yr 9 assessment handbook - killarney-h.schools.nsw.edu.au€¦ · 2018 year 9 assessment handbook...

1 2018 Year 9 Assessment Handbook

YR 9 ASSESSMENT HANDBOOK

2018

This booklet provides you with important information about

the school’s assessment policy, timing of Assessment Tasks

and the content examined for each assessable task you have

this year.

KILLARNEY HEIGHTS HIGH SCHOOL STARKEY ST, KILLARNEY HEIGHTS, NSW 2087

Phone: 02 9451 7005


Killarney Heights High School is committed to enhancing and encouraging students’ achievement of

learning outcomes. The Killarney Heights High School Assessment Policy is designed to ensure

consistency in assessment throughout the school. Our aim is to ensure that all of our students

progressively develop their skills and knowledge in a collaborative and supportive environment.

Assessment at Killarney Heights High School encourages progressive development of skills and knowledge while ensuring:

consistency across subjects and courses

fairness in marking and reporting

coordination of the assessment program to ease the load on students.

Assessment Tasks are designed to measure performance against course outcomes through a range of

Assessment Tasks and in a wider range of objectives than may be tested in an examination. Assessment

Tasks may include:

tests which may take a written, practical and oral form

class essays, research tasks, assignments, portfolios, log books

practical tasks and major works

fieldwork and projects

Teachers must be satisfied that the work presented is the student’s own, particularly in tasks that require

work to be done at home, and that any help that you have received has been acknowledged (referenced).

Malpractice (including copying someone else’s work or breaching school examination rules) is taken very

seriously at Killarney Heights High School.

To have satisfactorily completed a course, students will have:

● satisfactorily completed the Board of Studies teaching and Educational Standards requirements for

all courses studied

● have a satisfactory record of attendance

● applied themselves with diligence and sustained effort to the set tasks and experiences provided

in the course by the school; and

● achieved some or all of the course outcomes.

Students must follow the instructions of their teacher for each subject regarding completion and submission of all assignments.

Students must ensure that their Assessment Tasks are submitted on the due date. Any requests for an extension to the due date will be assessed by the relevant Head Teacher on a discretionary basis.

In all cases, where a student does not submit or attend an Assessment Task, they must complete an

Illness/Misadventure form. Failure to follow these procedures will result in a mark of zero being awarded.

If the student is absent for all or part of the due date

If the student is absent the day prior to the due date

If the student does not hand in or attend an assessment task on the due date

INTRODUCTION TO ASSESSMENT POLICY

SUCCESS CRITERIA FOR KHHS ASSESSMENTS

ABSENCE, ILLNESS AND MISADVENTURE PROCEDURES

WHEN DOES A STUDENT NEED TO COMPLETE AN ILLNESS/MISADVENTURE FORM?

Stage 5 and 6 Assessment Tasks are a compulsory and necessary component of the RoSA and Higher

School Certificate. Absence from an assessable task could be an indication of a student’s non-serious attempt,

placing at risk the award of the RoSA and /or the Higher School Certificate.

It is the responsibility of a student, who for various reasons, fails to submit an assessable task, to make proper

application for consideration under the published rules of the Assessment Procedures.

Surname …………………………………………..………….... Given name …….…………………………………………………………

Class …………………………………... Subject(s) ……………………………………………………………..…..................................

Date(s) of task …………………….…………………………………………………………………………………………………………………………...

Reason for absence or not submitting task ………………………………….…………………………………………………………

……………………………………………………………………………………………………………….……………………………………………………………….

Medical certificate and/or other documentation attached: Yes / No

Student signature …………………………………………………………..…………… Date ………………………………....

Parent signature …………………………………………………………..…………… Date ………………………………....

Prior approval given: Yes / No Student informed school of illness/misadventure: Yes / No

Misadventure type: Consideration for marks Assessment rescheduling/extension Please circle

Task type: Exam Written In class Project Research Please circle

Practical Group Oral

Head Teacher Recommendation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………….……………………………………………………………….

Head Teacher signature: ………………………………………….. Date received …………………………………………..

Entered on Sentral

Decision: ………………………………………………………………….………………………………………..……………..……………………………………

Deputy Principal signature: ………………………………..…… Date received ………………………………………………..

