secondary school curriculum outline year...

SECONDARY SCHOOL CURRICULUM OUTLINE

YEAR 10 2016

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TABLE OF CONTENTS

Values for Life 2 Work Ethic 4 The Curriculum for our School 5 Year 10 Lines 6 Year 10 Assessment Policies 8 General Performance Descriptors 12 Information and Resources – The Weeks Library 13 Tutoring 15 Misadventure/Appeal Form 16 English 17 Mathematics 19 Science 21 Business & Humanities (Geography/History) 22 Child Studies 24 Drama 25 Food Technology 26 German 28 Industrial Technology (Engineering/Metal/Wood) 29 Information & Software Technology 32 Japanese 33 Music 34 PDHPE 35 Photographic and Digital Media 36 PASS 37 Textiles 38 Visual Arts 39 Visual Design 40 Assessment Task Cover Sheet 41 Timetable 42

Note: The dates of assessments are correct at time of publication, but may need to be changed due to other School events. Students will be given exact dates of assessments when assessment notifications are issued, approximately 3 weeks prior to the assessment.

The Board of Studies have introduced a new credential to be awarded to students who leave school prior to receiving their Higher School Certificate.

This credential is called the Record of School Achievement (ROSA).

The School will still be expected to submit grades for students in Year 10 to the Board of Studies.

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Work Ethic

The School recognises that students’ positive work ethic is crucial to their success with their academic studies.

For students, their work ethic can be enhanced by addressing each of the points listed below:

1. Be punctual to all lessons

2. Provide all necessary equipment and books for all lessons

3. Be prepared for lessons by having books open with other equipment at hand ready to use as

required; they should do this without awaiting specific teacher direction

4. Be aware that there will be consequences when deadlines are not adhered to

5. Be aware that the responsibility for learning lies with the student themselves

6. Need to become planners and goal setters

7. Need to make every endeavour to NOT waste time

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The Curriculum for Our School

The Board of Studies has the responsibility for curriculum development within the State and as such has a duty through its Subject Advisory committees for the ongoing development of subject syllabuses.

General Curriculum Guidelines

The School will provide:

courses of study in the Key Learning Areas which are appropriate for the children concerned, having regard to their stages of development, levels of achievement and needs;

adequate opportunities for practical experience and application of theory;

adequate opportunities for the acquisition of competence in the English language,

courses which aim to develop the potential of students;

courses which adequately equip students to take their place in Australian society;

courses which allow for appropriate interaction among students and between students and teachers;

courses of study which develop students’ skills in problem solving, analysis, synthesis, communication, information gathering, research and the use of technology, including computers;

opportunities which encourage students to develop a set of values consistent with life in a democratic society.

The curriculum for Secondary education in Stages 4 and 5 is based upon eight Key Learning Areas:

i. English

ii. Mathematics

iii. Science and Technology

iv. Human Society and its Environment

v. Languages other than English

vi. Technological and Applied Studies

vii. Creative Arts

viii. Personal Development, Health and Physical Education

The way in which we choose to meet Board of Studies requirements at Hunter Valley Grammar School is to timetable all compulsory courses into Years 7 and 8 in the Secondary School. These include Design and Technology, Languages, Music and Art with PD/Health/PE continuing into Years 9 and 10. The Senior School curriculum is determined by guidelines relating specifically to the end of Year 10 credentialing and the Higher School Certificate.

Co-Curricular Activities There are a wide variety of co-curricular activities available through the School. A list of Secondary School co-curricular activities may be found in the Parent Co-curricular Handbook.

Outdoor Education/Year Camps As an integral and vital part of the School’s Outdoor Education Curriculum, each student in years 7 to 10 attends camp for one wee4. In 2015, these camps will be conducted during Term 1 at various venues, using professional staff. Specially designed programs are organized for each camp in keeping with the aims and objectives of the School’s Outdoor Education program. In essence, the camps provide students with the opportunity to experience different outdoor environments and pursuits (camping, bushwalking, canoeing, abseiling, rock climbing, archery, etc.) as a vehicle for developing new outdoor skills, team work, initiative, self-confidence and leadership skills.

It is a firm belief within the School that students should be exposed to a variety of educational experiences, necessitating them to foster, develop and extend their potential. Through participation in the School’s Outdoor Education Programme, students gain enrichment from their experiences and newly learnt skills that will advantage them in a competitive and demanding world.

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Year 10

Stage 5 courses begin in year 9 and conclude in Year 10. Across this stage, students must partake in ongoing study within the Key Learning Areas of:

English

Mathematics

Science Human Society and its Environment

Personal Development, Health and Physical Education

We also provide a range of elective courses from which students must select ONE 200 hour course to study over both Years 9 and 10. They then can choose a combination of 100 hour or 200 hour electives, so that they are studying three different electives at any one time.

Courses concluding in Year 9 will warrant the awarding of a Grade A (excellent) to E (elementary) which will subsequently appear on the School Certificate documentation awarded at the end of Year 10. These courses therefore adhere to the procedures associated with the School Certificate guidelines. The Year 10, electives are grouped into three elective lines (see table below).

Elective Lines for Year 10 2016

Elective Lines for Year 10 2016

Line 1 Line 2 Line 3

Child Studies Commerce Commerce

Commerce Food Technology Drama

Drama Industrial technology – Timber French

Industrial technology – Engineering Information & Software Technology German

Music Music Industrial technology – Metal

PASS (Physical Activity & Sports Studies)

PASS (Physical Activity & Sports Studies)

Japanese

Photography & Digital Media Textiles PASS (Physical Activity & Sports Studies)

Visual Design Visual Arts

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Co-Curricular Activities There are a wide variety of co-curricular activities available through the School. A list of Secondary School co- curricular activities may be found in the Parent Co-curricular Handbook.

Outdoor Education/Year Camps As an integral and vital part of the School’s Outdoor Education Curriculum, each student in Years 7 to 10

attends camp for one week. In these camps will be conducted during Term 1 at various venues, using professional stuff.

Specifically designed programs are organised for each camp in keeping with the aims and objectives of the School’s Outdoor Education program. In essence, the camps provide students with the opportunity to experience different outdoor environments and pursuits (camping, bushwalking, canoeing, abseiling, rock climbing, archery, etc.) as a vehicle for developing new outdoor skills, team work, initiative, self-confidence and leadership skills.

It is a firm belief within the School that students should be exposed to a variety of educational experiences, necessitating them to foster, develop and extend their potential. Through participation in the School’s Outdoor Education Programme, students gain enrichment from the experiences and newly learnt skills that will advantage them in a competitive and demanding world.

