05.05 Year 10 Assessment Schedules - Glenwood High School€¦ · Glenwood High School Year 10...

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YEAR 10

ASSESSMENT

SCHEDULES

• Each course Assessment Schedule indicates the syllabus outcomes,

course components and weightings, the task type and due date (Term and Week)

• Often a number of outcomes can be addressed by a single task • Not all outcomes are assessed with each task • Any variations to syllabus outcomes or tasks set for each course will be

provided by the Class Teacher in writing giving two weeks’ notice of a change

• For further information on assessment schedules for the courses the Class Teacher or Head Teacher of the subject should be contacted

(available online at www.glenwood-h.schools.nsw.edu.au)

Changes reflective of impact of COVID-19, edits made 05/05/20

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Final mark for the year is made up from ALL assessment tasks described below.

The final grade will be calculated from this mark.

Assessment Schedule

Task Assessment Task Due Date % Weight

1 Language Analysis Task Term 2 Week 6 20

2 Discursive Writing Term 3 Week 10 20

3 Yearly Examination

- Reading - Writing

Term 4 Week 3

20 20

4

Coursework and Online Learning Ongoing 20

ENGLISH

Report Outcomes Semester 1 • reads analytically and responds critically to written and visual texts • contributes effectively to own process of learning through positive classroom experience, including

engagement in online learning and completion of coursework

Semester 2 • displays an effective control of sustained written text • explains and evaluates the effectiveness of language and other features used in visual and written

texts • composes a sustained, analytical response to set texts • contributes effectively to own process of learning through positive classroom experience, including

engagement in online learning and completion of coursework


GEOGRAPHY

Report Outcomes

• Explains processes and influences that form and transform places and environments

• Analyses the effect of interactions and connections between people, places and environments

• Assesses management strategies for places and environments and their sustainability • Acquires and processes geographical information by selecting and using appropriate and

relevant geographical tools for inquiry

• Communicates geographical information to a arrange of audiences using a variety of strategies

• Accounts for perspectives of people and organisations on a range of geographical issues

Geography is semesterised.

Classes who study History in Semester 1 will study Geography in Semester 2

Classes who study Geography in Semester 1 will study History in Semester 2

Assessment Schedule

Task Assessment Task Due date;

Semester 1

Due date;

Semester 2 % Weight

1 Environmental Change and

Management Research Report

Term 1, Week 5 Term 3, Week 5

30

2 Human Wellbeing Research

Report

Term 1, Week 10

Term 3, Week 10

30

3

Extended Response Task

Term 2, Week 4

Term 4, Week 3

40

NB: Australian Geography is semesterised. As a result, students will be studying this course in either Semester 1 or Semester 2.


HISTORY

Report Outcomes

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

• explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

• uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia

• identifies and evaluates the usefulness of sources in the historical inquiry process

• explains different contexts, perspectives and interpretations of the modern world and Australia

• applies a range of relevant historical terms and concepts when communicating an understanding of the past

Final mark and rank for the year is made up from ALL assessment tasks described below.

Assessment Schedule


1 Changing Rights and Freedoms – source analysis

Term 1 Week 6 or

Term 3 Week 5 30

2 Changing Rights and Freedoms - Essay Term 1 Week 11

or Term 3 Week 10

30

3 Cold War Task Term 2 Week 5

or Term 4 Week 3

40

NB: Australian History is semesterised. As a result, students will be studying this course in either Semester 1 or Semester 2.


MATHEMATICS Report Outcomes

5.1 course 5.2 course 5.3 course

Semester 1

Uses four operations to solve problems involving contexts

Solve financial problems involving earning, spending and investing money

Solve complex linear, quadratic and simple cubic equations

Solves multi-step probability events including conditional statements

Calculates perimeter and area of composite shapes

Applies formulas to calculate the volumes of composite solids composed of prisms

Applies trigonometry to solve problems, including problems involving bearings

Solve everyday life problems Simplifies algebraic fractions, and expand and factorises quadratic expressions

Calculates probability of compound events, including with or without replacement

Calculates probability of simple and compound events.

Calculate probabilities in multi-step chance experiments

Semester 2

Determine the midpoint, gradient and length of an interval and graphs linear relationships

Applies trigonometry to solve problems, including problems involving bearings

Sketches and interprets a variety of non-linear relationships

Compares and analyses sets of data, and evaluates sources of data.

