Year 10 Assessment
2020 Henry Kendall High School
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Table of Contents Policy on Assessment ...................................................................................... 3 Responsibilities of Year 10 ............................................................................... 4 English ............................................................................................................... 5 5.1 Mathematics .............................................................................................. 6 5.2 Mathematics .............................................................................................. 7 5.3 Mathematics .............................................................................................. 8 Science ............................................................................................................. 9 History ............................................................................................................... 10 Geography ....................................................................................................... 10 Personal Development, Health, and Physical Education ............................. 11 Careers Education ........................................................................................... 12 Food Technology 200 hour .............................................................................. 13 Information Software Technology 200 hour ................................................... 13 Music 200 hour ................................................................................................. 14 PASS 200 hour (B Course) ................................................................................ 15 Visual Art 200 hour ........................................................................................... 16 Hospitality ......................................................................................................... 17 Agriculture 100 hour ........................................................................................ 18 Commerce 100 hour ........................................................................................ 19 Drama 100 hour ................................................................................................ 20 Elective History 100 hour .................................................................................. 21 French 100 hour ................................................................................................ 21 Food Technology 100 hour .............................................................................. 22 Industrial Technology Timber 100 hour .......................................................... 23 iSTEM 100 hour .................................................................................................. 23 PASS 100 hour (A Course) ................................................................................ 24 Photography and Digital Media 100 hour ...................................................... 25 Visual Art 100 hour ........................................................................................... 26 OVERALL ASSESSMENT PLANNER...................................................................... 27 Appendix A – Sample of ‘N’ Award Warning Letter ...................................... 28 Appendix B – Extension Request Sample ....................................................... 30
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Policy on Assessment Assessment at Henry Kendall High School is fundamentally driven by an acknowledgement of students’ different learning pathways. It is essential that all students are able to access and display deep knowledge and understand of their subjects. In order for students to reach their personal best they must find connections to the curriculum and build relationships. Students are able to achieve these goals by constant attendance at school, above 85% and reflection upon their learning process. All staff are committed to the achievement of students’ personal best. The Education Act 1990 sets out the general requirements you need to meet to be awarded a Stage 5 Record of Student Achievement (ROSA). To be eligible for ROSA, a student must: have participated, to the Board’s satisfaction, in courses of study that have been determined
under the Act as appropriate to be undertaken by candidates for the Record of Student Achievement; and
have been accepted by the Board as having satisfactorily completed those courses of study; and
have undertaken, to the Board’s satisfaction, the requisite examinations or other forms of assessment; and
have complied with any requirements prescribed by the regulations or any requirements imposed by the Minister or the Board; and
have completed Year 10. Satisfactory Completion of a Course Course Completion Criteria A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has: a) followed the course developed or endorsed by the Board; and b) applied themselves with diligence and sustained effort to the set tasks and experiences
provided in the course by the school; and c) achieved some or all of the course outcomes. Students who have not complied with the course completion criteria and who have received at least two written warnings (Appendix A) can be regarded as not having satisfactorily completed the course at the time of finalising grades. The Principal may then apply the ‘N’ determination. A student who is given an ‘N’ Determination in a mandatory course in Stage 5 may not be eligible for progression to Stage 6. Grading student achievement is the process of assigning a letter (A, B, C, D, E) to summarise the level of a student’s achievement in a course per Semester. In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2). Student Responsibilities Students are expected to complete all tasks to the best of their ability. All assessment tasks are compulsory. Tasks will be completed on or before the date indicated. Students absent from an assessment task or examination are required to submit written evidence as to the reason for their absence (Appendix B).
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Late Work: Failure to submit an assessment task on time will result in a zero. Work will still need to be completed and will be marked diagnostically. Appeals Against ‘N’ Determination Students wishing to appeal against the Grade(s) in any subject awarded to them by the school should submit a written appeal, together with evidence to the Principal. Students may appeal only on the basis that the grade awarded was not consistent with the progressive reporting relative to the areas for assessment from the school.