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Year 10 Assessment Policies

Year 10 2015

Students will receive Grades A-E in ALL subjects (English; Mathematics; Science; History and Geography (Humanities); Elective 1; Elective 2; Elective 3 and PD/Health/PE). These Grades will be based upon their performance in those subjects. Common Year 10 Assessments will be carried out in each subject to determine the awarding of Grades. The School will send these grades to the Board of Studies in November, 2014.

Year 10 Assessment Policy

RATIONALE

The Grading System

In 1991 The Board of Studies introduced`` a new Year 10 Grading System.

Grades A to E are awarded for all subjects (except General Experience Courses). Grades are awarded by the school on the basis of Course Performance Descriptors issued by The Board of Studies. These grades indicate the student’s levels of achievement relative to the knowledge and skills objectives of the course.

Across the state these grades usually reflect a student’s placement as follows:

Grade A Extensive knowledge and understanding

Very high level of competence Grade B Thorough knowledge and understanding

High level of competence Grade C Sound knowledge and understanding

Adequate level of competence Grade D Basic knowledge and understanding

Limited level of competence Grade E Elementary knowledge and understanding

Very limited competence

A more detailed description of each of these grades is available on page 12.

An “N” award will be issued to the student who has not satisfactorily completed one or more of the following:

a) Attendance - meeting the required number of hours b) Participation in the required learning experiences c) Effort and achievement d) Reached at least some of the course goals

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Assessment 1. Assessing student achievement is the process of collecting information on student performance in

relation to the objectives of a course.

In setting tasks, teachers give careful consideration to the syllabus objectives and outcomes being assessed. By measuring student achievement of these objectives and outcomes teachers build up aprofile of the achievement of each student in relation to the Course Performance Descriptors. A description of the General Course Performance Descriptors is available on page 11 of this booklet. However, each subject has more detailed Course Performance Descriptors, relative to their own syllabus.

2. In each assessment program, it is important that the types of assessment tasks used are appropriate

to the objectives and outcomes being assessed. Generally, it would be necessary to have a number of different assessment tasks in order to ensure that student achievement in all the knowledge and skills objectives has been assessed.

When students receive notification of an assessment task it should include mention of the outcomes that are being assessed.

3. Teachers will collect assessment information about each student’s achievements in a course, and

relate it to the Course Performance Descriptors. This information will assist the school in making the final judgement of the grade to be awarded at the end of Year 10.

GUIDELINES 1. Responsibilities of Year 10 Students

To do each assessment task to the best of their ability;

Ensure that any questions they have about the marks/grades/comments awarded for an individual piece of work are resolved at the time the work is handed back;

Demonstrate through effort and achievement they have met all of the requirements of the course.

2. Submission of Assessable Tasks

The time set for the submission of assessable tasks must be strictly adhered to. This time is specified by the assessment schedule and confirmed by the subject teachers. A written record of attendance and submission of tasks will be taken on the day.

3. Contingencies/Sanctions

3.1 Failure to Attend On the Day:

If a student misses a task which is set down for a particular day due to illness, accident or other misadventure then the following procedures will be followed:

a) The student must have a misadventure form signed by a parent/guardian. b) The student will sit for the task (or a substitute task) at a time and on a day to be arranged by

the school; c) In exceptional circumstances the Head of Faculty can seek the approval of the Director of

Teaching and Learning to provide an estimate for the missed task.

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3.2 Extensions of Time Extensions of time for assessable tasks which are to be completed over a set period of time may only be granted before the due date and in the following cases:

a) a valid illness or injury supported by a doctor’s certificate;

b) a valid and proven case of misadventure; misadventure refers to occasions where circumstances

beyond a student’s normal control led to the absence from school and/or delayed submission of

assessment work. Examples might be a death or serious illness in the student’s family or lateness to

school caused by severe traffic congestion or public transport failure.

A relevant document must be provided to the subject teacher and Head of Faculty. Each case will be reviewed by the Director of Teaching and Learning and any extension will also need approval from the Director of Teaching and Learning. The Head of Year and Director of Teaching and Learning are to be informed.

3.3 Overdue Assignments

Assessable tasks which are handed in after the due date and for which no valid extension of time may be given, will lose 10% of their assigned mark for each calendar day that the task is late; and/or grades will be adjusted accordingly.

3.4 Student Absences

In extreme cases, such as a prolonged absence, the Director of Teaching and Learning may authorise an ‘estimate’ rather than a substitute task.

If a student is absent in any period preceding an assessable task shown on the assessment calendar it is the student’s responsibility to seek confirmation of the task’s date from the classroom teacher in consultation with the Head of Faculty. This is intended to include school sporting representations; student suspension, etc.

3.5 Gaining Unfair Advantage

A student endeavouring to gain an unfair advantage over other students through cheating or copying another’s work may be awarded zero marks in appropriate cases. The student who willingly allows such cheating or copying may also receive a zero score. Any cases of this will be reviewed by the Director of Teaching and Learning with the Head of Secondary School.

3.6 Referencing Work

Students should ensure that assignment work correctly acknowledges sources of information as plagiarism will incur a penalty. A style guide providing information on appropriate ways of compiling bibliographies and footnotes is issued to students and additional copies are available from the Weeks Library or on Moodle on the Library pages.

3.7 Unsatisfactory Assessment

Where there is no valid reason for non-completion of an assessment task, a zero mark will be recorded for that task. However all assessment tasks must be completed even though no mark will be awarded.

If a student fails to complete assessment tasks worth 50% or more of the final course assessment, then the Principal must certify to the Board that the course has been unsatisfactorily studied.

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3.8 Lodgement of Appeals

If for any reason an assessment task is not completed as required, then a student must complete a Leave/Illness/Misadventure Appeal Form as seen on page 16. A copy of this form is also available on the Year 10 Moodle page.

These forms are available from the relevant Head of Faculty, and must be submitted as soon as possible after the completion date for the assessment task.

The Appeals Committee will then be convened to make a recommendation on each individual submission.

The decision of the Appeals Committee will be communicated to the relevant Head of Faculty, who is then to inform the student.

Equipment Failure Electronic failure of any type is not adequate reason for not meeting assessment task submission deadlines. The student must take all necessary precautions to allow for any complications which may occur.

Invalid or unreliable tasks If some unforeseen circumstances were to occur that jeopardised the validity and/or reliability of a task the Appeals Committee reserves the right to either disregard the task completely and thereby adjust the weightings of the remaining tasks or to insist upon the implementation of an alternate task of a similar nature. Such adjustments would be communicated to students in a timely manner to avoid any disadvantage.