Uses the gradient-intercept form to interpret and graph linear relationships

Calculates surface area and volume of right prisms, cylinder and related composite solids Uses similarity to solve problems

Solve linear equations and inequations and simple quadratic equations

Uses function notation to describe and sketch functions

Connects algebraic and graphical representation of simple nonlinear relationships

Uses the definition of a logarithm to establish and apply the laws of logarithms

Assessment mark and rank is made up from assessment tasks described below. The final grade will be calculated from this mark. Please note: Dates, content, frequency and type of assessment may change, but students will receive a 2 week notification before every assessment.

Assessment Schedule

Semester Assessment Task Due Date % Weight

1 Term 1 Test Term 1, Week 7/8 50%

Half Yearly Examination Term 2, Week 4/6 50%

2 Term 3 Assessment/Assignment Term 3, Week 5/6 50%

Yearly Examination Term 4, Week 3 50% Please note: Yearly reports of Year 10 5.2 and Year 10 5.3 courses may show the overall mark and grade as an average of Semester 1 and Semester 2 results.


PERSONAL DEVELOPMENT, HEALTH &

PHYSICAL EDUCATION

Report Outcomes Semester 1

• Assesses their own and others’ capacity to reflect on and respond positively to challenges • Analyses factors and strategies that enhance inclusivity, equality and respectful relationships • Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive

relationships in a variety of groups or contexts • Plans, implements and critiques strategies to promote health, safety, wellbeing and

participation in physical activity in their communities Semester 2

• Adapts and improvises movement skills to perform creative movement across a range of dynamic physical activity contexts

• Critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing and participation in physical activity

• Designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity

• Assesses and applies self-management skills to effectively manage complex situations

Assessment Schedule


1 Risky Business Task Term 1, Week 6 15

2 Half- Yearly Examination Term 2, Weeks 3and 4

20

3 Road safety Task Term 2, Week 7 5

3 Classwork Ongoing 10

4 Practical – participation and skills Term 3 & 4 50


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SCIENCE


• Explain the relationship between distance, speed and time and relate acceleration to a change in speed and/or direction as a result of a net force

• Analyse everyday situations involving motion in terms of Newton’s laws • Investigate a range of types of important chemical reactions that occur in non-living

systems and involve energy transfer • Undertakes first-hand investigations to collect valid and reliable data and information,

individually and collaboratively and analyses data and information describing relationships between variables

Semester 2

• Identify that during reproduction the transmission of heritable characteristics from one generation to the next involves DNA and genes

• Describe scientific evidence that present-day organisms have evolved from organisms in the past and relate the fossil record to the age of the Earth and the time over which life has been evolving

• Outline some of the major features contained in the universe, including galaxies, stars, solar systems and nebulae and describe, using examples, some technological developments that have advanced scientific understanding about the universe

• Synthesising data and information to develop evidence-based arguments and critically analysing the validity of information from secondary sources


Assessment Schedule


1 SRP Term 1 Week 10 25

2 Half-Yearly Examination Term 2 Week 4 25

3 Yearly Assessment (VALID 10) Term 3, Week 7 25

4 Second-Hand Investigation Term 4 Week 3 25

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CHILD STUDIES


• Plans and implements engaging activities when educating and caring for young children within a safe environment

• Discusses the importance of positive relationships in the growth and development of children

• Analyses and compares information from a variety of sources to develop an understanding of child growth and development

• Analyses the evolution of childhood experiences and parenting roles over time Semester 2

• Evaluates strategies that promote the growth and development of children • Describes the factors that affect the health and wellbeing of the child • Evaluates the role of community resources that promote and support the wellbeing of

children and families • Analyses the interrelated factors that contribute to creating a supportive environment for

optimal child development and wellbeing


Assessment Schedule


1 Toy Design and Construction Term 1 Week 10 30

2 Movie Analysis Term 2 Week 4 20

3 Safety Plan Term 3 Week 3 30

4 Yearly Examination Term 4 Week 3 20

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COMMERCE


• analyses the rights and responsibilities of individuals in a range of contexts • examines the role of law in society • analyses key factors affecting commercial and legal decisions • evaluates options for solving commercial and legal problems and issues

