assessment policy and procedures for stage 5 record of school ...€¦ · the record of school...

1

Assessment Policy and Procedures

For

Stage 5 Record of School Achievement (RoSA) - 2018

Student Booklet Year 9

The Canobolas Rural Technology High School

2

TABLE OF CONTENTS Introduction to the RoSA (Record of School Achievement) ............................................................................... 3

ELIGIBILITY AND ISSUANCE .............................................................................................................................................. 3 RoSA Credentials ............................................................................................................................................. 3

A CREDENTIAL FOR SCHOOL LEAVERS ................................................................................................................................ 4 REPORTING OF ACHIEVEMENT ......................................................................................................................................... 4 STUDENT ERECORD ....................................................................................................................................................... 4 FAIR GRADES FOR EVERYONE .......................................................................................................................................... 4

Stage 5 grades ................................................................................................................................................. 5 ASSESSMENT FOR THE STAGE 5 ROSA .............................................................................................................................. 5 SATISFACTORY COMPLETION OF A COURSE ....................................................................................................................... 6

Course completion criteria ................................................................................................................................... 6 The Assessment Program ................................................................................................................................ 6

FAILURE TO PERFORM ASSESSMENT TASKS ....................................................................................................................... 6 LATE SUBMISSIONS ....................................................................................................................................................... 7 UNSATISFACTORY COMPLETION OF ASSESSMENT TASKS AND COURSEWORK ................................................................. 7 TECHNOLOGICAL FAILURE .............................................................................................................................................. 7 TECHNOLOGICAL FAILURE IS NOT A LEGITIMATE REASON FOR FAILING TO HAND IN ASSESSMENT TASKS ON TIME. ........................... 7 PLAGIARISM AND INTERNET CHEATING ............................................................................................................................. 7 STUDENT RESPONSIBILITIES ............................................................................................................................................ 8

(i) Assessment Schedule ....................................................................................................................................... 8 (ii) Presenting Work ............................................................................................................................................. 8

ASSESSMENT, SCHOOL REVIEWS AND APPEALS TO NESA .................................................................................................... 9 YEAR 9 RoSA SUBJECTS– ASSESSMENT SCHEDULE – 2018 ................................................................................10 Specific Subject Assessment Schedules

ABORIGINAL STUDIES .................................................................................................................................................. 11 AGRICULTURE TECHNOLOGY………………………………………………………………………………………………………………………………..12 CHILD STUDIES……………………………………………………………………………………………………………………………………………………13

DANCE ...................................................................................................................................................................... 14 ENGLISH.................................................................................................................................................................... 15 FOOD TECHNOLOGY .................................................................................................................................................... 16 HISTORY ................................................................................................................................................................... 17 INDUSTRIAL TECHNOLOGY – METAL AND TIMBER ............................................................................................................ 18 MATHEMATICS – 5.1 .................................................................................................................................................. 19 MATHEMATICS – 5.2 .................................................................................................................................................. 20 MATHEMATICS – 5.3 .................................................................................................................................................. 21 MUSIC ...................................................................................................................................................................... 22 PASS – PHYSICAL ACTIVITY AND SPORTS STUDIES ............................................................................................................ 23 PDHPE - PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION ........................................................................... 24 PHOTOGRAPHY AND DIGITAL MEDIA ............................................................................................................................. 25 SCIENCE .................................................................................................................................................................... 26 VISUAL ARTS.............................................................................................................................................................. 27

Year 9 RoSA Assessment Task Year Planner…………………………………………………………………………………………………..…28 Statement of Receipt .....................................................................................................................................29

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Introduction to the RoSA (Record of School Achievement)

The Record of School Achievement (RoSA) is the credential issued, by the NSW Education Standards Authority (NESA), for all students to recognise their achievements at school before receiving their Higher School Certificate (HSC).

The RoSA lists all mandatory and additional Stage 5 courses completed by the student, along with the grade awarded. NESA issues the formal RoSA credential to students who satisfy the eligibility requirements when they leave school.