4. Feedback

The subject teacher gives individual feedback on student performance in assessment tasks at the time when corrected scripts etc. are returned in terms of marks, position in course, preferred responses etc.

5. Communication

a) Students will be further informed of assessment tasks through class teachers.

b) Course Performance Descriptors for relevant subjects are included in this document and will

be discussed by class teachers with students.

6. Transfer of Students to Other Schools

Year 10 students who transfer to a new school during Terms 3 and 4 need to be aware that Hunter Valley Grammar School will be responsible for submitting ROSA grades to the Board of Studies.

7. Year 10 Technology

Starting in 2003 Technology became an integral part of the School curriculum.

The expectation is that all subjects will have a technology component. This will be spread across all subject areas whether core or elective subjects. These technology tasks will require the knowledge of a wide range of software skills and an expertise in their use.

The School is helping students meet their new demands by specific ICT lessons in Years 7 and 8 and an increased availability and use of the Computer Technology in all subject areas, through the use of mobile devices.

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General Performance Descriptors

Grade

General Performance Descriptors

A

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

B

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C

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

D

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

E

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

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Information & Resources: The Weeks Library

The Information & Resources faculty at Hunter Valley Grammar School oversees the School’s libraries and provides information and resource services to the School community.

There are two libraries on the campus - one is in the Junior School and its collection is mainly for students in Pre-School, Kindergarten, Year 1 and Year 2, whilst the other, the Weeks Library is mainly for students in Years 3-12.

How the Weeks Library is able to assist Secondary School Students

It has trained, competent and interested staff ready to assist

We would like to think that the Weeks Library is the ‘resource centre’ of the School community. We invite our Secondary School students to spend time in the facility discovering what is available. We are very keen to assist the progress of our students so please ask us for assistance!

It provides modern, comfortable facilities

The Weeks Library is in the building directly behind the School’s Administration building. It has areas for classes and individuals. There are spaces for quiet reading and rooms for discussion groups. Seating is plentiful and there are lounges and ottomans for relaxed reading; study desks, tables and computer facilities are provided for more formal or academic work.

It offers a relevant collection

The resource collection is ever-expanding and up-to-date resources are provided for students. We hope that our Secondary School students will make the most of the wide range of material (including electronic resources) that is available.

It provides an automated Library Management System

The School’s libraries are fully automated and use the Softlink Oliver Library Management System. Demonstrations of the capabilities of the system can be provided for interested users. Information is retrieved by conducting searches. More advanced searches can be done by Information & Resources staff.

It allows Secondary School students to borrow resources

Students in Years K-10 are permitted to borrow 4 items from the fiction and/or non-fiction collection for two weeks.

It offers access to a wide range of fiction

Picture books, junior fiction and senior fiction are provided in the Weeks Library. The fiction collection covers a range of genres and provides books catering to varying levels of reading ability for students of all ages.

It offers access to a comprehensive range of non-fiction

Materials held in the collection support the concept that the purpose of education is the investigation of ideas. Resources are acquired to complement and supplement the curriculum and are continually added to the collection.

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It offers up-to-date reference facilities in electronic and print form

The reference collection covers a wide variety of subjects and interests. It includes material across all the non- fiction categories in electronic and book form. Electronic access increases each year and information about what is available is promoted by Information & Resources staff.

It provides photocopying facilities

Photocopying is free but students should be mindful of avoiding waste. Students should advise staff when paper stocks are low or the photocopier requires toner or is not working properly.

It offers information technology facilities

The Weeks Library provides a number of computers for students wishing to use computer facilities which include PCs as well as laptops and some electronic tablets. Students gain access via their personal passwords and are able to use a number of programs relevant to their studies. The Weeks Library offers access to the internet and research for educational purposes has priority.

A scanner, colour printer and mono printer are also part of the computer network. Whilst the settings on the computers do not allow students to store material on the hard drive, students may save material to the School’s network or may wish to store material on their own USB drives.

Students are asked to abide by the School’s ‘acceptable use’ policy when using the computers in the libraries. Also, guidelines for copyright are in accordance with agreements set out by the Association of Independent Schools and the Australian Copyright Council. Notices in the libraries provide further information.

It provides access to newspapers and a range of journals

Daily newspapers are available in the Weeks Library. Whilst print versions of some journals are available, HVGS Moodle provides links to online journals and students should speak to Information & Resources staff about access to these resources.

It promotes the Scholastic Australia Book Club

Secondary School students are welcome to participate in the Scholastic Australia Book Club. Students may choose books, software and other items of interest from the catalogues provided each term. The School receives Bonus Points for orders made with the club and eventually the points are redeemed on items for the School.

It promotes information and resource services in a friendly way

The Weeks Library is a popular venue for displays, exhibitions, debates, meetings and other School events as well as being a learning area.

Children’s Book Week, Australian Library Week and reading and information ‘occasions’ are celebrated each year with special events such as visits by authors and illustrators. Students are invited to participate in various borrower competitions throughout the year and books and other interesting things are the prizes.

We encourage students to make use of the Weeks Library, a part of ‘the right learning environment’!

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Tutoring

Masterminds Program

Students at HVGS now have access to a tutoring program, free of charge. This is available during term time, with the exception of the first and last week, on Tuesday, Wednesday and Thursday from 3.15pm to 4.30 pm in D block.

The program offers help with Mathematics on Tuesdays, general assistance with assignments homework and organisation on Wednesdays and will focus on developing English skills on Thursdays.

To enrol your son/daughter in the academic support program:

1. Download and complete the Masterminds Enrolment Form available through a link on the Parent Portal

2. Have your child bring the completed form to their first day at Masterminds.

3. Email [email protected]

4. In the heading, please include the student’s full name

5. In the body of the email state

name of student

year group

day(s) attending in following week (ie Tuesday, Wednesday, Thursday) and whether they will

be attending on regular basis or intermittently

The cut-off time for the email will be 5pm on the Friday prior to them attending. The enrolment form only needs to be completed once.

If your child will be attending regularly on a given day each week you only need to email or phone when they will not be attending.

If your child will be attending intermittently you will need to email the student details each week prior to attendance.

It is important that our records accurately reflect those students who will be present, to allow us to carry out our duty of care.