Yr 9 Assessment Overview 2018

NOTE: Subjects with performances or oral presentations may be listed in both weeks within the period that they are assessed. Students should consult their teachers for further clarification

Week Term 1 Term 2 Term 3 Term 4

1 PDHPE - Persuasive 25

2 History Elective - Research 25 IST - Portfolio 25

French Acc. – Listening/Reading 35

3 French Acc. – Reading/Writing 25 Industrial Technology Exam 25

History Elective - Exam 30

PDHPE - Exam 25

Music – Performance 40

4

History - Exam 50

Advanced French - Half Yearly 25

Drame – Script 15

IST - Exam 20

Drama – Solo Performance 10

English - Exam 25

Mathematics - Exam 25

Science - Yearly 40

Geography - Yearly 40

History - Exam 40

Commerce - Exam 30

Engineering - Exam 10

Graphics - Home Plans 35

IST - Exam 30

5 History Elective - Resarch 20

Science - Prac 20

Geography - Exam 50

Commerce - Exam 20

Music - Listening 30

Graphics - Perspective 20

Art - Project 25

Music – Listening 30

Mathematics - Exam 25

Drama - Performance 40

Food Techology - Market stall 30

Art - Project 30

Industrial Technology - Project 20

Food Technology - Exam 25

Textiles - Exam 25

Advanced French - Exam 30

Drama – Performance 30

6 Food Technology - Report 20

Mathematics -Exam 25

PASS - Research 25

Engineering - Project 25

Textiles Portfolio and Prac 30

Music - Performance 40

Engineering - Project 20

Graphics - CAD 25

Testiles - Portfolio and Prac 30

7

Commerce - Presentation 20

Art - Written 25

Textiles - Prac 15

French Acc. – Speaking/Listening 20

Drama – Performance 20

Food Techology - Exam 25

Commerce - Project 30 Art - Written 20

8 Mathematics - French Acc. – Speaking 20

9 Drama – Designs/Performance 25

10 Music – Composition 30

ENGLISH

In Year 9 students study a broad range of texts with increasingly complex themes and ideas. These texts include poetry, novels, films, drama and media. Literacy is also a focus as students prepare for their final round of NAPLAN, with an emphasis on grammar, punctuation, spelling, literary techniques and sentence structure.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Task Name Persuasive

Writing Portfolio Novel Essay Poetry Portfolio

Yearly

Examination

Task type Letter and

Exposition Essay

Poetry and

Analysis

Poetry Short

answers

Timing Term 1

Week 10

Term 2

Week 9

Term 3

Week 10

Term 4

Week 4

Outcomes

EN5-1A

EN5-3B

EN5-5C

EN5-3B, EN5-6C,

EN5-8D

EN5-1A

EN5-4B

EN5-6C

EN5-2A

EN5-3B

EN5-6C

Weighting 25% 25% 25% 25%

Outcomes Assessed

EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis imaginative expression and pleasure

EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

EN5-6C investigates the relationships between and among texts

EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning


MATHEMATICS 5.3

In the Mathematics 5.3 course, students use deductive reasoning in problem solving and in

presenting arguments and formal proofs. They interpret and apply formal definitions and

generalisations and connect and apply mathematical ideas within and across substrands. They

demonstrate fluency in selecting, combining and applying relevant knowledge, skills and

understanding in the solution of familiar and unfamiliar problems.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Weighting

Task Name Examination Examination Examination Examination

Timing Term 1

Week 8

Term 2

Week 6

Term 3

Week 5

Term 4

Week 4

Outcomes

MA5.2-1WM,

MA5.2-3WM,

MA5.2-7NA,

MA5.1-1WM,

MA5.1-3WM,

MA5.1-5NA,

MA5.1-2WM,

MA5.1-9MG,

MA4-1WM,

MA4-2WM,

MA4-3WM,

MA4-5NA,

MA5.2-2WM,

MA5.2-5NA,

MA5.1-2WM,

MA5.1-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-6NA,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-6NA,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-6NA,

MA5.1-8MG,

MALS-29MG,

MA5.2-11MG,

MA5.2-12MG,

MA4-17MG,

MA4-1WM,

MA4-3WM,

MA5.1-10MG,

MA5.2-13MG,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.3-1WM,

MA5.3-2WM,

MA5.3-3WM,

MA5.3-6NA,

MA5.1-10MG,

MA5.2-13MG,

MA5.2-1WM,

MA5.2-2WM

MA5.1-6NA,

MALS-32MG,

MALS-33MG,

MALS-34MG,

MA5.2-3WM,

MA5.2-9NA,

MA5.1-7NA,

MA5.2-5NA,

MA5.1-7NA

Weighting 20% 25% 25% 30% 100%


MATHEMATICS 5.2

In the Mathematics 5.2 course, students use mathematical arguments to reach and justify conclusions. When communicating mathematical ideas, they use appropriate mathematical language and algebraic, statistical and other notations and conventions in written, oral or graphical form. Students use suitable problem-solving strategies, which include selecting and organising key information, and they extend their inquiries by identifying and working on related problems. Assessment Schedule