School leavers who are not eligible for the RoSA will receive a ‘Transcript of Study’ outlining the courses they have successfully studied.

Eligibility and Issuance

To be eligible for a Record of School Achievement, students must have:

attended a government school or accredited non-government school within NSW, or a school outside NSW recognised by NESA;

satisfactorily completed the pattern of courses of study prescribed by NESA; satisfactorily completed the required school-based assessment program; and completed Year 10.

The Record of School Achievement is issued to eligible students when they leave school. Students leaving school who are not eligible for the RoSA receive a Transcript of Study. The Transcript of Study includes a statement that the student is not eligible for the Record of School Achievement.

The mandatory requirements in English, Mathematics, Science, Human Society and Its Environment, Languages, Technology, Music, Visual Arts and Personal Development, Health and Physical Education are reported as ‘Completed’ on the Record of School Achievement (or Transcript of Study).

Where mandatory course requirements have not been met, the result appears as ‘Not Completed’ on the Transcript of Study.

RoSA Credentials

A cumulative credential – recognising all academic achievements. Instead of just showing what the results were at the end of Year 10, the RoSA recognises that many students who leave school, before completing their HSC, complete some Year 11 courses.

The RoSA will show the Year 10 grades, as well as any grades for Year 11 (Preliminary) courses completed after that. If a course is started and then the students leaves school before completing it, the RoSA will show evidence of your enrolment.

The RoSA will also show results of any VET or Life Skills courses completed in Year 10 and/or Year 11.

It also includes any extra-curricular certification achieved.

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A credential for school leavers

The RoSA will be awarded to all eligible students when they leave school.

If a student transfers from one school to another at the end of Year 10, they will not receive a formal RoSA credential at that time.

Students will be able to request a RoSA through their school when speaking with their teacher or principal about leaving.

If the student has completed any Life Skills courses, they will receive a Life Skills Profile of Student Achievement at the same time as the RoSA.

Reporting of achievement

The student’s achievement in Stage 5 (Years 9 and 10) courses studied for at least 100 hours is reported. Courses may be Board Developed Courses or Board Endorsed Courses (for further information, see http://ace.bos.nsw.edu.au). The Record of School Achievement (or Transcript of Study) shows all Stage 5 courses completed, and includes the following information:

the indicative duration of the course (100 hours or 200 hours); achievement in the course, generally reported as a grade, awarded by the student’s school in

accordance with NESA statewide standards (see below); for courses designated as Life Skills courses, reference is made to the Profile of Student

Achievement, which provides details of the Life Skills syllabus outcomes achieved by the student; for Vocational Education and Training (VET) courses, a reference appears to the VET credentials

earned by the student in undertaking the course.

Student eRecord

All students and schools will have access to a record of student results on a Student eRecord. The Student eRecord is available through Students Online for students, and Schools Online for schools. The Student eRecord is not a formal NESA credential, but has the same information as a RoSA and also contains information regarding Life Skills outcomes achieved and VET course competencies completed, where applicable.

Fair grades for everyone

RoSA grades will be determined by the students’ teachers, using established guidelines and processes to ensure consistency of judgement.

Grades for all courses in Years 10 and 11 will be based on results in assessment tasks completed throughout the year. Assessment tasks may include tests developed and used in your school.

The RoSA credential will report on achievements in Stage 5 courses, using A to E grades Teachers are very experienced in determining grades based on assessments. As part of introducing

the RoSA, NESA will provide further support and resources to make sure grades are given fairly and consistently from school to school.

http://studentsonline.bos.nsw.edu.au/

https://bosho.boardofstudies.nsw.edu.au/links/schoolsonline.html

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Stage 5 grades Grades in all courses are determined by relating each student’s achievements to the following grade descriptors

A. The student has an extensive knowledge and understanding of the content and can readily apply

this knowledge. In addition, the student has achieved a very high level of competence in the

processes and skills and can apply these skills to new situations.