Please see Dr Anne Kitchener, Science Department, for more information.

mailto:[email protected]

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LEAVE/ILLNESS ACCIDENT OR MISADVENTURE APPEAL ASSESSMENTS

Year 10 / Year 11 / Year 12

(Please circle relevant year group)

Name of Candidate:

Subject/Course:

Task Date: Date for submission of appeal:

Assessment Task/Description:

Reason(s) for Failure to meet the requirements: (Give details which support your case to present the task at a later date or sit for the same and/or substitute task).

Request to Appeal Committee

Medical Certificate (if available) (from an independent person)

Yes No

Other Documentary Evidence Yes No

Doctor:

Signature of Student:

Signature of Parent:

Classroom Teacher Comment:

Head of Faculty Comment:

Signed:

Appeal Committee Recommendation:

Director of Teaching & Learning: Date:

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English

YEAR 10 ENGLISH

Term 1 Week 1-6

Australian Voices - Poetry from Indigenous, Migrant, Colonial and Contemporary Cultural Voices This unit explores how different Australian cultures have been represented in poetry. In this exploration students will respond to poems that reflect a broad cultural experience, including indigenous, migrant, colonial and contemporary cultural voices, their own personal context and values. Students will respond to a range of forms of poetry and develop analytical skills on how these forms, structures and features shape a poem’s meaning. They will reflect on their responses to these poems and experiment with forms in their own compositions.

Term 1 Week 7-9 Term 2 Week 1-5

Fiction and Film Comparison – Animal Farm and The Matrix; Animal Farm and Lord of the Flies; Animal Farm and (Teacher’s choice) This unit explores how comparative textual study can assist the responder to view the influence of context and values more clearly. Each class teacher selects a fiction text and film, which merit close consideration of context, characters, themes, composer’s devices and how composers use language to shape meaning. Students demonstrate knowledge of the function of the ideas and techniques used by composers through this unit.

Term 2 Week 6-9 Term 3 Week 1-3

Graphic Novel/Texts Study – Identity (or other) Students read a graphic novel (Frankenstein, or other) and other related graphic visual texts to explore the form and features of the medium and consider how such texts represent the theme of identity.

Term 3 Week 4-10 Shakespeare – Close Study (Macbeth) This unit will introduce the Elizabethan tragedy to students. Students are to read Macbeth, a Shakespearean revenge tragedy and learn about Shakespeare’s context. Students also examine the conventions of a tragedy and how Shakespeare has used techniques, characterisation and themes to portray this to his audience.

Term 4 Week 1-4

Every day & Workplace Texts Students explore their new and existing knowledge of everyday texts (including structures, content and language techniques) to compose their own everyday texts. This unit provides students with the opportunity to experiment with writing in different textual forms they could be required to compose in their lives beyond school for various real purposes. Students develop their own appreciation of everyday texts, both through their own compositions and by reviewing the work of their peers.

Term 4 Week 5-7

Intro to Year 11: The Area of Study concept (Creative Writing, Reading Task, ORTs etc.) Students engage with a sample Area of Study (e.g. Belonging, Journeys etc.) to familiarise themselves with the expectations of Stage 6 study and conceptual frameworks of an Area of Study through reading task comprehension, creative writing, essay structures and use of selected related texts.

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YEAR 10 ENGLISH

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

Poetry analysis Students compare and contrast the purpose, themes and techniques used in a pair/trio of cultural poems depicting Australian Voices

Week 6 Term 1

EN5-3B, EN5-5C, EN5-7D, EN5-8D,

EN5-9E

20%

Fiction and Film Comparison – Fiction text non-essay composition

Students will complete a creative composition based on the events, themes characterisation evident in the film text studied.

Week 1 Term 2

EN5-3B, EN5-4B, EN5-5C

15%

Fiction and Film Comparison – Essay

Extended response (Essay) – Comparison of film & fiction texts

Week 5 Term 2

EN5-1A, EN5-3B, EN5-5C, EN5-6C, EN5-7D, EN5-8D,

EN5-9E

25%

Graphic Novel/Text Study (Identity) – Speech

Students compose and deliver a speech which compares a related graphic/visual text of their own choosing to the core graphic novel.

Week 3 Term 3

EN5-1A, EN5-2A, EN5-3B, EN5-4B, EN5-5C, EN5-6C,

EN5-9E

20%

Shakespeare Close Study – evaluation of a scene

Students complete an analytical evaluation of the importance/ significance of a selected scene in the play

Week 2 Term 4

EN5-1A, EN5-3B, EN5-4B, EN5-5C,

EN5-9E

20%

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Mathematics

STAGE 5 MATHEMATICS PATHWAY 5.3 / 5.2/5.1

TERM I Measurement

Indices and Surds

Probability

TERM II Single variable and bivariate statistics

Expressions, equations and linear relationships

TERM III Geometrical figures

Trigonometry

TERM IV Quadratic expressions and quadratic equations

Non-linear relationships, functions and their graphs

STAGE 5 MATHEMATICS PATHWAY 5.3 / 5.2/5.1

TASK DESCRIPTION DATE DUE WEIGHTING

Task 1 Measurement Term I Week 7

25%

Task 2 Probability, single variable and bivariate statistics

Term 2 Week 6

25%

Task 3 Expressions, equations and linear relationships Term 3 Week 5

25%

Task 4 Trigonometry Term 4 Week 3

25%

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STAGE 5 MATHEMATICS PATHWAY 5.2 / 5.1

TERM I Financial mathematics

Measurement

Algebraic expressions and indices

TERM II Probability

Single variable and bivariate statistics

TERM III Linear relationships

Properties of geometrical figures

Right angled triangles

TERM IV Equations, formulas and inequalities

Quadratic expressions and equations and non-linear relationships

STAGE 5 MATHEMATICS PATHWAY 5.2 / 5.1

TASK DESCRIPTION DATE DUE WEIGHTING

Task 1 Financial mathematics, measurement Term I Week 7

25%

Task 2 Algebraic expressions and indices, probability Term 2 Week 6

25%

Task 3 Single variable and bivariate statistics, linear relationships

Term 3 Week 5

25%

Task 4 Properties of geometrical figures, right angled triangles

Term 4 Week 3

25%

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Science

SCIENCE

1

Chemistry Chemical Reactions The study of the interactions between substances. A range of types of chemical reactions are studied. Applied Chemistry The application and impacts of chemistry on society.

10 weeks

2

Physics The Physics of Driving This unit studies Newton’s Laws of Motion and its application to everyday situations with a focus on driving. Universe This unit looks at the Big Bang Theory and components of the universe.

9 weeks

3

Scientific Method and Biology Student Independent Research Project (IRP) Students complete their own research project that displays their skills in planning, conducting and reporting using the Scientific Method Genetics The study of DNA, inheritance and genetic technologies.

