SEFTON HIGH SCHOOL · SEFTON HIGH SCHOOL Sincerity, Scholarship, Service YEAR 9 ASSESSMENT HANDBOOK 2020 AIMS The aims of this Handbook are to inform students and their parents of

SEFTON HIGH SCHOOL

YEAR 9

ASSESSMENT HANDBOOK

2020

SEFTON HIGH SCHOOL Sincerity, Scholarship, Service

YEAR 9 ASSESSMENT HANDBOOK

2020

AIMS The aims of this Handbook are

to inform students and their parents of assessment procedures and rules for Year 9 students

that are essential for the successful achievement of course outcomes across all courses.

to prepare students and their parents to understand the NSW Education Standards Authority

(NESA) requirements and rules for formal academic accreditation in later years.

VISION STATEMENT Sefton High School aims to continually improve its provision of excellence in education for all of our students.

Sefton High School consistently insists upon high expectations of the whole school community, providing a

structured, disciplined and high quality teaching and learning environment which fosters excellent standards of

academic achievement and student wellbeing. This provides opportunities for students to become confident,

successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our society

as informed, responsible and productive citizens who display the values of integrity, responsibility and respect for

all.

SCHOOL EMBLEM

ADDRESS Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

TELEPHONE NUMBER

9644 4800

FACSIMILE

9743 7161

SCHOOL MOTTO

Sincerity, Scholarship, Service

WEBSITE

http://www.seftonhigh.nsw.edu.au

EMAIL

[email protected]

FACEBOOK

https://www.facebook.com/SeftonHSOfficial/

SCHOOL HOURS FOR STUDENTS

School hours are as follows.

Monday, 8.45 am to 2.30 pm

Tuesday, 8.45 am to 2.20 pm

Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.

http://www.seftonhigh.nsw.edu.au/

mailto:[email protected]

https://www.facebook.com/SeftonHSOfficial/

YEAR 9 ASSESSMENT HANDBOOK 2020 2

INDEX

PAGE

SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR

STUDENTS IN YEAR 9 3

COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 9 8

Commerce 9

Drama 11

English 13

Food Technology 15

Geography 17

History 19

History Elective 20

Industrial Technology – Electronics 21

Information and Software Technology 23

Languages French/Japanese 25

Mathematics 27

Personal Development / Health / Physical Education 29

Physical Activity and Sport Studies 31

Science 33

Visual Arts 35

CHARGES FOR YEAR 9 2020 37

ATTENDANCE AND PUNCTUALITY 38

APPENDICES 40

1. Approved Calculators for Assessment Tasks and Examinations 41

2. Writing a Bibliography 42

3. Glossary of Key Words 46


SEFTON HIGH SCHOOL ASSESSMENT POLICY AND

PROCEDURES FOR STUDENTS IN YEAR 9

GENERAL GUIDELINES It is the responsibility of students and parents to be familiar with and comply with all

elements of this policy and procedural framework.

As far as possible, assessment tasks are to be completed under teacher supervision.

However some syllabus requirements necessitate that work be completed out of class, for

example, research activities.

Malpractice is any activity undertaken by a student with the intention of using it to unfairly

advantage him/herself. Malpractice (see below) is unacceptable at all times as it is contrary

to ethical scholarship. An Assessment Task Cover Sheet containing a declaration of

originality must be completed and attached to any assignments or assessment tasks done

outside of class. Malpractice will result in a mark of zero and the issuing of a Assessment

Task Zero Mark Notification letter. Students will be required to resubmit / resit the

task in order to meet the course outcome requirements but the zero mark will remain.

If plagiarism is of another student’s work, a decision will be made by the Appeals Committee,

after investigation into the degree of complicity, as to whether the other student will also be

penalised.

Only approved calculators can be used for assessment tasks and examinations. See Appendix

1 for the list.

The following procedures are designed to ensure consistency in the implementation of the

school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at the

commencement of the course in the issuing of this Year 9 Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to

refer regularly to his/her copy of the Year 9 Assessment Handbook. There is also a Personal

Assessment Task Calendar in the SHS Student Planner for student use.

Students will be given written notice of the nature and timing of assessment tasks. The

Assessment Task Notification will be provided a minimum of two weeks before the date

of the assessment task and include

the nature of the task (or the task itself if this is to be completed at home), including

equipment required.

syllabus outcomes to be assessed.

the weighting of the task.

the assessment criteria (optional for examinations or in exceptional circumstances).

the date of the task or, for a hand-in task, the due date and time.

Tasks which are to be handed in must be handed to the teacher during the scheduled lesson

identified on the assessment task notification.

All issues regarding assessment tasks must in the first instance be addressed with the class

teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is issued,

it is the student’s responsibility to see the teacher to receive the notification. Students will

know during which weeks a task is due/scheduled from this Year 9 Assessment Handbook.

Students must attend every timetabled period on the scheduled date of any assessment

task up to and including the conclusion of the assessment task. Failure to do so will result

in zero unless a written valid reason is received from, as a minimum, a parent and is


submitted and substantiated by the relevant Head Teacher and/or Deputy Principal in

accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the

relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural

framework a decision shall be made by the appeals committee. The appeals committee may

consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND

EXAMINATIONS

These must be completed at the scheduled time.

If a student misses an in-class assessment or examination task through absence from

school

the student must submit a parent letter, preferably with a doctor’s certificate on the

first school day back at school. The Head Teacher will determine the validity of the

reason. The student may receive a zero mark if the Head Teacher determines the

reason is invalid.

the subject Head Teacher will make arrangements for the student to complete the

task/examination. The expectation is that the student is ready to undertake that task on

their first day of return. The exact time and date will be determined by the relevant

Head Teacher and may well be in the student’s own time if necessary.

ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A

PARTICULAR DATE

These tasks are to be completed and submitted to the teacher in the scheduled lesson

identified on the task notification. A signed Assessment Task Cover Sheet must be

submitted at this time.

An assessment task must be handed to a teacher. Other than in exceptional

circumstances assessment tasks must not be emailed. Any approval to email a task must

be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to

adhere to this will result in a zero score.

If a student does not submit an assessment task on or before the lesson identified on

the task notification, the student must have a parent letter of explanation preferably

with a doctor’s certificate explaining the non-submission. If non-submission is due to

absence, supporting documents, together with the completed task, must be submitted to the

Teacher on the first school day not covered by the parent letter or doctor’s certificate.

The student may receive a zero mark if the Head Teacher determines the reason is invalid.

Any doctor’s certificate must indicate the day/s the student is unfit for school inclusive of

the date of the assessment task.

A student who believes that the awarding of the zero mark is unreasonable or incorrect may

to appeal this decision. The relevant Head Teacher will assist the student with this process.

The appeals committee will then make a determination. The determination of the appeals

committee will be binding and final.

Problems with technology are not grounds for any assessment consideration.

IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON

THE DAY OF AN ASSESSMENT TASK The student must advise the relevant Deputy Principal in writing prior to the day of

the assessment task and provide supporting evidence. This includes any student who


has been granted Extended Leave - Travel. One of the following decisions will then be

made.

The student may be permitted to do the task at the first opportunity when he/she

returns. If the task is a hand-in task, the student must submit the task/assignment to

his/her teacher before the due date, or make arrangements for someone to deliver it

to the Head Teacher on the date due.

The student may be given a substitute task.

The reason for absence may be deemed invalid and a zero mark awarded. The

student will still be required to complete the task to achieve outcomes.

The student may be given an estimate based on his/her performance in completed

course assessment tasks, but only in exceptional circumstances.