Semester 2

• applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts

• researches and assesses commercial and legal information using a variety of sources • monitors and modifies the implementation of plans to solve commercial and legal problems

and issues


Assessment Schedule


1 Employment Issues Term 1 Week 6 20

2 Law and Society Task Term 2 Week 8 25

3 Political Involvement Term 3 Week 7 25


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COMMUNICATION and BROADCAST MEDIA STUDIES


• selects and justifies the application of appropriate software programs to a range of tasks • selects, maintains and appropriately uses hardware for a range of tasks • communicates ideas, processes and solutions to a targeted audience • justifies responsible practices and ethical use of information and software technology

Semester 2

• selects and justifies the application of appropriate software programs to a range of tasks • justifies responsible practices and ethical use of information and software technology • acquires and manipulates data and information in an ethical manner • communicates ideas, processes and solutions to a targeted audience


Assessment Schedule


1 Website Term 1, Week 10 20

2 Social Media Assets Term 2, Week 5 20

3 Film, Radio and TV Term 3 Week 4 20

4 Portfolio Term 4, Week 3 30

5 Effort and Participation Ongoing 10

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DANCE


• demonstrates an understanding of safe dance practice and appropriate dance technique with increasing skill and complexity in the performance of combinations sequences and dances

• describes and analyses dance as the communication of ideas within a context • demonstrates an understanding and application of aspects of performance quality and

interpretation through performance • identifies and analyses the link between their performances and compositions and dance

works of art

Semester 2

• demonstrates enhanced dance technique by manipulating aspects of the elements of dance

• explores the elements of dance as the basis of the communication of ideas • composes and structures dance movement that communicates an idea

• applies understandings and experiences drawn from their own work and dance works of art

• describes and analyses dance as the communication of ideas within a context


Assessment Schedule


1 Safe Dance Examination Term 2 Week 2 15

2 Modern Dance Website Research Term 2 Week 4 30

3 Dance on Film Term 3, Week 9 25

4 Dance Analysis Term 4 Week 3 15

5 MADDNESS Term 4 Week 3 15

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DESIGN AND TECHNOLOGY


• analyses and applies a range of design concepts and processes • evaluates and explains the impact of past, current and emerging technologies on society • analyses the work and responsibilities of designers and the factors affecting their work • develops and evaluates innovative, enterprising and creative design ideas and solutions

Semester 2

• applies and justifies an appropriate process of design when developing design ideas • uses appropriate techniques when communicating design ideas and solutions • selects and applies management strategies when developing design solutions

• applies risk management practices and works safely in developing quality design solutions • selects and uses a range of technologies developing design solutions

Final mark and rank for the year is made up from all assessment tasks described below.

Assessment Schedule


1 Analysing Design Term 1 Week 9 15 2 Prototype Development Term 2 Week 8 30 3 Design Folio Term 3 Week 8 40 4 Yearly Examination Term 4 Week 3 15

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DRAMA


• demonstrates the ability to practically realise a design concept in relation to promotional material

• researches, reflects on and explains the ways in which dramatic meaning is conveyed through promotional material

• uses vocal, movement and performance skills effectively in scripted performance • records and reflects upon the process of developing and rehearsing a scripted

performance

• participates willingly and effectively in class workshops

Semester 2 • creates convincing situations and characters through improvisation and play-building

• reflects on the process, development, and contributions of individuals, in a group devised performance

• analyses the meaning and function of elements of drama and theatre in a theatre review • participates willingly and effectively in class workshops

Final mark for the year is made up from ALL assessment tasks described below.

Assessment Schedule


1 Costume or Set Design + Rationale Term 1 Week 9 25

2 Scripted Performance + Logbook Term 2 Week 5 30

3 Miss Peony Theatre Review Term 3 Week 9 20

4 Playbuilding Performance + Logbook Term 4 Week 5 25

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FOOD TECHNOLOGY

Semester 1 • describes the relationship between food consumption, the nutritive value of food and the health

of individuals and communities • justifies food choices by analysing the factors that influence eating habits • collects, evaluates and applies information from a variety of sources • communicates ideas and information using a range of media and appropriate technology • plans, prepares, presents and evaluates food solutions for specific purposes

