SEFTON HIGH SCHOOL · Web viewFT5-4 accounts for changes to the properties of food which occur during food processing, preparation and storage. FT5-4 applies appropriate methods of

SEFTON HIGH SCHOOL

SEFTON HIGH SCHOOL

YEAR 10

ASSESSMENT HANDBOOK

2021

46

YEAR 10 ASSESSMENT HANDBOOK 202120

SEFTON HIGH SCHOOL

Sincerity, Scholarship, Service

YEAR 10 ASSESSMENT HANDBOOK

2021

AIMS

The aims of this Handbook are

· To give students and parents information which will help students ongoing throughout the year to achieve their best and be successful at Sefton High School.

· To inform students and their parents of procedures and rules that are essential for the organisation and functioning of Sefton High School.

· To provide course and assessment information to students and their parents.

VISION STATEMENTSefton High School aims to continually improve its vision of excellence in education for all of our students. Sefton High School consistently insists upon high expectations of the whole school community, providing a structured, disciplined and high quality teaching and learning environment which fosters excellent standards of academic achievement and student wellbeing. This provides opportunities for students to become as confident, successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our society as informed, responsible and productive citizens who display the values of integrity, responsibility and respect for all.

· SCHOOL EMBLEM

· ADDRESS

Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

· TELEPHONE NUMBER

9644 4800

· FACSIMILE

9743 7161

· SCHOOL MOTTO

Sincerity, Scholarship, Service

· WEBSITE

http://www.seftonhigh.nsw.edu.au

· EMAIL

[email protected]

· FACEBOOK

https://www.facebook.com/SeftonHSOfficial/

· SCHOOL HOURS

School hours are as follows.

Monday and Tuesday 8.45 am to 2.30 pm

Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.

INDEX

PAGE

· PREAMBLE - NESA RECORD OF SCHOOL ACHIEVEMENT3

· SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR YEAR 10 COURSES4

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 10 COURSES9

· COURSE CHOICES FOR YEAR 11 / HSC COURSES 9

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 1011

· Commerce12

· English13

· Ethical Scholarship14

· Food Technology15

· Geography17

· History19

· History Elective 20

· Industrial Technology – Electronics21

· Information and Software Technology23

· Language – French25

· Language – Japanese27

· Mathematics29

· Personal Development, Health, Physical Education 31

· Physical Activity and Sport Studies33

· Science35

· Visual Arts37

· CHARGES FOR YEAR 10 202139

· ATTENDANCE AND PUNCTUALITY40

· ELIGIBILITY FOR THE AWARD OF AN HSC41

· APPENDICES42

1. Approved Calculators for Assessment Tasks and Examinations43

2. Writing a Bibliography44

3. Glossary of Key Words48

4. Failure To Submit Assessment Task50

· PREAMBLE – NSW EDUCATION STANDARDS AUTHORITY RECORD OF SCHOOL ACHIEVEMENT

Year 10 marks the first of the years in which students in New South Wales can earn a leaving credential. This credential is the Record of School Achievement (RoSA).

It is vital for you to do your best in terms of a positive attitude towards your school work so that this record of achievement is one that you are proud of and truly reflects all you are capable of achieving.

To receive the RoSA students are required to study courses in each year in years 7 – 10 in English, Mathematics, Science, Human Society and its Environment, and Personal Development, Health and Physical Education. Students are also to have studied courses in Languages, Technological and Applied Studies and Creative Arts in Year 7 and 8 as well as two 200-hour courses in Years 9 and 10. Eligible students will be issued with an A-E grade that reflects levels of achievement indicated by course performance descriptors and which will be determined by a combination of formal assessment tasks and informal teacher assessment. In Mathematics grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2) to reflect different achievement in different levels of courses.

Please note that the RoSA must be earnt. A RoSA is only issued where a student is successful in meeting minimum course requirements in ALL mandatory courses, including sport. To meet academic requirements students in year 10 must have

· followed the course developed or endorsed by NESA and

· applied themselves with diligence and sustained effort to the set course work tasks and experiences provided in the course by the school, including homework

· achieved some or all of the course outcomes as demonstrated in assessment tasks, practical requirements and assigned work.

· maintained a satisfactory level of class attendance. A student whose attendance affects their ability to demonstrate understanding of course outcomes is at risk of an N-determination.