Responsibilities of Year 10 Students in Year 10 are responsible for:
• Ensuring that you obtain and understand the school’s policies on assessment. • Determining if any assessment information has been distributed during a period of absence. • Attempting each assessment task to the best of your ability so that they demonstrate
maximum level of achievement. Technological issues including the loss of material or faulty storage facilities are not acceptable reasons for non-submission of tasks. Ensure all work is saved in various places and hard copies kept indicating progress.
• Ensuring that all work submitted is your own work. • Ensuring that all tasks are submitted on time or that the procedures outlined are followed to
seek a substitute task. • Ensuring their Assessment Notification is signed and dated on submission of each
assessment. • Ensuring any questions that you may have about the assessment or grade, or comments
made for an individual piece of work, are resolved at the time the work is handed back. • Demonstrating, through diligence and sustained effort and sound attendance that you
have met the requirements of the course. • It is a requirement for the ROSA credential that Year 10 students attend school until the final
day of Year 10 as determined by the school system and Principal, unless an exemption has been granted by the Principal.
• Applying for disability provisions should you be eligible.
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Scope & Sequence English
Term 1 Topic Assessment
W1 - 11 Protest Poetry and Writing
Week 11: Task 1 Writing and Reflection - 25%
Outcomes Assessed: EN5-1A, EN5-3B
Term 2
W1 - 6 Views of Our World – Documentary Study
Week 6: Task 2 Multimodal Presentation –
25% Outcomes Assessed:
EN5-5C, EN5-7D W7 - 10 Power and Greed – Macbeth
Term 3
W1 - 5 Power and Greed – Macbeth
Week 5: Task 3 Discursive Response – 25%
Outcomes Assessed: EN5-4B, EN5-8D
W6 - 10 Dystopian Fiction Term 4
W1 - 5 Dystopian Fiction
Week 3: Task 4 Extended Response - 25%
Outcomes Assessed: EN5-2A, EN5-6C
W6 - 10 Stage 6 Prep Program
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Scope & Sequence 5.1 Mathematics
Term 1 Topic Assessment W1 - 6 Financial Mathematics
W7 - 11 Algebra & Indices Week 8: Task 1: Open Book Task 25%
Term 2
W1 - 5 Data Analysis Week 3: Task 2: In-class Task 25%
W6 - 10 Perimeter, Area & Surface Area Term 3 W1 - 3 Equations W4 - 6 Trigonometry
W7 - 10 Linear & Non-Linear Relationships
Week 9: Task 3: Investigation 25%
Term 4
W1 - 3 Probability Week 3: Task 4: Yearly Exam 25%
W4 - 6 Properties of Geometrical Figures
W7 - 10 Stage 6 Prep Program
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Scope & Sequence 5.2 Mathematics
Term 1 Topic Assessment W1 - 4 Financial Mathematics
W5 - 8 Algebraic Techniques Week 8: Task 1: Open Book Task 25%
W9 - 11 Equations & Inequalities Term 2
W1 - 4 Data Analysis Week 3: Task 2: In-class Task 25%
W5 - 8 Surface Area & Volume W9 - 10 Simultaneous Equations Term 3 W1 - 4 Further Trigonometry W5 - 7 Linear Relationships
W8 - 10 Graphs & Non-Linear Relationship
Week 9: Task 3: Assignment/Inv 25%
Term 4
W1 - 3 Probability Week 3: Task 4: In-class Task 25%
W4 - 6 Properties of Geometrical Figures