If a student is required to hand in or complete an assessment task in class on a day which

falls during a period when the student is on suspension, the Principal or Deputy Principal

will make arrangements to enable the student to comply with the school’s assessment

requirements.

APPEALS PURPOSE OF APPEALS

Appeals may only be lodged in relation to decisions made by a Head Teacher and/or

Deputy Principal relating to a student’s non-compliance with the requirements of

the Sefton High School Assessment Policy.

Students cannot appeal against a mark awarded other than on the grounds of procedure,

in keeping with NSW Education Standards Authority procedures.

The appeals committee may uphold or deny the appeal. The appeals committee may

impose a percentage of maximum marks penalty. The appeals committee may take a

range of circumstances into making their determination as they see fit. The decision of

the appeals committee shall be binding and final.

PROCEDURE TO LODGE AN APPEAL BY A STUDENT

Only appeals submitted using the Application to Appeal a Penalty in an Assessment

Task form and completed by the student will be considered. This appeal form can be

accessed from a Deputy Principal.

The student must lodge a written appeal to the relevant Head Teacher stating the basis

on which he/she is appealing. The Head Teacher will assist the student with procedural

aspects of completing the form.

An appeal in relation to a zero mark must be submitted using the Application to Appeal

a Penalty in an Assessment Task. All supporting documentation must be included. An

appeal form must be obtained from the Deputy Principal. The written appeal must be

submitted to the relevant Head Teacher within ten days of the date on the written

notification regarding a zero mark.

CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS Students must

cease speaking or communicating in any way as he/she enters the

assessment/examination venue and remain silent while in the assessment/examination

room except if talking to a supervisor.

follow the assessment/examination supervisor’s instructions at all times.

behave in a way that will not disturb the work of any other student nor disrupt the

conduct of the assessment/examination.

make a serious attempt at all questions in the assessment/examination. Answers must

not contain frivolous or offensive material.


not take food into the assessment/examination room other than for a known, verifiable

medical condition.

only take permitted equipment into the assessment/examination room. Books, notes,

paper, mobile phones, smart watches and electronic equipment of any kind are

not to be taken into the assessment/examination room. The area where bags are

placed is not considered to be the assessment/examination room, but any mobile phone

left in a bag in this area must be switched off.

remain in the assessment/examination room until the assessment/examination time has

elapsed and he/she is dismissed by the supervisor.

behave ethically. No attempt should be made to engage in malpractice, to cheat or to

attempt to cheat.

not take an examination paper or writing booklet out of the examination room.

use clear see-through plastic bags only as pencil cases.

use clear see-through plastic drink bottles without a label that contains water only.

FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with school policy and procedures outlined will result in a zero mark

which will be notified in writing through the issuing of an Assessment Task Zero

Notification letter.

MALPRACTICE Malpractice is cheating. It will result in the student receiving a zero for the task. Malpractice

is any activity undertaken by a student with the intention of using it to unfairly advantage

him/herself. It includes, but is not limited to

taking any unauthorised material and/or notes into a test or examination.

copying from another student.

communicating with other students during a test or examination.

copying someone else’s work in part or in whole, and presenting it as his/her own.

using material directly from books, journals, CDs or the internet without reference to the

source.

building on the ideas of another person without reference to the source.

buying, stealing or borrowing another person’s work and presenting it as his/her own.

submitting work to which another person such as a parent, coach or subject expert has

contributed substantially.

using words, ideas, designs or the work of others in practical and performance tasks

without appropriate acknowledgement.

changing an answer after the paper has been returned or changing a mark.

paying someone to write or prepare material.

breaching school examination rules.

taking non-approved aids into an assessment task/examination.

contriving false explanations to justify work not handed in by the due date.

assisting another student to engage in malpractice.

PLAGIARISM Plagiarism occurs when a student copies another person's work, and then states or implies

that it is his/her own, without acknowledgment. This includes words and text from books

and websites, drawings, maps, graphics and art, as well as ideas and thoughts.

Plagiarism is cheating. It will result in the student receiving a zero for the task.


A student’s work may be cited for plagiarism if he/she, without acknowledgement of the

source,

makes a direct copy of one or more sentences and/or paragraphs from a source document.

copies sentences and/or paragraphs, though he/she has changed their order.

makes cosmetic changes to sentences and/or paragraphs. This may include changing the

tense, placing in some synonyms, changing the order of adjectives and nouns or

deliberately adding grammar and/or spelling mistakes.

deletes information that was in brackets or a list of examples from sentences and/or

paragraphs in the source.

changes the order of phrases in the sentence.

uses information from a source that is not included in the bibliography.

Students need to be aware that summarising and paraphrasing can also be considered

plagiarism. Acceptable paraphrasing means that the student expresses the ideas using

original language and sentence structure. If the student keeps even short phrases from the

original source document, he/she must cite the source. Students must take care to use only

a limited amount of citing in their work.

This Year 9 Assessment Handbook contains a section on writing a bibliography and

referencing quotes (Appendix 2).

Students who would like to learn more about acceptable paraphrasing and the use of

quotes can access the following web sites.

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_q

uery=plagiarism

IMPORTANT NOTE

These assessment policies and procedures have been aligned with the NSW Education Standards

Authority (NESA) provisions for the Higher School Certificate and will be applied consistently

throughout all school years so as to best prepare students and parents for what lies ahead.

In the external HSC examination, the NSW Education Standards Authority (NESA) awards

zero to any script in which

only the multiple choice questions and/or true/false and/or matching questions have been

done.

some or all of the answers appear not to be genuine attempts to answer the question/s asked.

This may include copying or modifying some or all of the question/s or leaving a number of

blanks.

frivolous or objectionable material has been included.

In Year 12 this will result in a non-award in that course and if the course counts towards the ten

units required to be completed for the award of a Higher School Certificate, the student will not

receive a Higher School Certificate.

Sefton High School will follow this same rule in all years for school assessment tasks

including examinations. Any such script will be treated as a non-serious attempt and awarded

zero. The task will have to be redone in order to meet course outcome requirements but the zero

mark will remain.

Only black non-erasable pens are to be used in Sefton High School assessment tasks

(including examinations). Queries regarding marked tasks will not be addressed if any part of the

task has been completed with an erasable pen or if correction fluid or tape has been used in that

part of the task being queried.

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

COURSE DETAILS

AND

ASSESSMENT TASK

INFORMATION

FOR YEAR 9


COMMERCE

COURSE DESCRIPTION

Commerce enables young people to develop the knowledge, understanding, skills and values that form the

foundation on which they can make sound decisions about consumer, financial, legal, business and employment

issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate

options in order to make informed and responsible decisions as individuals and as part of the community.

COURSE OUTLINE

Five 80 minute periods over a cycle (2 weeks) is allocated to Commerce. Five units are studied over the year.

Topic 1 Consumer and Financial Decisions (CORE)

Topic 2 Investing (Option 1)

Topic 3 Employment and Work Futures (CORE)

Topic 4 Running a Business (OPTION 2)

Topic 5 Towards Independence (OPTION 3)

Topic 6 Travel (OPTION 4)

EXCURSION (Optional)

An Excursion to a business entity (eg shopping centre) may be undertaken.

COMPETITIONS

Australian Stock Exchange

Money Stuff Competition

EQUIPMENT REQUIRED

Pens, pencils, ruler, coloured pencils, glue, scissors, eraser

1 x A4 240 page exercise book or binder book

Calculator

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom

activities, as well as planned assessment events to demonstrate their learning.

Planned assessment events include two examinations and one research assignment set and marked in common

across the course for all classes.


