Stage 5 Assessment Handbook - Taree Christian College · 5 Taree Christian College Stage 5 Assessment Handbook | 2019 EXAMINATIONS AND REPORTS For Stage 5 students there will be one

Stage 5

Assessment Handbook

2019

2 Taree Christian College Stage 5 Assessment Handbook | 2019

TABLE OF CONTENTS

Assessment in Stage 5 3 The Record of School Achievement (RoSA) 3 HSC Minimum Standards 4 The Nature and Purpose of Internal Assessment 4 External Courses 4 Reporting Achievement 4 Completion of Course Requirements 4 Examinations and Reports 5 Non-Completion of Assessment Tasks 5 Absence the day before an Assessment Task 5 N Award Warning 6 Assessment Appeals 6 Malpractice 6 All My Own Work 7 Summary 7 ASSESSMENT SCHEDULES FOR STAGE 5 COURSES OFFERED 2018 YEAR 9 CORE SUBJECTS 8 Biblical Studies 9 English 10 Geography 11 History 12 Mathematics 5.3 13 Mathematics 5.2 14 Mathematics 5.1 15 PDHPE 16 Science 17 YEAR 10 CORE SUBJECTS 18 Biblical Studies 19 English 20 Geography 21 History 22 Mathematics 5.3 23 Mathematics 5.2 24 Mathematics 5.1 25 PDHPE 26 Science 27 STAGE 5 ELECTIVES 28

Agricultural Technology 29 Commerce 30 Drama 31 Food Technology 32 Industrial Technology 33 Information & Software Technology 34 Japanese 35 Music 36 Physical Activity and Sports Studies 37

Visual Arts 38 Glossary of Terms

39

Illness Misadventure Extension Appeal Form 41 Change of Subject Request 43

Student Declaration (to be detached and returned) 45


ASSESSMENT IN STAGE 5

The College has high expectations of all its students and strongly encourages every student to apply their best effort to all coursework, including assessment tasks. Students are encouraged to take responsibility for their own learning, monitoring their own progress, and using a range of strategies to achieve their learning goals. This booklet is issued to students commencing Year 9 & 10. It has been prepared to provide students and their parents with information on assessments for Stage 5. Every school is required by the NSW Education Standards Authority (NESA), to devise an assessment program for each Board Developed Course and Board Endorsed Course operating within the school. This assessment handbook provides students and parents with details of the planned assessment of learning for each course throughout the academic year. It contains the components of each course, the assessed outcomes and the weightings for each task planned. For consistency and ease of understanding, a common format has been used to present the assessment procedures for all courses offered at Taree Christian College. Courses offered externally by TAFE or Distance Education are assessed and reported separately by these organisations. To assist students and parents in monitoring and planning, all assessment tasks are entered onto the College electronic assessment calendar. Students are encouraged to make sure they have access to this calendar through their electronic device. Any student having difficulty accessing this calendar should seek help from a teacher or the IT department.

THE RECORD OF SCHOOL ACHIEVEMENT (RoSA)

Eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate their academic results until they leave school. The RoSA records completed Stage 5 and Stage 6 courses and grades, and participation in any uncompleted Year 11 courses. It is of specific use to students leaving school prior to the HSC. To qualify for the award of a RoSA, a student must have:

- attended a government school, an accredited non-government school or a recognised school outside NSW;

- undertaken and completed courses of study that satisfy NESA’s curriculum and assessment requirements for the Record of School Achievement;

- complied with any other regulations or requirements (such as attendance) imposed by the Minister or the Board; and

- completed Year 10.

Taken from www.boardofstudies.com.au on 3/2/15 Stage 5 courses are assessed according to the NSW Education Standards Authority (NESA) rules. Marks from assessment tasks assist teachers in determining a grade, which is submitted to the NESA for the Record of School Achievement (RoSA) at the conclusion of Year 10.

http://www.boardofstudies.com.au/


HSC MINIMUM STANDARDS

Students in Year 9 and 10 will be required to demonstrate the new minimum standards before their HSC for Reading, Writing and Numeracy. Any students who do not achieve this for one or more of the components can re sit online tests twice each year, for up to 5 years after commencing the HSC course in order to meet requirements. Students who do not meet the new minimum standards, and still complete their Year 12 year will only receive a RoSA (no HSC). Students will have the opportunity to demonstrate the HSC minimum standards by taking new, short online tests when they are ready in years 10, 11 or 12. The standard is set at level three of the Australian Core Skills Framework (ACSF), which means students will have basic reading, writing and maths skills needed for everyday tasks after school. The new HSC Minimum Standards only applies to students sitting HSC exams in 2020 and onwards.

THE NATURE AND PURPOSE OF INTERNAL ASSESSMENT

Internal Assessment examines a student’s ability in regard to specific outcomes in a course that cannot easily be evaluated with a formal examination. Internal Assessment may include tests, written assignments, practical activities, fieldwork and projects. This Internal Assessment rates a student's achievement over a wider range of outcomes that cannot be measured by a single Higher School Certificate examination. Since; however, some components can be tested by examination, in each subject a certain proportion of the assessment comes from the school yearly examination.

EXTERNAL COURSES

Courses offered to students by TAFE or Distance Education will not be assesed by the College. Information will be given directly to students by these organisations. The school will monitor the progress of these students in their external courses, but will not report on progress.