Where a student has been able to maintain or make up tasks and learning that was missed during absences, teachers will use their professional judgment in determining whether the student is still at risk. Students are responsible for explaining their absences. If they do not do this, the absence will be viewed as unexplained. Failure to demonstrate diligent and sustained effort, follow school assessment policies, or maintain an attendance rate of a minimum of 85% will result in the issuing of Non Completion Warning letters or ‘N’ Determination Warning letters. These letters detail the problem and indicate how students can redeem the situation.

As a guide, two course warning letters which remain unresolved can result in the student receiving an ‘N’ determination in that subject. This has serious ramifications. Students who are deemed not to have completed course requirements in just one (1) of the mandatory courses of English, Mathematics, Science, History, Geography or Personal Development Health and Physical Education will not be eligible to

· be awarded the RoSA

· proceed to Year 11

· access many TAFE courses directly

· leave school to 25 hours per week of on-going education or employment (other than a fully documented apprenticeship) until they are 17.

· SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR YEAR 10 COURSES

· GENERAL GUIDELINES

· All issues regarding assessment tasks must be referred to the relevant Head Teacher.

· You must attend every timetabled period on the day that a hand in task is due or on the day of an assessment task, including examinations. Failure to do so will result in a mark of zero.

· Failure to do or hand in an assessment task at the stipulated time without a medical certificate will result in a mark of zero.

· Only approved calculators can be used for assessment tasks and examinations. See Appendix 1 for the list.

· Malpractice is unacceptable at all times as it is contrary to ethical scholarship. An Assignment/Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside of class. Malpractice will result in a mark of zero with no opportunity to redo the task. If plagiarism is of another student’s work, a decision will be made by the Head Teacher, after investigation into the degree of complicity, as to whether the other student will also be penalised.

· Definitions of malpractice and plagiarism follow.

· MALPRACTICE

· Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. It includes, but is not limited to

· taking notes into a test or examination.

· copying from another student.

· communicating with other students during a test or examination.

· copying someone else’s work in part or in whole, and presenting it as your own.

· using material directly from books, journals, CDs or the internet without reference to the source.

· building on the ideas of another person without reference to the source.

· buying, stealing or borrowing another person’s work and presenting it as your own.

· submitting work to which another person such as a parent, coach or subject expert has contributed substantially.

· using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement.

· changing an answer after the paper has been returned or changing a mark.

· paying someone to write or prepare material.

· breaching school examination rules.

· taking non-approved aids into an assessment task/examination.

· contriving false explanations to explain work not handed in by the due date.

· assisting another student to engage in malpractice.

· PLAGIARISM

· Plagiarism is copying another person's work, implying that it is your own, without acknowledgment. This includes words and text from books and websites, drawings, maps, graphics and art, as well as ideas and thoughts.

· Plagiarism is cheating. It is a serious breach of the school's Code of Conduct and it will result in the student receiving a zero for the task.

· A student’s work may be cited for plagiarism if he/she, without acknowledgement of the source,

· makes a direct copy of one or more sentences and/or paragraphs from a source document.

· copies sentences and/or paragraphs, though he/she has changed their order.

· makes cosmetic changes to sentences and/or paragraphs. This may include changing the tense, placing in some synonyms, changing the order of adjectives and nouns or deliberately adding grammar and/or spelling mistakes.

· deletes information that was in brackets or a list of examples from sentences and/or paragraphs in the source.

· changes the order of phrases in the sentence.

· uses information from a source that is not included in the bibliography.

· Students need to be aware that summarizing and paraphrasing can also be considered plagiarism. Acceptable paraphrasing means that the student expresses the ideas using original language and sentence structure. If you keep even short phrases from the original source document, you must cite the source. You must take care to use only a limited amount of citing in your work.

· This Information Handbook for Students and Parents contains a section about referencing quotes and preparing a bibliography (Appendix 2).

· Students who would like to learn more about acceptable paraphrasing and the use of quotes can access the following web sites.

· www.indiana.edu/~wts/pamphlets.shtml

· www.hamilton.edu/writing/style/plagiarism/plagiarism.html

· To further assist you in understanding what a task requires a Glossary of Keywords (Appendix 3) used in HSC tasks is included.

· ASSESSMENT TASK PROCEDURES

The following procedures are designed to ensure that there is consistency in the implementation of the school’s assessment practices and therefore equity for all students.

As far as possible, the majority of assessment tasks are to be completed under teacher supervision. However some syllabus requirements necessitate that work be completed out of class, for example, research activities.