10 weeks

4

Biology and Applications of Science Evolution The study of Darwin’s Theory of Evolution The Work of a Scientist How does a scientist affect society? Why is their work important? This unit studies the impact that the work of scientists have on everyday life.

9 weeks

SCIENCE

TASK DESCRIPTION DATE DUE OUTCOMES WEIGHTING

1

Scientific Thinking Quiz

Term 1 Week 4

SC5-4WS SC5-5WS SC5-6WS SC5-7WS SC5-8WS

15%

2

Chemistry Quiz

Term 1 Week 8

CW3d CW3a, CW3b, CW3c, CW3g, CW3f , SC5-16CW, SC5-

17CW

10%

3

Physics Skills Task

During Term 2

PW2a, PW2b, PW2c, PW2d, SC5-7WS, SC5-8WS, SC5-10PW

15%

4

Physics Quiz

Term 2 week 10

SC5-6WS PW2c SC5-7WS SC5-10PW

10 %

5

Independent Student Research Project Report and Test-includes Scientific Thinking Skills

Term 3 Week 6

SC5-1VA SC5-4WS SC5-5WS SC5-6WS

SC5-7WS SC5-8WS SC5-9WS

Report 10%

Test 10%

6

Genetics Secondary Source Skills Task During Term 3 LW3b, LW3c, LW3d, LW3e, SC5-1VA, SC5-3VA, SC5-7WS,

SC5-8WS, SC5-15LW

10%

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Yearly Examination Formal examination of all work presented in the Year 10 course.

Term 4 Week 3

All outcomes in Year 10 can be

tested.

20%

The assessment will cover the following areas:

Knowledge and understanding – All topics-2 term tests, one IRP test and one Yearly: 60%

Scientific Thinking Skills: 40%

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Business & Humanities - Humanities (The study of History and Geography)

Term 1 Overview: The Modern World and Australia wk 1-2

Post-WWII search for security

The Cold War

Developments in technology

The environment Depth study 4: Rights and Freedoms (begin week 3)

UDHR

Aboriginal and Torres Strait Islanders and the struggle for equal rights pre-1965

The US Civil Rights Movement

Australia and the Civil Rights Movement post 1965 Continuing struggle for equal rights in a global context

Commence Australia in its Global and Regional Context – Week 9

Camp Week – Week 10

Term 2 Australia in its regional and global context cont – Wk 1-7

Strategies for a better future

The place of Australia in the world Australian regional and global links

Future challenges for Australia

Commence Australia and the Vietnam War – Week 8

Term 3 Depth Study 6: Australia and the Vietnam War continued wk 1 - 6

Causes, course and consequence of the Vietnam war

Australia’s involvement

Australia’s military response

Study of one decade Commence Issues in Australia’s Environments Wk 7

Term 4 Issues in Australian Environments Wk 1 to 5

Geographical issues

Two studies of contemporary issues affecting Australian environments

Fieldwork task Week 6 Enrichment class activities Week 8 onwards – Australian Business Week, Driver Ed etc

HUMANITIES

TASK DESCRIPTION DATE DUE

OUTCOMES WEIGHTINGS

Overview Metalanguage/Skills Test Term 1, Week 4 HT5-5, HT5-6,

HT5-8

10

Rights and Freedoms Empathy Task Term 1, Week 7 HT 5-3, HT5-5, HT5-6, HT 5-7, HT5-8, HT5-10

20

Topic Test Future Challenges and Working as a Geographer activities.

Term 2 Week 7 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8,

5.9, 5.10

25

Australia and Vietnam extended response source task

Historiography and written response – use of primary (Vietnam veterans) and secondary sources to compose a response

Term 3, Week 8 HT5-1, HT5-2, HT 5-3, HT5-

4, HT5-5, HT5-9, HT5-10

20

Issues in Australian Environments/ Fieldwork Study

Report based on the collection of primary geographical data and field work

Term 4 Week 4 5.1, 5.2, 5.3, 5.4, 5.5, 5.6,

5.7, 5.10

25

23

Business & Humanities - Commerce

COMMERCE

TERM I Political Involvement (Option Topic) Law and Society (Core Topic)

TERM II Law and Society (Core Topic) Travel (Option Topic)

TERM III Employment Issues (Core Topic) TERM III and IV Towards Independence (Option Topic)

COMMERCE

TASK DESCRIPTION DATE DUE OUTCOMES

WEIGHTING

Government In class – response/activity Term I Week 7

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

5.7, 5.8

20%

Law and Society Primary Research Task

Court report based on excursion including research

Term II Week 3 5.1, 5.7, 5.8 30%

Travel Portfolio Progressive work in class, including evaluating the sources used to culminate in the formation of a Travel Portfolio

Term III Week 2

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

5.7, 5.8

25%

Employment Issues In class – response/activity Term IV Weeks 5 & 6

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

25%

24

Child Studies

CHILD STUDIES

TERM I Food and Nutrition in Childhood Children and Culture

10 weeks

TERM II Media & Technology in Childhood 9 weeks

TERM III Aboriginal Cultures and Childhood The Diverse Needs of Children

10 weeks

TERM IV Childcare Services and Career Opportunities 9 weeks

CHILD STUDIES

TASK DESCRIPTION DATE DUE WEIGHTING 1 Food & Nutrition in Childhood Term 1

Week 8 20%

2 Children and Culture Term 2 Week 3

20%

3 Media and Technology in Childhood Term 2 Week 9

20%

4 Aboriginal Cultures & Childhood Term 3 Week 7

20%

5 The Diverse Needs of Children Term 4 Week 3

20%

25

Drama

YEAR 10 DRAMA

Term I Greek Theatre

Term II Acting and Design

Term III Documentary Drama

Term IV Documentary Drama Cont’d Summer of the Aliens and Design

YEAR 10 DRAMA


Research Task Presentation: Research task on Greek Theatre

Term 1 Week 4

5.3.1, 5.3.2, 5.3.3

10%

Performance Develop a group performance of a choral piece

Term 1 Week 9

5.1.1, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.3.1,

5.3.3

15%

Drama written task Seven Stages of Grieving and Design Terms 2 Week 5

5.3.1, 5.3.2, 5.3.3

20%

Performance Individual Character Performance Term 2 Week 8

Process check Week 6

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.2.3

20%

Workshop Documentary Drama -ongoing assessment process

Term 3 Weeks 2-4

5.1.1, 5.1.2, 5.1.3, 5.1.4

15%

Documentary Group Performance

Logbook & Documentary Drama Presentation

Progress Check Term 3

Week 8 Performance

Term 4 Week 3

5.2.1, 5.2.2, 5.2.3, 5.3.3

20%

26

Food Technology

FOOD TECHNOLOGY 200 HOURS

TERM I Food Service and Catering 12 - 13 week course Food service and catering ventures Employment opportunities Consumer rights and responsibilities Menu planning Recipe development Purchasing systems Food service and catering considerations e.g. plating food, style of meal, cost