B. The student has a thorough knowledge and understanding of the content and a high level of

competence in the processes and skills. In addition, the student is able to apply this knowledge and

these skills to most situations.

C. The student has a sound knowledge and understanding of the main areas of content and has

achieved an adequate level of competence in the processes and skills.

D. The student has a basic knowledge and understanding of the content and has achieved a limited

level of competence in the processes and skills.

E. The student has an elementary knowledge and understanding in few areas of the content and has

achieved very limited competence in some of the processes and skills.

Assessment for the Stage 5 RoSA

The purposes of assessment are to:

Assist student learning

Evaluate and improve teaching and learning programs

Assess student achievement in each course

Provide evidence of satisfactory completion of a course A standard-referenced approach is used for assessment and the following features will be followed.

o Teachers will assess against standards. o Teachers focus on overall achievement of syllabus outcomes. o The assessment tasks that teachers will use will be linked to outcomes. o Students will be given the opportunity to demonstrate their achievement of outcomes in a range

of task types. o The outcomes to be assessed influence the type of assessment tasks used. o Students will know before the task the criteria on which they are to be judged. o The marking schemes for each task are aligned to the standards by including the wording of

syllabus outcomes and the performance bands. o The ranking and relative differences between students come from different levels of

achievement of the specified standards. o Students will receive feedback that recognises what they can do and what they need to do in

order to improve their level of performance. o Towards the end of a Stage 5 RoSA course, a judgement will be made as to whether the student

has satisfactorily completed the course.

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Satisfactory Completion of a Course

Course completion criteria

A student will be considered to have satisfactorily completed a course if, in the Principal's view, there is sufficient evidence that the student has: (a) Followed the course developed or endorsed by NESA; 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. For the satisfactory completion of a course, NESA does not mandate attendance requirements. As a guide, however, if a student's attendance falls below 85% of a school's programmed lesson time for a course, a Principal may determine that, as a result of absence, the above course completion criteria may not be met. Clearly, absences will be regarded seriously by Principals who must give students early written warning of the consequences of non-completion of course requirements. The warning must relate the student's absence to non-completion of course requirements.

The Assessment Program The assessment requirements for each Board-determined course are set out in the course syllabus. The course syllabus can be downloaded from the Internet and it shows the component of each course and their value weighting in more detail.

The Canobolas Rural Technology High School has developed an assessment program for each course offered, following these requirements. These programs are set out in this booklet and are designed to indicate:

i) The set tasks which will be used to measure student performance in each component of a course;

ii) The relative value of each of these tasks.

The assessment outlines for the various subjects and their options indicate the number of assessment tasks.

Failure to Perform Assessment Tasks

Students are expected to perform and submit, by the stipulated date, the tasks that are part of the assessment program. In the event that a student misses an assessment task then the following may apply. Depending on the circumstances: i) A zero mark will be awarded. ii) An extension of time may be granted. iii) An alternative task may be set.

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Late Submissions

When tasks are not done because of misadventure (e.g. illness) a written statement of the reasons must be submitted. This statement must be supported by documentary evidence (e.g. Doctor’s Certificate). Students should contact the appropriate Head Teacher on their return to school and Illness and Misadventure Appeals must be lodged with the Head Teacher within 5 days on a form which may be obtained from the Head Teachers of Deputy Principals

Should the Illness and Misadventure Appeal be successful, the Head Teacher will stipulate a time or time limit, during which the assessment task or the alternative task must be completed.

Should the Misadventure Appeal be unsuccessful, a zero mark may be awarded.

Assessments are a measure of actual achievement. It would be neither desirable, nor feasible, to compensate students for difficulties in performing or completing assessment tasks, even when they are caused by factors outside the student’s control.

Therefore, when an alternative task is set, the resulting mark will be a measure of what the student has actually achieved in the relevant aspect of the course not of what he, or she, might have achieved in more fortunate circumstances.