COURSE ASSESSMENT TASKS CLASS OR GROUP TASKS

TASK

DESCRIPTION

DUE

DATE WEIGHTING

TASK

DESCRIPTION

DUE

DATE

REPORTED

AS MARK

OR GRADE

Task 1

Semester 1

Research

Assessment

Term 1

Week 10

20%

Semester 1 Oral

Communication

Term 1 Mark

Semester 2 Skills

and Knowledge

Task

Term 3

Week 5-6

Mark

Task 2

Mid Year

Examination

Term 2

Exam period 30%

Task 3

End of Year

Examination

Term 4

Exam period 50%

REPORTING

The following reporting outcomes will be reported on. The student

researches and communicates commercial information using a variety of forms and sources.

analyses the rights and responsibilities of consumers in commercial and legal contexts.

applies knowledge and understanding of consumer, financial, business and legal concepts and issues.

evaluates factors and options in decision making and problem solving in commercial contexts.


DRAMA

COURSE DESCRIPTION

Drama enables young people to develop knowledge, understanding and skills individually and collaboratively to

make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both

familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different

situations, issues and ideas.

COURSE OUTLINE

This course draws contemporary drama and theatre practices of making, performing and appreciating drama.

Students will learn how to apply the elements of drama to scripted and unscripted material. They will create dramatic

meaning both collaboratively and individually by employing a variety of dramatic forms, performance styles,

techniques, theatrical conventions and technologies. In their appreciation of drama and theatre, students will learn

about the collaborative contribution of actors, directors, playwrights, designers and technicians to productions.

EXCURSIONS

One excursion (usually a dramatic production) will be offered. However, students are encouraged to attend

theatrical productions in their own time to get the broad depth of experience required.

EQUIPMENT REQUIRED

1 x A4 96 page exercise book

1 x A4 display folder and paper pad or loose leaf lined paper

ASSESSMENT Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities as

well as planned assessment events, to demonstrate their learning.

Students will be assessed through:

a. Profile Reporting

This will be a continuous assessment throughout the year describing the students’ skills in observing and

interpreting, expressing and reflecting.

These skills will be assessed in the context of:

1) Improvisation

2) Playbuilding

3) Reading and writing of scripts as texts for performance

4) Dramatic forms

5) Performance spaces and conventions of theatre

6) Technical aspects of production

7) Discussion reading and writing about drama and theatre

8) Social skills: Ability to work co-operatively, ability to work to task, homework completed.

b. Classroom Work

Drama Portfolio

Group Performance

Duologue

c. Across the Course Assessment

Term 1 Assessment

Mid Year Examination

Term 3 Assessment

End of Year Examination



TASK

DESCRIPTION DUE DATE WEIGHTING

TASK

DESCRIPTION

DUE

DATE

REPORTED

AS MARK

OR GRADE

Task 1 Practical Term 1

Week 8 30%

Drama Logbook Ongoing Grade

Task 2 Mid Year

Examination

Term 2

Exam period 20%

Drama Logbook Ongoing Grade

Task 3 Practical Term 3

Week 8

30%

Task 4 End of

Year Examination

Term 4

Exam period

20%

Reporting Outcomes

The student

manipulates the elements of drama to create belief, clarity and tension in character, role situation and action.

contributes selects, develops and structures ideas in improvisation and play building.

explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical

conventions and technologies in a variety of scripted and unscripted material of text.

applies acting and performance techniques expressively and collaboratively while exploring a variety of

dramatic forms, performance styles, techniques, theatrical conventions and technologies to create and

communicate dramatic meaning.

selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and

audience.

responds to, reflects on and evaluates elements of drama, dramatic form, performance styles, dramatic

techniques and theatrical conventions (including analysing contemporary and historical contexts of drama).

analyses and evaluates the contribution of individuals and groups to process and performances in drama using

relevant drama concepts and terminology.


ENGLISH

COURSE DESCRIPTION

The aim of English in Years 7-10 is to enable students to understand and use language effectively, appreciate,

reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive,

critical and powerful.

COURSE OUTLINE

Students will read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities.

They will study at least one work each of fiction, poetry, film, non-fiction and drama. Across Stage Five, students

will study examples of spoken texts, print texts, visual texts, media, multi media and digital texts. They will be

given experience of a range of social, gender and cultural perspectives as well as look at texts which include

aspects of environmental and social sustainability.

EXCURSIONS

One excursion (usually a dramatic production) will be offered. An in-school drama workshop may also be offered.

COMPETITIONS

Students have the opportunity to enter the What Matters? writing competition as well as debating and public

speaking competitions.

EQUIPMENT REQUIRED


1 x display folder

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom

activities, as well as planned assessment tasks, to demonstrate their learning.

Students sit a Term 1 Assessment, a Mid Year Examination, a Term 3 Assessment and an End of Year

Examination.

Students complete Wide Reading Assignments each term and regularly reflect on their learning in their

Reflection Portfolios.

Students are encouraged to demonstrate their developing critical and imaginative faculties and broadening

cultural understanding by:

entering writing competitions.

reading consistently and widely every day.



TASK


TASK

DESCRIPTION

DUE

DATE

REPORTED

AS MARK

OR GRADE

Task 1

Response

Term 1

Week 6 20% Classwork Ongoing Grade

Mid Year

Examination

Term 2

Exam period 30%

Task 3

Response

Term 3

Week 7 20%

End of Year

Examination

Term 4

Exam period 30%

Reporting Outcomes

The student

communicates through speaking, listening, reading, writing, viewing and representing.

uses language to shape and make meaning according to purpose, audience and context.

thinks in ways that are imaginative, creative, interpretive and critical.

expresses themselves and their relationships with others and their world.

learns and reflects on their learning through their study of English.


FOOD TECHNOLOGY

COURSE DESCRIPTION

Food Technology builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years

7–8 Syllabus.

The study of Food Technology provides students with a broad knowledge and understanding of food properties,

processing, preparation and their interrelationship, nutritional considerations and consumption patterns. It

addresses the importance of hygiene and safe working practices and legislation in the production of food. Students

will develop food-specific skills, which can then be applied in a range of contexts enabling students to produce

quality food products. It also provides students with a context through which to explore the richness, pleasure and

variety food adds to life and how it contributes to both vocational and general life experiences.

COURSE OUTLINE

Food Technology is an elective course which integrates core content with focus areas across Years 9 and 10.

Practical activities are included on a regular basis and are designed to refine and enhance student knowledge,

understanding and skills.

Core

Food preparation and processing

Nutrition and consumption

Focus Areas

Food Selection and Health

Foods for Special Needs

Food in Australia

Food Equity

EQUIPMENT REQUIRED

1 x A4 2-ring binder folder


Apron, 2 tea towels and oven mitts

Table setting as required

Food container

Leather shoes

ASSESSMENT

Students will be assessed through class activities as well as planned assessments and Mid Year and End of Year

examinations.



TASK


TASK DESCRIPTION DUE

DATE

REPORTED

AS MARK

OR GRADE

Research

Assignment – Fibre

Term 1

Week 9 25%

Semester 1 Practical

work

Ongoing Mark

Mid Year

Examination

Term 2

Exam period 25%

Semester 2 Practical

Work

Ongoing Mark

Research

Assignment -

Dietary Disorders

Term 3

Week 3 25%

End of Year

Examination

Term 4

Exam period 25%

REPORTING


FT 5-1 Demonstrates hygienic handling of food to ensure a safe and appealing product.

FT 5-6 Describes the relationship between food consumption, the nutritional value of foods and the health of

individuals and communities.

FT 5-8 Collects, evaluates and applies information from a variety of sources.

FT 5-9 Communicates ideas and information using a range of media and appropriate terminology

FT 5-13 Evaluates the impact of activities related to food on the individual, society and the environment.