REPORTING ACHIEVEMENT

Achievements in Stage 5 Courses are reported against Course Performance Descriptors that clearly describe the level of knowledge, skills and understanding achieved. NESA requires all schools keep assessment marks for each student in each course. These marks assist teachers in determining a grade which is derived from the Course Performance Descriptors.

COMPLETION OF COURSE REQUIREMENTS

To complete a course satisfactorily, the Principal must certify that a student has fulfilled all requirements of the syllabus, for example: assignments, practical work, homework and participation in class.

Students will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that they have:

- Followed the course developed or endorsed by the Board; - Applied themselves with DILIGENCE and SUSTAINED EFFORT to the set assessment tasks and

experiences provided by the school; - Achieved some or all of the course outcomes.


EXAMINATIONS AND REPORTS

For Stage 5 students there will be one formal examination period in Weeks 4 - 6 of Term 4. School reports will be published to the portal at the conclusion of both Semesters One and Two.

NON-COMPLETION OF ASSESSMENT TASKS

Assessment tasks will be scheduled to be completed and submitted to teachers for marking on or by specified dates throughout Stage 5. All submitted tasks are to be handed in by the LATEST SUBMISSION TIME (LST) (by the time specified) to their teacher. For in-class tasks, attendance on the day (and for the whole day) is essential. STUDENTS MUST MAKE THEMSELVES AWARE of dates set out for designated tasks in this assessment booklet.

i. If a student is unable to complete any assessment task by the LST, he or she may hand it in unfinished and receive marks according to the quality of the work completed. In this case the student may be allowed an extension of time, only granted by the Director of Studies if the circumstances warrant it.

ii. If however, the student (a) does not hand in any evidence of work by the due date, or (b) is absent for an assessment task, HE/SHE WILL AUTOMATICALLY BE AWARDED ZERO.

In either (II) (a) or (b) above the student may appeal to the Director of Studies within one week following the specified due date for the task or on return to school after an absence. If an appeal is not lodged under these conditions then the awarded mark will stand.

Illness If a student is unable to attend an in-class assessment task due to illness, the College is to be notified on the day of the task so provisions can be made for the student to sit the task at another time. The illness/misadventure form along with any appropriate support documents (ie medical certificate) are to be provided to the Director of Studies upon the student’s return to school. If a student is ill leading up to the deadline for a hand in assessment task and they wish to seek an extension, then they must speak to the Director of Studies at least 48 hours prior to the task deadline so a fair course of action can be determined. A medical certificate will need to be provided for an extension to be granted due to illness. Misadventure If a student is unable to attend an in-class task or hand in a task on the day that it is due for a reason other than illness, then it may be considered misadventure. The Director of Studies is to be notified on the day of the task or as soon as is practicable so provisions can to be made for the student to sit the task at another time. It is at to the discretion of the Director of Studies to determine whether the reason for absence is valid and whether alternative arrangements are appropriate. Misadventure refers to events that are out of your control that have prevented you from completing the task and/or attending school. Examples of misadventure are family tragedy, car accident, flood etc. The Illness/Misadventure/Extension/Appeal form is available from the Director of Studies office, the College Website or can be copied from the appendix at the rear of this handbook.

ABSENCE THE DAY BEFORE AN ASSESSMENT TASK

Students must attend school on the day prior to the due date of an assessment task or examination. If a student is absent, a medical certificate must be presented to the Director of Studies upon their return to school. A consequence is issued to students who breach this rule to act as a disincentive to students who may seek to gain an advantage over their peers. Any absences for reasons other than medical are considered misadventure and will be dealt with according to the misadventure guidelines. Tasks due on a Monday are excluded from this rule as it is deemed all students have the same time advantage on the weekend.


N AWARD WARNING

In the case where a student fails to meet course requirements (as stated on page 4 of this handbook), the teacher will advise the relevant KLA coordinator of the need to issue an N Award Warning. This warning is designed to indicate to the student that they are in danger of not completing the course, of which this may have consequences on their successful completion of Year 9 or 10. Up to three N Award Warnings can be issued in a course before the Principal will decide if a student is to be issued an N Determination. Any student who receives an N Award Warning will be issued a letter which is to be signed by a parent or carer and returned to the Director of Studies to be kept on the student’s file.

ASSESSMENT APPEALS

Appeals must be lodged with the Director of Studies using the prescribed school form. Copies are located in the Director of Studies office, the College website, or can be copied from the appendix of this assessment booklet. Should the Director of Studies not grant an extension, the appeal will be referred to an Assessment Appeals Panel which will consist of the Head of Secondary, Director of Studies and the College Principal. After considering the reasons for appeal the Panel will decide whether:

a. To grant an extension of time for the assessment task without penalty b. To permit a substitute assessment task to be set c. To confirm the mark, zero or otherwise, which the class teacher has already given d. To give an estimate based on other evidence (not examinations)

The Director of Studies will inform the student of the result of their appeal and maintain a file of all appeal forms lodged. Notes

a. There is no ground for appeal against the value of the mark awarded b. Medical certificates are required to cover absences through illness c. The NESA guidelines for illness and misadventure shall form the basis for determination of appeals d. If work is done on computer, hand written notes/draft printouts should be kept as proof of the work in

progress in the event of a malfunction and as proof of ‘All My Own Work’ e. Students should NOT ASSUME that an extension will be granted f. Students may be asked to complete a substitute task g. Students may not take time off school/class to complete an assessment task. The school may take action

against a student who does so, including disciplinary action. Students are NOT to be absent the day before a task is due without medical proof [i.e. a doctor’s certificate].