You will be informed in writing of the assessment requirements for each course at the commencement of the course in this Assessment Handbook.

You will be advised to record assessment tasks in your SHS Student Planner and to refer regularly to your copy of the Information Handbook for Students and Parents.

You will be given adequate written notice of the nature and timing of assessment tasks. The Assessment Task Notification must be provided a minimum of two school weeks before the date of the assessment task and include

· the nature of the task (or the task itself if this is to be completed at home), including equipment required.

· syllabus outcomes to be assessed.

· the weighting of the task if applicable.

· the assessment criteria (optional for examinations or in exceptional circumstances).

· the date of the task or, for a hand-in task, the due date and time. Tasks for students in Year 10 which are to be handed are due in before 8.30 am.

If you are absent from class on the day that the Assessment Task Notification is issued, it is your responsibility to see the teacher to receive the notification. You will know during which weeks a task is due /scheduled from the Information Handbook for Students and Parents.

There is a Personal Assessment Task Calendar in your SHS Work Planner which you can complete so that you can plan your work schedule well ahead of due dates.

· IF YOU KNOW THAT YOU ARE GOING TO BE AWAY ON THE DAY OF AN ASSESSMENT TASK

You must advise the Head Teacher in writing prior to the day of the assessment task and provide supporting evidence. This includes any student who intends to go overseas. One of the following decisions will then be made.

· You will be permitted to do the task at the first opportunity before the set time or when you return.

· You will be given a substitute task.

· You will be given an estimate based on your performance in similar tasks only in exceptional circumstances.

· The reason for absence will be deemed invalid. A zero mark will be awarded if you are absent on the day of the task.

If a student is required to hand in or complete an assessment task in class on a day which falls during a period when the student is on suspension, it is the responsibility of the student to draw this to the attention of the Principal during the disciplinary interview. The Principal will make arrangements to enable the student to comply with the school’s assessment requirements.

· ASSESSMENT TASKS WHICH ARE DUE ON A PARTICULAR DATE

1. These tasks are to be completed and submitted to a teacher in the faculty on the due date. A signed Assignment/Assessment Task Cover Sheet must be submitted at this time.

1. If you are absent for any part or all of the day on which an assessment task is due, you must make arrangements for the task to be delivered to the Head Teacher before 8.30 am on the due date.

1. If you do not submit an assessment task before 8.30 am on the due date, you must have a medical certificate for the absence and a completed Failure to Attend/Submit Assessment Task on Medical Grounds Form (Appendix 4). Both documents must be submitted to the Head Teacher of the faculty before 8.30 am on the first school day not covered by the medical certificate. Copies of the form are included in this Information Handbook for Students and Parents. Additional forms are available from the Deputy Principals.

1. When your absence is for medical reasons, you must have visited the doctor on or prior to the date of the assessment task. The medical certificate must indicate the day/s you are unfit for school.

1. Problems with technology will not be accepted as a reason for the late submission of a task.

· ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND EXAMINATIONS

· These must be completed at the scheduled time.

· If you miss an in-class assessment or examination task through absence from school

· you must submit a medical certificate before school on the first school day not covered by the Medical Certificate together with a completed Failure to Attend/Submit Assessment Task on Medical Grounds form (Appendix 4).

· you must have visited the doctor on or prior to the date of the assessment task. The medical certificate must indicate the day/s you are unfit for school.

· the Head Teacher will make arrangements for you to complete the task/examination. The expectation will be that the task will be completed on that first day of return, in your own time if necessary.

· If you are absent on the day of an assessment task for any periods prior to that in which the in-class assessment is to be completed, you must submit a medical certificate and a completed Failure to Attend/Submit Assessment Task on Medical Grounds form (Appendix 4) immediately on your arrival at school.

· CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS

· You must

· cease speaking or communicating in any way as you enter the assessment / examination venue and remain silent while in the assessment / examination room except if talking to a supervisor.

· follow the assessment / examination supervisors’ instructions at all times.

· behave in a way that will not be likely to disturb the work of any other student nor disrupt the conduct of the assessment / examination.

· make a serious attempt at all questions in the assessment / examination. Answers must not contain frivolous or offensive material.

· not take food into the assessment / examination room.

· only take permitted equipment into the assessment / examination room. Books, notes, paper, mobile phones and electronic devices of any kind are not to be taken into the assessment / examination room. The area where bags are placed is not considered to be the assessment / examination room, but any mobile phone left in a bag in this area must be switched off.