W7 - 10 Stage 6 Prep Program
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Scope & Sequence 5.3 Mathematics
Term 1 Topic Assessment W1 - 4 Financial Mathematics
W5 - 8 Algebraic Techniques & Surds Week 8: Task 1: Open Book Task 25%
W9 - 11 Equations & Logarithms Term 2
W1 - 4 Linear Relationships Week 3: Task 2: In-class Task 25%
W5 - 7 Data Analysis W8 - 10 Surface Area and Volume Term 3 W1 - 4 Further Trigonometry W5 - 7 Quadratic Eqns & the Parabola
W8 - 10 Graphs & Non-Linear Relationship
Week 9: Task 3: Assignment/Inv 25%
Term 4
W1 - 3 Probability Week 3: Task 4: Yearly Exam 25%
W4 - 6 Properties of Geometrical Figures
W7 - 10 Stage 6 Prep Program
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Scope & Sequence Science
Term 1 Topic Assessment W1 - 3 Investigating Science
W4 - 8 Physics - Motion Week 8:
Student Research Project (30%)
W9 - 11 Chemistry Week 11: Physics Exam (10%)
Term 2 W1 - 5 Chemistry
W6 - 10 Biology - Genetics Week 7: Chemistry Exam (10%)
Term 3 W1 - 5 Biology - Evolution
W6 - 10 Global Systems Week 7: Biology Exam (20%)
Term 4
W1 Global Systems Week 1: PBL Sustainability Task (30%)
W2 - 6 The Universe W6 - 10 Stage 6 Preparation Program
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Scope & Sequence History
Term 1 Topic Assessment
W1 - 11 Depth Study 6 – The Holocaust Week 10:
Source Analysis and Reflection 25%
Term 2
W1 - 10 Depth Study 4 – Rights and Freedoms
Week 9: Extended Response 25%
Term 3
W1 - 5 Depth Study 4 – Rights and Freedoms
W6 - 10 Depth Study 5 – Globalising World: Popular Culture
Week 9: Visual Representation 20%
Term 4
W1 - 6 Depth Study 5 – Globalising World: Popular Culture
Week 2: End of Course Exam 30%
W7 - 10 Stage 6 Preparation Program
Scope & Sequence Geography
Term 1 Topic Assessment
W1 - 11 Human Wellbeing Week 11:
Geographical Inquiry 1 25% Collab. Google Site and Reflection
Term 2 W1 - 10 Human Wellbeing Term 3
W1 - 10 Environmental Change and Management
Week 5: Fieldwork Task 20% Week 7:
Geographical Inquiry 2 25% Term 4
W1 - 6 Environmental Change and Management
Week 2: End of Course Exam 30%
W7 - 10 Stage 6 Preparation Program
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Scope & Sequence Personal Development, Health, and Physical Education
Term 1 Theory Practical Assessment
W1 - 11
Where is the love
(Discrimination and Diversity)
Cultural Games
Discrimination and Diversity 25%
(Week 10)
Term 2
W1-10
How to save a
life
(Health Promotion)
Inclusivity Cultural Games/Inclusivity 15%
Term 3
W1-10
The Next Chapter
(Challenges)
Rhythm Development
and Composition
Life Challenges
25%
(Week 10)
Rhythm Development and Composition
20%
Term 4
W1-10
Let’s Get Physical
(Game Time)
Game Sense/ Engagement
Game Sense/Engagement 15%
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Scope & Sequence Careers Education
Term 1 Topic Assessment
W1-2
Preparing the Way-Learning Skills for the Future/ Work Related Issues/ Employability
Skills/ Preparing the Way- What Can School do for you/ What can you do at School?
W3-4 Preparing the Way- USI’s/ Tax File No’s/ Bank Acct’s/Pay Slips
Portfolio work-Ongoing throughout Term 1 Term 2
Term 3
W5-6 Preparing the Way- Cover Letters. What are They?