MALPRACTICE

Allegations of malpractice, cheating in examinations or plagiarism in essays, for example, are to be treated with utmost seriousness. They should be reported immediately to the Director of Studies. An N award warning will be issue to any student proven to be participating in any forms of malpractice. The student will also be required to re submit/sit the task. In an exam scenario, the exam will be different to the original. Malpractice during tests or examinations is:

- Breaching the test/examination rules - Acquiring unauthorised copies of the test before the test time/date - Copying the work of others - Taking unauthorised material into the test and/or using it during the test - Assisting another student to engage in malpractice is also a form of malpractice - Plagiarism is another form of malpractice


ALL MY OWN WORK

The All My Own Work program is designed to help students follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies. The program is integrated with other NSW syllabuses and programs. The program is designed to be delivered flexibly as self-paced learning modules. The program's content is divided into five modules:

- Scholarship - Principles and Practices - Acknowledging Sources - Plagiarism - Copyright - Working with others

Students undertake the All My Own Work program during Year 10. It is the responsibility of students to demonstrate that any work completed in assessment tasks or examinations is their own.

SUMMARY

The College has aimed to present this information clearly for students and parents. Naturally you need to be very conversant with the NESA procedures, and with the Assessment and Reporting policy of Taree Christian College. It is essential that the appropriate course assessment details be read thoroughly on each assessment task notification sheet. For any questions or enquires on assessment policy, contact the Director of Studies. I wish you all the best as you undertake your study in Stage 5. Mr A Day Director of Studies Taree Christian College Email: [email protected]

http://amow.boardofstudies.nsw.edu.au/

mailto:[email protected]


2019 YEAR 9

ASSESSMENT SCHEDULES

FOR

CORE SUBJECTS


BIBLICAL STUDIES Assessment Approach and Requirements Students will be assessed each term units using a variety of assessment techniques to gauge their learning and to allow students to express their opinions.

Course Components

Weighting Task 1 Task 2 Task 3 Task 4

Term 1 Week 6

Term 2 Week 6

Term 3 Week 7

Term 4 Weeks 5/6

A Sneaking Suspicion

50% Essay 1: Review

of an article

In Class Test: A Sneaking Suspicion

Questioning the Bible

25% Take home

multiple choice examination

Questioning the Resurrection

25%

Yearly Examination:


Total 100% 25% 25% 25% 25%

2019 YEAR 9 ASSESSMENT SCHEDULE


ENGLISH Assessment Approach and Requirements Students will be assessed across a range of textual forms and language modes. In addition to the formal tasks listed below, ongoing formative assessment will occur through collaborative and individual learning experiences centred on the way meaning is conveyed through texts.

Course Component


Task 5

Term 1 Week 9

Term 2 Week 6

Term 2 Week 9

Term 3 Week 7

Term 4 Weeks 5/6

Novel Study 20% Essay 20%

Media 10% Viewing /

Listening Task 10%

Short Story 20% Short Story

20%

Shakespeare and Visual

Texts 25%

Speaking and Representing

Task 25%

Poetry, Reading and

Writing 25%

Yearly Examination

25%

Assessed Outcomes

EN5-1A, EN5-7D

EN5-3B, EN5-8D

EN5-1A, EN5-2A

EN53B, EN5-6C, EN5-7D

EN5-1A, EN5-3B, EN5-4B, EN5-5C, EN5-7D, EN5-8D

Total 100% 20% 15% 20% 20% 25%



GEOGRAPHY Assessment Approach and Requirements Students are required to integrate their understanding of biomes and human migration with their geographical skills. Students are expected to communicate their understanding using formal geographical terminology and accurately utilise simple and complex geographical tools.

Course Component Weighting Task 1 Task 2 Task 3

Semester 1 Term 1 Week 8

Term 1 Week 11

Term 2 Week 8


Term 3 Week 9

Term 4 Weeks 5/6

Biomes Project Research

Assignment Semester

Examination

Geographical knowledge and understanding

40% 10% 10% 20%

Geographical tools & skills

25% 10% 5% 10%

Communication 25% 5% 10% 10%

ICT 10% 5% 5%

Assessed Outcomes GE5-1, GE5-2, GE5-3, GE5-4,

GE5-8.

GE5-2, GE5-3. GE5-4, GE5-5, GE5-6, GE5-7,

GE5-8.

GE5-1, GE5-2, GE5-3, GE5-4,

GE5-8.

Total 100% 30% 30% 40%



HISTORY Assessment Approach and Requirements The following tasks will provide students with opportunities to investigate historical personalities, events and issues, to develop skills to undertake the processes of historical inquiry, to have empathy for others and to communicate their understanding of history.

Course Components Syllabus

Weighting Task 1 Task 2 Task 3


Term 2 Week 5

Term 2 Week 8


Term 3 Week 9

Term 4 Weeks 5/6

Research Task: The Industrial Revolution

Source Analysis – Making a Nation

Semester Examination

Comprehension, Chronology, Terms and

Concepts. 30% 10% 5% 15%

Analysis and use of resources.