Unsatisfactory Completion of Assessment Tasks and Coursework

If a student fails to follow NESAs requirements as previously outlined in Satisfactory Completion of a Course, he/she will not have satisfactorily studied the course. In such circumstances an ‘N’ determination may be submitted for the course. The non-completion of the majority of assessment tasks and / or the coursework in any Board-determined course can be used as evidence to show that a student has not (a) Followed the course developed or endorsed by NESA; 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.

In the case of School Developed Board Endorsed Courses (BEC), the students must meet the minimum assessment requirements as approved by NESA when the course was approved.

Technological Failure

Technological failure is not a legitimate reason for failing to hand in assessment tasks on time.

Plagiarism and Internet Cheating

Where there is clear evidence of plagiarism in assessment tasks, students will receive a zero (0) for that task. Where direct quotes are used, these must be acknowledged by the appropriate use of quotation marks. Students who simply copy material from the Internet and present material as their own will receive zero (0) for that task.

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Student Responsibilities

(i) Assessment Schedule

Students must:

Make sure that they have a copy of the Assessment Schedule for Formal Assessment Tasks for each course studied. The assessment schedules will form part of this document.

Present work according to the schedule of dates for assessment tasks. The dates listed in this subject schedule are a guide only. The specific date and time for the submission of the task will be provided with the formal written notification of the task at least two weeks prior to the due date.

Be aware that non-attempt or late submission of assessment tasks without reasonable cause will be awarded zero.

Be aware of the procedures to be followed if absent when a task is to be submitted, or completed in class, or when an extension is sought.

Satisfactorily explain all full and partial absences from school and class.

Inform their teacher immediately if a task is scheduled for a date that they already have a task scheduled.

(ii) Presenting Work

Students must:

Submit the Assessment Task on the due date, to the teacher, and sign a sheet of receipt – except for in class tasks.

Present their own work.

Submit work to an acceptable standard and in an appropriate format.

Acknowledge all sources of information used.

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Assessment, School Reviews and Appeals to NESA

There is no provision for a review of marks awarded for assessment tasks. Reviews are limited to the assessment process. The only matters which the school will consider are whether or not:

a) The school’s assessment program conforms to NESA requirements. AND/OR

b) The procedures used by the school for determining the final assessment mark conform to

its stated assessment program.

AND/OR c) There are computational or other clerical errors in the determination of the assessment

mark. On the following pages the assessment programs for subjects are listed within Key Learning Areas (KLAs) If you have any questions about the assessment program please contact the school. Included on the final page of this booklet is a simple form which we require all students and at least one parent or guardian, to sign and return to the school so that we may be certain everyone has read and understood the requirements for the Stage 5 RoSA with regards to assessment. The staff of The Canobolas Rural Technology High School wishes candidates well in the pursuit of rewarding marks in these assessment tasks. Ms D Morrissey Ms K Wootten YEAR 9 ADVISER PRINCIPAL

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YEAR 9 RoSA SUBJECTS– ASSESSMENT SCHEDULE – 2018

WEEK TERM 1 TERM 2 TERM 3 TERM 4

1

2

Maths 5.1 Maths 5.2 Maths 5.3

3

Industrial Technology - Metal

Industrial Technology - Timber

PASS

English

4

Agriculture Dance English PDHPE

Dance PDHPE

5

Music

Child Studies

Agriculture Music English

6

HALF YEARLY EXAMINATIONS

Photography & Digital Media

Visual Arts

YEARLY EXAMINATIONS Photography & Digital Media

Visual Arts

7 Child Studies

Aboriginal Studies Dance PDHPE

History PASS

8

History History

Aboriginal Studies Agriculture

Dance PDHPE

History

9

Dance English

Food Technology Industrial Technology -

Metal Industrial Technology -

Timber PDHPE Science

Food Technology

Child Studies Food Technology

Science

10 Music

PASS Photography & Digital

Media Visual Arts

English Industrial Technology –

Metal Industrial Technology –

Timber Photography & Digital

Media Music

Visual Arts

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Aboriginal Studies Agriculture Maths 5.1 Maths 5.2 Maths 5.3