TERM II Food for Special Occasions 10 week course Role and significance of food around the world Production and preparation of foods for special occasions Menu planning for special occasions Work flow plan for sequencing tasks

Use of pre-prepared or partially prepared convenience foods

TERM III-IV Food Product Development 13 week course Reasons for developing food products Impact of past and present food product innovations on society Steps in food product development Role of market research in product development Promotion of new food products Industrial food preparation Food packaging Emerging technologies and new food products

TERM V Finishing Food Product Development 5 week course Promotion of new food products Industrial food preparation Food packaging Emerging technologies and new food products

FOOD TECHNOLOGY (200 HOURS)

TASK DESCRIPTION DATE DUE OUTCOMES WEIGHTING Food Service and Catering Topic Test

Written exam Term 2 Week 2

5.3,.2, 5.5.1, 5.5.2, 5.6.1

25%

Food for special Design and create a themed Term 3 5.3.2,5.5.1,5.5.2,5. 25% Occasions children’s birthday party and Week 2 6.1

decorate a cake

Food Product Research task looking at an Term 4 5.3.2,5.5.1,5.5.2,5. 25% Development identified company Week 2 6.1

Ongoing practical mark Each practical will be graded. Term 4 Week 4

5.1.1,5.1.2,5.2.3,5. 5.2,

5.3.2,5.6.1,5.6.2

25%

27

French

FRENCH

TERM I

Where am I?

TERM II

I Know What You Did Last Weekend!

TERM III

What’s Popular

TERM IV Special Interest Project

FRENCH

TASK DESCRIPTION DATE DUE OUTCOMES WEIGHTINGS

1 Where Am I (Speaking & Reading) Term 1 Week 7

5.UL.3 5.UL.2 5.MBC.1 5.MBC.2

20%

2 I know what you did last weekend! (Writing)

Term 2 Week 6

5.UL.2, 5.UL.4 20%

3 General Listening General Reading

Term 3 Week 6

5.UL.4, 5.MBC.1,

5.MLC.2 5.UL.1 5.MBC.2

15%

4 What’s Popular (Writing and Speaking) Term 3 Week 9

5.UL.1, 5.MLC.2 5.MLC.1

30%

5 General Speaking Term 4 Week 6

5.UL.3, 5.MLC.2 15%

Macro skills will be tested regularly on the following elements, reading, writing, speaking and listening. One skill will be tested at a time and the students will be given a minimum of one week’s notice of any skills test. These tests should not take any more than 15-20mins of any lesson. They will be based on the current topic and homework. Macro skills tests will aide students skill development and help them to thoroughly prepare for assessments.

ICT will be incorporated into these units and assessment.

28

German

GERMAN

TERM I

Where am I?

TERM II


TERM III

What’s Popular


GERMAN



5.UL.3 5.UL.2 5.MBC.1 5.MBC.2

20%


Term 2 Week 6

5.UL.2, 5.UL.4 20%


Term 3 Week 6

5.UL.4, 5.MBC.1, 5.MLC.2 5.UL.1

5.MBC.2

15%


5.UL.1, 5.MLC.2 5.MLC.1

30%


5.UL.3, 5.MLC.2 15%



29

Industrial Technology

INDUSTRIAL TECHNOLOGY - ENGINEERING

Term Topic & Outline Duration

TERM I - Control Systems - OHS and Risk Management of hand and power tools - The basic structure of metals, alloys, polymers, ceramics. - Electromagnetic induction and induction motors - Types of control systems - Freehand drawing, Pictorial and Orthographic Drawings - Elementary CAD

11 weeks

TERM II - Control Systems - Principles of simple control systems - Applications of control systems - Feedback in a control system - Control systems in the working environment - Pictorial and Orthogonal drawings - Project One

9 weeks

TERM III - Alternative Energy - Properties of materials (hardness, ductility, strength) - Components, function of mechanism - Mechanical Advantage, Velocity ratio, - Project Two

10 weeks

TERM IV - Alternative Energy - Modification of materials to improve properties - Pictorial and orthographic drawings - Report writing - Moments - Project Three

9 weeks

INDUSTRIAL TECHNOLOGY - ENGINEERING

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

1

Assignment – land speed Term 1 Week 9

5.3.1, 5.4.1, 5.5.1, 5.6.1, 5.7.1

15%

2 Construction Project Number One – Dragsters and CREO Drawing

Term 2 Week 5

5.3.1, 5.4.1, 5.5.1, 5.6.1, 5.7.1

40%

3

Construction Project Number Three – Lego/Removable Energy

Term 4 Week 4

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.4.1, 5.4.2 5,

5.6.1, 5.7.1

30%

4

Yearly Exam Term 4 Week 5

5.2.2, 5.4.1, 5.5.1, 5.6.1, 5.7.1, 5.7.2

15%

30

INDUSTRIAL TECHNOLOGY - METAL

TERM I Specialist Module 3 Metal Fabrication

Risk Identification and Hazard reduction Safe handling of chemicals Properties of steel Metal finishes Welding/Fabrication Practical = ‘F’ clamp

TERM II Specialist Module 3 Metal Fabrication

Equipment and machines Joining techniques Design Workplace communication Practical = ‘F’ clamp Practical = Planning major project

TERM III Specialist Module 4 Metal Fabrication

Risk Assessment Metal Alloys Jigs Folio development

Practical = Major Project

TERM IV

Specialist Module 4 Metal Fabrication

Folio

Practical = Major Project

INDUSTRIAL TECHNOLOGY METAL

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

1

Practical – ‘F’ clamp Term 1 Week 9

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.5.1,

30%

2

Half Yearly Exam

Term 2 Week 5

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.4.1, 5.5.1,

5.6.1

10%

3

Practical – major project and folio

Term 4 Week 4

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.4.1, 5.5.1,

5.6.1

50%

4

Yearly Exam Term 4 Week 5

10%

31

INDUSTRIAL TECHNOLOGY – WOOD

TERM I

Theory - OHS and Risk Management - Equipment, Tools and Machines - Society and Environmental Impact (assignment) - Safety Tests

