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Kingswood High School

Year 9

Information for Parents & Students

Assessment and Reporting Book

2016

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CONTENTS

INFORMATION FOR STUDENTS & PARENTS

Year 9 Assessment Policy 3-5

Student Workbook Presentation Guidelines 7

Doing Research Assignments 9

SUBJECT ASSESSMENT SCHEDULES

Agricultural Technology 10

Child Studies - Parent Hood: Joy & Tears 12

Commerce 14

Drama 16

English 18

Food Technology 20

Kingswood Chef 22

Geography 23

History 25

History (Elective) – Heroes & Villains 27

Industrial Technology - Building and Construction 29

Industrial Technology - Multimedia 31

Industrial Technology - Timber 33

Information Software & Technology 35

Maths – 5.1 37

Maths – 5.3 39

Music 41

Physical Activity and Sport Studies 43

Personal Development, Health and Physical Education 45

Science 47

Visual Arts 49

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Introduction In Year 9 students must work consistently to develop effective learning practices and establish study routines and habits that prepare them for success in future learning. To achieve satisfactory grades and test results, a serious commitment to learning and study is absolutely essential.

General Subject Assessment Guidelines Achievement in subjects studied in Year 9 form the knowledge and skills foundation for the successful completion of Stage 5 secondary schooling. The Principal must state that students have satisfactorily studied the following mandatory subjects.

English, Mathematics, Science, Australian History /Geography / Civics, Personal Development, Health and Physical Education. Design and Technology, Languages, Music and Visual Arts are mandatory and will have been completed during Stage 4 (Yrs 7 – 8) To meet the requirements for the award of a ROSA (Record of School Achievement)by the Board of Studies NSW students must:

Apply themselves with diligence and sustained effort to the set tasks and experiences provided in each course by the school

Achieve some or all of the course outcomes Life Skills Courses 7 – 10 Outcomes and Content A decision to allow a student to undertake Life Skills outcomes and content in one or more Years 7–10 courses is made collaboratively with the student, parents/carers and the school. Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. Assessment of Years 7–10 Life Skills Outcomes Students undertaking Years 7–10 Life Skills outcomes and content in one or more courses will be assessed on their achievement of the outcomes identified in the planning process. Students can demonstrate achievement of outcomes in a number of ways, and across a range of environments including the school, home and community. Evidence of achievement of outcomes can be based on ongoing observations during teaching and learning or from assessment tasks specifically designed to assess achievement at particular points in the course of study. Requirements for Satisfactory Subject Completion: Each subject has outcomes and requirements that students must achieve to be considered satisfactory. Students are expected to:

Attend all lessons and participate cooperatively and actively in class experiences by using effective learning practices


Year 9 Student Assessment Policy

Information for Students and Parents

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Complete all class work and homework to a high standard in order to learn the knowledge and skills outcomes of each subject

Maintain readable and well presented records of class work, by following the “Student Work Presentation Guidelines” printed on Page 7 of in this booklet

Use a homework diary or device to plan short and long term learning and study routine

Devise a study timetable, to ensure adequate preparation for class tests and formal examinations

Teachers will set tasks to assess student achievement. These tasks must be completed by the set date. Students should provide satisfactory documentary evidence.

Section 2 - School Assessment Guidelines

2.1 Assessment Tasks

Teachers will give students at least TWO calendar weeks’ notice in writing of the date, type and relative importance of each assessment task set. Such notice will be given on the assessment task proforma, a sample of which is given in this document.

Students must complete all tasks to the best of their ability.

All tasks must be completed by the due date. Teachers will generally not grant extensions unless a student presents very good reasons in the way of a medical certificate or other written documents, which verify that a task cannot be completed by the due date. Requests for extensions must be made to the Head Teacher of the subject and at least a week before the assessment task is due. Students who hand in tasks after the due date without appropriate documentation will be awarded a zero mark, which could result in repeating Year 10.

All questions about marks or grades awarded must be resolved at the time the task is handed back to the student.

Tasks for each subject are listed separately for each subject in this booklet. Students are asked to read the relevant ones carefully and copy the information for each subject into their workbooks.

2.2 Student Absence

Students who are absent on the day a task is are responsible for collecting a misadventure form from the Head Teacher of the faculty, completing it, attaching any relevant documentation (Dr Certificate, death notices etc) and returning the form to the Head Teacher of the faculty. The student and parents/caregivers will be notified of the decision based on the documentation provided. The decision may be : * sit an alternate tsk * receive an estimate * be awarded a zero mark

Students who are absent must find out what class work was completed and set during their absence, and complete it.

In cases of prolonged absence covered by a doctor’s certificate or other certified document, the teacher may set a substitute assessment task.

2.3 Late Submission of an Assessment Task

1. Students who have not submitted tasks by the due date without a satisfactory explanation, in the case of illness a doctor’s certificate must be provided, will receive a N Award warning letter which is to be returned, signed by parents, to the subject Head Teacher the following day.

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2. Late assessment tasks will receive a zero mark except in cases of extended documented absences (see above)

3. All assessment tasks must be handed in for students to satisfactorily complete the course. 4. Head Teachers, in consultation with the Deputy Principal (Year 10), may consider a

variation to the deadline date of the assessment task if requested in advance in writing by parents or caregiver. Such a request must provide evidence of illness/misadventure, supported by documentation (eg. Doctor’s Certificate, Funeral Notice) for the student’s inability to complete the task by the due date.