Task Name Examinati

on Examination Examination Examination

Timing Term 1

Week 8

Term 2

Week 6

Term 3

Week 5

Term 4

Week 4

Outcomes

MA5.1-1WM,

MA5.1-3WM,

MA5.1-5NA,

MA5.1-2WM,

MA5.1-9MG,

MA4-1WM,

MA4-2WM,

MA4-3WM,

MA4-5NA,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-5NA,

MA5.1-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-4NA,

MALS-12NA,

MALS-13NA,

MALS-14NA,

MALS-15NA,

MALS-16NA,

MALS-17NA,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-6NA,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA,

MA5.1-8MG,

MALS-29MG,

MA5.2-11MG,

MA5.2-1WM,

MA5.2-2WM,

MA5.2-3WM,

MA5.2-8NA

MA5.1-1WM,

MA5.1-2WM,

MA5.1-8MG,

MALS-29MG,

MA5.2-11MG,

MA5.1-3WM,

MA4-17MG,

MA4-1WM,

MA4-2WM,

MA4-3WM

MA5.1-10MG,

MA4-17MG,

MA4-1WM,

MA4-2WM,

MA4-3WM,

MA5.1-10MG,

MA5.1-1WM,

MA5.1-2WM,

MA5.1-3WM,

MA5.1-6NA,

MALS-32MG,

MALS-33MG,

MALS-34MG,

MA5.2-1WM,

MA5.2-3WM,

MA5.2-9NA,

MA5.2-2WM,

MA5.2-5NA,

MA5.1-7NA,

MA5.1-1WM,

MA5.2-14MG

Weighting 20% 25% 25% 30% 100%


SCIENCE

Year 9 students study the following topics: Light, Sound, Action, Chemical Reactions, Big Systems and Ecosystems and Change. Students engage in both theory and practical lessons in order to understand the world in which they live and familiarise themselves with scientific methods and procedures.

Outcomes Assessed

SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in

increasing understanding of the world around them

SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and

global issues, including shaping sustainable futures

SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current

and future use and influence of science and technology, including ethical considerations

SC5-4WS develops questions or hypotheses to be investigated scientifically

SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and

collaboratively

SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information,

individually and collaboratively

SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary

sources to develop evidence-based arguments and conclusions

SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to

identified problems

SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience,

using appropriate scientific language, conventions and representations

SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion

SC5-11PW explains how scientific understanding about energy conservation, transfers and

transformations is applied in systems

SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how

models, theories and laws are refined over time by the scientific community

SC5-13ES explains how scientific knowledge about global patterns of geological activity and

interactions involving global systems can be used to inform decisions related to contemporary issues

SC5-14LW analyses interactions between components and processes within biological systems

SC5-15LW explains how biological understanding has advanced through scientific discoveries,

technological developments and the needs of society

SC5-16CW explains how models, theories and laws about matter have been refined as new scientific

evidence becomes available

SC5-17CW discusses the importance of chemical reactions in the production of a range of substances, and

the influence of society on the development of new materials

Assessment Schedule

Component &

Weight


Term 1

Week 8

Term 2

Week 5

Term 3

Week 8 Term 4 Week 4

Research Task Practical

Investigation

Research &

Presentation Task Yearly Exam

SC5-1VA, SC5-

5WS

SC5-9WS, SC5-

10PW

SC5-5WS, SC5-

6WS

SC5-7WS

SC5-2VA, SC5-

7WS

SC5-8WS, SC5-

13ES

SC5-8WS, SC5-

9WS

SC5-11PW, SC5-13ES

SC5-14LW, SC5-

16CW

SC5-17CW

Knowledge &

Understanding 40 10 5 25

Planning and

Conducting

Investigations 20

15 5

Critical Thinking

and Problem

Solving 20

5 3 7 5

Communicating 20 5 2 8 5

100 20 20 20 40


GEOGRAPHY (one semester only)

In year 9 Geography students explain geographical processes that change features and characteristics of places and environments over time and across scales and explain the likely consequences of these changes. They analyse interconnections between people, places and environments and propose explanations for distributions, patterns and spatial variations over time and across scales. Students compare changing environments, analyse global differences in human wellbeing, explore alternative views to geographical challenges and assess strategies to address challenges using environmental, social and economic criteria. Students undertake geographical inquiry to extend knowledge and understanding, and make generalisations and inferences about people, places and environments through the collection, analysis and evaluation of primary data and secondary information. They propose explanations for significant patterns, trends, relationships and anomalies in geographical phenomena. Students propose solutions, and may take action to address contemporary geographical challenges, taking into account alternative points of view and predicted outcomes. Students participate in relevant fieldwork to collect primary data and enhance their personal capabilities and workplace skills.