10% 10%

Perspectives and Interpretations

15% 10% 5%

Empathetic Understanding 5% 5%

Research 15% 15%

Explanation and Communication

25% 10% 5% 10%

Assessed Outcomes

HT5-2, HT5-4, HT5-6,

HT5-9, HT5-10.

HT5-4, HT5-6, HT5-9, HT5-10.

HT5-1, HT5-2, HT5-4.

Total 100% 35% 35% 30%



MATHEMATICS 5.3 Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess understanding and the level of skill achieved.

Course Components Weighting Task 1 Task 2 Task 3 Task 4

Term 1

Week 10 Term 2 Week 7

Term 3 Week 6

Term 4 Weeks 5/6

Learning Journal

Learning Journal/Test

Learning Journal/

Investigation Task

Learning Journal/Yearly Examination

Concepts, skills and techniques 50% 10% 10% 5% 25%

Working Mathematically 50% 10% 10% 15% 15%

Assessed Outcomes

MA5.3-13MG, MA5.3-14MG, MA5.3-6NA, MA5.3-6NA, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

MA5.3-13MG, MA5.3-14MG, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM, MA5.3-18SP, MA5.3-8NA

Most outcomes – assessment

for learning MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

Previous outcomes and MA5.3-18SP MA5.3-8NA , MA5.3-15MG, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

Total 100% 20% 20% 20% 40%





Term 1


Term 3 Week 6

Term 4 Weeks 5/6

Learning Journal


Learning Journal/

Investigation Task




Assessed Outcomes

MA5.2-5NA, MA5.1-9MG, MA5.1 4NA, MA5.2-6NA

MA5.1-1WM MA5.1-2WM MA5.1-3WM MA5.2-1WM MA5.2-2WM MA5.2-3WM

MA5.1-10MG, MA5.2-13MG, MA5.1 6NA, MA5.1 7NA, MA5.2-5NA, MA5.2-9NA

MA5.1-1WM MA5.1-2WM MA5.1-3WM MA5.2-1WM MA5.2-2WM

MA5.1 -8MG, MA5.2 -11MG

MA5.1-1WM MA5.1-2WM MA5.1-3WM MA5.2-1WM MA5.2-2WM MA5.2-3WM

Previous outcomes and MA5.1-11MG, MA5.2-14MG

MA5.1-1WM MA5.1-2WM MA5.1-3WM MA5.2-1WM MA5.2-2WM MA5.2-3W

Total 100% 20% 20% 20% 40%





Term 1


Term 3 Week 6

Term 4 Weeks 5/6

Learning Journal


Learning Journal/

Investigation Task




Assessed Outcomes

MA5.1-9MG, MA5.1 4NA,

MA5.1-1WM MA5.1-2WM MA5.1-3WM

MA5.1-10MG, MA5.1 6NA, MA5.1 7NA,


MA5.1-8MG,


Previous outcomes and

MA5. 1-11MG,


Total 100% 20% 20% 20% 40%



PDHPE Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess knowledge and understanding, and the level of skill achieved in each of the units studied.

Course Component Weighting Task 1 Task 2 Task 3 Task 4 Task 5

Term 2 Week 6

Ongoing (Term 1 & 2)

Term 4 Week 2

Term 4 Week 4/5


Drug Use/ Road Safety

– Risk Assessment

and Preventative Strategies

Participation Group Dance

Performance

Yearly Examination

Participation

Knowledge and understanding of:

o personal identity and resilience

o respectful relationships

o health, safety and wellbeing

40% 15% 5% 15% 5%

Skills in: o self-

management o interpersonal

skills

30% 5% 10% 5% 10%

Skills in: o move with

confidence, competence and creativity

30% 10% 10% 10%

Assessed Outcomes 5.1, 5.2, 5.3,

5.9 5.4, 5.5, 5.8,

5.11 5.4, 5.5,

5.11

5.1, 5.2, 5.3, 5.6,

5.7,5.9,5.10

5.4, 5.5, 5.8, 5.11

Total 100% 20% 25% 10% 20% 25%



SCIENCE Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess knowledge and understanding of course content and skills in Science.

Course Component


Term 1 Week 8

Term 2 Week 8

Term 3 Week 9

Term 4 Weeks 5/6

Research Assignment Research

Presentation

Depth Study Experiment

Design Report Yearly

Examination

Planning investigations,

gathering & processing data.

30% 10% 10% 10%

Communicating, thinking & problem

solving. 30% 10% 10% 10%

Knowledge and understanding.

40% 40%

Assessed Outcomes

SC5 7WS, SC5,

9WS

SC5 4WS, SC5, 5WS, SC5 6WS, SC5 7WS, SC5, 8WS, SC5 9WS

SC5 1VA


SC5 14LW, SC5, 3VA, SC5 4WS, SC5 5WS, SC5, 6WS, SC5 7WS, SC5 8WS, SC5,

9WS, SC5, 10PW, SC5, 12ES, SC5, 16CW, SC5,

17CW

Total 100% 20% 20% 20% 40%



2019 YEAR 10


FOR

CORE SUBJECTS


BIBLICAL STUDIES Assessment Approach and Requirements Students will be assessed each term units using a variety of assessment techniques to guage their learning and to allow students to express their opinions.