Semester 2 • demonstrates hygienic handling of food to ensure a safe and appealing product • identifies, assesses and manages the risks of injury and WHS issues associated with the

handling of food • accounts for changes to the properties of food which occur during food processing, preparation

and storage • evaluates the impact of activities related to food on the individual, society and the environment • selects and employs appropriate techniques and equipment for a variety of food-specific

purposes


Assessment Schedule


1 Research and Practical – Bush Foods Task Term 1 Week 8 25

2 Research Task – food intolerance Term 2 Week 4 15

3 Design Task and Practical – Food Truck Task Term 3 Week 8 25


5 Ongoing practical assessment Ongoing 20

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Graphics Technology


• selects and justifies the application of appropriate software for a range of programs to a range of tasks

• designs and produces a range of graphical presentations • uses different drafting media in the creation and presentation of architectural drawing • selects and justifies the application appropriate software to a range of tasks

Semester 2

• describes and applies problem-solving processes when creating solutions

• communicates ideas, processes and solutions to a targeted audience

• designs, produces and evaluates appropriate solutions to a range of challenging problems

• manipulates and produces images using computer-based drafting and presentation technologies


Assessment Schedule


1 Module Drawings Ongoing 40

2 Model Making (Architectural) Term 1 Week 10 20

3 CAD Project Term 3 Week 6 20


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Industrial Technology –

Metal / Timber / Electronics / Engineering / Multimedia


• applies OHS practices to hand tools, machine tools, equipment and processes • applies design principles in the modification, development and production of projects • applies and transfers acquired knowledge and skills to new learning experiences • describes, analyses and uses a range of current, new and emerging technologies and their

various applications Semester 2

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

• identifies, selects and competently uses a range of hand and machine tools, equipment and processes

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

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


Assessment Schedule


1 Research Task Term 1 Week 8 10

2 Practical Work Ongoing 60

3 Project Portfolio Term 3 Week 7 15


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Information and Software Technology


• describes and applies problem-solving processes when creating solutions • designs, produces and evaluates appropriate solutions to a range of challenging problems • acquires and manipulates data and information in an ethical manner • communicates ideas, processes and solutions to a targeted audience

Semester 2

• describes and applies problem-solving processes when creating solutions • designs, produces and evaluates appropriate solutions to a range of challenging problems • critically analyses decision-making processes in a range of information and software

solutions • describes and compares key roles and responsibilities of people in the field of information

and software technology


Assessment Schedule


1 Software Development and Programming Term 2 Week 3 30

2 Internet and Website Development Term 3 Week 10 30


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iSTEM


• Applies cognitive processes to address real world STEM based problems in a variety of contexts

• Identifies and uses a range of technologies in the development of solutions to STEM based problems

• Applies a range of communication techniques in the presentation of research and design solutions

• Describes how scientific and mechanical concepts relate to technological and engineering practice

Semester 2 • Demonstrates initiative, entrepreneurship, resilience and cognitive flexibility through the

completion of practical STEM based activities • Critically evaluates innovative, enterprising and creative solutions • Demonstrates an appreciation of the value of STEM in the world in which they live • Understands the importance of working collaboratively, cooperatively and respectfully in the

completion of STEM activities

Assessment Schedule


1 Engineering Prosthetic Presentation Term 2, Week 4 20

2 Disaster-Proof Housing Presentation Term 3, Week 10 25

3 Targeted Rockets Term 4, Week 5 15

4 STEM Logbook Continuous 40


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LOTE - French


• composes informative and imaginative texts using a variety of formats for different purposes and audiences

• responds in English to information, ideas and opinions, in a variety of text types and formats • evaluates and responds to information, opinions and ideas in spoken French texts • participates in collaborative tasks, activities and experiences that involve negotiating

problems Semester 2

• understands and uses French language an grammatical forms, and explores how to combine these elements to express complex ideas

• evaluates and responds to information, opinions and ideas in a range of texts and formats • obtains and synthesises information and ideas from spoken and visual texts • manipulates French in sustained interactions to exchange information, ideas and opinions


Assessment Schedule


1 A Ta Santé In-Class Task Term 1 Week 10 20

2 Reading and Writing Online Assessment Term 2 Weeks 3/4 20

3 En Vacances In-Class Task Term 3 Week 7 20

4 En Vacances – Prepared Interview Term 3 Week 10 10


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LOTE - Indonesian


• composes informative and imaginative texts using a variety of formats for different purposes and audiences