2.4 Non-Completion of Assessment Tasks

Students who have still not submitted assessment tasks after seven (7) days will receive a second N Award warning letter. A continuation of this situation could result in an N Award being recorded by the school for the subject. “N” This may also mean that the student has not satisfied the minimum pattern of courses required for progression to Year 11.

2.5 Computer Failure

Computer or printer failure or malfunction cannot be taken as an acceptable reason for failure to submit an assessment task on time. It is the student’s responsibility to save and print a hard copy his/her work frequently and back it up to hard drive, disc or stick drive regularly. If failure occurs, the student must submit their last printed hard copy as evidence of work completed. If the assignment was to be submitted on disk, the last saved copy is to be submitted.

2.6 Testing and Reporting within the School

Formal examinations in core subjects will be held in the Hall, late in Term 2 and late in Term 4. A school report will be prepared at the end of each semester. It will show the level of achievement of course outcomes and practices they need for effective learning.

2.6 Concerns about Student Progress

If students are having problems with an assessment task or with work in general, they should discuss the matter with their teacher at the first opportunity. Parents with concerns regarding these matters are encouraged to contact the Head Teacher of the relevant subject to arrange an interview with the appropriate member of staff. Concerns about marks awarded for individual assessment tasks must be raised with the teacher or Head Teacher of the subject at the time the task is marked and returned.

Learning Practices used on all reports Each teacher in every subject not only assesses you on the course outcomes but also indicates your level of achievement of the learning practices. The learning practices are the same for each subject and include:

Participates in the full range of class activities.

Completes set homework and assignments.

Brings necessary equipment each lesson.

Works independently without needing close supervision.

Works cooperatively in group activities.

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Displays a sense of responsibility, self motivation and commitment to quality work.

Arrives punctually to class.

Treats others with courtesy and respect. The levels used are:

Always

Usually

Sometimes

Rarely

Examinations, Student Reports and Parent Teacher Evenings Teachers report on student progress each semester. These reports indicate the student’s achievement of course outcomes for each subject using grades to describe performance. In addition, they will be rated on their ability to learn effectively based on a set of “learning practices” common across subjects. Information about subject outcomes, subject assessment guidelines and school-wide learning practices are also contained in this booklet. Some subjects set semester examinations mid-term 2 and 4, teachers will give notice of examination requirements for each subject to ensure adequate study time. A Parent-Teacher Evening is generally scheduled during Term 3. The Parent Newsletter, Website and Facebook page will provide exact times and location. Students will receive a teacher booking sheet and must see their teachers to book in an interview which is convenient for both parents and teachers.

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Your teachers in all subjects expect high standards of presentation of work. including book and digital forms. They expect you to aim for quality work and take pride in your written presentations. It is very important that you establish sound habits with the presentation of your work in the first days of the school year. Well presented work shows a positive approach to learning. The presentation skills you develop at school can be useful later when you are seeking employment – practise these skills now.

For each subject studied you are expected to:

Workbooks: 1. Provide an exercise book of the recommended size.

2. Label the book clearly with your name, the subject, your class and teacher’s name.

3. Ensure that the book is covered and that it remains in good condition for the duration of thecourse. Avoid removing pages.

4. Present all work in clear, readable handwriting.

5. Write in blue or black pen only, unless the teacher requests otherwise.

6. Rule appropriate margins for each new page, unless the teacher requests otherwise.

7. Ensure that headings are clear and that work is dated.

8. Give thought to the sensible spacing of your work so that it is easy to understand and studyfrom for tests.

9. Ensure additional material that is issued to the class is glued into the book immediately.

10. Ensure that graffiti does not appear in the book or on its cover.

When studying some subjects e.g. D&T and Visual Arts you will often work in specially designed booklets or folders. Teachers will provide guidelines for work completion.

Digital Forms 1. Provide a device as approved by the school2. Set up the device with folders labelled for every subject3. Organise the folders logically as suggested by your classroom teacher e.g. folders for each

topic studied within the subject.4. Share work samples, activities, homework and assignments with your classroom teacher via

Google Class (or equivalent) as required.

Respect for self and property is part of KHS Student Code of Conduct

I support these guidelines and I will monitor my son/daughter’s work presentation.

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


Student Work Presentation Guidelines

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Doing Research Assignments Using the Information Process: What steps do I

take?

Use the library to do your research in books and online at lunchtimes. Look at the questions for each key word to guide your reading, choice of information and ways you put your information together. Ask the Librarian for help with this process or think about attending homework club to get extra help.

Defining

What do I really want to find out? What is my purpose? Why do I need to find this out? What are the key words and ideas of the task? What do I need to do?

Locating

Where can I find the information I need? What do I already know? What do I still need to find out? What sources and equipment can I use?

Selecting

What information do I really need to use? What information can I leave out? How relevant is the information I have found? How credible is the information I have found? How will I record the information I need?

Organising

How can I best use this information? Have I enough information for my purpose? Do I need to use all this information? How can I best combine information from different sources?

Presenting

How can I present this information? What will I do with this information? With whom will I share this information?

Assessing

What did I learn from this? Did I fulfil my purpose? How did I go – with each step of the information process? How did I go – presenting the information? Where do I go from here?

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Subject

Assessment

Schedules

Explanations

Common Task All classes will do the same task.

Class Tasks Tasks given to students by class teacher eg. topic tests, practical

tests.