W7-8 Preparing the Way- Career Testing
W9-10 Gearing up for the Future-Work and Study Gap Year/ Volunteering
Term 2
W1-2 Gearing up for the Future-Subject Selection- ATAR/ NON ATAR
Portfolio work-Ongoing throughout Term 1 Term 2
Term 3
W3-4 Gearing up for the Future- Subject Selection TVET/SBAT
W5-6 Gearing up for the Future- University/TAFE
W7-8 Gearing up for the Future- Apprenticeships/ Traineeships/ Cadetships
W9-10 Real World- Interviews Term 3
W1-2 Real World- Work Related Issues Portfolio work-Ongoing
throughout Term 1 Term 2 Term 3
W3-4 Real World-Work, Health and Safety W5-6 Real World- Work, Health and Safety W7-8 Reality Checklist
W9-10 All My Own Work Term 4 W1-2 TBC
W3-4 TBC
W5-6 TBC W7-10 Stage 6- Prep Program
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Scope & Sequence Food Technology 200 hour
(Pre-2020 syllabus) Term 1 Topic Assessment W1 - 11 Food Equity Week 8
Task 1 Investigation 20% Term 2
W1 – 10 Food Product Development Week 6 Task 2 Practical Task 30%
Term 3
W1 – 4 Food Product Development Week 4 Task 3 Design brief 30%
W5 - 10 Food Trends Term 4
W1 – 7 Food trends Week 4 Task 4 Research 20%
Scope & Sequence Information Software Technology 200 hour
Term 1 Topic Assessment W1 -11 Software Development and
Programming
Term 2
W1 - 2 Software Development and Programming
Week 3: Assessment Task 1- 35%
W3 - 10 Artificial Intelligence, Simulation and Modelling
Term 3
W1 - 4 Artificial Intelligence, Simulation and Modelling
Week 3: Assessment Task 2- 35%
W5 - 10 Digital Media Term 4
W1 - 6 Digital Media Week 3: Assessment Task 3- 30%
W7 - 10 Stage 6 Prep Program
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Scope and Sequence Music 200 hour
Term 1 Topic Assessment Art Music of the 20th & 21st Centuries
W1-2 Introduction to the topic and what constitutes Art Music. Start ‘Own Performance’ groups.
W3-4 Students will explore a range of Art Music and will revise known
concepts.
W5-6 Students will explore a range of contemporary Art Music examples developing an understanding of traditional and non-traditional notation.
W7-8 Students will explore a range of Art Music and revise aural skills. Prepare ‘Own Performance’ groups and prepare ‘On Track auditions pieces
W9-11 Students will compare Art Music to current culture. Prepare ‘Own Performance’ for exam. Complete ‘On Track’ auditions and performance.
On Track Performance
Term 2
W1-2 Students complete any relevant activities and revise key concepts. Complete a half yearly performance
(20%) and listening exam. (15%) W3-4 Complete half-yearly exams. *Students can complete their performance component early at the ‘On Track’ auditions or performances.
Jazz Music
W5-6 Introduction to the topic and what constitutes Jazz Music. Start 12 Bar Blues in a range of keys. Start P.A.N. performances.
W7-8 Students will explore a range of Jazz and blues including Improvisation. PAN performance preparation
W9-10 Students will explore blues and its influence on modern popular music. PAN performance preparation.
Term 3
W1-2 Students rehearse and present their composition task. Compose and improvise in a blues style. (30%)
PAN Night. T.B.C.
W3-4 P.A.N. Night performances presented. Completion of any outstanding topic work.
Own Choice Topic from a syllabus list
W5-6 Introduction to the topic and what constitutes ‘Own Choice’ Students research musical styles choosing three to explore further.
W7-8 Students revise known concepts used to discuss music and continue research.
W9-10 Students complete any relevant activities and revise key concepts. Students complete assessment task.
Presentation of research (15%) from the topic
Term 4
W1-2 Students complete any relevant activities and revise key concepts to prepare for yearly exams. Complete a yearly performance exam
(20%). W3-5 Complete yearly examinations.
W6-10 Stage 6 Prep Program
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Scope & Sequence PASS 200 hour (B Course)
Term 1 Theory Practical Assessment
W1 - 11 Nutrition Opportunities for Different
Groups
Week 10 Nutritional Planning for Sport
25% Term 2
W1 - 10 Sport Design
Modifying Sports and
Creating New Sports
Week 10 Engagement and
Participation in New Sports 25%
Term 3
W1 - 10
Issues in Physical
Activity and Sport
Historical, Current and
Future
Week 10 Sports Journal/Article
25%
Term 4
W1 - 10
Technology Participation
and Performance
Technologies Impact on
Sport
Week 4 Technologies Impact on Sport
25%
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Scope and Sequence Visual Art 200 hour
Term 1 TOPIC Assessment
W1-2 Sculptures Like Botero Who is Fernando Botero?