· remain in the assessment / examination room until the assessment / examination time has elapsed and you are dismissed by the supervisor.

· behave ethically. No attempt should be made to engage in malpractice, to cheat or to attempt to cheat.

· A penalty, including a zero mark may be applied if you break any of the assessment / examination rules, with no opportunity to redo the task.

IMPORTANT NOTE

· The NSW Education Standards Authority awards zero to any script in which

· only the multiple choice questions and/or true/false and/or matching etc have been done and/or

· some or all of the answers appear not to be genuine attempts to really answer the question/s asked. This may include copying or modifying some or all of the question/s or leaving a number of blanks.

· frivolous or objectionable material has been included.

· In Year 12 this will result in a non-award in that course and if the course counts towards the ten units required to be completed for the award of a Higher School Certificate, the student will not receive a Higher School Certificate.

· This will also result in the student not being awarded an ATAR if this course counts towards his/her 10 units.

· Sefton High School will follow this same rule in all years for school assessment tasks including examinations. Any such script will be treated as a non-serious attempt and awarded zero. The task will have to be redone in order to meet course outcome requirements but the zero mark will remain

· FAILURE TO COMPLY WITH SCHOOL POLICY

· Failure to comply with school policy and procedures outlined will result in a zero mark which will be notified in writing.

· APPEALS

· PURPOSE OF APPEALS

· Appeals may only be lodged in relation to decisions made by a Head Teacher relating to a student’s failure to observe the requirements of the Sefton High School Assessment Policy.

· Students cannot appeal against a mark other than one awarded on the grounds of procedure, in keeping with NSW Education Standards Authority procedures.

· PROCEDURE TO LODGE AN APPEAL BY A STUDENT

· The student must lodge a written appeal stating the basis on which he/she is appealing.

· An appeal in relation to a zero mark must be submitted using the Application to Appeal a Penalty in an Assessment Task. All supporting documentation must be included. An appeal form must be obtained from the Deputy Principal. The written appeal must be submitted to the relevant Head Teacher within five days of the date on the written notification regarding a zero mark.

· Only appeals submitted using the Application to Appeal a Penalty in an Assessment Task form and completed by the student will be considered.

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 10 COURSES

The following pages include important information about the courses you study. For each course you will find information, including the following.

· Course Aims and Outline

This is a brief, general summary of each course.

· Equipment Required

· Assessment Task Schedule

The Assessment Task Schedules have been developed to meet syllabus requirements.

Your teachers will give you the exact time and date of each assessment task at least two weeks before you must submit it.

· Reporting Outcomes

Your progress in achieving these outcomes will be included in the two reports from the school to your parents.

· NSW Education Standards Authority Course Performance Descriptors

This table shows the grades and the standards for each grade.

· There is a Personal Assessment Task Calendar in your SHS Work Planner which you can complete so that you can plan your work schedule well ahead of due dates.

· COURSE CHOICES FOR YEAR 11 / HSC COURSES

· A Beyond Year 10 Session will be held for parents and one for students in Term 2 to provide detailed information on courses before those students proceeding to Years 11 and 12 make their course choices.

· It is essential to understand and consider the following important facts now in relation to thinking about your choice of courses for Year 11 / HSC courses at the end of Term 2 this year.

· Year 11 and HSC courses are designed to provide courses which cater for a range of interests and achievement capacities. Courses should be considered in 4 groups as follows.

· Some courses assume prior knowledge, deep interest and a high level of demonstrated achievement in a related Year 10 course. Examples of such courses are Advanced and Extension English, 2 Unit and Extension Mathematics, Physics, Chemistry, Language Continuers.

· Some courses do not assume prior knowledge in a related course as there is no related Year 10 Course. Examples of such courses are Legal Studies, Studies of Religion, Family and Community Studies, VET Hospitality, Economics, Business Studies (NB Economics and Business Studies do not assume that you did Commerce for Year 10. These courses are quite different from Commerce).

· Some courses may have the same or similar name to a Year 10 course but do not require having undertaken the Year 10 course for entry. Such courses include the following. 2 Unit Visual Arts, 2 Unit Music 1, 2 Unit Food Technology, 2 Unit IPT, 2 Unit Engineering Studies or 2 Unit Design and Technology. These do not assume that you completed electives in Visual Arts, Music, Food Technology, IST, Industrial Technology - Engineering or Design and Technology for Year 10. French Beginners or Japanese Beginners, as the names indicate, do not require you to have completed French or Japanese for Year 10.