Bookmark An assessment of coursework completed, presentation and

organisation.

Assignment A research task requiring a considerable amount of effort for the

student.

Participation Involvement and contribution to class discussions, positive social

interaction, ability to work independently and collaboratively with general enthusiasm

AGRICULTURAL TECHNOLOGY OUTCOMES

Stage 5 Outcomes A Student:

5.1.1 explains why identified plant species and animal breeds have been used in agricultural enterprises and developed for the Australian environment and/or markets

5.1.2 explains the interactions within and between agricultural enterprises and systems

5.2.1 explains the interactions within and between the agricultural sector and Australia’s economy, culture and society

5.3.1 investigates and implements responsible production systems for plant and animal enterprises

5.3.2 investigates and applies responsible marketing principles and processes

5.3.3 explains and evaluates the impact of management decisions on plant production enterprises

5.3.4 explains and evaluates the impact of management decisions on animal production enterprises

5.4.1 evaluates the impact of past and current agricultural practices on agricultural sustainability

5.4.2 evaluates management practices in terms of profitability, technology, sustainability, social issues and ethics

5.4.3 implements and justifies the application of animal welfare guidelines to agricultural practices

5.5.1 designs, undertakes, analyses and evaluates experiments and investigates problems in agricultural contexts

5.5.2 collects and analyses agricultural data and communicates results using a range of technologies

5.6.1 applies Occupational Health and Safety requirements when using, maintaining and storing chemicals, tools and

agricultural machinery

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AGRICULTURAL TECHNOLOGY YEAR 10 R.O.S.A. - 2016

Internal Assessment Program, Kingswood High School

COURSE TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6

COMPONENTS WEIGHT Farm Skills 1 Class Mark 1 Half Yearly Examination

Farm Skills 2 Class Mark 2 Yearly examination

Term 1 & 2 Term 1 & 2 Term 2 Term 3 & 4 Term 3 & 4 Term 4

Knowledge 50% 15% 10% 15% 10%

Skills 50% 25% 25%

OUTCOMES

5.1.1, 5.1.2, 5.2.1, 5.3.1,

5.3.4,

5.1.2, 5.4.1, 5.2.1, 5.3.1, 5.3.3, 5.3.4

5.1.1, 5.1.2, 5.4.2, 5.5.1,

5.5.2, 5.4.2, 5.6.1,

5.1.2, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.4.3,

5.1.1, 5.1.2, 5.2.1, 5.3.1,

5.3.3,

TOTAL

100% 25% 15% 10% 25% 15% 10%

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CHILD STUDIES - PARENTHOOD: JOY & TEARS OUTCOMES


1.1 identifies the characteristics of a child at each stage of growth & development

1.2 describes the factors that impact on the health and wellbeing of the child

1.3 analyses how the concept of childhood & parenthood evolve over time

2.1 plans and implements engaging activities when educating and caring for young children within a safe environment

2.2 evaluates strategies that promote the positive growth and development of children

2.3 describes appropriate parenting practices for optimal growth & development

3.1 discusses the importance of positive relationships on the growth and development of children

3.2 evaluates the role of community resources that promote and support the wellbeing of children and families

3.3 analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbing

4.1 demonstrates the ability to care for children in a positive, understanding and tolerant manner in a variety of settings and contexts

4.2 analyses and compares information from a variety of sources to develop an understanding of child growth and development

4.3 applies appropriate evaluation techniques when creating, discussing & assessing information related to child growth &

development

V1.1 appreciates the roles of caregivers in the growth and development of children

V2.1 appreciates the diverse beliefs, values, attitudes and family structures in our community

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CHILD STUDIES - Parenthood: Joy & Tears YEAR 9 – 2016


COURSES TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

COMPONENTS WEIGHT In class

assessment Research essay

task Half yearly

examination In class

assessment, Yearly examination

Term 1, Week 6

Term 2, Week 6 Term 2, Week 8

Term 3, Week 6

Term 4, Week 7

Knowledge and understanding

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

Skills 35% 10% 5% 10% 10%

Values and Attitudes

25% 10% 5% 5% 5%

OUTCOMES 2.2, 3.1, 4.2, 1.2, 2.2, 4.2, 1.3,

1.2, 2.2, 3.1, 1.1, 4.2,

3.2, 2.1, 2.3, V1.1, 2.1, 3.2, 4.1, 4.3

TOTAL 100% 25% 20% 25% 5% 25%

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COMMERCE OUTCOMES


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

5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts

5.3 examines the role of law in society

5.4 analyses key factors affecting commercial and legal decisions

5.5 evaluates options for solving commercial and legal problems and issues

5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues

5.7 researches and assesses commercial and legal information using a variety of sources

5.8 explains commercial and legal information using a variety of forms

5.9 works independently and collaboratively to meet individual and collective goals within specified timelines

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COMMERCE YEAR 9 – 2016


TASK 1 TASK 2 TASK 3 TASK 4

COMPONENTS WEIGHT Consumer Choice Task

Half Year Exam -Consumer Choice

-Travel Law and Society Task

Yearly Exam -Law in Action -Law in Society

Term1,

Week 9

Term 2,

Week 5

Term 3,

Week 9

Term 4,

Week 4

Knowledge & Understanding

40% 5% 15% 5% 15%

Decision making and problem solving

30% 5% 10% 5% 10%

Research & communication 30% 10% 5% 10% 5%

OUTCOMES

5.2, 5.4, 5.7, 5.8, 5.9 5.2, 5.4, 5.7, 5.8, 5.9

5.1, 5.3, 5.5, 5.6, 5.9

5.1, 5.3, 5.5, 5.6, 5.9

TOTAL MARK 100% 20% 30% 20% 30%

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DRAMA OUTCOMES


5.1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action

5.1.2 contributes, selects, develops and structures ideas in improvisation and play building