Assessment Schedule

Task 1 Task 2

Task Name A sustainable Future Summative Geography Examination

Task type Geographical research In class examination

Timing Semester 1 students Research assignment due

week 8 term 1. Term 2 week 5


week 8 term 3 Term 4 week 4

Outcomes GE 5.3, GE 5.5, GE 5.7, GE

5.8 GE 5.1, GE 5.2, GE 5.3, GE 5.5

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed

› explains the diverse features and characteristics of a range of places and environments GE5-1 › explains processes and influences that form and transform places and environments GE5-2 › analyses the effect of interactions and connections between people, places and environments GE5-3 › assesses management strategies for places and environments for their sustainability GE5-5 › acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 › communicates geographical information to a range of audiences using a variety of strategies GE5-8


HISTORY (one semester only)

By the end of Stage 5, students describe, explain and assess the historical forces and factors that shaped the modern world and Australia. They sequence and explain the significant patterns of continuity and change in the development of the modern world and Australia. They explain and analyse the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia. Students explain and analyse the causes and effects of events and developments in the modern world and Australia. Students explain the context for people's actions in the past. They explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. Students sequence events and developments within a chronological framework, and identify relationships between events across different periods of time and places. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical arguments. In developing these texts and organising and presenting their arguments, students use historical terms and concepts, evidence identified in sources and they reference these sources. Students will have undertaken a relevant site study either by visiting an actual site or through a virtual source.

Assessment Schedule

Task 1 Task 2

Task Name Convict Timeline and Diary Summative History Examination

Task type Historical research In class examination


Term 1 week 8 Term 2 week 4


Term 3 week 8 Term 4 week 4

Outcomes HT 5.2, HT 5.4, HT 5.6, HT 5.9,

HT 5.10. HT 5.1, HT 5.2, HT 5.4, HT 5.6,

HT 5.7, HT 5.9.

Weighting 50% Total for task 50% Total for Task

Outcomes Assessed

› explains and assesses the historical forces and factors that shaped the modern world and Australia

HT5-1

› sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2 › explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4 › uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6 › explains different contexts, perspectives and interpretations of the modern world and Australia HT5-7 › applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5 9 › selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10


COMMERCE

The aim of Year 9 Commerce is to enable young people to become wise consumers and

informed business people. By actively running and promoting their own business, investing on

the share market and by raising awareness of personal finance. Students are able to use their

research and group work skills in order to make informed and responsible decisions as

individuals and in business.

Assessment Schedule


Task Name

Consumer Choice

Presentation & Essay

Half-Yearly Examination

Market Day Stall and

Business Plan Yearly Exam

Task type Research and

oral presentation Examination

Practical project, Writing

Examination

Timing Term 1 Week 7

Term 2 Week 5

Term 3 Week 7

Term 4 Week 4

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

5.1, 5.2, 5.3, 5.4, 5.5,

5.5, 5.6, 5.7, 5.8, 5.9

5.1, 5.2, 5.4, , 5.8,

Weighting 20% 20% 30% 30%

Outcomes Assessed

5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.3 examines the role of law in society 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines


HISTORY ELECTIVE

Students investigate the major features of Mesopotamia as an ancient society & Tudor and

Stuart England in order to study in depth the major features of an ancient and medieval society

not studied in the Stage 4 Mandatory courses. It provides for the development of students’

understanding of the nature of history, historical inquiry, the study of historical causation and

factors contributing to continuity and change.

Apart from studying societies, students examine thematic topics. Myths and Legends offers the

opportunity to enjoy the study of history for its intrinsic interest and investigate the relationship

of archaeological evidence to written and oral sources of information. Students begin to work

more independently and to apply the historical skills so far acquired. Film as History focuses on

the development of students’ understanding of the nature of history and the ways in which

different perspectives/interpretations of the past are reflected in a variety of historical

constructions.

Assessment Schedule


Task Name Mesopotamia Assignment

Myths and Legends Report

Film as History Source

Assignment Yearly Exam

Task type Research Research Source Analysis

Research Test


Term 3 Week 2

Term 3 Week 8

Term 4 Week 3

Outcome E5.4, E5.8, E5.9 E5.1, E5.6,

E5.10 E5.1, E5.2, E5.7

E5.3, E5.4, E5.9

Weighting 20% 25% 25% 30%

Outcomes Assessed

E5.1 applies an understanding of history, heritage, archaeology and the methods of historical

inquiry

E5.2 examines the ways in which historical meanings can be constructed through a range

of media

E5.3 sequences major historical events or heritage features, to show an understanding

of continuity, change and causation

E5.4 explains the importance of key features of past societies or periods, including groups and

personalities

E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical

inquiry process

E5.7 explains different contexts, perspectives and interpretations about the past