· Some courses such as 2 Unit Modern History, 2 Unit Ancient History, 2 Unit Geography, 2 Unit PDHPE while they assume you have developed the skills necessary to understand and study History or Geography or PDHPE, and have an interest in history, geography or PDHPE, deal with quite different areas of history or geography or PDHPE to those covered in the Year 10 course.

· In choosing any of the courses in the first group, you must take into account the level of achievement that you have already demonstrated. You should not choose a course unless you have already demonstrated a reasonably high level of achievement. Year 11 and HSC courses are much more academically demanding than those designed for Years 9 and 10. The Year 10 courses are compulsory for all students and are therefore designed to cater for all students. However, the Year 11 and HSC courses are not designed for all students. They are for those students who have already demonstrated a high level of achievement in related courses. Experience shows that you will do best and maximise your HSC results and ATAR when you accept the advice of the highly experienced Head Teachers of those courses in terms of the suitability of courses.

· Not all courses offered will run. Whether a course runs depends on the number of students choosing it and the availability of suitably qualified staff.

· Students will be enrolled in courses on the basis of order of merit in the relevant course on the basis of assessment tasks completed in Semester 1. It is necessary to use Semester 1 assessment task results as class formation and timetabling must commence in Term 3. You should note, however, that you will not retain your place in the course for the following year if you do not maintain your level of performance until the end of the course as demonstrated by your results in your Final Report for Year 10.

· A student who significantly improves his/her performance in Semester 2 so that his/her achievement level indicates he/she may be able to cope with a course requiring a high level of prior knowledge and skills will only be able to gain a place in the course if there is a vacancy in the classes already formed.

· Because of the constraints of timetabling, students cannot be guaranteed their course choices, however every effort is made to provide students with as many as possible.

· You will maximise your results in the HSC and the ATAR by achieving your personal best consistently across all of your courses. No course of itself will increase your ATAR.

NOTE: Students considering undertaking Advanced English must show their commitment to literature and writing, which are the basis of this course, by undertaking the Directed and Extended Reading Tasks in the Year 10 Course and enter endorsed writing competitions in both the junior and senior years.

COURSE DETAILS

AND

ASSESSMENT TASK

INFORMATION

FOR YEAR 10

38

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COURSE INFORMATION FOR YEAR 9 STUDENT AND PARENT INFORMATION BOOKLET 2006

COMMERCECOURSE DESCRIPTION

Commerce enables young people to develop the knowledge, understanding, skills and values that form the foundation on which they can make sound decisions about consumer, financial, legal, business and employment issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate options in order to make informed and responsible decisions as individuals and as part of the community.

COURSE OUTLINE

Five periods of 80 minutes each is allocated in each cycle (two weeks) to Commerce. Five units are studied.

1. Law and Society (Core 2.1)

2. Political Involvement (Option 1)

3. Employment Issues (Core 2.2)

4. Law and Action (Option 2)

5. Travel (Option 3)

EXCURSIONS (OPTIONAL)

Visit to the Downing Centre and Supreme Court in Sydney’s CBD.

COMPETITIONS

Australian Stock Exchange

EQUIPMENT REQUIRED

1 x A4 240 page exercise book

1 x A4 display folder

Calculator.

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities in the contexts of everyday classroom activities as well as planned assessment events to demonstrate their learning.

· Planned course assessment is conducted across all classes and is set and marked commonly to all classes in the course.

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

REPORTED AS MARK OR GRADE

Task 1 Mid Year Examination

Term 2

Exam period

30%

Oral Communication

Term 1

Week 9

Mark 20

Task 2 Research Assessment

Term 3

Week 4

20%

Skills and Knowledge Task

Term 3

Week 9

Mark 20

Task 3 End of Year Examination

Term 4

Exam period

50%

REPORTING OUTCOMES

The following reporting outcomes will be reported on. The student

· researches and communicates commercial information using a variety of forms and sources (Research).

· analyses the rights and responsibilities of consumers in commercial and legal contexts.

· applies knowledge and understanding of consumer, financial, business and legal concepts and issues.

· evaluates factors and options in decision making and problems solving in commercial contexts.

ENGLISH

COURSE DESCRIPTION

The aim of English in Years 7-10 is to enable students to understand and use language effectively, appreciate, reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful.