5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text

5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies

5.2.1 applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning

5.2.2 selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience

5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning

5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions

5.3.2 analyses the contemporary and historical contexts of drama

5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in drama using drama concepts and terminology

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DRAMA YEAR 9 - 2016


COURSES TASK 1 TASK 2 TASK 3 TASK 4

COMPONENTS WEIGHT Improvisation & Play building

Scriptwriting Performance Melodrama

Yearly Exam

Term 1, Week 7

Term 2, Week 8

Term 3, Week 9

Term 4, Week 3

Making 35% 5% 10% 20%

Performing 30% 15% 10% 5%

Appreciation 35% 5% 5% 5% 20%

OUTCOMES

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.1, 5.3.3,

5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.3.1, 5.3.3

5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2

5.1.4, 5.3.1, 5.3.2, 5.3.3,

TOTAL MARK 100% 25% 25% 30% 20%

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ENGLISH OUTCOMES


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

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

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

EN5-4B effectively transfers knowledge, skills and understanding of language concepts into the new and different contexts

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

EN5-6C investigates the relationships between among texts

EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds

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

EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

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ENGLISH YEAR 9 - 2016


Components (Syllabus)

Weight

Task 1 Task 2 Task 3 Task 4 Task 5

Term 1, Week 9

Outsider, Story & Visual Literacy

Term 2, Week 5

Half Yearly Examination

Term 2, Week 9

Drama “Journal”

Term 3, Week 9

Group project & Reflection

Term 4, Week 4

Yearly Examination

Speaking; Listening; Reading; Writing;

Viewing and Representing

15% 5% 5% 5%

Using language to communicate

appropriately and effectively

45% 10% 10% 5% 20%

Thinking in ways that are imaginative, interpretive and

critical

30% 10% 10% 10%

Reflecting on their learning and expressing

themselves and their relationships with

others and the world

10% 10%

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

6C, 8D, 7D EN5-1A, 3B, 4B, 5C, 6C

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

EN5-1A, 3B, 4B, 5C, 6C, 9E

EN5-1A, 3B, 4B,5C, 6C, 7D

TOTAL MARKS 100% 15% 15% 15% 25% 30%

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FOOD TECHNOLOGY OUTCOMES


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

5.1.2 identifies, assesses and manages the risks of injury and OHS issues associated with the handling of food

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

5.2.2 accounts for changes to the properties of food which occur during food processing, preparation and storage

5.2.3 applies appropriate methods of food processing, preparation and storage

5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities

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

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

5.4.2 communicates ideas and information using a range of media and appropriate terminology

5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes

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

5.6.1 examines the relationship between food, technology and society

5.6.2 evaluates the impact of activities related to food on the individual, society and the environment

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FOOD TECHNOLOGY YEAR 9 – 2016


TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

TOPICS WEIGHT Research task Half yearly

examination Practical tasks Research task Yearly examination

Term 1, Week 9

Term 2, Week 6

On going Term 3, Week 8

Term 4, Week 5

Food Selection and Health and core

units 60% 15% 25% 10% 10%

Food in Australia 30% 5% 15% 10%

Food For Special Occasions

10% 5% 5%

OUTCOMES 5.1.1, 5.3.2, 5.3.1, 5.6.2,

5.6.2, 5.2.2, 5.2.1, 5.6.2,

5.2.3, 5.2.2, 5.1.2, 5.5.1,

5.5.2,

5.4.1, 5.4.2, 5.6.1,

5.4.1, 5.4.2, 5.6.1,

TOTAL MARK 100% 15% 25% 20% 15% 25%

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KINGSWOOD CHEF YEAR 9 – 2016


TASK 1 TASK 2 TASK 3 TASK 4

TOPICS WEIGHT Research task Practical

examination Research task Restaurant Service

Term 1, Week 9

Term 2, Week 6

Term 3, Week 8

Term 4, Week 5

Food Preparation Skills 50% 20% 30%

Food Service 50% 20% 30%

OUTCOMES 5.1.1, 5.2.2, 5.1.1, 5.2.3,

5.5.1, 5.1.2, 5.3.1, 5.3.2, 5.3.2, 5.5.2,

TOTAL MARK 100% 20% 30% 20% 30%

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GEOGRAPHY OUTCOMES


5.1 identifies, gathers and evaluates geographical information

5.2 analyses, organises and synthesises geographical information

5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information.

5.4 selects and applies appropriate geographic tools

5.5 demonstrates a sense of place about Australian environments

5.6 explains the geographic processes that form and transform Australian environments.