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Aboriginal Studies

KLA: HSIE Head Teacher: J Conliffe Year Group: 9

Task Task Type Topic Date Weighting

% Areas for Assessment

1 2 3 4 5

1

Visual

Presentation

Core and Topic to be

determined by class interest

Term 1 Week 11

30

2

Focus Study / Oral

discussion



Term 2 Week 7

30

3

Focus Study



Term 3 Week 8

40

Areas for Assessment - Reporting Outcomes

Description

1 Recalls and applies knowledge of Aboriginal identities, diversity, communities and cultural expression

2 Investigates and researches aspects of Aboriginal Communities

3 Communicates effectively in a variety of forms

4 Interprets, processes and understands data relating to Aboriginal communities

5 Undertakes research and communicates effectively using appropriate and ethical protocols

12

Agriculture Technology KLA: TAS Head Teacher: P Finlay Year Group: 9


%

Areas for Assessment

1 2 3 4

1 Practical Practical skills Term 1

Week 11 25

2 Topic Test Beef Cattle Term 2 Week 4

25

3 Topic Test Pastures Term 3 Week 8

25

4 Marketing Dairy Cattle Term 4 Week 5

25

Areas for Assessment – Reporting Outcomes

Description

1 Describes agricultural practices and production systems

2 Manages production systems responsibly and sustainably in a changing environment

3 Collects, analyses and communicates information in agricultural contexts

4 Implements cooperative and safe work practices in agricultural contexts

13

Child Studies

KLA: TAS Head Teacher: P Finlay Year Group: 9

Task Task Type Topic Date Due

Weighting %


1 2 3

4

1 Research Preparing for Parenthood

Term 1 Week 7

15

2 Practical and Digital Folio

Newborn Care Term 2 Week 5

25

3 Written and

Practical Growth and

Development Term 3 Week 9

30

4 Yearly

Examination All topics

Term 4 Week 6

30


Description

1 Describes aspects of child development

2 Outlines the skills required for positive parenting

3 Discusses factors affecting the growth, development and wellbeing of children

4 Researches, communicates and evaluates issues related to child development

14

Dance

KLA: PDHPE Head Teacher: A Hurford Year Group: 9

Task Task Type Topic Date Weighting %


1 2 3 4 5 6 7 8

1

Technique and Performance

Introduction to Dance

Term 1 Week 9

20

2

Practical Participation, Effort

and Skill Development

Performance Semester

1 10

3 Dance Journal

Intro to Dance and Shapes in

Space

Term 2 Week 4

10

4 Group Composition Shapes in Space

Term 2 Week 7

20

5

Ballet and Modern Dance

The Great Debate Term 3 Week 8

20

6

Practical Participation, Effort

and Skill Development

Performance Semester

2 10

7 Dance Journal

The Great Debate and Dance in

Australia

Term 4 Week 4

10


Description

1 Demonstrates an understanding of safe dance practice and appropriate dance technique

2 Demonstrates enhanced dance techniques by manipulating aspects of the elements of dance

3 Demonstrates an understanding and application of aspects of performance quality and interpretation through performance

4 Describes and analyses dance as the communication of ideas within a context

5 Identifies and analyses the link between their performances and compositions and dance works of art

6 Composes and structures dance movement that communicates idea

7 Describes and analyses dance as the communication of ideas within a context

8 Applies understandings and experiences drawn from their own work and dance works of art

15

English

KLA: English Head Teacher: G Carter Year Group: 9



1 2 3 4 5

1

Creation of

Documentary

What Matters Term 1 Week 9

25

2 Journal Entry In Our Backyard –

Close Study of Text Term 2 Week 4

25

3

Criminal trial and reflection

Fatal Flaws - Shakespeare

Term 3 Week 10

25

4 Portfolio of writing

and reflection statement

All units Term 4 Week 3

10

5

Sustainability

campaign plan for examination

Planting the Seed Term 4 Week 5