Course Components


Term 1 Week 9

Term 2 Week 6

Term 3 Week 7

Term 4 Weeks 4/5

If I were God, I would End All the

Pain 50% Essay 1

In Class Test: If I were God, I

would End All the Pain

Questioning the Bible

25% Take home

multiple choice examination


25%

Yearly Examination:


Total 100% 25% 25% 25% 25%



ENGLISH Assessment Approach and Requirements Students will be assessed across a range of textual forms and language modes. In addition to the formal assessment tasks listed below, ongoing formative assessment will occur through collaborative and individual learning experiences centred on the way meaning is conveyed through texts.

Course Component

Weighting Task 1 Task 2 Task 3 Task 4 Task 5

Term 1 Week 9

Term 2 Week 3

Term 3 Week 1

Term 4 Week 2

Term 4 Weeks 4/5

Genre Study 20% Essay 20%

Poetry 10% In Class

Task 10%

Shakespeare 25% Speaking and Representing

25%

Textual Transformations

20% Critical Essay

20%

Yearly Examination

25% Yearly

Examination 25%

Assessed Outcomes

EN5-1A, EN5-5C, EN5-7D, EN5-8D

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

EN5-1A, EN5-2A, EN5-3B, EN5-4B, EN5-9E

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

EN5-1A, EN5-2A, EN5-4B, EN5-5C, EN5-7D EN5-8D

Total 100% 20% 10% 25% 20% 25%



GEOGRAPHY Assessment Approach and Requirements Students are required to integrate their understanding with their geographical skills. Students are expected to communicate their understanding using formal geographical terminology and accurately utilise simple and complex geographical tools.

Course Component Weighting Task 1 Task 2 Task 3

Semester 1 Term 1


Term 2 Week 8


Term 3 Week 9

Term 4 Weeks 3/4

Research

Assignment

Environmental Management

Fieldwork

Semester Examination

Geographical knowledge and understanding

40% 10% 10% 20%

Geographical tools & skills

25% 5% 10% 10%

Communication 25% 10% 5% 10%

ICT 10% 5% 5%

Assessed Outcomes GE5-1, GE5-2, GE5-6, GE5-7,

GE5-8.

GE5-2, GE5-3, GE5-4, GE5-5, GE5-7, GE5-8.

GE5-1, GE5-2, GE5-3, GE5-4,

GE5-8.

Total 100% 30% 30% 40%



HISTORY Assessment Approach and Requirements In the study of History, students are expected to have a deep understanding of the historical era in study. Their understanding is demonstrated through their ability to communicate information from a complex analysis of primary and secondary sources. Students are also expected to explain and communicate how different perspectives and interpretations of history can impact our understanding of the past.

Course Components Syllabus

Weighting Task 1 Task 2 Task 3


Term 1 Week 11

Term 2 Week 5


Term 3 Week 9

Term 4 Weeks 4/5

Rights and Freedoms

Source Analysis Popular Culture

Investigation Semester Examination

Comprehension, chronology, terms and

concepts 20% 10% 5% 5%

Analysis and use of sources

20% 10% 5% 5%

Perspectives and Interpretations

15% 5% 10%

Empathetic Understanding

10% 10%

Research 15% 10% 5%

Explanation and communication

20% 10% 10%

Assessed Outcomes HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

HT5-1, HT5-3, HT5-4, HT5-5, HT5-7, HT5-9,

HT5-10

HT5-2, HT5-3, HT5-6, HT5-8, HT5-9,

HT5-10

Total 100% 30% 30% 40%




Course Components


Term 1


Term 3 Week 6

Term 4 Weeks 4/5

Learning Journal Learning

Journal/Test

Learning Journal/

Investigation Task




Assessed Outcomes

MA5.3-13MG, MA5.3-14MG, MA5.3-6NA, MA5.3-6NA, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

MA5.3-13MG, MA5.3-14MG, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM, MA5.3-18SP, MA5.3-8NA

Most outcomes – assessment for

learning MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

Previous outcomes and MA5.3-18SP MA5.3-8NA , MA5.3-15MG, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

Total 100% 20% 20% 20% 40%




Course Components


Term 1


Term 3 Week 6

Term 4 Weeks 4/5


Journal/Test

Learning Journal/

Investigation Task




Assessed Outcomes

MA5.2-4NA, MA5.2-11MG, MA5.2-12MG, MA5.2-6NA, MA5.2-1WM, MA5.2-2WM, MA5.2-3WM

MA5.2-6NA, MA5.2-7NA, MA5.2-15SP, MA5.2-16SP MA5.2-11MG, MA5.2-12MG, MA5.2-1WM, MA5.2-2WM, MA5.2-3WM

Most outcomes – assessment for

learning

MA5.2-1WM, MA5.2-2WM, MA5.2-3WM

Previous outcomes and MA5.2-15SP, MA5.2-16SP, MA5.2-9NA, MA5.2-5NA,

MA5.2-14MG, MA5.2-1WM, MA5.2-2WM, MA5.2-3WM

Total 100% 20% 20% 20% 40%




Course Components


Term 1


Term 3 Week 6

Term 4 Weeks 4/5


Journal/Test

Learning Journal/

Investigation Task




Assessed Outcomes

MA5.1-4NA, MA5.1-9MG, MA5.1-8MG, MA5.1-1WM, MA5.1-2WM, MA5.1-3WM

MA5.1-9MG, MA5.1-8MG, MA5.1-1WM, MA5.1-2WM, MA5.1-3WM, MA5.1-5NA, MA5.1-13SP

MA5.1-12SP, MA5.1-6NA,


Previous outcomes and MA5.1-13SP, MA5.1-12SP , MA5.1-6NA,


Total 100% 20% 20% 20% 40%



PDHPE Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess knowledge and understanding, and the level of skill achieved in each of the units studied.