5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales

5.8 accounts for differences within and between Australian communities

5.9 explains Australia’s links with other countries and its role in the global community

5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and activecitizenship

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GEOGRAPHY YEAR 9 - 2016


TASK 1 TASK 2 TASK 3

Investigating Australia’s Physical Environments

Investigating Australia’s Physical Environments

Investigating Australia’s Physical Environments, Changing Australian Communities

COMPONENTS WEIGHT Topic Test Research Task Semester Examination

Semester 1 Out: Term 1, Week 5 Due: Term 1, Week 7




Semester 1 Term 2, Week 6

Semester 2 Term 4, Week 4

Knowledge and understanding 50% 15%

20% 15%

Skills 50% 20% 10% 20%

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

TOTAL MARK 100% 35% 30% 35%

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HISTORY

Stage 5 Outcomes Students will study one semester of History and one semester of Geography in year 9. The outcomes and the assessment tasks are the same for the individual subjects for both semesters. Only the timing of these tasks is different.

A Student:

HT5.1 explains and analyses the historical forces and factors that shaped the modern world and Australia

HT5.2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

HT5.3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

HT5.4 explains and analyses the causes and effects of events and developments in the modern world and Australia.

HT5.5 identifies and evaluates the usefulness of sources in the historical inquiry process

HT5.6 uses relevant evidence for sources to support historical narratives, explanations and analyses of the modern world and Australia

HT5.7 explains different contexts, perspectives and interpretations of the modern world and Australia

HT5.8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry

HT5.9 applies a range of relevant historical terms and concepts when communicating an understanding of the past

HT 5.10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences

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HISTORY YEAR 9 – 2016


TASK 1 TASK 2 TASK 3

COMPONENTS WEIGHT Movement of People Movement of People WWI and WWII

Semester 1

Out: Term 1, Week 3 Due: Term 1, Week 5




Semester 1 Term 2, Exam Week

(WK.5-6)

Semester 2 Term 4, Exam Week

(WK.4)

Research and Empathy Task Source based Task Research and Written

Response Task

Knowledge & Understanding

40% 10% 10% 20%

Skills to undertake the process of historical

inquiry 40% 15% 10% 15%

Communication of historical understanding

20% 10% 10%

OUTCOMES HT5-3, HT5-5, HT5-6,

HT5-8, HT5-10 HT5-3, HT5-4, HT5-6, HT5-7,

HT5-8, HT5-9, HT5-10 HT5-1, HT5-3, HT5-4,

HT5-5, HT5-6, HT5-8, HT5-9

TOTAL 100% 35% 30% 35%

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HISTORY ELECTIVE : Heroes & Villains OUTCOMES

Stage 5 Outcomes

A Student:

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

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

E5.3 sequences major historical events or heritage features, to show an understanding of continuity, change and causation

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

E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage

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

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

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

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

E5.10 selects and uses appropriate oral, written , visual and digital forms to communicate effectively about the past for different audiences

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HISTORY ELECTIVE – Heroes & Villains YEAR 9 - 2016


COURSES TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6

COMPONENTS WEIGHT

Speech ½ Yearly Exam

Research Task Essay Yearly Exam Class Activities

Term 1 Week 5

Term 2 Week 5

Term 2 Week 9

Term 3 Week 8

Term 4 Week 4

On going

Knowledge and understanding of history and historical inquiry

33% 5% 8% 5% 10% 5%

Knowledge and understanding of past societies and historical periods

36% 5% 12% 7% 10% 2%

Process of historical inquiry 16% 8% 3% 5%

Communication of understanding of history

15% 5% 7% 3%

OUTCOMES E5.1, E5.2, E5.5, E5.6

E5.3, E5.4, E5.5, E5.9

E5.1, E5.8, E5.10

E5.4, E5.9, E5.10

E5.3, E5.4, E5.7

E5.2, E5.4, E5.8

TOTAL 100% 15% 20% 15% 15% 25% 10%

29

INDUSTRIAL TECHNOLOGY – BUILDING & CONSTRUCTION OUTCOMES


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

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

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

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

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

5.3.2 selects and uses appropriate materials for specific applications

5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects

5.4.2 works cooperatively with others in the achievement of common goals

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

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

5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications

5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally

30

INDUSTRIAL TECHNOLOGY - BUILDING & CONSTRUCTION YEAR 9 - 2016 Internal Assessment Program, Kingswood High School


BUILDING & CONSTRUCTION 1 50 HRS

BUILDING & CONSTRUCTION 50 HRS

COMPONENTS WEIGHT Project 1 Model House

design Half Yearly

Exam

Project 2 Tool Box

Project 3 School Based

Building Project Yearly Exam

Term 2 Week 5

Term 2 Week 5

Term 3 Week 10

Term 4 Week 6

Term 4 Week 5

Knowledge and understanding 30% 5% 10% 5% 10%

Practical and Safety Skills 40% 20% 10% 10%

Communication 15% 5% 5% 5%

Evaluation Skills 15% 5% 5% 5%

OUTCOMES 5.2.1, 5.4.1, 5.1.1, 5.1.2, 5.2.1, 5.6.1,

5.3.2, 5.4.2, 5.3.1, 5.3.2, 5.4.2,

5.1.1, 5.1.2, 5.2.1, 5.4.1, 5.7.1, 5.7.2,

TOTAL 100% 30% 10% 20% 20% 20%

31

INDUSTRIAL TECHNOLOGY - MULTIMEDIA


5.1.1 safely use computing equipment and associated materials

5.1.2 develop correct computer use

5.2.1 identifies and uses problem solving processes when creating solutions

5.2.2 uses a range of techniques to produce multimedia presentations

5.3.1 select appropriate image settings to achieve a desired result

5.3.2 identify and apply varied file input, manipulation and output techniques

5.4.1 apply lighting effects during the production of capturing of images

5.4.2 capture and/or create motion using a range of techniques

5.5.1 incorporate text and graphics into multimedia projects

5.6.1 select and/or adjust multimedia variables in the development and production of multimedia presentations