Practical Project (4 terms in total) Major Project eg Bedside Table

TERM II

Theory - Techniques - Materials (properties and applications) - Test (continued) - Practical Assessment Task – Joint Construction Practical Project (continued)

TERM III

Theory - Design - Links to the Industry

Practical Project (continued)

TERM IV

Theory

- Workplace Communication Practical Project – Completion of Major Project eg Bedside Table

INDUSTRIAL TECHNOLOGY - WOOD

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

Graphical and Oral

Presentation

Society and Environmental Impact

Term 1 Week 8

5.7.1, 5.7.2

10%

Practical Progress Mark

All work to date

Term 2 Week 5

5.1.1, 5.1.2, 5.2.2, 5.4.2, 5.5.1, 5.7.1,

5.7.2

10%

Practical Assessment

Task

Practical Skills and Associated Techniques

Term 3 Week 6

5.2.2, 5.4.2, 5.5.1

15%

Practical Mark

Major Project folio Term 4 Week 4

5.3.1, 5.3.2, 5.5.1, 5.2.2, 5.4.2, 5.5.1

50%

Yearly Examination

All work covered in 2015

Term 4 Week 5

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.4.1, 5.4.2,

5.5.1, 5.6.1

15%

32

Information & Software Technology

INFORMATION & SOFTWARE TECHNOLOGY

TERM I Software / Software Development and Programming

TERM II Issues in IT / People in IT / OPTION 1 of 2

TERM III Authoring and Multimedia / Design, Produce and Evaluate

TERM IV Major Integrated Project

INFORMATION AND SOFTWARE TECHNOLOGY


1 Software Design Project Term 1 Week 8

5.2.1, 5.2.2, 5.2.3 25%

2 Issues in IT – Assignment Option Project

Term 2 Week 9

5.1.1, 5.1.2, 5.4.1 25%

3 Authoring and Multimedia Project

Term 3 Ongoing

5.2.1, 5.2.2, 5.2.3 25%

4 Major Integrated Project Term 4 Week 5

5.5.1, 5.5.2, 5.5.3 25%

The assessment for this class within year 10 will include: Class based assessments due to the outcome based curriculum Major Projects and Assignments Group Presentations

What is the overall direction and purpose of the course? The aim of the Information and Software Technology Syllabus is to develop students’ knowledge and

understanding, confidence and creativity in analysing, designing, developing and evaluating information and

software technology solutions.

Students will develop:

1 knowledge and understanding of a range of computer software and hardware

2 problem-solving and critical thinking skills in order to design and develop creative information and

software technology solutions for a variety of real-world problems

3 responsible and ethical attitudes related to the use of information and software technology

4 knowledge and understanding of the effects of past, current and emerging information and software

technologies on the individual and society 5 effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems.

33

Japanese

JAPANESE

TERM I

Where am I?

TERM II


TERM III

What’s Popular


JAPANESE



5.UL.3 5.UL.2 5.MBC.1 5.MBC.2

20%


Term 2 Week 6

5.UL.2, 5.UL.4 20%


Term 3 Week 6

5.UL.4, 5.MBC.1, 5.MLC.2 5.UL.1 5.MBC.2

15%


5.UL.1, 5.MLC.2 5.MLC.1

30%


5.UL.3, 5.MLC.2 15%



34

Music

MUSIC

TERM I Theatre Music Introduction to Musicals –‘recipe for a Musical’ Oklahoma - Lion King - Hairspray performance Jesus Christ Superstar – Cats: Character synopsis 21st Century Musicals – Wicked

10 Weeks

TERM II Classical 19th Century Music Piano Theme and Variations Structure Sonata Form analysis Program Music (idee fixe) BERLIOZ Symphony Fantastic

9 Weeks

TERM III

Jazz History of Jazz Blues Dixie Swing and Big Band Bebop The Birth of Cool

10 Weeks

TERM IV Popular Music Revision Pop Rock Performance Tasks Presentation day rehearsals

9 Weeks

MUSIC

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

1

Performance: Ensemble

Term 1 Week 8

5.1, 5.2, 5.3

15%

2

Composition

Term 2 Week 4

5.4, 5.5, 5.7

20%

3

Listening Exam

Term 2 Week 6

5.7, 5.8, 5.9

15%

4

Composition

Term 3 Week 8

5.4, 5.5, 5.6, 5.7

15%

5

Performance: Solo

Term 4 Week 4

5.1, 5.2

20%

6

Listening Exam

Term 4 Weeks 4

5.7, 5.8, 5.9, 5.10

15%

35

PDHPE

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

TERM I Promoting Health End Zone Games Fitness

TERM II Road Safety Field Games

TERM III Girl/Guy Talk Modern Jive

TERM IV Lifelong Physical Activity

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION


Promoting Health

Research Task

Term 1 Week 9

5.1, 5.2, 5.6, 5.7,

5.8, 5.11, 5.13

20%

Road Safety Strategies relating to road safety

Term 2 Ongoing

5.1, 5.2, 5.6, 5.7

20%

Girl Talk Guy Talk

Presentation of current issues

Term 3 Week 9

5.1, 5.2, 5.6, 5.7, 5.15, 5.16, 5.12

20%

Practical Component

Overall grade based on participation in all practical units

Ongoing 5.4, 5.5, 5.14

40%

36

Photographic & Digital Media

PHOTOGRAPHIC AND DIGITAL MEDIA

TERM I

Photographic Genres

TERM II

Fakes and Forgeries

TERM III

Fakes and Forgeries (cont’d)

TERM IV

Animated Stories

PHOTOGRAPHIC AND DIGITAL MEDIA

A student’s journal must be presented with all marking assessments. The journal will be used as evidence of the student’s investigation and involvement with their work and taken into account in the teacher’s assessment of student achievement. Failure to submit the journal or lack of substantial evidence to support the submitted artwork will severely impact on the assessment mark awarded.


1

Artmaking 1 : Photographic Genres

Term 1 Week 9

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

20%

2

Historical and Critical Case Study 1 Postmodern Photographers

Term 2 Week 6

5.7, 5.8, 5.9, 5.10

20%

3

Artmaking 2: Fakes and Forgeries

Term 3 Week 2

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

20%

4

Historical and Critical Case Study 2 The History of Animation

Term 3 Week 9

5.7, 5.8, 5.9, 5.10

20%

5

Artmaking 3 Animated Stories

Term 4 Week 5

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

20%

37

PASS

PHYSICAL ACTIVITY AND SPORT STUDIES

TERM I

Lifestyle, Leisure and Recreation

TERM II

Body Systems Mixed Martial Arts (Self-Defence)

TERM III Coaching

TERM IV Resistance Training

PHYSICAL ACTIVITY AND SPORT STUDIES

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

Lifestyle, Leisure and Recreation

In class research task

Term 1 Week 8

1.2, 2.2, 4.2, 4.1, 4.3, 4.4

2.1,,

25%

Body Systems

In class exam

Term 2 Week 9

3.1, 4.3, 4.4

25%

Coaching

Design and teach coaching sessions for junior students in chosen sport.