Course Component Weighting Task 1 Task 2 Task 3 Task 4 Task 5

Term 1 Week 9

Term 2 Week 6


Term 4 Weeks 4/5


Research

Task In Class Test Participation

Yearly Examination

Participation

Knowledge and understanding of:

o Sense of self o Respectful

relationships o Manage

challenging circumstances

40% 5% 10% 5% 15% 5%

Skills in: o Protect,

promote and restores health

o Lifelong physical activity

30% 5% 10% 5% 10%

Skills in: o Develop and

apply movement

o Promoting healthy and active lifestyles

30% 5% 5% 10% 10%

Assessed Outcomes 5.6, 5.7,

5.11, 5,12, 5.16

5.1, 5.2, 5.3, 5.6, 5.7

5.4, 5.5, 5.14 5.15

5.1, 5.3, 5.6, 5.7

5.5, 5.9, 5.10

Total 100% 10% 20% 25% 20% 25%



SCIENCE Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess knowledge and understanding of course content and skills in Science.

Course Component


Term 1 Week 8

Term 2 Week 8

Term 3 Week 9

Term 4 Weeks 4/5

Research Assignment Research

Presentation

Depth Study Experiment

Design Report Yearly

Examination

Planning investigations,

gathering & processing data.

30% 10% 10% 10%

Communicating, thinking & problem

solving. 30% 10% 10% 10%

Knowledge and understanding.

40% 40%

Assessed Outcomes

SC5 7WS, SC5,

9WS


SC5 1VA


SC5 14LW, SC5, 3VA, SC5 4WS, SC5 5WS, SC5, 6WS, SC5 7WS, SC5 8WS, SC5,

9WS, SC5, 10PW, SC5, 12ES, SC5, 16CW, SC5,

17CW

Total 100% 20% 20% 20% 40%



2019


FOR

STAGE 5 ELECTIVES


AGRICULTURAL TECHNOLOGY Assessment Approach and Requirements Students will be assessed using the following tasks: please note that Task 3 is ongoing observation from the teacher during practical tasks in lessons that involve cattle husbandry and cattle handling, vegetable growing skills and competence. There is no set date for this task rather over Term 1, 2, and 3.

Course Component

Task 1 Task 2 Task 3 Task 4 Task 5

Term 2 Week 2

Term 2 Week 7

Term 3 Week 6 Ongoing

Term 3 Week 6

Term 4 Week 5

Task Type Graphing Layer

Growth In Class Test

Practical Observation

Cows Create Careers

Competition Assignment

Yearly Examination

Assessed Outcomes

5.3.1, 5.4.3, 5.5.2

5.1.2, 5.3.1, 5.3.3 5.5.2, 5.6.2

5.3.1, 5.4.3, 5.6.1, 5.6.2

5.2.1, 5.3.1, 5.3.4, 5.4.3, 5.5.2, 5.6.2

5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.3.3, 5.3.4 5.4.2

Total 20% 20% 15% 20% 25%

2019 STAGE 5 ELECTIVES ASSESSMENT SCHEDULE


COMMERCE Assessment Approach and Requirements Students will be assessed on their knowledge and understanding of the course content and their ability to be able to apply this course content to solve complex legal and consumer problems that may arise in various situations. Students will be expected to communicate their understanding through both written and oral modes.

Course Component


Term 1 Week 7

Term 2 Week 7

Term 3 Week 2

Term 4 Week 3

Term 4 Week 4/5

Comparison

Shopping Topic Test Law in action

Personal Finance

Yearly Examination

Knowledge and understanding

35% 5% 10% 5% 15%

Decision making and

Problem Solving 35% 10% 5% 5% 5% 10%

Research and communication

20% 5% 10% 5%

Working independently

and collaboratively

10% 5% 5%

Assessed Outcomes

5.1, 5.4, 5.5,

5.7 5.1, 5.2, 5.4,

5.5 5.1, 5.3, 5.6,

5.8, 5.9 5.1, 5.2, 5.5,

5.6, 5.9 5.1, 5.2, 5.4,5.5

Total 100% 20% 25% 15% 15% 25%



DRAMA Assessment Approach and Requirements Students will be assessed in the following areas: Making, Performing and Appreciating. Students will be able to demonstrate their skills, knowledge and understanding of the elements of drama through Making, Performing and Appreciating Drama across a range of performance experiences, dramatic forms and performance styles.