32

INDUSTRIAL TECHNOLOGY - MULTIMEDIA YEAR 9 - 2016


COURSES TASK 1 TASK 2 TASK 3 TASK 4

COMPONENTS WEIGHT Video After Effects Portfolio Yearly Exam

Knowledge & Understanding 45 10 10 15 10

Problem Solving & Creative thinking 35 10 20 5

Communicating and Collaborative Practices

20 5 15

OUTCOMES 5.2.1, 5.4.1

5.4.2

5.3.1, 5.3.2

5.5.5

5.6.1, 5.2.2

5.3.1, 5.3.2 5.1.1, 5.1.2,

TOTAL MARK 100% 20% 15% 50% 15%

33

INDUSTRIAL TECHNOLOGY - TIMBER OUTCOMES

Stage 5 Outcomes

A Student:

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

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

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

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

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

5.3.2 selects and uses appropriate materials for specific applications

5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects

5.4.2 works cooperatively with others in the achievement of common goals

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

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

5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications

5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally

34

INDUSTRIAL TECHNOLOGY - TIMBER YEAR 9 - 2016 Internal Assessment Program, Kingswood High School


OUTCOMES COMPONENTS WEIGHT Footstool Half Yearly

Exam Bread box Research

Task Occasional

table Yearly Exam

Term 1 Week 6

Term 2 Week 5

Term 2 Week 5

Term 3 Week 7

Term 3 Week 5

Term 4 Week 6

Knowledge and understanding 30% 10 5 5 10

Practical and Safety Skills 40% 10 10 20

Communication

15% 5 5 5

Evaluation Skills

15% 5 5 5

OUTCOMES 5.1.1, 5.1.2 5.1.1, 5.2.2, 5.7.1

5.2.2, 5.4.2, 5.5.1,

5.3.1, 5.6.1 5.2.1, 5.3.2, 5.4.1

5.1.1,5.2.2, 5.7.2

TOTAL MARK 100% 10% 10% 20% 10% 30% 20%

Core module 1 General Timber

(50hrs)

Core module 2 General Timber

(50 hrs)

35

INFORMATION & SOFTWARE TECHNOLOGY OUTCOMES


4.1.1 recognises and uses software programs that are suitable for specific tasks

4.1.2 identifies and demonstrates appropriate use of a range of hardware

4.2.1 identifies and uses problem solving processes when creating solutions

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

4.2.3 justifies decisions made when creating information and software technology solutions

4.3.1 uses ethical practices when dealing with information and software technology

4.3.2 describes ethical practices used when dealing with data and information

4.4.1 describes a range of past, current and emerging information and software technologies

4.5.1 identifies the benefits of collaborative work practices when completing a task

4.5.2 documents ideas and solutions for targeted audiences

4.5.3 identifies key roles and responsibilities of people in the field of information and software technology

36

INFORMATION & SOFTWARE TECHNOLOGY YEAR 9 - 2016



COMPONENTS WEIGHT

Project 1 Artificial

Intelligence

Semester Examination

Project 2 Software

Development & Programming

Yearly Examination

Internet, Authoring & Multi-media

Term 1, Week 9

Term 2, Week 4

Term 3, Week 2

Term 3, Week 10

Term 4, Week 2

Knowledge & Understanding 25% 5% 5% 5% 5% 5%

Problem Solving & Creative thinking 30% 5% 5% 10% 5% 5%

Ethics 15% 10% 5%

Past, current & emerging technologies.

15% 5% 5% 5%

Communicating and Collaborative Practices

15% 5% 5% 5%

OUTCOMES 5.1.1, 5.1.2

5.2.1, 5.2.2, 5.2.3

5.3.1, 5.3.2 5.4.1 5.5.1, 5.5.2,

5.5.3

TOTAL MARK 100% 20% 10% 35% 10% 25%

37

MATHEMATICS 5.1 (STANDARD) OUTCOMES


MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts

MA5.1-2WM selects and uses appropriate strategies to solve problems

MA5.1-3WM provides reasoning to support conclusions that are appropriate to the context

MA5.1-4WM solves financial problems involving earning, spending and investing money

MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices and establishes the meaning of negative indices for numerical bases

MA5.1-6NA determines the midpoint, gradient and length of an interval and graphs linear relationships

MA5.1-7NA graphs simple non-linear relationships

MA5.1-8MG calculates the areas of composite shapes and the surface of rectangular and triangular prisms

MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation and rounds to significant figures

MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression

MA5.1-11MG describes and applies the properties of similar figures and scale drawings

MA5.1-12SP uses statistical displays to compare sets of data and evaluates statistical claims made in the media

MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events

38

YEAR 9 MATHEMATICS (5.1 Course) – 2016


COURSES TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6 TASK 7

COMPONENTS WEIGHT

Financial

Maths

Algebra ½ Yearly Exam

Equations,

Inequations

And Geometry

Area,

Surface Area &

Rates and Ratio

Yearly Exam Class Activities (Commitment to Work and

Completion)

Term 1 Week 7

Term 2 Week 1

Term 2 Week 5

Term 3 Week 2

Term 3 Week 9

Term 4 Week 4

On going

Concepts, Skills and techniques

50% 7.5% 5% 10% 5% 7.5% 10% 5%

Working Mathematically Reasoning and communication

50% 7.5% 5% 10% 5% 7.5% 10% 5%

OUTCOMES

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

MA5.1-5NA, MA5.1-1WM, MA5.1-3WM,

MA5.1-11MG, MA5.2-5NA, MA5.1-1WM, MA5.1-2WM, MA5.1-8MG, MA5.2-11MG,

All Stage 5 outcomes Taught during the Year.