5

6 Yearly Examination

Planting the Seed

Term 4 Week 6

10


Description

1 Uses a range of strategies and technologies to communicate appropriately

2 Engages in the process of planning, researching, drafting and editing

3 Develops sustained critical and imaginative responses to texts supported by evidence

4 Interprets and investigates the similarities between and among texts

5 Evaluates their own and others’ work and reflects on the process of learning

16

Food Technology


Task Task Type Topic Date Due Weighting

%


1 2 3 4 5

1 Written &

Practical Task Food in

Australia Term 1 Week 9

25

2 Written &

Practical Task

Food Selection and

Health

Term 2 Week 9

30

3 Design &

Practical Task

Food for Special

Occasions

Term 3 Week 9

25

4 Yearly

Examination All previously studied units

Term 4 Week 6

20


Description

1 Demonstrates skills in food hygiene, safety and the preparation of quality food items

2 Describes food properties, processing and preparation, and the importance of nutrition

3 Researches, evaluates and communicates issues related to food

4 Designs, produces and evaluates food solutions for specific purposes

5 Evaluates the significant role of food in society

17

History

KLA: HSIE Head Teacher: J Conliffe Year Group: 9



1 2 3 4

1 Source Analysis/

Research Industrial

Revolution Term 1 Week 8

20

2 Source Analysis

and Presentation Making a

Modern World Term 2 Week 8

20

3 Source Analysis/

Research Rights and Freedoms

Term 3 Week 7

30

4 Source Analysis,

Research and presentation

Popular Culture Term 4 Week 8

30


Description

1 Recalls and applies knowledge of historical facts

2 Interprets, processes and understands historical information

3 Undertakes historical enquiry

4 Communicates information in a variety of forms

18

Industrial Technology – Metal

Industrial Technology – Timber




1 2 3 4

1 Research

Assignment Emerging

Technologies Term 1 Week 9

10

2 Practical project and

supporting theory Semester 1 Project

Term 2 Week 3

30

3 Practical project and

supporting theory Semester 2 Project

Term 3 Week 10

40

4 Yearly Examination Semester 2 theory Term 4 Week 6

20


Description - A student:

1 Uses a range of design skills and processes to create and evaluate design solutions.

2 Demonstrates skills in the safe use of materials tools and techniques.

3 Appreciates the impact of technologies on our everyday lives.

4 Illustrates practical projects and production processes.

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Mathematics 5.1

KLA: Mathematics Head Teacher: M Boardman Year Group: 9

Task Task Type Topics Date Weighting %


1 2 3 4 5 6 7

1 Assessment

Task 1 Length, Perimeter and Time

Term 1 Week

11 15

2 Semester 1 Classwork

Algebraic Techniques Length, Perimeter and Time

Data Analysis Equations

Term 1/2

10

3 Half Yearly

Examination

Algebraic Techniques Length, Perimeter and Time

Data Analysis Equations

Term 2 Week 6

15

4 Assessment

Task 2 Financial Mathematics

Term 3 Week 2

20


Financial Mathematics Similarity and Scale Drawings

Angle Relationships Properties of Geometrical Figures

Pythagoras’ Theorem Linear Relationships

Probability

Term 3/4

10

6 Yearly

Examination

Financial Mathematics Similarity and Scale Drawings

Angle Relationships Properties of Geometrical Figures

Pythagoras’ Theorem Linear Relationships

Probability

Term 4 Week 6

30


Description

1 Applies and communicates mathematical problem-solving strategies, through reasoning and reflection.

2 Applies strategies for numerical reasoning, and for mental and written computation.

3 Recognises patterns, describes relationships, and applies algebraic techniques

4 Identifies, visualises and quantifies the attributes of shapes and objects

5 Explores measurement concepts and geometric relationships, applies formulas, strategies and geometric reasoning in the solution of problems