Clay and how it works
W3-4 Expanding a Conceptual Framework understanding of Botero Developing designs for a series of sculptures
W5-6 Construction of sculptures.
W7-8 Completion of sculptures and work on the Botero Visual Verbal
W9-10 Completion of Visual Verbals for submission Critical and Historical Studies 20%
W11 Murals in the Public Domain Exploration of Banksy and other socially provocative street artists
Term 2 W1-2 Designs and considerations of possible wall spaces around HK to paint
W3-4 Practical Display finalizations of paintings from Term 4 2019, clay
sculpture designs and the sculptures, mural plans and designs with VAPD documentation of paintings and clay sculptures
Practical Display with VAPD Documentation 30%
W5-6 Mural designs and permissions with a start of painting
W7-8 Mural painting
W9-10 Mural painting or starting research for an individual Body of Work
Term 3
W1-2 Individual Body of Work Research of an artist related to individual Body of Work
W3-4 Skills workshops with a focus on what students are interested in
W5-6 Research and/or Artmaking
W7-8 Individual Research Presentations Critical and Historical Studies 20%
W9-10 Body of work artmaking
Term 4 W1-2 Body of Work Artmaking W3-4 Mural marking and the
Year 10 Exhibition of Individual Body of Work Practical Assessment with VAPD
Documentation 30% W5-6 Zines – how to construct quick and easy art books W7-10 Year 10 Stage 6 Prep Program
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School Name: Henry Kendall High School
Hospitality
Assessment Events for Certificate I in Hospitality SIT10216
Cluster A Cluster B Cluster C Cluster D
Getting Ready for Work
Prepare and Serve Expresso
Coffee
Well Catered For Spice of Life
Week: 7 Term: 1
Week: 10 Term: 3
Week:10 Term:3
Week: 5 Term:4
Code Unit of Competency
SITXWHS001 Participate in safe work practices X
SITXFSA001 Use hygienic practices for food safety X
SITHFAB005 Prepare and serve espresso coffee X
TLIE1005 Carry out basic workplace calculations X X
SITHCCC003 Prepare sandwiches
X
BSBWOR203 Work effectively with others
X
SITXCCS001 Provide customer information and assistance X
Depending on the achievement of units of competency, the possible qualification outcome is a Certificate I in Hospitality SIT10216 or a Statement of Attainment towards a Certificate I in Hospitality SIT10216.
The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each
unit of competency. In addition to Assessment Events, some assessment may occur in an informal setting in the classroom. Competency assessment is graded as “Achieved” or “Not Achieved”.
This means a course mark is not allocated.
Macquarie Park RTO 90222
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Scope & Sequence
Agriculture 100 hour
Term 1 Topic Assessment W1 Introduction W2 - 11 Animal Production Week 8: Research Task 25% Term 2 W1 - 10 Plant Production Week 6: Practical Investigation 25% Term 3 W1 - 10 Animal Production Week 3: Practical Skills + Report 25% Term 4 W1 - 10 Plant Production Week 3: Examination 25%
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Scope & Sequence Commerce 100 hour
Term 1 Topic Assessment W2 - 7 Core 1.2 - Personal Finance Week 6: Budgeting and Survey
Task 20% W8 - 11 Option 8 – Law in Action Term 2 W1 - 5 Option 8 – Law in Action W6 - 10 Core 2.2. – Employment Issues Week 6: Crime Case Study 20% Term 3 W1 - 2 Core 2.2. – Employment Issues
W3 - 10 Option 9 – Our Economy
Week 3: I-Movie Task 20% Week 10: Running A Business
Competition 20%
Term 4 W1 - 2 Option 9 – Our Economy
W3 - 10 Option 7 – Travel Week 6: End of Course Exam 20%
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Scope & Sequence
Drama 100 hour
Topic Assessment Term 1 Improvisation
W1-2
Intro: Improvisation. Explore the concept of performing in live theatre and learn to use the performance space with effect, creating awareness of the human body as a performance tool and their audience. Focus Question: What is the purpose and function of improvisation?
W3-4 Elements of Drama and Production explained in theory. Establishment of logbooks and reflections.