GEOGRAPHY

COURSE DESCRIPTION

Geography is a study of places and the relationships between people and their environments. It is a rich and

complex discipline that integrates knowledge from natural science, social sciences and humanities to build a

holistic understanding of the world. Students learn to question why the world is why the way it is, reflect on their

relationships with the responsibilities for the world and propose actions designed to shape a socially just and

sustainable future.

The following geographical concepts are integrated throughout Stage 5.

Place

Space

Environment

Interconnection

Scale

Sustainability

Change

The following geographical inquiry skills are integrated throughout the course

acquiring geographical information

processing geographical information

communicating geographical information.

Where appropriate, students are provided with opportunities to investigate a wide range of places and

environments from local to global scales.

COURSE OUTLINE

The syllabus has two key areas that form the basis for the study of content. These are

1) Sustainable Biomes

2) Changing Places

EXCURSIONS / INCURSION (Optional)

A field study excursion may be undertaken.

Fieldwork in school.

COMPETITIONS

National Geographic Channel Australian Geographic Competition

All students have the opportunity to participate in the Sefton Geographical Society.

EQUIPMENT REQUIRED


1 x A4 display folder

Coloured pencils

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities,

as well as planned assessment events, to demonstrate their learning.

The planned assessment tasks of examinations and assignments are set and marked in common across all

classes in the course.



TASK


TASK

DESCRIPTION

DUE

DATE

REPORTED

AS MARK

OR GRADE

Task 1 Skills and

Knowledge Test

Term 1

Week 7

or

Term 3

Week 7

30%

Semester 1 Oral

Communication

Term 1

Week 9

Mark

Task 2 End of

Course

Examination

Term 2

Exam period

or

Term 4

Exam period

70%

Semester 2 Oral

Communication

Term 3

Week 9

Mark

REPORTING


explains the diverse features and characteristics of a range of places and environments.

analyses the effect of interactions and connections between people, places and environments.

communicates geographical information to a range of audiences using a variety of strategies.

assesses management strategies for places and environments for their sustainability.

.


HISTORY

COURSE DESCRIPTION

History develops in young people an interest in and enjoyment of exploring the past. It also provides opportunities

for students to explore human actions in a range of historical contexts and encourages them to develop an

understanding of motivation, cause, effect and empathy.

COURSE OUTLINE

The Year 9 curriculum provides a study of the experiences of Australians in World War I (1914-1918) and World

War II (1939-1945) at both the battlefront and the home front.

COMPETITIONS

All students have the opportunity to participate in the Australian History Competition and the ANZAC day

ceremony.

EQUIPMENT REQUIRED


ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom


COURSE ASSESSMENT TASKS

TASK


In Class

Research Task

Term 1 Week 7

or

Term 3 Week 7 40%

End of Course

Examination

Term 2

Exam period

or

Term 4

Exam period

60%

REPORTING OUTCOMES

The following outcomes will be reported on. The student:

applies skills of historical enquiry.

communicates effectively in a range of forms.

demonstrates historical knowledge and understanding.


HISTORY ELECTIVE

COURSE DESCRIPTION History develops in young people an interest in and enjoyment of exploring the past. A study of History Elective

provides opportunities for developing a knowledge and understanding of past societies and historical periods.

COURSE OUTLINE This is an elective course over two years. Students explore the nature of history and the methods that historians use

to construct history through a range of thematic and historical studies. A selection of ancient, medieval and early

modern societies is studied. The topics will vary from year to year, depending on the interests of the students and

teacher. Some topics that have been studied in Year 9 in the past include the Vikings, Tudor England, Chamberlain

case, Terrorism, the Crucible and Witches and Historical murder mysteries.

COMPETITIONS All students have the opportunity to participate in the Australian History Competition and the ANZAC Day

ceremony.

EQUIPMENT REQUIRED 1 x A4 192 page exercise book.

ASSESSMENT Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom



TASK


Mid Year

Examination

Term 2

Exam period 30%

Source Based

Research task

Term 3

Week 2 30%

End of Year

Examination

Term 4

Exam period 40%

REPORTING OUTCOMES

The following outcomes will be reported on. The student

demonstrates a knowledge and understanding of history and historical enquiry.

demonstrates a knowledge and understanding of past societies and historical periods.

develops skills in understanding the processes of historical enquiry.

communicates effectively in a range of forms.


INDUSTRIAL TECHNOLOGY - ELECTRONICS

COURSE DESCRIPTION

Industrial Technology – Electronics builds on the knowledge, skills and experiences developed in the

Technology (Mandatory) Years 7-8 Syllabus.

Industrial Technology – Electronics develops students’ knowledge and understanding of materials,

electronic components and processes in a range of technologies. They develop knowledge and skills

relating to the selection, use and application of materials, tools, machines and processes through the

planning and production of quality practical projects.

COURSE OUTLINE

The Electronics focus area provides opportunities for students to develop knowledge, understanding and

skills in relation to the electronics and associated industries. Students will undertake a range of practical

experiences that occupy the majority of course time. This includes

planning and development of practical projects

experiments in circuit design and application

computer aided circuit development and simulation.

EQUIPMENT REQUIRED

1 apron

1 x A4 display folder


Leather shoes to be worn at all times

Batteries for projects as required (9V and AA)

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of their everyday

classroom activities, as well as planned assessment tasks, to demonstrate their learning.

Each student will also be required to present work for marking and will include

homework

safety tests

experiments using digital and non-digital methods

completed projects

Students will sit for a Mid Year Examination and an End of Year Examination.

TASKS ACROSS THE COURSE

TASK DESCRIPTION DUE DATE WEIGHTING

Semester 1 Workshop Practice

Task 1: Project and Portfolio

Term 2

Week 1 30%

Mid Year Examination Term 2

Exam period 20%

Semester 2 Workshop Practice

Task 2: Project and Portfolio

Term 4

Week 3 30%

End of Year Examination Term 4

Exam period 20%


REPORTING


describes, analyses and uses a range of current, new and emerging technologies and their various

applications.

identifies, assesses, applies and manages the risk of WHS issues association with the use of a range

of tools, equipment, materials, processes and technologies.

selects, justifies and uses a range of relevant and associated materials for specific applications.

selects, interprets and applies a range of suitable communication techniques in the development,

planning, production and presentation of ideas and projects.

applies design principles in the modification, development and production of projects.


INFORMATION AND SOFTWARE TECHNOLOGY

COURSE DESCRIPTION

Information and Software Technology builds on the knowledge, skills and experiences developed in the

Technology (Mandatory) Years 7–8 Syllabus.

People will require highly developed levels of computing and technology literacy for their future lives. Students

therefore need to be aware of the scope, limitations and implications of information and software technologies.

Individual and group tasks, performed over a range of projects, will enable this practical-based course to deliver

the relevant knowledge and skills needed by students for success after school. Development of computer related

skills and information about career opportunities within this area are important aspects of the course.

COURSE OUTLINE

Students will develop information and technology solutions individually and collaboratively through project work.

The projects students will be involved in will be in the areas of website design, digital imaging, spreadsheets,

programming and dynamic web content (Flash). Students will learn about

current and emerging technologies

data, software and hardware

people involved in the field of information and software technology

legal, ethical, social and industrial issues.

project development incorporating website design, digital imaging, spreadsheets and dynamic web content and

programming.

EQUIPMENT REQUIRED

1 x USB Flash Drive 8GB minimum

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom


Each student will also be required to submit a range of work for marking that will include

homework and research tasks

written activities and reflection, interpretation and evaluation of technology and its fields.

simulation and software design projects

Students will sit for a Mid Year Examination and an End of Year Examination.