TOTAL 100% 15% 10% 20% 10% 15% 20% 10%

39

MATHEMATICS 5.3 (ADVANCED) OUTCOMES

Stage 5 Outcomes A Student: MA5.3-1WM uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures

MA5.3-2WM generalizes mathematical ideas and techniques to analyse and solve problems efficiently

MA5.3-3WM uses deductive reasoning in presenting arguments and formal proofs

MA5.3-4NA draws, interprets and analyses graphs of physical phenomena

MA5.2-5NA selects and applies appropriate algebraic techniques to operate with algebraic expressions

MA5.3-6NA performs operations with surds and indices

MA5.3-7NA solves complex linear, quadratic, simple cubic and simultaneous equations and rearranges literal equations

MA5.3-8NA uses formulas to find midpoint, gradient and distance on the Cartesian plane and applies standard forms of the equation of a straight line

MA5.2-9NA sketches and interprets a variety of linear relationships

MA5-11NA uses the definition of a logarithm to establish and apply the laws of logarithms

MA5.2-12NA uses function notation to describe and sketch functions

MA5.3-13MG applies formulas to find the areas of right pyramids, right cones, spheres and related composite solids

MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids

MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area to solve problems including problems involving three dimensions

MA5.3-16MG proves triangles are similar and uses formula geometric reasoning to establish properties of triangles and quadrilaterals

MA5.3-17MG applies deductive reasoning to prove circle theorems and to solve related problems

MA5.3-18SP uses standard deviation to analyse data

MA5.3-19SP investigates the relationship between numerical variables using lines of best fit and explores how data is used to inform decision-making processes

40

YEAR 9 MATHEMATICS - 2016 Internal Assessment Program, Kingswood High School (5.3 course)

COURSES TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6 TASK 7

COMPONENTS WEIGHT

Financial

Maths

Algebra ½ Yearly Exam

Equations,

Inequations

And Geometry

Area,

Surface Area &

Rates and Ratio

Yearly Exam Class Activities (Commitment to Work and

Completion)

Term 1 Week 7

Term 2

Week 1

Term 2 Week 5

Term 3 Week 2

Term 3 Week 9

Term 4 Week 4

On going

Concepts, Skills and techniques

50% 7.5% 5% 10% 5% 7.5% 10% 5%

Working Mathematically Reasoning and communication

50% 7.5% 5% 10% 5% 7.5% 10% 5%

OUTCOMES

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

MA5.1-5NA, MA5.2-6NA, MA5.2-7NA, MA5.3-5NA, MA5.3-6NA, MA5.1-1WM, MA5.1-3WM, MA5.2-1WM, MA5.2-3WM, MA5.3-1WM, MA5.3-2WM, MA5.3-3WM

MA5.2-8NA, MA5.1-11MG, MA5.2-1WM, MA5.2-2WM, MA5.2-3WM

MA5.2-5NA, MA5.3-4NA, MA5.1-1WM, MA5.1-2WM, MA5.1-8MG, MA5.2-11MG, MA5.2-1WM, MA5.2-2WM, MA5.3-2WM, MA5.3-3WM

All Stage 5 outcomes Taught during the Year.

TOTAL 100% 15% 10% 20% 10% 15% 20% 10%

41

MUSIC OUTCOMES


5.1 performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts

5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the application of different types of technology

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

5.4 demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study

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

5.6 uses different forms of technology in the composition process

5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts

5.8 demonstrates an understanding of musical concepts through aural identification, discrimination, memorization and notation in the music selected for study

5.9 demonstrates an understanding of musical literacy through the appropriate application of notation, terminology, and the interpretation and analysis of scores used in the music selected for study