W5-6 Students to develop a more explicit understanding of the elements of Drama and how they are applied into practice.
W7-8 A theatre sports competition will demonstrate the students’ knowledge and skills within the unit.
W9-11 Various Performances based on unit. Class Participation (15%)
Direction (10%) Logbook (5%)
Term 2 Shakespeare
W1-2 Intro: Shakespeare. Focus Question: Why does the work of William Shakespeare continue to entertain audiences?
W3-4 In depth study of Shakespeare Play. Romeo and Juliet.
W5-6
An exploration of the emergence of professional theatre and the style of acting, language and staging employed, as well as the social and historical context of Elizabethan England, may help inform contemporary practice.
W7-8 Students adapt ideas and narratives to a contemporary setting or experiment in producing text in a variety of ways.
W9-10 Preparation and rehearsal for assessment. Performance (20%)
Set Design (5%) Logbook (5%)
Term 3 Greek Theatre
W1-2
Intro: Greek Theatre. Historical perspectives in the study of this form could inform contemporary practice. Explore celebrations, rituals and religious festivals. Focus Question: How do the historical roots of performance influence theatre today?
W3-4 Students will explore the conventions of comedy, tragedy, chorus, mask, costuming and performance styles relevant to this form through devising their own piece of drama or experimenting with scripts.
W5-6 Research samples of work and apply to own work.
W7-8 Experience staging through indoor and outdoor performances. Explore character roles elements of drama and production in the two different performance locations.
W9-10 Rehearse and prepare for main performance. Performance (15%) Logbook (5%)
Term 4 Physical theatre/Circus and IP’s
W1-2 Circus: Intro to history of circus and performances. Physical theatre Workshop. Focus Question: How can we make an audience laugh?
W3-4 Circus Performance at Primary School at end of Week 4/5. Circus Performance Making (5%)
Promotion Design (10%) Logbook (5%)
W5-6 Exploring Film Production. Creating Story lines as a group. Story boards and capturing film shots. In prep for S6PP.
W7-10 S6 PP for all Year 10
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Scope & Sequence
Elective History 100 hour Term 1 Topic Assessment W2 - 11 Ancient, Medieval and Early
Modern Societies Week 8: Source Analysis 25%
Term 2 W1 - 10 History, Heritage and Archaeology Week 8: Site Study 25% Term 3 W1 - 10 Thematic Studies Week 8: Internet Site 20% Term 4 W1 - 10 Thematic Studies Week 3: End of Course Exam
20%
Scope & Sequence
French 100 hour Term 1 Topic Assessment
W2 - 11 How did I get there? Week 7:
Collaborative Escape Room Task 25%
Term 2 W1 - 10 Memories, Milestones and Identity Week 7:
Discussion with Stimuli 25% Term 3 W1 - 10 Film Review Week 7:
Multimodal Task 25% Term 4
W1 - 10 Various Throughout the school year:
Quizzes and Homework Portfolio 25%
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Scope & Sequence Food Technology 100 hour
Term 1 Topic Assessment W1 - 8 Food Selection and Health
W9 - 10 Assignment & Practical Assessment
Task 1 - 30 % (Theory 10%, Practical 20%)
W8 - 11 Food Selection and Health Term 2 W1 - 3 Food Selection and Health W4 - 8 Food Service and Catering
W9 Practical Assessment Task 2 - 20% (Practical 20%)