TASK


Task 1

Website Design

Term 2

Week 2 30%

Task 2

Mid Year

Examination

Term 2

Exam period 20%

Task 3

Multimedia Design

project

Term 4

Week 1 30%

Task 4

End of Year

Examination

Term 4

Exam period 20%

REPORTING


selects and justifies the application of appropriate software programs and appropriate hardware to a range of

tasks.

describes and applies problem-solving processes when creating solutions.

applies collaborative work and ethical data and information acquisition practices to complete tasks.

analyses the effects of past, current and emerging information and software technologies on the individual and

society.

acquires and manipulates data and information in an ethical manner.


LANGUAGES – FRENCH / JAPANESE

COURSE DESCRIPTION Languages provides students with the opportunity to gain effective skills in communicating in the chosen

language, to explore the relationship between languages and English, and to develop an understanding of the

cultures associated with French and Japanese.

Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories,

song, documentaries and film.

COURSE OUTLINE

Students will develop their spoken languages. They will listen and respond to spoken language. They will learn to

read and respond to written texts in French / Japanese. Year 10 Languages will also provide students with the

opportunity to gain effective skills in communicating in Languages, to explore the relationship between French /

Japanese and English and to develop an understanding of the culture associated with languages.

EXCURSIONS / INCURSIONS

There will be an excursion to an authentic French / Japanese restaurant in the city. This involves conversing with

native speakers, and enjoying a French / Japanese lunch.

COMPETITIONS

Languages Perfect Competition.

EQUIPMENT REQUIRED


ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities,

as well as planned assessment tasks, to demonstrate their learning.

The planned assessment tasks of examinations and assignments are set and marked in common across all classes

in the course.


TASK DESCRIPTION DUE

DATE WEIGHTING

Mid Year Examination Term 2

Exam period 30%

Speaking Task Term 3

Week 8 30%

End of Year Examination Term 4

Exam period 40%


REPORTING OUTCOMES

The following outcomes will be reported on. The student

demonstrates understanding of main ideas and supporting detail in spoken tests and responds appropriately

(uses language by listening and responding).

demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately

(uses reading and responding).

establishes and maintains communication in familiar situations (uses language by speaking)

applies a range of linguistic structures to express own ideas in writing (uses languages by writing)

demonstrates understanding of the nature of languages as systems by describing and comparing linguistic

features across languages.

uses linguistic resources to support the study and production of texts in French (makes linguistic connections).

explores the interdependence of language and culture in a range of texts and contexts.

identifies and explains aspects of the culture of French-speaking communities in texts (moves between

cultures).


MATHEMATICS

COURSE DESCRIPTION

Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of

communication and is a powerful tool for solving problems both within and beyond mathematics. In addition to its

practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for

originality, challenge and leisure.

COURSE OUTLINE

Students study Number and Algebra, Measurement and Geometry and Statistics and Probability. Within each of

these strands they will cover a range of topics.

1. Numbers of any magnitude 2. Algebraic Techniques 3. Area and Surface Area

4. Volume 5. Indices and Surds 6. Equations

7. Geometry (Congruence) 8. Linear Relationships 1 9. Data Analysis 1

10. Financial Maths 11. Trigonometry 12. Probability

13. Properties of Geometrical Shapes 14. Non-Linear Relationships

The aim of Mathematics in K-10 is for students to:

be confident, creative users and communicators of mathematics, able to investigate, represent and interpret

situations in their personal and work lives and as active citizens.

develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical

processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and

Geometry and Statistics and Probability.

recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as

an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.

COMPETITIONS

1. The Australian Mathematics Competition. Held in July. This 1 ¼ hour competition consists of twenty-five

multiple-choice questions and five short answer questions involving problem-solving. Cost is approximately

$6.00. Entries are collected in Term 1.

2. The Computational and algorithmic Thinking (CAT) Competition. Held in April. This is a 1 hour pen-and-

paper competition in which students are asked semi-mathematical questions related to computers. There are 6

multiple choice questions, followed by 9 more challenging questions where each answer is a number. Cost is

approximately $6.00. Entries are collected in Term 1.

3. The Mathematics Challenge for Young Australians

a. The Challenge Program is conducted over a 3-4 week period in March-June. Students have six problems to

solve at home without help. Cost is approximately $25.00 Entries are collected in February.

b. The Enrichment Program is conducted from April to September. Students have a booklet of support

materials and examples. There are sixteen problems to be solved at home without help and these are

submitted one-at-a-time following a schedule. Cost is approximately $40.00 Entries are collected in

February.

4. ICAS competition to be held in September designed to assess students’ ability using higher order thinking

skills.

EQUIPMENT REQUIRED

1 x A4 192 page 5mm grid book

1 x Geometry set including a pair of compasses, protractor and set square

HB Pencil

1 30 cm ruler marked in mm

1 x scientific calculator for every lesson


ASSESSMENT

In the Term 1 Common Test, Mid Year Examination, Term 3 Common Test and the Yearly Examination

Standard section, which is common for all Year 9 students, will comprise of 50% of each paper and a section

covering either Extension or Fundamental work will comprise the other 50%.

Class tests, assignments or activities may be conducted throughout each term and will be used to help assess the

students’ level of achievement of the course outcomes.

Students will be expected to have a scientific calculator to use in class, in common tests and examinations.


TASK

DESCRIPTION

DUE

DATE WEIGHTING

TASK

DESCRIPTION

DUE

DATE WEIGHTING

Term 1 Common

Test

Standard Section

Term 1

Week 8

7.5% Term 1 Common

Test: Extension or

Fundamental

Term 1

Week 8 7.5%

Mid Year

Examination

Standard Section

Term 2

Exam

Period

12.5% Mid Year

Examination:

Extension or

Fundamental

Term 2

Exam

Period 12.5%

Term 3 Common

Test

Standard Section

Term 3

Week 7 10%

Term 3 Common

Test: Extension or

Fundamental

Term 3

Week 7 10%

End of Year

Examination

Standard Section

Term 4

Exam

Period

20%

End of Year

Examination:

Extension or

Fundamental

Term 4

Exam

Period

20%

REPORTING

Reporting Outcomes

The student’s level of achievement of the following outcomes will be reported.

Students

develops efficient strategies for numerical calculation.

recognises patterns, describes relationships and applies algebraic techniques and generalisation.

identifies, visualises and quantifies measures and the attributes of shapes and objects, explores measurement

concepts and applies formulas in the solution of problems.

explores geometric relationships, strategies and geometric reasoning in the solution of problems.

collects, represents, analyses, interprets and evaluates data.

assigns and uses probabilities, and make sound judgements.

End of Year Report grades will be awarded according to course performance descriptors, taking into account

common tests, classwork, tests and tasks in both the Standard and either the Extension or Fundamental sections of

the task. The common tests and examinations will be weighted in the following percentages.

Term 1 Common Test 15%

Mid Year Examination 25%

Term 3 Common Test 20%

End of Year Examination 40%


PERSONAL DEVELOPMENT, HEALTH, PHYSICAL

EDUCATION

RATIONAL

Personal Development, Health and Physical Education (PDHPE) develops the knowledge,

understanding, skills and attitudes important for students to take positive action to protect and enhance

their own and others’ health, safety and wellbeing in varied and changing contexts. Physical education is

fundamental to the acquisition of movement skills and concepts to enable students to participate in a

range of physical activities – confidently, competently and creatively.

Students are provided with the opportunity to enhance and develop resilience and connectedness and

learn to interact respectfully with others. Through PDHPE students develop the skills to research, apply,

appraise and critically analyse health and movement concepts in order to maintain and improve their

health, safety, wellbeing and participation in physical activity. Students practise, develop and refine the

physical, cognitive, social and emotional skills that are important for engaging in movement and leading

a healthy, safe and physically active life.