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

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

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

42

MUSIC YEAR 9 - 2016



COMPONENTS WEIGHT

Listening Task

Performance Semester 1


Composition Task

Performance Semester 2

Yearly Examination

Term 1 Week 6

Term 1 Week 9

Term 2 Week 4

Term 3 Week 4

Term 4 Week 2

Term 4 Week 4

Performance 40% 10% 10% 10% 10%

Composition 30% 10% 10% 10%

Listening 30% 10% 10% 10%

OUTCOMES 5.7, 5.8, 5.9,

5.10, 5.1, 5.2, 5.3,

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

5.10,

5.4, 5.5, 5.6, 5.9,

5.1, 5.2, 5.3,

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

5.10,

TOTAL MARK 100% 10% 10% 30% 10% 10% 30%

43

PHYSICAL ACTIVITY & SPORT STUDIES OUTCOMES


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

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

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

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

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

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

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

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

4.3 performs movement skills with increasing proficiency

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

44

PHYSICAL ACTIVITY & SPORT STUDIES YEAR 9 - 2016



OUTCOMES COMPONENTS WEIGHT

Body Systems Module Exam

Enhancing Performance – Strategies

and Techniques

Nutrition Australia’s Sporting Identity

Physical Fitness

Module – Assessment

Task

Orienteering – PracticalAssessment

Term 1, Week 8

Term 2, Week 5

Term 2, Week 10

Term 3, Week 6

Term 4, Week 3

Term 4, Week 8

1.1, 1.2, 4.1, 4.2, 4.3, 4.4

Foundations of Physical Activity 40% 20%

20%

2.1, 2.2, 4.1, 4.2, 4.3, 4.4

Physical Activity and Sport in

Society 40% 20% 20%

3.1, 3.2, 4.1, 4.2, 4.3, 4.4

Enhancing Participation

and Performance

20% 10% 10%

OUTCOMES 1.1, 3.1, 4.3,4.4

1.1, 3.1, 4.3, 4.4

1.2, 2.1, 2.2, 4.1,4.4

2.1, 2.2,3.2,

4.1

1.1, 4.1, 4.3, 3.1, 4.1,4.2

TOTAL MARK 100% 20% 10% 20% 20% 20% 10%

45

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION OUTCOMES

Strand 1: Self and Relationships Stage 5 Outcomes

A Student:

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

5.2 evaluates their capacity to reflect on and respond positively to challenges

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

Strand 2: Movement Skill and Performance Stage 5 Outcomes

A Student:

5.4 adapts, transfers and improvises movement skills and concepts to improve performance

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

Strand 3: Individual and Community Health Stage 5 outcomes

A Student:

5.6 analyses attitudes, behaviours and consequences related to health issues affecting young people

5.7 analyses influences on health decision-making and develops strategies to promote health and safe behaviours

5.8 critically analyses health information, products and services to promote health

Strand 4: Lifelong Physical Activity Stage 5 outcomes

A Student:

5.9 formulates goals and applies strategies to enhance participation in lifelong physical activity

5.10 adopts roles to enhance their own and others’ enjoyment of physical activity

46

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION YEAR 9 - 2016



COMPONENTS WEIGHT

Nutrition Task


Discrimination Task

Practical

Activities

Yearly Examination

Class Completion

Term 1, Week 8

Term 2, Week 5

Term 3, Week 8

Ongoing Term 4, Week 5

Ongoing

Self & Relationships

15% 5% 5% 5%

Individual & Community Health

35% 10% 5% 10% 5% 5%

Movement Skill & Performance

40% 40%

Lifelong Physical Activity

10% 10%

OUTCOMES 5.7, 5.8 5.7, 5.8 5.1 5.4, 5.5, 5.9, 5.10

5.1, 5.2, 5.3, 5.5, 5.7, 5.8

5.1, 5.2, 5.3, 5.5, 5.7, 5.8

TOTAL MARK 100% 10% 10% 10% 50% 10% 10%

47

SCIENCE OUTCOMES

Stage 5 Outcomes

Values and Attitudes

A Student: SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around

them

SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations

Skills

A Student:

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

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

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

SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

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

SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Knowledge and Understanding

A Student:

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

SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems

SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues

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

SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society

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

SC5-17CW discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials

48

SCIENCE YEAR 9 - 2016



COMPONENTS WEIGHT Investigation

1 Half Yearly Examination

Investigation 2

Investigation 3 - Practical Test

Yearly Exam (All topics taught

throughout the year)

Class Mark

Term 1, Week 9

Term 2, Weeks 5/6

Term 3 Week 4

Term3 Weeks 8/9

Term 4, Weeks 5/6

Throughout Year

Knowledge And

Scientific Concepts

30% 10% 5% 10% 5%

Practical and Investigating Skills

30% 10% 5% 5% 10%

Developing Scientific Thinking and Problem

Solving Techniques 20% 10% 5% 5%

Communication and Expression

20% 5% 5% 5% 5%

OUTCOMES

SC5-2VA

SC5-8WS

SC5-9WS

SC5-12ES

SC5-14LW

SC5-15LW

SC5-16CW

SC5-17CW

SC5-9WS SC5-10PW SC5-12ES

SC5-4WS

SC5-5WS

SC5-6WS

SC5-7WS SC5-9WS

SC5-1VA SC5-3VA SC5-10PW

SC5-11PW

SC5-12ES

SC5-13ES

SC5-9WS

100% 15% 20% 10% 20% 25% 10%

49

VISUAL ARTS OUTCOMES


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

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

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

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

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

5.6 demonstrates developing technical accomplishment and refinement in making artworks

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

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

5.9 demonstrates how the frames provide different interpretations of art

5.10 demonstrates how art criticism and art history construct meanings

50

VISUAL ARTS YEAR 9 - 2016



COMPONENTS WEIGHT Research 1 Diary/Practical Research 2 Research 3 Diary/Practical Research 4

Term 1,

Week 8

Term 2,

Week 6

Term 2,

Week 4

Term 3,

Week 6

Term 4,

Week 5

Term 4,

Week 3

Art Making 60% 30% 30%

Critical and

Historical Studies

40% 10% 10% 10% 10%

OUTCOMES 5.7, 5.8, 5.9, 5.10

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

5.7, 5.8, 5.9, 5.10

5.7, 5.8, 5.9, 5.10

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

5.7, 5.8, 5.9, 5.10

TOTAL MARK 100% 10% 30% 10% 10% 30% 10%

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