W8 - 10 Food Service and Catering Term 3 W1 - 5 Food Service and Catering . W4 Assignment Task 3 - 15%
(Theory 15%) W6 - 10 Food Product Development Term 4 W1 Food Product Development
W2 Assessment: Portfolio Task 4 - 35% (Theory 15%, Practical 20%)
W2 – 6, 10 Food Product Development
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Scope & Sequence Industrial Technology Timber 100 hour
Term 1 Topic Assessment W1 Introductory lessons/
Safety in the workshop
W2 -11 Paper Towel Holder/ Wood turning Week 10: Task 1: 30%
Term 2 W2 Mid Semester Exam Week 2: Task 2 30% W2-10 Step Stool Term 3 W1 - 8 Step Stool W9 - 10 Step Stool Term 4 W1 Turned Bowl W2 Final Year Exam Week 2: Task 3: 40% W3 – 4 Turned Bowl W5 – 10 Turned Bowl
Scope & Sequence iSTEM 100 hour
Term 1 Topic Assessment W1 - 5 STEM Fundamentals 1 W6 - 7 STEM Fundamentals 2 W8 - 11 Aerodynamics Week 10: Task 1: 25% Term 2 W1 - 6 Aerodynamics W7 - 8 3D CAD/CAM 1 W9 - 10 STEM PBL Minor Week 10: Task 2: 25% Term 3
W1 - 8 STEM Fundamentals 2 Week 8: Task: 3 25% W9 - 10 3D CAD/CAM 1 Term 4 W1 - 2 3D CAD/CAM 1 W1 - 10 STEM PBL Minor Week 3: Task 4: 25%
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Scope & Sequence PASS 100 hour (A Course)
Term 1 Theory Practical Assessment
W1 - 11 Body Systems
and Energy for Physical
Movement Efficiency
Week 10 Body Systems and Energy for
Physical Activity Task 25%
Week 1 – 10
Practical 10%
Term 2
W1 - 10 Coaching Components of a Coaching
Session
Week 8 Coaching Task
25% Term 3
W1 - 10 Australian Sporting
Opportunities
Australian Sports
Week 10 Olympic Sport
25% Term 4
W1 - 10 Lifestyle,
Leisure and Recreation
Social Games and Activities
Week 1 – 5 Practical
15%
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Scope & Sequence Photography and Digital Media 100 hour
Term 1 Topic Assessment
W1-2
Portraits Intro of Ethics, Class Rules, How to
Submit photos etc Camera usage practice
W3-4 Research of a famous Portrait
Photographers and a start of building a collection of artistic portraits
W5-6 Research completion and assessment
Overlaying word onto portraits in Photoshop
Critical and Historical Studies 20%
W7-8 Special Effects and Filter Tricks W9-10 Portrait Series Development
W11 Selecting, Editing and finalising assessment photos
Term 2
W1-2 Printing and presentation of Portrait collections for assessment
Practical Display with VAPD Documentation 30%
W3-4 Nature Up Close
Research of well-established Nature Photographers
W5-6 Research Development and Finalisation W7-8 The macro lens and depth of field W9-10 Selecting and Editing Nature Photos Term 3 W1-2 Trick Photography W3-4 Trick Photography – straight photos W5-6 Trick Photography – digital manipulation Critical and Historical Studies 20% W7-8 Finalising Trick Photos W9-10 Finalising Nature and Trick Photos Term 4
W1-2 Photographic Display for Assessment Practical Display with VAPD Documentation 30%
W3-4 Animation or Film Making W5-6 Animation or Film Making W7-10 Year 10 Stage 6 Prep Program
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Scope and Sequence Visual Art 100 hour
Term 1 TOPIC Assessment
W1-2 Sculptures Like Botero Who is Fernando Botero?
Clay and how it works
W3-4 Expanding a Conceptual Framework understanding of Botero Developing designs for a series of sculptures
W5-6 Construction of sculptures.