6 Collects, represents, analyses, interprets and evaluates data

7 Assigns and uses probabilities

20

Mathematics 5.2


Task Task Type Topics Date Weighting


1 2 3 4 5 6

1 Assessment

Task 1 Perimeter and Area

Term 1 Week 11

15


Algebraic Techniques Perimeter and Area

Indices Numbers of Any Magnitude

Term 1/2

10

3 Half Yearly

Examination

Algebraic Techniques Perimeter and Area

Indices Numbers of Any Magnitude

Term 2 Week 6

15

4 Assessment


Term 3 Week 2

20


Financial Mathematics Equations

Similar Figures & Scale Drawings Coordinate Geometry

Data Analysis Trigonometry

Term 3/4

10

6 Yearly

Examination

Financial Mathematics Equations

Similar Figures & Scale Drawings Coordinate Geometry


Term 4 Week 6

30


Description







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Mathematics 5.3


Task Task Type Topics Date Weighting


1 2 3 4 5 6

1 Assessment

Task 1 Perimeter and Area

Term 1 Week 11

15


Algebraic Techniques Indices

Numbers of Any Magnitude

Perimeter and Area Financial Mathematics

Term 1/2

10

3 Half Yearly

Examination

Algebraic Techniques Indices

Numbers of Any Magnitude

Perimeter and Area Financial Mathematics

Term 2 Week 6

15

4 Assessment


Equations

Term 3 Week 2

20


Equations and Inequalities Simultaneous Equations

Coordinate Geometry Polygons


Term 3/4

10

6 Yearly

Examination

Equations and Inequalities Simultaneous Equations

Coordinate Geometry Polygons


Term 4 Week 6

30


Description







22

Music

KLA: Creative and Performing Arts Head Teacher: G Lindsay Year Group: 9


%

Areas for

Assessment

1 2 3 4

1 Composition

Australian Art

Music

Term 1

Week 10 15

2 Performance

Listening

Australian

Indigenous and

Popular Music

Term 2

Week 5

20

15

3 Composition Minimalist Music

Term 3

Week 10 15

4 Performance

Listening Music Theatre

Term 4

Week 5

20

15


Description

1 Performs music in a range of styles demonstrating an understanding of musical

concepts

2 Composes and improvises with an understanding of the musical concepts and

technology

3 Demonstrates musical literacy through use of notation, terminology and analysis of

musical scores

4 Shows an understanding of musical concepts through aural analysis of music from many

contexts

23

PASS – Physical Activity and Sports Studies



%


1 2 3 4 5 6 7

1 Topic Test Body Systems Term 1

Week 10 20

2

Practical team and

Individual Skills,

Effort and Attitude

Practical Lessons Semester

1 20

3 Organisation task Event management Term 3

Week 7 20

4 Design task Coaching Term 4

Week 3 20

5

Practical team and

Individual Skills,

Effort and Attitude

Practical Lessons Semester

2 20


Description

1 Discusses factors that influence the capacity to move, and analyses the benefits of participation in physical activity

2 Demonstrates strategic understanding to promote skill development and enjoyment in participation

3 Evaluates factors that contribute to enjoyable participation and quality performance in practical activity

4 Applies information to make informed decisions about sport and physical activity

5 Works with peers to enhance participation and enjoyment in physical activity

6 Performs movement skills with increased proficiency

7 Displays management and planning skills to achieve personal and group goals

24

PDHPE - Personal Development, Health and Physical Education




1 2 3 4 5 6 7

1

Mental Health Head Strong Term 1 Week 9

15

2

Teacher Choice 5% Task

TBC Term 2

By Week 4 5

3

Risk Taking- Drugs “Educate, Know

Your Fate” Term 2 Week 7

15

4

Practical Team and Individual Skills,

Effort and Attitude Practical Lessons

Semester 1

20

5

Scenario Questionnaire

R.E.S.P.E.C.T Scenarios

Term 3 Week 8

20

6

Practical Team and Individual Skills,

Effort and Attitude Practical Lessons

Semester 2

20

7 Teacher Choice

5% Task TBC

Term 4 By Week 4

5


Description

1 Evaluates challenging events and issues related to being a teenager. Analyses a variety of issues and provides relevant and detailed advice