E5.8 selects and analyses a range of historical sources to locate information relevant to an

historical inquiry

E5.9 applies a range of relevant historical terms and concepts when communicating an

understanding of the past

E5.10 selects and uses appropriate oral, written, visual and digital forms to communicate

effectively about the past for different audiences


DRAMA

Students will explore the meaning and function of drama and theatre in reflecting the social and

cultural aspects of human experience. The first unit will cover an introduction to a range of

dramatic forms with an exploration of the History of Theatre from Ancient Greece to the 19th

century and will incorporate the role of design in theatre. Students will then explore the

production of a radio play and the importance of voice in performance. Finally, an in-depth

study of the medieval form of Commedia dell’Arte will show how this performance style has

influenced the comedy of the 21st century. This final unit will culminate in a performance to an

invited audience.

Assessment Schedule

Task 1 Task 2 Task 3

Task Name History of Theatre Radio Play Commedia dell’Arte

Task type In class project work

and design presentation

In class project and Scriptwriting

In class performance work and written task

Timing Term 1 Week 9 Term 2 Week 4 Term 2 Week 7

Term 3 Week 4 Term 4 Week 5

Outcomes 5.1.1, 5.1.4 5.2.2, 5.3.1

5.1.3, 5.2.1, 5.3.2

5.1.3, 5.1.4, 5.2.1, 5.3.2

Weighting 25% 35% 40%

Outcomes Assessed: A student: 5.1.1 manipulates the elements of drama to create belief, clarity and tension in character, role,

situation and action; 5.1.2 contributes, selects, develops and structures ideas in improvisation and playbuilding; 5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text; 5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, dramatic

techniques, theatrical conventions and technologies; 5.2.1 applies acting and performance techniques expressively and collaboratively to

communicate dramatic meaning; 5.2.2 selects and uses performance spaces, theatre conventions and production elements

appropriate to purpose and audience; 5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical

conventions and technologies to create dramatic meaning; 5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance

styles, dramatic techniques and theatrical conventions; 5.3.2 analyses the contemporary and historical contexts of drama; 5.3.3 analyses and evaluates the contribution of individuals and groups to processes and

performances in drama using relevant drama concepts and terminology.


MUSIC

In year 9, students explore instrumental music through ensemble performances and composition.

They study a range of works and identify a variety of approaches which they use in their own

compositions. Students arrange and prepare ensemble works which are rehearsed and presented

in class. Written and aural skills are developed through regular listening and practical activities.

Material is sourced from music written in the last 400 years.

Assessment Schedule

Task 1 Task 2 Task 3

Task Variation

Composition Instrumental

Music Jazz

Timing Term 1

Week 9/10

Term 2

Week 5/6

Term 4

Week 3

Outcomes 5.4, 5.5, 5.6 5.7, 5.8, 5.9, 5.10 5.1, 5.2, 5.3, 5.12

Syllabus Component:

Composition L:istening Performance Weighting

Total %

Perform 40 40

Compose 30 30

Listen 30 30

Total 30% 30% 40% 100%

Outcomes Assessed:

5.1 performs repertoire with increasing levels of complexity in a range of musical styles

demonstrating an understanding of the musical concepts

5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical

notation and the application of different types of technology

5.3 performs music selected for study with appropriate stylistic features demonstrating solo

and ensemble awareness

5.4 demonstrates an understanding of the musical concepts through improvising, arranging

and composing in the styles or genres of music selected for study

5.5 notates own compositions, applying forms of notation appropriate to the music selected for

study

5.6 uses different forms of technology in the composition process

5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and

critical discussion of music from different stylistic, social, cultural and historical contexts

5.8 demonstrates an understanding of musical concepts through aural identification,

discrimination, memorisation and notation in the music selected for study

5.9 demonstrates an understanding of musical literacy through the appropriate application of

notation, terminology, and the interpretation and analysis of scores used in the music

selected for study

5.10 demonstrates an understanding of the influence and impact of technology on music

5.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an

art form

5.12 demonstrates a developing confidence and willingness to engage in performing, composing

and listening experiences


VISUAL ARTS

Visual Arts fosters interest and enjoyment in the making and studying of art. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Year 9 will be exploring the question: “Does art define us?” This will be explored through the genre of Still Life and through the built environment and the impact of new technologies

Assessment Schedule


Task Name

Still Life:

You Are The

Art Critic

Still Life Artwork

Animalia

Historical

Research

Animalia Animation

Task type Written task

In class

project

work

Written task

In class

project

work


Term 2 Week 5

Term 3 Week 7

Term 4 Week 5

Outcomes

5.7, 5.9,

5.1, 5.4,

5.8, 5.10

5.2, 5.6

Weighting

25%

25%

20%

30%

Outcomes Assessed

5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks

5.2 makes artworks informed by their understanding of the function of and relationships between artist – artwork – world – audience

5.3 makes artworks informed by an understanding of how the frames affect meaning

5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts

5.5 makes informed choices to develop and extend concepts and different meanings in their artworks

5.6 demonstrates developing technical accomplishment and refinement in making artworks

5.7 applies their understanding of aspects of practice to critical and historical interpretations of art

5.8 uses their understanding of the function of and relationships between artist – artwork – world – audience in critical and historical interpretations of art

5.9 demonstrates how the frames provide different interpretations of art

5.10 demonstrates how art criticism and art history construct meanings


FRENCH ACCELERATED / YEAR 10 FRENCH COURSE

The students will learn about household chores, reflexive verbs, daily work routines, future

events and projects, health issues, past events, relationship and problems.

Assessment Schedule


Task Name Response

to a spoken text

Response to a written text

Project Research with oral

presentation

Response to spoken

and written tests

Task type Aural, oral practicals

Reading, writing test

In-class task Aural and

written test

Timing Term 1

Week 7-8 Term 2 Week 3

Term 3 Weeks 8

Term 4 Week 2

Outcomes 5.UL.1, 5.UL.3

5.UL.2, 5.UL.4

5.UL.3, 5.UL.4

5.MBC.1

5.UL.1, 5.UL.2 5.UL.4

Syllabus Component

Speaking in French

10 10

20

Listening and Responding

10 15

25

Reading and Responding

10 20

30

Writing in French

15

10

25

Weighting 20% 25% 20% 35%

100%

NB: In Term 4, Year 9 French Accelerated students are given a ROSA Grade for NESA

Outcomes Assessed:

A student

5.UL.1 selects, summarises and analyses information and ideas in spoken texts and

responds appropriately

5UL.2 selects, summarises and analyses information and ideas in written texts and

responds appropriately

5.UL.3 communicates in French by using diverse structures and features to express

own ideas

5.UL.4 experiments with language structures and patterns in French to convey

information and to express own ideas

5.MBC.1 explores the interdependence of language and culture in a range of texts

and contexts


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Personal Development, Health and Physical Education (PDHPE) contributes significantly to the

cognitive, social, emotional, physical and spiritual development of students. It provides

opportunities for students to learn about, and practise ways of, adopting and maintaining a

healthy, productive and active life. It also involves students learning through movement

experiences that are both challenging and enjoyable, and improving their capacity to move with

skill and confidence in a variety of contexts. It promotes the value of physical activity in their

lives.

Assessment Schedule


Task Name Practical Skills Mental Health

and Resilience Practical Skills Yearly Exam

Task type

Practical skills

evaluation and peer

appraisal

Goal setting

and Persuasive

text.

Practical skills,

attitude and

participation

Exam

Timing

Ongoing

throughout

semester 1

Peer appraisal

Week 5

Term 2

Week 1-2

Ongoing

throughout

semester 2

Term 4

Week 3

Outcomes 5.4 & 5.5 5.6, 5.15 & 5.16 5.4 & 5.5 5.1, 5.2, 5.6, 5.7,

5.8 and 5.16

Weighting 25% 25% 25% 25%

Outcomes Assessed:

5.1 A student analyses how they can support their own and others’ sense of self.

5.2 A student evaluates their capacity to reflect on and respond positively to challenges.

5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships.

5.5 A student composes, performs and appraises movement in a variety of challenging contexts.

5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting

young people.

5.7 A student analyses influences on health decision-making and develops strategies to promote

health and safe behaviours.

5.8 A student critically analyses health information, products and services to promote health.

5.11 Adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in

increasingly complex situations.

5.12 Adapts and applies decision-making processes and justifies their choices in increasingly

demanding contexts.


PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS)

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

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

range of lifelong physical activities, including recreational, leisure and adventure pursuits,

competitive and non-competitive games, individual and group physical fitness activities, and the

use of physical activity for therapy and remediation.