• responds in English to information, ideas and opinions, in a variety of text types and formats • evaluates and responds to information, ideas and opinions, in spoken Indonesian texts • participates in collaborative texts, activities and experiences that involve negotiating and

solving problems Semester 2

• understands and uses Indonesian language and grammatical forms, and explores how to combine these elements to express complex ideas

• evaluates and responds to information, opinions and ideas in a range of texts and formats • obtains and synthesises information and ideas from spoken and visual texts • manipulates Indonesian in sustained interactions to exchange information, ideas and opinions

Assessment Schedule


1 Listening Task in class

Tempat-tempat makan dan berbelanja Term 1 Week 10 20

2 Reading and Writing Online Assessment Term 2 Weeks 3 &4 20

3 Reading & Writing Task in class

Liburan dan Makanan Term 3 Week 7 20

4 Speaking Task

Membut rencana dengan teman Term 4 Week 3 15



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MUSIC

Report Outcomes

Semester 1 • performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an

understanding of the musical concepts • performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and

the application of different types of technology • performs music selected for study with appropriate stylistic features demonstrating solo and ensemble

awareness • demonstrates an understanding of the musical concepts through improvising, arranging and composing

in the styles or genres of music selected for study and their notation • notates own compositions, applying forms of notation appropriate to the music selected for study • uses different forms of technology in the composition process

Semester 2 • performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an

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

discussion of music from different stylistic, social, cultural and historical contexts • demonstrates an understanding of musical concepts through aural identification, discrimination,

memorisation and notation in the music selected for study • 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 • demonstrates an understanding of the influence and impact of technology on music


Assessment Schedule


1 Progress Mark Term 1, Week 7 25

2 Musicology Viva voce Term 2, Week 5 25

3 Composition Term 3, Week 6 25

4 Performance Task Term 4, Weeks 4 - 5 25

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PHOTOGRAPHIC AND DIGITAL MEDIA


• develops range and autonomy in selecting & applying photographic & digital conventions and procedures to make photographic & digital media works

• selects appropriate procedures and techniques to make and refine photographic & digital works

• applies their understanding of aspects of practice to critical and historical interpretations of photographic & digital works in a case study assignment

• constructs critical and historical accounts of photographic & digital works in an examination

Semester 2 • makes informed choices to develop and extend concepts and different meanings in

photographic & digital works based on the concepts of design and composition • selects appropriate procedures and techniques through a series of technique activities • uses the frames to make different interpretations of photographic & digital works • uses the conceptual framework to make different interpretations of photographic & digital

works • applies their understanding of aspects of practice to critical and historical interpretations of

photographic & digital works in a case study assignment • displays an understanding of critical and historical accounts of photographic & digital works

in an examination


Assessment Schedule


1 Photographic and Digital Media Portfolio Term 2 30 2 Case Study Term 2 20

3 Photographic and Digital Media Portfolio Term 4 30

4 Yearly Examination - Theory Term 4 Week 3 20

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PHYSICAL ACTIVITY AND SPORTS STUDIES


• Discusses factors that limit and enhance the capacity to move and perform • Analyses the benefits of participation and performance in physical activity and sport • Works collaboratively with others to enhance participation, enjoyment and performance • Analyses and appraises information, opinions and observations to inform physical activity and sport

decisions. Semester 2

• Displays management and planning skills to achieve personal and group goals • Performs movement skills with increasing proficiency • Analyses and appraises information, opinions and observations to inform physical activity • Discusses factors that limit and enhance the capacity to move and perform

Assessment Schedule


1 Coaching Task Term 1 Week 8 10

2 Half-Yearly Examination Term 2 Week 4 10

3 Nutrition and Sport Term 3 Week 6 10


5 Practical Ongoing 40

6 Effort and Participation Ongoing 20


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VISUAL ARTS


• investigates the world as a source of ideas, concepts and subject matter in the visual arts • makes artworks informed by their understanding of the function of relationships between artist-

artwork- world- audience • demonstrates developing technical accomplishment and refinement in making artworks. • uses their understanding of the function of and relationships between artists- artwork- world- audience

in critical and historical interpretations of art • demonstrates how art criticism and art history construct meanings

Semester 2

• makes artworks informed by their understanding of how the frames affect meaning • develops range and autonomy in selecting & applying visual arts conventions and procedures to make

artworks • makes informed choices to develop and extend concepts and different meanings in their artwork • demonstrates developing technical accomplishment and refinement in making artworks • applies their understanding of aspects of practice to critical and historical interpretations of art


Assessment Schedule


1 Case Study/ Presentation Term 1 Week 9 20

2 VAPD/ Body of Work Term 2 Week 6 25

3 VAPD/ Body of Work Term 4 Week 6 35


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VISUAL DESIGN


• develops range and autonomy in selecting & applying visual design conventions and procedures to make designed works and document their ideas in their V.D.P.D.

