 Week 6

Application of skills in softwareResearch and planning skillsPresentation and communication skills

Website Term 4 Week 6

Presentation and communication skillsApplication of the Design processEffective time management

TC03 – Robotics and Artificial Intelligence


Robot Presentation 30

Final Product – Programmed Robot 70


Presentation of Robot: Design, Programming and Portfolio

Term 4 Week 6

Research and planningTime and resource managementPresentation and communication skills Developing practical skillsAnimation techniques

TC04 – Games and Game Making



2D Game Development 40

3D Game Development 60


2D Game Production - Alpha Term 1 Week 9

Application of the design processDevelopment of practical skills using specific software development programsTime and resource management

3D Game Production - Beta Term 2 Week 7



2D Game Production - Alpha Term 3 Week 9


3D Game Production - Beta Term 4 Week 6


TAS: iSTEM





IS01: Engineering Fundamentals


Truss Project 40

F1 Project Presentation 60


Truss Project Term 1 Week 8 Knowledge and understanding of engineering principles

F1 Project Presentation Term 2 Week 6

Application of the design process as related to the ongoing testing and development of F1 in school’s cars

Application of research, presentation and communication techniques demonstrating the ongoing development of F1 in school’s cars


Truss Project Term 3 Week 8 Knowledge and understanding of engineering principles

F1 Project Presentation Term 4 Week 6

Application of the design process as related to the ongoing testing and development of F1 in school’s cars

Application of research, presentation and communication techniques demonstrating the ongoing development of F1 in school’s cars

IS02: 3D CAD/CAM

Proportion of marksTask Type Weighting (%)Design Project 40


Machining Project 60


Design Project Term 1 Week 8 Knowledge and understanding of designing for machining and production methods

Machining Project Term 2 Week 6

Application of the design process as related to the ongoing testing and development of mechanical systems

Application of research, presentation and communication techniques demonstrating the ongoing development of machining project


Design Project Term 3 Week 8 Knowledge and understanding of designing for machining and production methods

Machining Project Term 4 Week 6

Application of the design process as related to the ongoing testing and development of mechanical systems

Application of research, presentation and communication techniques demonstrating the ongoing development of machining project

IS03: Motion and Mechatronics

Proportion of marksTask Type Weighting (%)Portfolio & Research Task - Mechatronics 50


Portfolio & Research Task – Motion 50


Portfolio & Research Task A - Mechatronics Term 1 Week 10

Application of the design process as related to performance of simple automated tasks.

Application of research, presentation and communication techniques demonstrating the ongoing development of mechatronics project

Portfolio & Research Task B - Motion

Term 2 Week 6

Application of the design process as related to performance of simple motorised models / vehicles.

Application of research, presentation and communication techniques demonstrating the ongoing development of ‘applied motion’ project


Portfolio & Research Task - Mechatronics Term 3 Week 10

Application of the design process as related to performance of simple automated tasks.

Application of research, presentation and communication techniques demonstrating the ongoing development of mechatronics project

Portfolio & Research Task - Motion Term 4 Week 6

Application of the design process as related to performance of simple motorised models / vehicles.

Application of research, presentation and communication techniques demonstrating the ongoing development of ‘applied motion’ project

IS04: Independent Research Project



Special Interest Project Proposal 30

Special Interest Project 70











TAS: TEXTILES DESIGN





TT01: Fresh off the Runway

Proportion of marksTask Type Weighting (%)Task A: Designer’s profile 20Task B & C: Fresh off the Runway Practical (Kaftan) & Portfolio 80


Designer’s Profile Term 1 Week 8Research and investigation into current fashion trends and the role of the designer. Understanding the Design Cycle and gathering inspiration for a collection of work.

Fresh off the Runway Practical (Kaftan) & Portfolio

Term 2 Week 6

Knowledge and understanding of design. Effective time management.Documented application of the Design Cycle.Appropriate use of application techniques.Production and construction of a textiles garment.


Designer’s Profile Term 3 Week 8

Research and investigation into current fashion trends and the role of the designer. Understanding the Design Cycle and gathering inspiration for a collection of work.

Fresh off the Runway Practical (Kaftan) & Portfolio Term 4 Week 6

Knowledge and understanding of design. Effective time management.Documented application of the Design Cycle.Appropriate use of application techniques.Production and construction of a textiles garment.

TT02: My Chic Bag


Task A: My Chic Bag Portfolio 50%


Task B: My Chic Bag Practical 50%


Task A: My Chic Bag Portfolio Term 2 Week 6Knowledge and understanding of fibre properties and performance Effective time managementDocumented application of the Design Cycle

Task B: My Chic Bag Practical Term 2 Week 6Effective resource managementPractical Skills developmentEffective time management


Task A: My Chic Bag Portfolio Term 4 Week 6

Knowledge and understanding of fibre properties and performance Effective time managementDocumented application of the Design Cycle

Task B: My Chic Bag Practical Term 4 Week 6

Effective resource managementPractical Skills developmentEffective time management

TT03: Night at the METgala

Proportion of marksTask Type Weighting (%)Task A: Night at the METgala Portfolio 50Task B: Night at the METgala Practical 50



Night at the METgala Portfolio Term 2 Week 6Knowledge and Understanding of contemporary perspectives of TextilesEffective time managementDocumented application of the Design Cycle

Night at the METgala Practical Term 2 Week 6

Effective time managementApplication of design techniques in relation to textile artAbility to work with facial features and proportions


Night at the METgala Portfolio Term 4 Week 7

Knowledge and Understanding of contemporary perspectives of TextilesEffective time managementDocumented application of the Design Cycle

Night at the METgala Practical Term 4 Week 7

Effective time managementApplication of design techniques in relation to textile artAbility to work with facial features and proportions

TT04: Gatsby Fashion

Proportion of marksTask Type Weighting (%)Task A: Gatsby Fashion Portfolio 50Task B: Gatsby Fashion (Costume) 50



Gatsby Fashion Portfolio Term 2 Week 6Effective time managementDocumented application of the Design CycleResearch and Investigation into current costumes with a focus on circus

Gatsby Fashion Practical (Costume)

Term 2 Week 6

Effective resource managementPractical Skills developmentAppropriate use of application techniquesAbility to apply historical and/or cultural influences on costume design


Gatsby Fashion Portfolio Term 4 Week 7

Effective time managementDocumented application of the Design CycleResearch and Investigation into current costumes with a focus on circus

Gatsby Fashion Practical (Costume) Term 4 Week 7

Effective resource managementPractical Skills developmentAppropriate use of application techniquesAbility to apply historical and/or cultural influences on costume design


Documents

SCHOOL CERTIFICATE ASSESSMENT 2002€¦ · Web viewTasks submitted late without approved extension of time from the relevant Head Teacher (application form is available from the