COURSE OUTLINE

Students will read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. They will study at least one work each of fiction, poetry, film, non-fiction and drama. Across Stage Five, students will study examples of spoken texts, print texts, visual texts, media, multi media and digital texts. They will be given experience of a range of social, gender and cultural perspectives as well as look at texts which include aspects of environmental and social sustainability.

EXCURSIONS

Students will experience troupe performances at the school and where possible a Bell Shakespeare production.

COMPETITIONS

Students are encouraged to enter the What Matters? writing competition.

EQUIPMENT REQUIRED

2 x A4 128 page exercise books


ASSESSMENT

· Performance in across the form examinations, assessment tasks and class work will determine whether a student is recommended for English Advanced or English Standard as well as English Extension in Year 11.

· Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as assessment tasks, to demonstrate their learning.

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Assessment Task 1

Term 1 Week 9

20%

Classwork

Ongoing

Grade

Mid Year Examination Assessment Task 2

Term 2

Exam period

30%

Assessment Task 3

Term 3

Week 1

20%

End of Year Examination

Assessment Task 4

Term 4

Exam period

30%

REPORTING OUTCOMES


· communicates through speaking, listening, reading, writing, viewing and representing.

· uses language to shape and make meaning according to purpose, audience and context.

· thinks in ways that are imaginative, creative, interpretative and critical.

· expresses him/herself and his/her relationships with others and their world.

· learns and reflects on their learning through their study of English.

ETHICAL SCHOLARSHIP: ALL MY OWN WORK

COURSE DESCRIPTION

The All My Own Work program is designed to help HSC students follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their studies.

COURSE OUTLINE

The program content is organised into five modules.

1. Scholarship Principles and Practices

· What are the principles and practices of good scholarship?

· What are the rights and responsibilities of students in ensuring the intellectual integrity of their work?

· What is malpractice?

· Why do people cheat?

· Why is it wrong to cheat?

· What are the consequences of cheating in the HSC?

2. Acknowledging Sources

· What is meant by ‘acknowledging sources’?

· Why should information sources be acknowledged?

· When and how should sources be acknowledged within the body of a work?

· How should sources be acknowledged at the end of a work?

· What strategies can students use in preparation for the acknowledgement of sources in their work?

3. Plagiarism

· What is plagiarism?

· What is the difference between intended and unintended plagiarism?

· What strategies can be employed to avoid plagiarism?

· How is plagiarism detected?

· What are the implications for plagiarism of accessing information from the internet?

4. Copyright

· What is copyright? Why do we need it?

· What is the Copyright Act?

· Why is it important to respect intellectual property?

· How does copyright work in a digital environment?

· How is copyright related to music and images found on digital media and on the internet?

5. Working with others

· Is there a difference between collaborative learning, collusion and copying?

· Is it appropriate for students to seek assistance from others with their assignments?

· How can students appropriately acknowledge the support of others?

· What are the benefits of producing your own work?

· What strategies can be used to ensure appropriate collaboration in a group work context?

REQUIREMENTS

Active logins for both the school network and the internet.

SCHEDULE

· The program will be studied in detail within a two week period after the End of Year Examinations in Term 4.

· Elements of the program are also included throughout all Year 11 and HSC courses.

ASSESSMENT AND CERTIFICATION

The NSW Education Standards Authority requires all students entered for Year 11 courses to have satisfactorily completed HSC: All My Own Work before studying these courses. Students will be assessed on their classwork and a written test on completion of the program.

FOOD TECHNOLOGY

COURSE DESCRIPTION

Food Technology builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years 7–8 Syllabus.

The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationship, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. Students will develop food-specific skills, which can then be applied in a range of contexts enabling students to produce quality food products. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.

COURSE OUTLINE

Students will learn about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. The following focus areas provide a context through which the core, (Food Preparation and Processing, Nutrition and Consumption) will be studied.

Food Technology in Year 10 covers four focal issues.

1. Food Service and Catering

2. Food Product Development

3. Food Trends

4. Food for Special Occasions

EXCURSIONS

Practical experiences will involve a visit to Sydney Tower Restaurant. Students will participate in a tour of the ‘behind the scenes’ areas including the dock area - for receiving goods, kitchens - where they will observe the various staff in their work settings (including chefs, kitchen hands, food and beverage staff) and they will develop skills in etiquette whilst eating in the restaurant.