Learning in PDHPE reflects the dynamic nature of health, safety, wellbeing and participation in physical

activity in the context of a diverse and rapidly changing society. It addresses health and physical activity

concepts of importance to students and highlights the influences that contextual factors have on personal

values, attitudes and behaviours. PDHPE provides students with an experiential curriculum that is

contemporary, relevant, challenging and physically active.

Through PDHPE, students develop self-management, interpersonal and movement skills to help them

become empowered, self-confident and socially responsible citizens. Students learn in movement, about

movement and through movement and are given opportunities to apply and adapt their skills across

multiple contexts. The learning experiences in PDHPE provide students with a foundation to actively

contribute to, and advocate for, the health, safety and wellbeing of themselves and others in the

community and beyond school.

EXCURSIONS

Students will partake in weekly grade or recreational sport competition. They will have the opportunity

to select a different sport each season.

EQUIPMENT REQUIRED

1 x A4 96 page exercise book.

PDHPE/Sport uniform and lace up sports shoes.

SHS hat

Shin Pads (Provided by school, however students may bring their own if desired)

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and

understanding during classroom activities, as well as planned assessment tasks.

Each student will undertake various assessment activities in both theory (assessment and

examination) and practical (assessment) components of the course.

Total assessment grades for this subject will be determined by combining equal amounts of both

practical and theory components.


COURSE ASSESSMENTS


Theory Task 1 – Assessment Week 9 Term 1 12.5%

Theory Task 2 – Mid Year Exam Exam Period 12.5%

Theory Task 3- Group Assessment Week 9 Term 3 12.5%

Theory Task 4- End of Year Exam Exam Period 12.5%

Practical Task 1- Individual Sports Ongoing Term 1 12.5%

Practical Task 2- Striking Games Ongoing Term 2 12.5%

Practical Task 3- Invasion Games Ongoing Term 3 12.5%

Practical Task 4- Team work Ongoing Term 4 12.5%

REPORTING OUTCOMES

1. Critiques contextual factors, attitudes and behaviours to effectively promote health, safety,

wellbeing and participation in physical activity.

2. Assess and applies self-management skills to effectively manage complex situations.

3. Researches and appraises the effectiveness of health information and support services available in

the community.

4. Designs, implements and evaluates personalised plans to enhance health and participation in a

lifetime of physical activity.

5. Adapts and improvises movement skills to perform creative movement across a range of dynamic

physical activity contexts.

6. Refines and applies movement skills and concepts to compose and perform innovative movement

sequences.

7. Appraises and justifies choices of actions when solving complex movement challenges.

8. Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive

relationships in a variety of movement contexts.


PHYSICAL ACTIVITY AND SPORT STUDIES

RATIONAL

Physical Activity and Sports Studies represents a broad view of physical activity and the many possible

contexts in which individuals can build activity into their lifestyle. It incorporates a wide range of

lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-

competitive games, individual and group physical fitness activities, and the use of physical activity for

therapy and remediation.

This course promotes the concept of learning through movement. Students are encouraged to specialise

and study areas in depth, to work towards a particular performance goal, pursue a formal qualification or

examine an issue of interest related to the physical, emotional, social, cultural or scientific dimensions of

physical activity and sport.

Physical Activity and Sports Studies also promotes learning about movement and provides students with

opportunities to develop their movement skills, analyse movement performance and assist the

performance of others. The acquisition and successful application of movement skills are closely related

to enjoyment of physical activity and the likelihood of sustaining an active lifestyle. Students develop an

appreciation of the traditions and special characteristics associated with various physical activities and

also the artistic and aesthetic qualities of skilled performance and determined effort.

Recreation, physical activity, sport and related health fields provide legitimate career pathways. This

course provides students with a broad understanding of the multifaceted nature of these fields. It also

introduces students to valuable and marketable skills in organisation, enterprise, leadership and

communication. Students with these skills will be positioned to make a strong contribution to their

community as physical activity and sport provides a major context for both voluntary and paid work

across Australia.

EXCURSIONS

Students will have to opportunity to coach or referee at Gala Days and volunteer to assist at Swim

School. Some practical lessons may involve travelling to local sporting venues during class time so that

students can participate in a variety of physical activity settings.

EQUIPMENT REQUIRED

1 x A4 96 page exercise book.

PDHPE/Sport uniform and lace up sports shoes.

SHS hat

Shin Pads (Provided by school, however students may bring their own if desired)

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and

understanding during classroom activities, as well as planned assessment tasks.

Each student will undertake various assessment activities in both theory (assessment and examination)

and practical (assessment) components of the course.

Total assessment grades for this subject will be determined by combining equal amounts of both

practical and theory components.


COURSE ASSESSMENTS


Theory Task 1 – Assessment Week 10 Term 1 12.5%

Theory Task 2 – Mid Year Exam Exam Period 12.5%

Theory Task 3- Assessment Week 10 Term 3 12.5%

Theory Task 4- End of Year Exam Exam Period 12.5%


Practical Task 2- Target Games Ongoing Term 2 12.5%


Practical Task 4- Striking Games Ongoing Term 4 12.5%

REPORTING OUTCOMES

1. discusses the nature and impact of historical and contemporary issues in physical activity and

sport

2. discusses factors that limit and enhance the capacity to move and perform

3. analyses the benefits of participation and performance in physical activity and sport

4. displays management and planning skills to achieve personal and group goals

5. demonstrates actions and strategies that contribute to active participation and skilful performance

6. works collaboratively with others to enhance participation, enjoyment and performance

7. evaluates the characteristics of participation and quality performance in physical activity and

sport

8. performs movement skills with increasing proficiency


SCIENCE

COURSE DESCRIPTION

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and

enjoyment from their learning. Through active participation in challenging and engaging experiences they become

self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a

basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding

innovative solutions to science-related personal, social and global issues, including sustainable futures. Providing

opportunities for students to continue to strengthen these scientific capabilities, helps them further develop as

scientifically literate citizens.

COURSE OUTLINE

The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised

as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of

knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the

natural world. Science provides an empirical way of answering interesting and important questions about the

biological, physical, chemical and technological world.

As students actively engage in the processes of Working Scientifically, they gain an increased appreciation and

understanding of the importance of science in their own lives and society, locally and globally. Through

questioning and seeking solutions to problems, students develop an understanding of the relationships between

science and technology and its importance in the current and future practice of science.

Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time.

The areas of study for Year 9 are

Term 1 Biology – The role of scientific research and health (LW1)

Physics – Safety in motion (PW2)

Term 2 Chemistry – Once upon a table (CW1 and CW2)

Earth and Space – Plate Tectonics (ES2)

Term 3 Chemistry – Science fair (CW3)

Biology – What have we done to the ecosystem? (LW2)

Term 4 Physics – Designing for Efficiency (PW4)

Earth and Space – Exploring the Universe (ES1)

COMPETITIONS

Each year students are provided with the opportunity to compete in two national competitions. These are

The Australian Schools Science competition, held in August, cost about $15.00 and

The National Chemistry Quiz, held in July, cost about $6.00.

A wide range of other competitions is also available. We encourage all students to take advantage of these

opportunities, which allow them to broaden their scientific knowledge and skills.

EQUIPMENT

Students are required to have

2 x A4 128 page exercise books

Students must also bring the following to each class

calculator

ruler

pens, pencils and eraser

school work planner

students are not to have or use correction fluid (eg liquid paper).

Students will be provided with aprons and safety glasses when necessary. These must be worn when directed.