Assessment Schedule


Task Name Body Systems Practical Skills

and peer evaluation

Nutrition Fundamental

Movement Skills

Task type In Class

Examination

Assessment of practical skills, participation and attitude

Creative Design & Research Task

Practical Presentation

Timing Term 1

Week 10 Ongoing

throughout year Term 2 Week 6

Ongoing in Term 3

Outcomes 1.1, 1.2 3.1, 4.1 & 4.3

1.1, 4.4 3.1, 3.2, 4.4

Weighting 25% 25% 25% 25%

Outcomes Assessed 1.1 discusses factors that limit and enhance the capacity to move and perform

1.2 analyses the benefits of participation and performance in physical activity and sport

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

sport

2.2 analyses physical activity and sport from personal, social and cultural perspectives

3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful

performance

3.2 evaluates the characteristics of enjoyable participation and quality performance in physical

activity and sport

4.1 works collaboratively with others to enhance participation, enjoyment and performance

4.2 displays management and planning skills to achieve personal and group goals

4.3 performs movement skills with increasing proficiency

4.4 analyses and appraises information, opinions and observations to inform physical activity

and sport decisions.


GRAPHICS TECHNOLOGY

Starting with an introduction to Graphics, students complete a range of graphical tasks using

freehand, mechanical methods and CAD including SketchUp Pro and Adobe Illustrator. They

consolidate their skills by completing an Architectural set of drawings of their own home using

CAD. Presentation of scale models and student designed or modified objects is achieved

through the use of 3D printing and 2D laser tooling technologies.

Assessment Schedule


Task Name Ortho &

Exploded ISO

2pt & 3pt

Perspective

SketchUp &

Layout

Presentation

Own Home

Plans

Task type Engineering

Drawings Perspective CAD CAD Project

Timing Term 1 Week 9 Term 2 Week 5 Term 3 Week 6 Term 4 Week 4

Outcomes 5.1.1, 5.3.1 5.1.1, 5.2.2 5.3.1, 5.4.1 5.1.2, 5.2.1, 5.3.2,

5.5.1

Weighting 20 20 25 35

Outcomes Assessed

5.1.1 communicates ideas graphically using freehand sketching and accurate drafting techniques 5.1.2 analyses the nature of information and intended audience to select and develop

appropriate presentations

5.2.1 designs and produces a range of graphical presentations

5.2.2 evaluates the effectiveness of different modes of graphical communications for a variety of purposes

5.3.1 identifies, interprets, selects and applies graphics conventions, standards and procedures

in graphical communications

5.3.2 manages the development of graphical presentations to meet project briefs and

specifications

5.4.1 manipulates and produces images using computer-based drafting and presentation

technologies

5.5.1 identifies, assesses and manages relevant WHS factors to minimise risks in the work environment


INDUSTRIAL TECHNOLOGY - TIMBER

Year 9 students develop their knowledge and ability in Industrial Technology–Timber through the construction of a Jewellery Box, Step Stool and Mallet. The focus of the Jewellery Box is skills with hand tools, while the Step Stool Project introduces machine tools, a variety of jointing techniques, project planning and the reading of working drawings. Finally the Mallet focuses on using wood turning tools and techniques.

Assessment Schedule


Task Name Jewellery Box Stool /

Step Ladder

Yearly

Examination Wood turning

Task type Submission of

practical project

Submission of

practical project

and report

Examination Submission of

practical project


Outcomes

5.1.1

5.1.2

5.2.2

5.1.2

5.2.1

5.2.2

5.5.2

5.3.1

5.7.2

5.2.2

5.6.1


Outcomes Assessed

A Student:

5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes

5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes 5.2.1 applies design principles in the modification, development and production of projects 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and

processes to produce quality practical projects 5.3.1 justifies the use of a range of relevant and associated materials 5.5.2 communicates ideas, processes and solutions to a targeted audience 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and

quality of construction 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and

cultural issues locally and globally


FOOD TECHNOLOGY

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

food properties, preparation, nutritional considerations and consumption patterns. Students will

develop practical skills in preparing and presenting food that will enable them to select and use

appropriate ingredients, methods and equipment. They will learn about influences on the

Australian cuisine and will examine historical and current food trends. Students will use this

knowledge to develop, produce and evaluate food products.