EQUIPMENT REQUIRED

1 x A4 2-ring binder folder / paper


Apron Oven mitts

2 Tea towelsTable setting (table cloth, place mats and table decoration).

Container

Leather shoes to be worn at all times

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

· Students will sit for a Mid Year Examination and an End of Year Examination.

· In addition, each student will complete a case study of a food product, research tasks and will design and produce food products.

· COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Project - Research

Employment opportunities in the Catering Industry

Term 1

Week 8

25%

Semester 1 Practical Work

Ongoing

Mark

Mid Year Examination

Term 2

Exam period

25%

Semester 2 Practical Work

Ongoing

Mark

Class Skills exercise - setting up for Food Photography

Term 3

Week 3

25%


Term 4

Exam period

25%

REPORTING OUTCOMES

The following course outcomes will be reported on in both Semester 1 and Semester 2. The student

· FT5-2 identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food.

· FT5-3 describes the physical and chemical properties of a variety of foods.

· FT5-4 accounts for changes to the properties of food which occur during food processing, preparation and storage.

· FT5-4 applies appropriate methods of food processing, preparation and storage.

· FT5-7 justifies food choices by analysing the factors that influence eating habits.

GEOGRAPHY

COURSE DESCRIPTION

· The study of Geography enables students to become active, responsible and informed citizens able to evaluate the opinion of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society and the promotion of intercultural understanding and lifelong learning.

The following geographical concepts are integrated throughout Stage 5.

· Place

· Space

· Environment

· Interconnection

· Scale

· Sustainability

· Change

The following geographical inquiry skills are integrated throughout the course

· acquiring geographical information

· processing geographical information

· communicating geographical information.

Where appropriate, students are provided with opportunities to investigate a wide range of places and environments from local to global scales.

COURSE OUTLINE

The syllabus has two key areas that form the basis for the study of content. These are

1) Environmental Change and Management

2) Human Wellbeing

EXCURSIONS / INCURSION (Optional)

· A field study (excursion) may be undertaken.

· Fieldwork in school (incursion).

COMPETITIONS

· National Geographic Channel Australian Geographic Competition

· All students have the opportunity to participate in the Sefton Geographical Society.

EQUIPMENT REQUIRED



Coloured pencils

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

· The planned assessment tasks of examinations and assignments are set and marked in common across all classes in the course.


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Task 1 Mid Year Examination

Term 2

Exam period

30%

Oral Communication

Term 1

Week 10

Mark 20

Task 2 Research Assessment

Term 3

Week 6

20%

Skills and Knowledge Task

Term 3

Week 10

Mark 20

Task 3 End of Year Examination

Term 4

Exam period

50%

REPORTING OUTCOMES

The following outcomes will be reported on. The student

· accounts for perspectives of people and organisations on a range of geographical issues

· analyses differences in human wellbeing and ways to improve human wellbeing

· acquires and processes geographical information be selecting and using appropriate and relevant geographical tools for inquiry

· communicates geographical information to a range of audiences using a variety of strategies.

HISTORY

COURSE DESCRIPTION

History develops in young people an interest in and enjoyment of exploring the past. It also provides opportunities for students to explore human actions in a range of historical contexts and encourages them to develop an understanding of motivation, cause, effect and empathy.

COURSE OUTLINE

The Year 10 course starts with a study of the movement of peoples around the world 1750-1901 (convicts, free settlers, slaves). We will then look at the changing rights and freedoms of Aboriginal Australians and African-Americans after 1945, the experiences and impact of the Vietnam War, the experiences and impact of the Vietnam War followed by a study of popular culture since the 1950s.

COMPETITIONS

All students have the opportunity to participate in the Australian History Competition. In addition to this, Sefton High School Year 10 students have the opportunity to participate in the regional History Debating Competitions.

EQUIPMENT REQUIRED

1 x A4 192 page exercise book.

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom activities, as well as planned assessment tasks, to demonstrates their learning.


TASK DESCRIPTION

DUE DATE

WEIGHTING


Term 2

Exam period

30%

Research Task

Term 3 Week 5

30%


Term 4

Exam period

40%

REPORTING OUTCOMES


· applies skills of historical inquiry.

· communicates effectively in a range of forms.

· demonstrates historical knowledge and understanding.

HISTORY ELECTIVE

COURSE DESCRIPTION

History develops in young people an interest in and enjoyment of exploring the past. A study of History Elective provides opportunities for developing a knowledge and understanding of past societies and historical periods.