Course Component


Term 1 Week 7

Term 2 Week 2

Term 3 Week 2

Term 4 Week 1

Term 4 Weeks 4/5

Making 35% Group Devising

10% Script Analysis

5%

Video Drama outline &

construction 10%

Research & Playbuilding

10%

Performing 35%

Group Movement

Performance 5%

Duologue Performance

10%

Video Drama Presentation

10%

Playbuilt Performance

10%

Appreciating 30% Critique

5%

Logbook Component

5%

Yearly Examination

20%

Assessed Outcomes

5.1.1, 5.1.2, 5.2.1, 5.3.1,

5.3.3

5.1.1, 5.1.3, 5.2.1, 5.2.2, 5.2.3, 5.3.1

5.1.1, 5.1.4, 5.2.2, 5.2.3

5.1.2, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3

5.3.1, 5.3.2,

5.3.3

Total 100% 20% 20% 20% 20% 20%



FOOD TECHNOLOGY Assessment Approach and Requirements The tasks set out in Food Technology allow students to collect, evaluate and communicate information using technology from a variety of sources. Please note that Task 4 is ongoing observation mark from the teacher during practical lessons throughout the year.

Course Component

Task 1 Task 2 Task 3 Task 4 Task 5

Term 1


Term 3 Week 6

On Going Terms (1-3)

Term 4 Week 5

Task Type Research

Assignment Multimedia Assignment

Design Project In Class Practical

Work Yearly

Examination

Assessed Outcomes

5.2.1-3, 5.3.1, 5.4.1, 5.4.2

5.3.1-2, 5.4.1-2 5.1.1, 5.2.3,

5.5.1-2 5.1.1-2, 5.2.1-3,

5.5.1-2 5.1.1-2, 5.5.1,

5.6.1-2

Total 15% 15% 20% 30% 20%



INDUSTRIAL TECHNOLOGY Assessment Approach and Requirements Throughout the course students will be assessed in several ways, these include: the creation of practical projects, the development of design folios and a formal examination.

Course Component


Term 1

Week 10 Term 2


Term 4 Week 5

Practical 60% Cajon 20%

Automata 20%

Device Organiser 20%

Theory 40% Cajon Folio

10% Automata

10%

Device Organiser Folio 10%

Yearly Examination

10%

Outcomes Assessed

5.1.1, 5.1.2,

5.2.1, 5.2.2, 5.4.2 5.3.1, 5.3.2,

5.4.2, 5.5.1, 5.7.2 5.4.1, 5.5.1, 5.6.1 5.7.1, 5.7.2

Total 100% 30% 30% 30% 10%



INFORMATION & SOFTWARE TECHNOLOGY Assessment Approach and Requirements A range of assessment strategies which enable students to demonstrate their achievements of the outcomes will be used. These include: written and computer generated reports, oral presentations, classroom observations, practical demonstrations, and group evaluation of Design Projects.

Course Component Weighting Task 1 Task 2 Task 3 Task 4

Term 1

Week 10 Term 2


Term 4 Week 5

Task Type Movie Editing Web Site Design CAD Yearly

Examination

Outcomes Assessed

5.2.1, 5.2.2, 5.2.3,

5.5.1, 5.5.3 5.2.1, 5.2.2, 5.2.3,

5.3.1, 5.3.2 5.1.1, 5.2.1, 5.2.2,

5.2.3, 5.5.2 5.1.2, 5.3.1, 5.3.2,

5.4.1, 5.5.3

Totals 100% 20% 20% 30% 30%



JAPANESE 100 hours (1 year course) Assessment Approach and Requirements Students are assessed in the three course components. Using language assesses the four language skills of listening, reading, speaking and writing.

JAPANESE 200 hours (2 year course)

Course Component


Term 1 Week 7

Term 2 Week 7

Term 3 Week 6

Term 4 Week 5

Speech Test Letter Yearly

Examination

Communicating 50% 10% 10% 10% 20%

Understanding 50% 5% 20% 10% 15%

Assessed Outcomes

LJA5-1C, LJA5-4C, LJA5-5U

LJA5-2C, LJA5-4C, LJA5-6U, LJA5-8U

LJA5-4C, LJA5-6U, LJA5-7U

LJA5-1C, LJA5-4C, LJA5-7U, LJA5-9U

Totals 100% 15% 30% 20% 35%

Course Component


Term 1 Week 7

Term 2 Week 7

Term 3 Week 6

Term 4 Week 5

Recount Test Speech Yearly

Examination

Using Language

60% 10% 10% 10% 30%

Making Linguistic

Connections 30% 5% 5% 10% 10%

Moving Between Cultures

10% 5% 5%

Assessed Outcomes

5UL3, 5MLC2 5UL4, 5MLC1,

5MLC2 5MBC1, 5MBC2

5UL1, 5UL2, 5UL3, 5UL4,

5MLC1, 5MLC2

Totals 100% 15% 20% 25% 40%



MUSIC Assessment Approach and Requirements Students will be assessed in the following areas: Performing, Composing and Listening. Students will be able to demonstrate their knowledge, understanding and skills in the musical concepts through Performing, Composing and Listening from a range of musical styles, periods from a range of musical styles, periods and genres.