W7-8 Completion of sculptures and work on the Botero Visual Verbal
W9-10 Completion of Visual Verbals for submission Critical and Historical Studies 20%
W11 Murals in the Public Domain Exploration of Banksy and other socially provocative street artists
Term 2 W1-2 Designs and considerations of possible wall spaces around HK to paint
W3-4 Practical Display finalizations of paintings from Term 4 2019, clay
sculpture designs and the sculptures, mural plans and designs with VAPD documentation of paintings and clay sculptures
Practical Display with VAPD Documentation 30%
W5-6 Mural designs and permissions with a start of painting
W7-8 Mural painting
W9-10 Mural painting or starting research for an individual Body of Work
Term 3
W1-2 Individual Body of Work Research of an artist related to individual Body of Work
W3-4 Skills workshops with a focus on what students are interested in
W5-6 Research and/or Artmaking
W7-8 Individual Research Presentations Critical and Historical Studies 20%
W9-10 Body of work artmaking
Term 4 W1-2 Body of Work Artmaking W3-4 Mural marking and the
Year 10 Exhibition of Individual Body of Work Practical Assessment with VAPD
Documentation 30%
W5-6 Zines – how to construct quick and easy art books
W7-10 Year 10 Stage 6 Prep Program here on –
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OVERALL ASSESSMENT PLANNER YEAR 10
WEEK TERM 1 2020 TERM 2 2020 TERM 3 2020 TERM 4 2020
1 Photography PASS 100 Photography Science
2 ITT
Food Technology 100 History ITT Geography
3
IST Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Arts 200 Visual Arts 100
Agriculture IST Commerce
Agriculture Drama English Elective History iSTEM IST Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Arts 200 Visual Arts 100
4 Food Technology 200 Food Technology 100
Food Technology 200 PASS 200
5 Photography English Geography Photography
Hospitality
6 Commerce
Agriculture English Food Technology 200 Commerce
Commerce
7 French Hospitality
French Science
French Science Visual Arts 200 Visual Arts 100
8
Agriculture Elective History Food Technology 200 Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Science
Elective History PASS 100
iSTEM Elective History
9
Drama Food Technology 100 Music Visual Arts 200 Visual Arts 100
Drama Food Technology 100 History
Drama History Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Music Visual Arts
10
Food Technology 100 History iSTEM ITT PASS 200 PASS 100 PDHPE
iSTEM PASS 200
Commerce Hospitality PASS 200 PASS 100 PDHPE
11 English Geography Science
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Appendix A – Sample of ‘N’ Award Warning Letter
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Appendix B – Extension Request Sample HENRY KENDALL HIGH SCHOOL
EXTENSION REQUEST FOR STAGE 5 COURSE ASSESSMENT TASK
• Complete the following form with your teacher. • Have teacher and HT of the subject sign the form. • Attach relevant documentation to form and hand in to DP for consideration.
STUDENT NAME:_______________________ DATE OF ASSESSMENT TASK: _____________ COURSE: _____________________________ TEACHER: __________________________ TASK NUMBER: ______________ DESCRIPTION OF TASK: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ REASON FOR EXTENSION:
(Documentary evidence from Parent/Doctor should be provided, except in exceptional
circumstances)
Excursion Illness Leave Misadventure Workplacement Other …………
Medical Certificate Parent Contact Statutory Declaration Other …………………
In applying for this extension I assure the Principal that I am not seeking unfair advantage over other students in the course. STUDENT’S SIGNATURE: ___________________________ DATE: ___________ ____________________________________________________________________________________________
1. I have noted the above request and HAVE/HAVE NOT granted an extension of time.
COMMENT (Optional): _____________________________________________________________________
_____________________________________________________________________________________
EXTENSION TIME:_________ days To be submitted on or before: _____________
OR
2. MISSED ASSESSMENT TASK – NO VALID REASON
Task to be completed or submitted on or before ________________________
TEACHER: __________________HEAD TEACHER: ___________________DATE: ___________ DEPUTY PRINCIPAL CURRICULUM: _______________________ DATE: _____________
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What do I do if I cannot complete an assessment task? If you are going on a holiday a parent or caregiver must inform the school of the details. A letter seeking permission for leave must be presented to the Principal. All staff will be given notice of approved leave. You will need to negotiate with your classroom teacher and/or Head Teacher of the subject area in regards as to the best time to hand-in or complete your assessment task.
If you are sick on the day of a task you must bring a note from a doctor or parent/caregiver explaining why you could not attend school. You will need to obtain a yellow misadventure form from outside the Deputies’ office this form will need to be completed and the note attached. The form and note must be given to your class teacher or the Head Teacher and they will direct you to the next convenient time to complete the task or hand in the task. This must be done on the first day you return to school and first thing in the morning. Any delay in this process could result in a 0 mark for the task.
If you are sick at home and you have completed your task you can send it electronically to the school email account, you need to attach your name, class, teacher and subject name. The school email address is- [email protected]