2 Understands the consequences of risky behaviour, in particular drug use. Can identify and take appropriate actions to protect, promote and restore health

3 Engages successfully in a wide range of movement situations

4 Demonstrates understanding and successful use of subject specific vocabulary

5 Analyses factors that contribute to positive and satisfying relationships.

6 Engages in a range of movement tasks, participating with competence and confidence

7 Predicts potential problems and develops, justifies and evaluates solutions

25

Photography and Digital Media



%

Areas for

Assessment

1 2 3 4

1

Portfolio of

photographic work

and diary

Photography

Making

Term 1

Week 10 30

2 Research Task Photography

History

Term 2

Week 6 20

3

Portfolio of

photographic work

and diary

Photography

Making

Term 3

Week 10 30

4 Critique

Photography

Criticism

Term 4

Week 6 20


Description

1 Investigates and uses the world as a source of ideas and subject matter for the making of photography works

2 Uses independent art making practices and skills in a range of photography making media

3 Makes photography works that communicate meaning and that are developed over time

4 Explores the work of photographers, photography historians and photography critics

26

Science

KLA: Science Head Teacher: B Curran Year Group: 9

Task Task Type Topic Date

Weighting %


1 2 3 4 5

1 Research task Physical World –

(Electricity) Term 1

Week 9 30

2 Skills Assessment Skills Semester 1 15

3 Research Task Earth and Space Term 3

Week 9 30

4 Yearly

Examination All topics

Term 4

Week 6 25


Description - A student:

1 Communicates scientific ideas and evidence in an appropriate form

2 Recalls and applies knowledge of scientific facts and concepts

3 Analyses and interprets scientific information and data using critical thinking skills

4 Plans and conducts first- hand investigations to collect valid and reliable data

5 Collaboratively identifies and produces creative solutions to problems

27

Visual Arts



%

Areas for

Assessment

1 2 3 4

1

Portfolio of

artworks and art

diary

Art Making Term 1

Week 10 30

2 Research Task Art History Term 2

Week 6 20

3

Portfolio of

artworks and art

diary

Art Making Term 3

Week 10 30

4 Critique Art Criticism

Term 4

Week 6 20


Description

1 Investigates and uses the world as a source of ideas and subject matter for the making of artworks

2 Uses independent art making practices and skills in a range of art making media

3 Makes artworks that communicate meaning and that are developed over time

4 Explores the work of artists, art historians and art critics

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Year 9 RoSA Assessment Task Year Planner – 2018

NAME: ……………………………………………………………………………………

WEEK TERM 1 TERM 2 TERM 3 TERM 4

1

2

3

4

5

6

HALF-YEARLY

EXAMINATIONS

YEARLY

EXAMINATIONS

7

8

9

10

11

29

Statement of Receipt

TO YEAR 9 STUDENTS AND PARENTS/GUARDIANS

Please sign the statement below and return it to the Year 9 Adviser as soon as you can.

If you or your parent/guardian wishes to discuss any aspect of this statement before signing it, please contact your Year Adviser who will arrange an appointment with the Head Teacher in charge of the subject. The signing of this form indicates to me that you have understood the process of assessment for the award of the Stage 5 RoSA.

…………………………………………………………………………………………

THE CANOBOLAS RURAL TECHNOLOGY HIGH SCHOOL

STAGE 5 ROSA – YEAR 9 - ASSESSMENT SCHEDULE

NAME OF STUDENT: …………………………………………………………….. NAME OF PARENT/GUARDIAN: ……………………………………………….. We have read and understood the assessment procedures for the Stage 5 RoSA – Year 9. SIGNED: (Parent/Guardian) ………………………………………………………. SIGNED: (Student) ………………………………………………………………..

assessment policy and procedures for stage 5 record of school ...€¦ · the record of school...

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