Assessment Schedule


Task Name Bush Tucker

Half Yearly

Examination

It’s Morning Tea time – Food

product Development

Yearly Examination

Task type Written report

Practical exam Practical

Market stall and portfolio

Written Examination


Term 2 Week 7

Term 3 Week 5

Term 4 Week 5

Outcomes 5.3.1, 5.2.1,

5.4.1 5.1.1, 5.1.2, 5.2.3,

5.5.1 5.1.1, 5.2.3, 5.3.2,

5.5.2 5.2.1, 5.2.2, 5.3.1

Weighting 20% 25% 30% 25%

Outcomes Assessed

5.1.1 Demonstrates hygienic handling of food to ensure a safe and appealing product

5.1.2 Identifies, assesses and manages the risks of injury and WHS issues associated with the

handling of food

5.2.1 Describes the physical and chemical properties of a variety of foods

5.2.2 Accounts for changes to the properties of food which occur during food processing,

preparation and storage

5.2.3 Apply appropriate methods of food processing, preparation and storage

5.3.1 Describes the relationship between food consumption, the nutritional value of foods and

the health of individuals and communities

5.3.2 Justifies food choices by analysing the factors that influence eating habits

5.4.1 Collects, evaluates and applies information from a variety of sources

5.5.1 Selects and employs appropriate techniques and equipment for a variety of food specific

purposes

5.5.2 Plans, prepares, presents and evaluates food solutions for specific purposes


TAS ENGINEERING

Industrial Technology-Engineering aims to develop in students an understanding of the

interrelationships between technology, the individual, society and the environment, and to

develop their ability to think creatively to devise solutions to practical problems. This is done both

individually and in group scenarios.

Assessment Schedule


Task name

Water Tower Bottle Rockets Engineered Mechanism

Yearly Exam

Task overview

Submission of project



In class exam

Timing

Term 1 Week 9

Term 2 Week 6

Term 4 Week 6

Term 4 Week 4

Outcomes

5.1.2 5.2.1 5.4.2 5.6.1

5.1.2 5.2.1 5.3.1

5.2.1 5.4.2 5.5.1 5.6.1

5.3.1 5.5.1 5.6.1 5.7.2

Weighting

20% 25% 25% 30%

Outcomes Assessed

5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes

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

5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects

5.3.1 justifies the use of a range of relevant and associated materials

5.4.2 works cooperatively with others in the achievement of common goals

5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects

5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities

and quality of construction

5.7.2 describes, analyses and evaluates the impact of technology on society, the environment

and cultural issues locally and globally


INFORMATION SOFTWARE AND TECHNOLOGY

During Year 9 students complete a range of tasks. Using Illustrator, Photoshop and InDesign the

create advertising material for a new business. These products are submitted with and

accompanying portfolio that provides students with the opportunity to document their skills

and processes. Using Microsoft Access, Excel and Word student learn how to manipulate data

using advanced features of the software applications. Animation skills are also developed where

students use Stop Motion Pro, After Effects and Flash.

Assessment Schedule


Task Name

The Design

Process –

Working with

Graphics

Integrating

Documents

Animation

Portfolio

Yearly

Examination

Task type

Submission of

Promotional

material and

portfolio

In class practical

skill test

Submission of

digital portfolio Examination


Outcomes 5.2.3

5.3.1 5.2.1 5.2.2 5.5.2


Outcomes Assessed

5.2.1 describes and applies problem-solving processes when creating solutions 5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging

problems 5.2.3 critically analyses decision-making processes in a range of information and software

solutions 5.3.1 justifies responsible practices and ethical use of information and software technology 5.5.2 communicates ideas, processes and solutions to a targeted audience


TEXTILES

The study of Textiles Technology provides students with a broad knowledge and understanding

of fibres, yarns and fabrics. Students will develop practical skills in Textile manufacture across 5

focus area: Apparel, Non-Apparel, Costume, Furnishing and Textiles Art enabling the students to

select and use appropriate construction techniques and use a variety of tools and equipment.

Students will use this knowledge to develop, produce and evaluate high quality textiles

products, along with accompanying portfolios.

Assessment Schedule


Task Name Back to basics:

bag or apron

Time For Bed: Onesie / PJS

Heirloom Cushion

Yearly Examination

Task type Practical Practical and

Portfolio Practical

and Portfolio Written Examination


Term 2 Week 7

Term 3 Week 6

Term 4 Week 5

Outcomes 5.2.2, 5.5.2, 5.5.3

5.2.2, 5.4.1, 5.5.2, 5.5.3

5.5.1,5.5.2, 5.5.3, 5.6.1

5.1.1, 5.2.1, 5.3.2,

Weighting 15% 30% 30% 25%

Outcomes Assessed

5.1.1 Explains the properties and performance of a range of Textile items

5.2.1 Explains the creative process of design used in the work of Textiles Designers

5.2.2 Generates and develops Textiles design ideas

5.3.2 Evaluates the impact of Textiles production and use of the individual, consumer and

society.

5.4.1 Selects and uses appropriate technology to creativity document, communicate and present

design and project work.

5.5.1 Critically selects and creatively manipulates a range of Textile materials to produce quality

Textile items

5.5.2 Selects appropriate techniques and use equipment safely in the production of quality

textiles projects

5.5.3 Demonstrates competence in the production of Textile projects to completion

5.6.1 Evaluates textiles items to determine quality in their design and construction.