• makes designed works informed by their understanding of the function and relationship between the artist – artwork – world and audience

• investigates the world as a source of ideas, concepts and subject matter • makes informed choices to develop and extend concepts and different meanings to develop design

ideas • demonstrates developing technical accomplishments and refinement in making designed pieces • applies their understanding of aspects of practice to critically and historically interpret art and

designed works • applies their understanding of the function of and relationship between the designer – world –

audience in critical and historical interpretations of design • constructs different critical and historical accounts of designed artwork

Semester 2 • develops range and autonomy in selecting & applying visual design conventions and procedures to

make designed works and document their ideas in their V.D.P.D. • makes artworks informed by their understanding of the function and relationship between the artist –

artwork – world and audience • investigates the world as a source of ideas, concepts and subject matter • makes informed choices to develop and extend concepts and different meanings to develop design

ideas • demonstrates developing technical accomplishments and refinement in making designed pieces • applies their understanding of aspects of practice to critically and historically interpret art and

designed works • applies their understanding of the function of and relationship between the designer – world –

audience in critical and historical interpretations of design • constructs different critical and historical accounts of designed artwork


Assessment Schedule


1 Case Study Term 1 Week 9 20

2 Portfolio and VDPD review Semester 1 Term 2 Week 3 30

3 Portfolio and VDPD review Semester 2 Term 4 Week 5 30

4 Case Study Term 4 Week 5 20

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Appendices

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GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. Using the glossary will help you to understand what is expected in responses to examinations and assessment tasks.

Account Account for: state reasons for, report on. 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 judgment 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 and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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General Performance Descriptors

The general performance descriptors describe performance at each of five grade levels:

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.

N Determination

Where “N” appears in place of an A to E grade opposite a course, the student has failed to meet one or more of the following requirements:

a) followed the course developed by the Board of Studies; b) applied themselves with diligence and sustained effort to

the set tasks and experiences provided in the course by the school;

c) achieved some or all of the course outcomes.

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Appeal Process

All assessments are compulsory for all students and students must be in attendance at

school for the whole day to submit or sit these tasks. Students must arrive on time to

school on the day of an assessment task. Otherwise, they may be deemed to have the

unfair advantage of additional preparation time.

If an assessment task is missed, is overdue or any other anomaly arises, the

Assessment Task Appeal process MUST be followed. Any student in these

circumstances receives a ZERO mark until proven otherwise. Any decision made

outside of this process is invalid and unfair. If you cannot attend school on the day of an assessment task to submit, or perform, the task in person due to a ‘valid’ reason you must do the following:

1. Ring the school on the day and let the office know your name, the course in which you have an assessment task and the reason you will not be at school.

2. Collect an Assessment Task Appeal form from the Deputy Principal before school

on the first morning of your return to school.

3. Complete the Assessment Task Appeal form, filling in all details, outlining your reasons and adding all documentation or evidence from a medical professional or other relevant person, e.g. counsellor, Justice of the Peace or police officer. (In the case of illness, medical professionals should describe the student’s symptoms and describe how these symptoms could prevent the student’s attendance at school to complete/submit an assessment task.) A parent signature must be on each form before it is processed.

4. Give the completed and (parent/carer) signed Assessment Task Appeal form to

the Deputy Principal before school on the next day. On the day of your return, discuss with the Head Teacher of the subject concerned when you will do the missed task or a substitute task. If it is an in-class or hard copy task, you must be prepared to do the task or a substitute task on the day you return or at a time arranged by the Head Teacher. If it is a Turnitin task, it is expected that the student will have made the relevant submission as outlined on the assessment task. Return to school when you are best ready to perform well on such tasks. The result of your efforts on this task will depend on the success of your appeal. If it is not successful, a ZERO mark stands.