Term 3 Ongoing

3.1, 4.1, 4.2

25%

Practical PASS

Practical application

Ongoing

1.1, 1.2, 3.1, 4.2

25%

38

Textiles

TEXTILES TECHNOLOGY

TERM TOPICS PRACTICAL APPLICATION

1

Properties and Performance Fashion drawing Pattern shapes and markings Techniques of manufacture Sequence of construction Notions required for the textiles item End use of textiles item and performance criteria Design features of textiles items Fabric, yarn and fibre properties

The component parts of a variety of textiles items for a range of focus areas Properties of fabrics and fibres

Pyjamas 2

3

Contemporary Perspectives of Textiles Sectors of the Australian Textiles Industry Career Opportunities Changing nature of work in the Textiles Industry Factors affecting consumer demand, selection and use of textiles Environmental aspects of textiles production Textiles innovations in fabric, yarn and fibre manufacture.

Free Choice Garment meeting the specific criteria established.

4

TEXTILES TECHNOLOGY (200 HOURS)


Fashion drawing task

Students are to create a collection of fashion drawings of figures and garments

Term 1 Week 6

5.3.1 5.3.2

5%

Pyjamas and Folio

Students are to make a set of pyjamas and create a folio to document the process

Term 3 Week 1

5.4.1, 5.5.1, 5.5.2 5.5.3, 5.6.1, 5.1.1 5.1.2

30%

Fibre research task

Students are to generate from the instructions and demonstrations in class a sample folio full of the specified samples and complete a fibre research task.

Term 3 Week 4

5.2.1, 5.2.2,

10% 5.2.3, 5.4.1, 5.5.1, 5.5.2,

5.5.3, 5.6.1

Free Choice Garment and Folio

Students are to create a garment of their choice and document this in a detailed folio that reflects the expectations of year 11 on a small scale

Term 4 Week 4

5.4.1, 5.5.1,

40% 5.5.2 5.5.3, 5.6.1, 5.3.1

5.3.2

Yearly Tests

Properties and performances Contemporary perspectives of textiles

Term 4 Week 5

5.3.1 5.3.2

15%

39

Visual Arts

VISUAL ARTS

TERM I, II Modern Art Cultural, Structural, Subjective and Postmodern Frames Painting, Collage and Sculpture

TERM III, IV The Human Figure Cultural, Structural, Subjective and Postmodern Frames Drawing and Painting

VISUAL ARTS

A student’s Visual Arts process Diary (VAPD) must be presented with all artmaking assessments. The VAPD will be used as evidence of the student’s investigation and involvement with their work and taken into account in the teacher’s assessment of student achievement. Failure to submit the VAPD or lack of substantial evidence to support the submitted artwork will severely impact on the assessment awarded.

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

1 Artmaking 1

Art of the Salons

Term 2

Week 3

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

20%

2 Historical and Critical Case Study 1

The Modern World

Term 2

Week 5

5.7, 5.8, 5.9, 5.10

15%

3 Artmaking 2

Towards Abstraction

Term 2

Week 9

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

15%

4

Historical and Critical Case Study 2

The Human Figure in Art

Term 4

Week 2

5.7, 5.8, 5.9, 5.10

25%

5 Artmaking 3

Human Figure (Body of Work)

Term 5

Week 6

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

25%

The course weighting is Artmaking 60%, Critical and Historical Studies 40%

100%

40

Visual Design

VISUAL DESIGN

TERM I, II

Fashionista Fantasy

Structural, Subjective and Postmodern Frames

Object – Wearable Design

TERM II, III

Corporate Identity

Cultural, Structural, Subjective and Postmodern Frames

Print – Typographic Design

TERM IV

Children’s Book Illustration

Cultural, Structural, Subjective and Postmodern Frames

Print – Illustration and Digital Artmaking

VISUAL DESIGN

A student’s folio must be presented with all making assessments. The folio will be used as evidence of the student’s investigation and involvement with their work and taken into account in the teacher’s assessment of student achievement. Failure to submit the folio or lack of substantial evidence to support the submitted artwork will severely impact on the assessment grade awarded.

TASK

DESCRIPTION

DATE DUE

OUTCOMES

WEIGHTING

1

Historical and Critical Case Study 1 Avant-garde Fashionistas

Term 1 Week 10

5.7, 5.8, 5.9, 5.10

15%

2 Artmaking 1 Wearable Design

Term 2 Week 3

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

15%

3

Artmaking 2 Corporate Identity

Term 3 Week 3

5.7, 5.8, 5.9, 5.10

20%

4 Historical and Critical Case Study 2 Graeme Base

Term 3 Week 8

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

25%

5 Artmaking 3 Children’s Book

Term 4 Week 5

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

25%

The Course Weighting is Designing and Making 60% and Critical and Historical

Interpretations 40%

100%

41

Assessment Task Cover Sheet

Subject/Course:

Student’s Name:

Assessment Topic:

Teacher:

Date Due:

I acknowledge that this work is my own, and that all reference material has been correctly sourced. I am fully aware of the penalties that may apply for any breach of Year 10 (ROSA) Assessment Procedures.

Signature of Student:

Mark/Comments

Please indicate the number of hours that you invested in this assessment task. Hours

42

Timetable

WEEK A MONDAY DAY 1

TUESDAY DAY 2

WEDNESDAY DAY 3

THURSDAY DAY 4

FRIDAY DAY 5

Period 1 8.50am

Period 2 9.40am

Recess 10.30am

Period 3 10.50am

Period 4 11.40am

Lunch 12.30pm

Period 5 1.20pm

Period 6 2.10pm

WEEK B MONDAY DAY 6

TUESDAY DAY 7

WEDNESDAY DAY 8

THURSDAY DAY 9

FRIDAY DAY 10

Period 1 8.50am

Period 2 9.40am

Recess 10.30am

Period 3 10.50am

Period 4 11.40am

Lunch 12.30pm

Period 5 1.20pm

Period 6 2.10pm

secondary school curriculum outline year...

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