ASSESSMENT

All students sit for Mid Year and End of Year Examinations which are marked across the course.

In addition, students will be assessed with a range of across the course tasks.


TASK

DESCRIPTION

DUE

DATE WEIGHTING

Mid Year

Examination

Term 2

Exam period 20%

Research

Assignment

Term 3

Week 7 25%

Practical Task Term 4

Weeks 2-3 25%

End of Year

Examinations

Term 4

Exam period 30%

REPORTING

These outcomes are as follows. The student

Demonstrates an understanding of major scientific concepts and theories.

Demonstrates Science Skills: planning and conducting scientific investigations, communicating information,

problem solving and data analysis.

Communicates how science impacts society, the environment and people’s lives.


VISUAL ARTS

COURSE DESCRIPTION

Visual Arts places great value on the development of students’ intellectual and practical autonomy, reflective

action, critical judgement and understanding of art in art-making and in critical and historical studies of art.

Image making is created through developing skills in drawing, painting, graphics, printmaking, sculpture, ceramics

and digital media.

COURSE OUTLINE

Students are to engage in activities that

develop their artistic skills.

solve problems with creative solutions.

understand and appreciate what other artists have produced throughout history.

The concept of the Body of Work is introduced and students may produce one or more individual works that are

related through subject and form. Students continue to develop their understandings and skills using the concepts

of practice, the conceptual framework and the frames in 2D, 3D and 4D forms.

Students are required to keep a Visual Arts Process Diary.

The themes studied in Year 9 are

Suburbia and Landscape

Recycled and Reassembled

Surrealism

The Post-Modern

EXCURSION

Art Gallery of NSW or the Museum of Contemporary Art

EQUIPMENT REQUIRED

1 x A3 VAPD (Visual Arts Process Diary)

A4 display folder for notes

pencil collection (Grade B to 6B)

eraser

apron

* It may be necessary for students to purchase some special items for their individual artworks.

ASSESSMENT

Artmaking - Student’s completed artworks and VAPD are assessed each semester.

Critical and Historical Studies - Research tasks and examinations are used to assess the critical and historical

studies components.

- Students will sit for a Mid Year Examination and an End of Year Examination.



TASK


Task 1 VAPD +

Collection of Works

Term 2

Week 2 30%

Task 2 Mid Year

Examination

Term 2

Exam period 20%

Task 3 VAPD +

Collection of Works

Term 4

Week 3 30%

Task 4 End of Year

Examination

Term 4

Exam period 20%

REPORTING OUTCOMES


1. develops autonomy in selecting and applying visual arts procedures to make art works.

2. makes informed choices to develop meanings in their artworks.

3. demonstrates developing refinement in making artworks.

4. applies understanding of aspects of practice to critical and historical interpretations of art.

5. demonstrates how the frames provide different interpretations of art.


CHARGES FOR YEAR 9 2020 GENERAL SERVICE CHARGE

This charge of $100 contributes to the cost of text books, teaching equipment and resources,

library books and materials that are used to provide high quality teaching and learning for your

child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers

resources are given to students from Year 9 onwards.

It also assists with the cost of providing information to you and your child which requires

photocopying and, at times, postage which is also substantial. Examples of such

communication include excursion information, the Daily Bulletin for students, letters, reports

to parents.

COURSE CHARGES

These are necessary to cover costs of consumables used by students in the following elective

courses. The payment of course charges is compulsory. Please note that there are electives

available which attract no charges.

Design and Technology $55

Drama $20

Food Technology $75

Industrial Technology – Electronics $70

Information and Software Technology $30

Music $20

Visual Arts $55

NOTE: Physical Activity and Sport Studies must pay for the venue and transport costs as

required throughout the year. It is anticipated that this will amount to approximately $25.00

for each year of study.

INFORMATION TECHNOLOGY ACCESS CHARGE

This charge of $30 is used to improve and maintain the information technology facilities and

resources for our students. Each student will be issued with a secure login password and 300

megabytes of storage space on the school fileserver.

Payment of this charge will provide a student with a $10 printing allowance. Printing will be

charged at 10c per page.

Students may make additional payments at the administration office to cover the cost of

additional printing once this allowance has been used.

ANTI BULLYING WORKSHOPS CHARGE

Students attend an Anti-Bullying / Anti-Harassment workshops conducted by visiting actors.

The cost of this workshop is $6.00. The workshop is an integral part of ensuring the SHS Anti-

Bullying Policy is maintained so that all students can learn in a safe and secure environment.

SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are Black

leather lace up shoes in the traditional school style

with a defined heel (boots or suede shoes are not

acceptable; heels should be no higher than 3cm and

soles should be no thicker than 2cm for safety).

Joggers or other sport type shoes are not acceptable


ATTENDANCE AND PUNCTUALITY

REGISTERING ATTENDANCE

Attendance is recorded for the school's attendance register at the start of Period 1. A class roll

is marked in all other periods.

LATENESS

If you are late you must report to the Deputy Principal to register your attendance and obtain

a blue Late Arrival to School form which you must return signed to him/her the next day. Do

not attend classes without registering or you will be marked absent for that particular day.

Punctuality is important and any lateness is recorded on your attendance record.

TRUANCY

It is your responsibility to attend each and every lesson. If you do not, the fractional (period)

truancy will be recorded on your attendance record.

EARLY LEAVE

Before school you must take a note requesting permission to leave school early to the Deputy

Principal. Please note that medical and dental appointments should be outside school time.

The Deputy Principal will give you a DoE Early Leaver’s Pass to show your teacher when

leaving. You must keep this pass to show to bus drivers or police or anyone else who has a

right to know why you are not in school until 3:10 pm.

LEAVE OF ABSENCE

When you are absent you must apply for leave within 7 days. It is your responsibility to do

so with a note from a parent or medical certificate on the day of your return to school,

otherwise your Attendance Record will show an unjustified absence. Hand this note to your

Period 1 teacher on the day you return to school.

If you are absent for three continuous days or more, a parent should telephone the school

to explain your absence and you must still hand in a note or medical certificate to your Period

1 teacher on the day you return to school.

The Department of Education expectation is that it is in a student’s best interests to attend

school every day and not take extended leave eg for holidays or travel during term time. If

your parent is of the view that there is an urgent and/or essential reason for you to be absent

for the purpose of a holiday or travel during term he/she must apply well in advance to the

Principal to request leave beforehand. Your application must be collected from and handed to

the Principal. DoE rules will be used to determine whether it is approved. The major criterion

the Principal is required to consider is whether the absence will be in the student’s best

interests. In most cases it is not in the student’s best interests to miss any school lessons. If

approval is given you will be given a Certificate of Extended Leave. You will still be marked

absent from school - this is a national policy.

If you take extended leave without approval your position at the school may be declared

vacant.

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY

Your attendance will be checked each half term and reported to your parents.

A computer printout of your attendance will be attached to your report.

You will also receive a Merit Certificate for each term that you have perfect attendance and

a Credit Certificate, in addition, if you have perfect attendance all year. These are valuable

assets.


ELIGIBILITY FOR THE AWARD OF AN HSC

In order to be eligible for the award of a Higher School Certificate (HSC) at the end of

the Year 12 course, a student must have achieved a Level 3 or above in the HSC

Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for these

tests in Term 1 of Year 10.

This is a requirement of the NSW Education Standards Authority (NESA) and the NSW

Government.

This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a nationally

agreed standard of functional literacy and numeracy. This is a minimum standard for

literacy and numeracy in everyday life. It is not the standard of literacy and numeracy

necessary for successfully completing the Higher School Certificate. The Higher School

Certificate requires a still higher standard of literacy and numeracy for successful

completion. Considerable thought should be given to this fact by students and parents. It

means students must work hard at literacy and numeracy from the very start of Year 7

to be able to meet this requirement.