5. The Deputy Principal makes a written recommendation and attaches copies of any

documentation to the completed appeal form. This is then given back to you and it is

your responsibility to give this form to the appropriate Head Teacher.

6. In the case of an unsuccessful appeal, the Classroom Teacher will notify the parents

in writing of the ZERO mark. If successful, the completed assessment task will be marked as usual and the mark will stand. If a student is physically unable to complete a task (e.g., an accident), the Head Teacher will estimate a mark for that task in line with other proven performances.

Remember that if you do not complete or submit an assessment task on the due date and your appeal is unsuccessful, you will receive ZERO marks for the task and you will be seen as not satisfying the course completion criteria for the value and nature of that assessment task.

NO APPEAL FORM = ZERO MARKS

THE TASK MUST STILL BE COMPLETED

If you fail to complete tasks you may receive an N-determination for that course and may not be allowed to commence Year 11 studies.

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ASSESSMENT TASK / EXAMINATION APPEAL

Student name: _______________________Grade: ________ Date of appeal: __ / __ /

____

ü TYPE of APPEAL:

r SCHOOL APPROVED ACTIVITY r ILLNESS / ACCIDENT r MALPRACTICE r MISADVENTURE

ü TYPE of TASK:

r SUBMITTED r IN-CLASS r EXAMINATION

Reason for Appeal: Student’s signature: ______________________ Parent/carer’s signature: ______________________

Subject Task / Examination Teacher Date Issued Date Due

ü EVIDENCE PROVIDED:

r medical certificate r statutory declaration r other (please specify) ______________________________________________ NB: All documentation in support of your appeal must be attached

PRINCIPAL OR DELEGATED OFFICER ONLY The appeal IS / IS NOT approved

Comments:

Signed (Principal/Deputy Principal): Date: __ / __ /

_____

ORIGINAL / STUDENT FILE FACULTY COPY STUDENT COPY

Innovation Opportunity Diversity Success

Glenwood High School

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SAMPLE OF THE OFFICIAL WARNING LETTER

NON-COMPLETION OF A STAGE 5 COURSE Dear Mr / Mrs Date: 2017

The purpose of this letter is to inform you that your child/ward ,is in danger of receiving an ‘N’ determination for non-completion of course requirements in . This determination will mean that he/she will not receive a result in this course and it may affect his/her eligibility regarding the completion of Year 10. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to correct the problem. Please regard this letter as the official warning we have issued concerning . A minimum of two course-specific warnings must be issued prior to a final ‘N’ determination being made for a course. The following information specifies those areas where your child is failing to meet Board of Studies requirements. The satisfactory completion of the course requires principals to have sufficient evidence that the student has: (a) followed the course developed or endorsed by the Board; and (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and (c) achieved some or all of the course outcomes.

He/she has not to date met ( ).

The following list notifies you of tasks or course outcomes not yet completed and/or for which a genuine attempt has not been made. In order for him/her to satisfy course requirements, the following tasks or course requirements need to be satisfactorily completed:

TASK/COURSE REQUIREMENTS

Percent weighting

Date task was due

Date to be completed by

The Head Teacher whose signature appears below will interview your child. Please discuss this most important matter with your child and contact the school if further information is needed.

_________________________________ _________________________________ Mr / Mrs Mr / Mrs Class Teacher Head Teacher …………………………………………………………………………………………………………………………………

Please detach and return to the appropriate Head Teacher

Non-Completion of a Stage 5 Course I have received the letter dated _______________ indicating that ______________________is in danger of not satisfactorily completing the course requirements in _________________. I am aware that this course may not appear on the Record of School Achievement and that the ‘N’ determination may make him/her ineligible to complete Year 10. Parent/Caregiver Signature………………………………. Date ……………………. Student’s Signature …………………………………….. Date …………….………

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Glenwood High School

Assessment Calendar

Notes: 1. Complete when you receive your booklet.

2. If you feel there are too many assessment tasks in one week, you need to see the teachers or Head Teachers concerned, when you receive this booklet.

WEEK

TERM 1

TERM 2

TERM 3

TERM 4

1

2

3

4

5

6

7

8

9

10

05.05 Year 10 Assessment Schedules - Glenwood High School€¦ · Glenwood High School Year 10...

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