Course Component


Term 1

Week 10 Term 2


Term 4 Weeks 5

Performance 35% Improvisation Performance

10%

Baroque Group Performance

15%

Solo Performance

10%

Composition 35% Improvisation Backing Track

10%

Rock / Pop Song 10%

Baroque Melody 15%

Listening 30% Listening Test

10%

Yearly Examination

20%

Outcomes Assessed

5.1, 5.2, 5.3, 5.4,

5.6 5.4, 5.5, 5.6, 5.7,

5.8, 5.9, 5.10 5.1, 5.2, 5.3, 5.4,

5.5, 5.6 5.1, 5.2, 5.3, 5.7,

5.8, 5.9

Totals 100% 20% 20% 30% 30%



PHYSICAL ACTIVITY AND SPORT STUDIES (PASS) Assessment Approach and Requirements Throughout the Stage 5 course a variety of assessment techniques are used to assess knowledge and understanding, and the level of skill achieved in each of the units studied.

Course Component


Term 1 Week 7

Term 2 Week 5

Term 4 Week 5

Term 4 Week 6

Practical Skills In Class Test Yearly

Examination Practical Skills

Knowledge and understanding in: - Contribution of physical activity

and sport - Developing a foundation for participation

40% 20% 20%

Skills in: - Developing

personal skills to increase

enjoyment - Enhancing

participation and performance

60% 25% 5% 5% 25%

Assessed Outcomes

3.1, 3.2, 4.1, 4.2,

4.3, 4.4

1.1, 1.2, 2.1, 2.2,

3.1, 3.2, 4.4

1.1, 1.2, 2.1, 3.1,

3.2, 4.4

1.1, 3.1, 4.1, 4.2,

4.3

Total 100% 25% 25% 25% 25%



VISUAL ARTS Assessment Approach and Requirements Students will be assessed within the following two areas: Art Making and Critical and Historical Studies.

Course Component


Term 1


Term 2 Week 10

Term 3 Week 6

Term 4 Week 5

Art Making 60% Painting

20%

Photography Portfolio

20%

Sculpture 20%

Critical and Historical Studies

40% Presentation

20%

Yearly Examination

20%

Outcomes Assessed

5.1, 5.3, 5.4,

5.5, 5.6 5.7, 5.8, 5.9,

5.10 5.1, 5.2, 5.4,

5.5, 5.6 5.1, 5.3, 5.4,

5.5, 5.6 5.7, 5.8, 5.9,

5.10

Total 100% 20% 20% 20% 20% 20%



GLOSSARY OF TERMS USED IN STAGE 5 EXAMS/QUESTIONS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Stage 5 documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

WORD MEANING

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

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

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

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

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluation)

Deduce Draw conclusions

Define State meaning an identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and from conclusions about

Justify Support and argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole



Stage 5 (Years 9 & 10) Illness / Misadventure / Extension / Appeal Form 2019 Use this form for failure to submit or complete an assessment task on time and/or when absence from assessment tasks due to illness, accident or other misadventure. Step 1 Student Section (Please fill out all details)

Student Name: _______________ Year: 11 / 12 (please circle) Date: ______________ Subject:___________________________ Class Teacher: __________________ Assessment task name & number: _____ Weighting (%):____________________

Reason for Appeal: Illness Misadventure Other __________________ (please circle)

Details:

Amount of days requested for extension:__________________________________________________

Student Signature ______ Parent/Carer Signature ______

Medial Certificate attached in support: Yes No Name of Doctor:_________________________

Step 2 Teacher Section (College use only) Class teacher recommendation: Approved Declined

Class Teacher’s comment (if required)

______

Class Teacher’s recommendation of days requested for extension:______________________________

Teacher Signature: _____________________________ Date: __________________

Step 3 Director of Studies Section (College use only) Copy to student and on file: Yes No

Approved Revised due date:____________________

Declined Refer to Appeals panel

Appeals Panel Decision: Extension without penalty Set a substitute task Give an estimate based on the evidence Reason unacceptable, mark confirmed Other (specify)___________________________________________________________________________

Copy to HOS: Yes No Copy to Principal: Yes No Director of Studies signature ___________ Date: ________________



Stage 5 Change of Elective Subject Request

Prior to any change of subject, this form must be fully completed and returned to the Director of Studies. A parent or carer must also authorise the change. Student’s name: __________________ Year: 9 / 10 B / M Date of request: _____________

Current Electives Keep Drop Enrol Teacher approval

Reason for dropping or enrolment of subject

New Elective/s

Do you plan to study at university? ____ What is your proposed career path? ______________________

Student Contract I will commit to catching up on any missed work, as I understand that this is a condition of changing courses. I will meet all the course requirements, including homework and assessment tasks, and in no way detract from the classroom learning environment. Student Signature: _______________________________ Date:__________________

Parent/Carer approval: _________________________ Date:__________________ Comments:

Director of Studies approval: ______________ Date of final approval:_______________

Office use only

Notify relevant staff (DOS)

Update NESA (DOS)

Update Edumate/Edval (KR)

Update to SchoolBox (JW)



Assessment Handbook - Student Declaration (Stage 5)

I (print name) have been given the 2019 Stage 5

Assessment Handbook and am aware of the details contained within it.

I am aware of the NSW Education Standards Authority Teaching and Educational Standards and Taree

Christian College requirements in terms of courses studied and completion of assessment tasks.

Student Signature Date

Parent Signature Date

Please detach from this handbook and return to the Director of Studies by Monday Week 4, Term 1

(February 18, 2019).

Stage 5 Assessment Handbook - Taree Christian College · 5 Taree Christian College Stage 5 Assessment Handbook | 2019 EXAMINATIONS AND REPORTS For Stage 5 students there will be one

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