Students in Year 9 or Year 7 receive their results in the NAPLAN tests in Term 3 of that year.

Those results need to be carefully read and considered by both students and parents.

If a student does not meet the HSC Minimum Standards but completes the Higher School

Certificate course he/she will receive only a Record of School Achievement (RoSA) but not

a Higher School Certificate. This is the case no matter how well the student performs in HSC

courses.

APPENDICES

APPENDIX 1

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS

2020* *correct at time of printing

ABACUS SX-II MATRIX a JASTEK JasCS1

ABACUS SX-II MATRIX n JASTEK JasCS EVO

CANON F717SGA RSB FB 350MS

CASIO fx-82AU SCHOLAR DS-82MS

CASIO fx-82 AU PLUS SCHOLAR KD-350MS

CASIO fx-82 AU PLUS II recommended SCHOLAR D1-5

CASIO fx-100AU SCHOLAR SC-150MX

CASIO FX -100 AU PLUS recommended SCHOLAR SC-250MX

HEWLETT-PACKARD HP8S SHARP EL-531THWH

HEWLETT-PACKARD HP10S SHARP EL-531THGR

HEWLETT-PACKARD HP10S+ SHARP EL-531XHBWH

SHARP EL-531XHBPK

Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in

examinations or assessment tasks.

Calculators must have been switched off for entry into examination or assessment tasks.

Features that are NOT permitted include

programmable (any calculator that can have a sequence of operations stored and then executed

automatically is considered programmable and hence not allowed);

capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that

are used to store intermediate numerical results obtained during calculations and required later);

capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators

with a graphic display capacity);

capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite

integration, and the solution of equations;

capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions,

binomial expansion and symbolic differentiation;

‘soft’ or hard-wired QWERTY keyboards;

capable of expressing surds in their simplest form.


APPENDIX 2

WRITING A BIBLIOGRAPHY

WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an

assignment, a research project, a major work or any other piece or writing that you have composed using

other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that

have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient

detail so that others may identify it and consult it.

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?

As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:

demonstrate your academic integrity

support your argument by showing the sources of the information from which you have formed your

own ideas

make it easy for readers to find the sources you have used, to check the information you have used

and to use the sources for further information

fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original

ideas

avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The

creators of texts have the moral right to be named as the author, be protected against false attribution and

to have their work treated with respect and not be misrepresented. To observe the moral rights of an

author you should:

attribute any quote, paraphrase, summary or copy of someone else's work or idea

ensure that works are not falsely attributed to an author

reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes sources

not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at

some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from

the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow.

The four most common referencing styles are:

Harvard (author-date)

American Psychological Association (APA)

Modern Language Association (MLA)

Oxford (documentary-note or footnote referencing).

CORRECT ORDER IN BIBLIOGRAPHIES

FOR A BOOK

The details required in order are:

1. Name/s of author/s, editor/s, compiler/s or the institution responsible


2. Year of publication

3. Title of publication and subtitle if any (all titles must be underlined or italicised)

4. Series title and individual volume if any

5. Edition, if other than first

6. Publisher

7. Place of publication

8. Page number(s) if applicable

ONE AUTHOR

Example:

Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,

HarperPerennial, New York.

TWO OR MORE AUTHORS

Examples:

Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw

Hill, London.

Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st

century, MacMillan Education Australia, South Melbourne.

EDITOR(S)

Examples:

Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.

Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,

Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION

Example:

Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,

Barton, A.C.T.

SERIES

Example:

Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics

no.1698, Springer, New York.

EDITION

Example:

Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE

CONTRIBUTED

Example:

Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering

handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR

Example:

Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE

The details required, in order, are:

1. Name/s of author/s of the article

2. Year of publication


3. Title of article, in single quotation marks

4. Title of periodical (underlined or italicised)

5. Volume number

6. Issue (or part) number

7. Page number(s)

JOURNAL ARTICLE

Example:

Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,

vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED)

Example:

Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual

meeting of the International Society for Child Psychology, International Society for Child

Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE

Example:

Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,

p. 10.

FOR A NON-BOOK

The details required are the same as for a book, with the form of the item (eg videorecording, tape,

computer file, etc.) indicated after the year.

Example:

Get the facts (and get them organised) 1990, video recording, Appleseed Productions,

Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES

This could include sources from full text compact disk products, electronic journals or other sources

from the Internet. The basic form of the citations follow the principles listed for print sources (see

above)

1. Name/s of author/s

2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).

3. Title of publication (underlined or italicised)

4. Edition, if other than first

5. Type of medium, if necessary

6. Date item viewed

7. Name or site address on internet (if applicable)

Examples:

Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed

7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.

ASTEC 1994, The networked nation, Australian Science, Technology and Engineering

Council, Canberra, viewed 7 May 1997, <http://astec.gov.au/astec/net_nation/contents.html>.

If no author is given, the title is used as the first element of a citation.

Example:

Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.

FOR PERSONAL COMMUNICATIONS

Information obtained by interview, telephone call, letter, email, etc. should be documented in the

text.


Examples:

“Details of a personal communication do not need to be included in a reference list” i.e. You

may not need to include personal communications in the list of references at the end of the

essay.

When interviewed on 15 June 1995, Dr Peter Jones explained that …

This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY

In an author-date style, a textual citation generally requires only the name of the author(s) and the

year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,

before the full stop.

Examples:

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

Alternatively, the author’s surname may be integrated into the text, followed by the year of

publication in parentheses.

Examples:

Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are

interchangeable.

Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals

are interchangeable.

If two or more works by different authors are cited at the same time, separate them with a

semicolon.

Example:

The implications for land degradation have been much debated (Malinowski, Miller & Gupta

1995; Thomson 1999).

If two or more works by the same author are cited at the same time, do not repeat the author's name.

Separate the years of publication by a comma.

Example:

Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).

If there are more than two works by the same author, published in the same year, add the letters 'a',

'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references

at the end of the essay.

Example:

Public housing remains a neglected area (ACOSS 1997a, 1997b).

If there are more than three authors, list only the first, followed by 'et al.'

Example:

Other researchers have questioned these findings (Larson et al. 1987).

If you cannot establish the year of publication, use 'n.d.' (no date).

Example:

Recent advances have been made in this area (Bolton n.d.).

If there is no author or authoring body, cite the work by title, in italics.

Example:

In military settings, leadership acquires a different significance (Be, know, do: leadership the

Army way, 2004).


APPENDIX 3

GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that

state what students are expected to be able to do. A glossary of key words has been developed to

help provide a common language and consistent meaning in the Higher School Certificate

documents.

Using the glossary will help teachers and students understand what is expected in responses to

examinations and assessment tasks.

Account Account for; state reasons for, report. Give an account of; narrate a

series of events or transactions.

Analyse Identify components and the relationship between them; draw out and

relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite.

Critically (analyse/ evaluate) Add a degree or level of accuracy depth, knowledge and

understanding, logic, questioning, reflection and quality to the

analysis/evaluation.

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe provide characteristics and features

Discuss identify issues and provide points for and /or against

Distinguish Recognise or note/indicate as being distinct or different from; to note

differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things

evident; provide why and /or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known.

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about


Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion)

for consideration or action.

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour

Recount Retell a series of events

Synthesise Putting together various elements to make a whole

Documents

SEFTON HIGH SCHOOL · SEFTON HIGH SCHOOL Sincerity, Scholarship, Service YEAR 9 ASSESSMENT HANDBOOK 2020 AIMS The aims of this Handbook are to inform students and their parents of