COURSE OUTLINE

Students explore the nature of history and the methods that historians use to construct history through a range of thematic and historical studies. A selection of ancient, medieval and modern societies is studied. The topics vary from year to year, depending on the interests of the students and teacher. Some topics that have been studied in Year 10 in the past include Alexander the Great, Joan of Arc, the Assassination of John F Kennedy and History through film featuring the Titanic and Pearl Harbour.

COMPETITIONS

All students have the opportunity to participate in the Australian History Competition. In addition to this, Sefton High School Year 10 students have the opportunity to participate in the regional History debating competition and the National History Challenge.

EQUIPMENT REQUIRED


ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of their everyday classroom activities, as well as planned assessment tasks, to demonstrate their learning.


TASK DESCRIPTION

DUE DATE

WEIGHTING


Term 2

Exam period

30%

Research Extended Response

Term 3

Week 2

30%


Term 4

Exam period

40%

REPORTING OUTCOMES


· demonstrates a knowledge and understanding of history and historical enquiry.

· demonstrates a knowledge and understanding of past societies and historical periods.

· develops skills in understanding the processes of historical enquiry.

· communicates effectively in a range of forms.

INDUSTRIAL TECHNOLOGY – ELECTRONICS

COURSE DESCRIPTION

Industrial Technology – Electronics builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years 7-8 Syllabus.

Industrial Technology – Electronics develops students’ knowledge and understanding of materials and processes in a range of technologies. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects. Projects focus on the application of integrated circuits (ICs) and introductory robotics.

COURSE OUTLINE

Students are provided opportunities to develop knowledge, understanding and skills in relation to the electronics and associated industries. Students will undertake a range of practical experiences that occupy the majority of course time, which include

· planning and development of practical projects

· experiments

· computer aided circuit design and testing.

EQUIPMENT REQUIRED

Apron

Leather shoes to be worn at all times

1 A4 display folder


Batteries for projects as required 2 x 9V, 2 x AAA

ASSESSMENT

Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

Each student will be required to present work for marking and will include

· homework

· safety tests

· computer aided circuit design

· circuit prototyping and experiments

· project evaluations

Students will sit for Mid Year Examination and an End of Year Examination.

TASKS ACROSS THE COURSE

TASK DESCRIPTION

DUE DATE


Semester 1 Workshop Practice

Task 1 Project and Portfolio

Term 1

Week 10

30%

Task 2


Term 2

Exam period

20%

Semester 2 Workshop Practice

Task 3 Project and Portfolio

Term 3

Week 10

30%

Task 4


Term 4

Exam period

20%

REPORTING OUTCOMES


· IND5-1 identifies, assesses applies and manages the risk and WHS issues associated with the use of a range of materials, processes and technologies.

· IND5-2 applies design principles in the modification, development and production of projects.

· IND5-3 identifies, selects and uses a range of hand and machine tools, equipment and processes to produce quality practical projects.

· IND5-4 selects, justifies and uses a range of relevant and associated materials for specific applications.

· IND5-5 selects, interprets and applies a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects.

· IND5-8 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction.

INFORMATION AND SOFTWARE TECHNOLOGY

COURSE DESCRIPTION

Information and Software Technology builds on the knowledge, skills and experiences developed in the Technology (Mandatory) Years 7–8 Syllabus.

People will require highly developed levels of computing and technology literacy for their future lives. Students therefore need to be aware of the scope, limitations and implications of information and software technologies.

Individual and group tasks, performed over a range of projects, will enable this practical-based course to deliver the relevant knowledge and skills needed by students. Development of technology skills and information about career opportunities within this area are important aspects of the course.

COURSE OUTLINE

Students are provided with opportunities to transfer classroom experiences to real world situations. They will use a variety of applications and packages, particularly those that have a direct link to life after school. which have direct transferability to use in the wider community. They will also solve problems and experience the use of computer based systems which go beyond the classroom use. The major areas of focus are: programming (application development); digital media (graphic imaging, and dynamic web content); databases and computer network systems.

EQUIPMENT REQUIRED

1 x USB Flash drive 8Gb minimum

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

· Each student is required to submit a range of work for marking that will include:

· homework research tasks

· written and research activities reflections, interpretation and evaluation of Technology and its field.

· Lego Robotics programming, digital media projects



TASK DESCRIPTION

DUE DATE

WEIGHTING

Project – Programming or database

Term 2

Week 1

30%


Term 2

Exam period

20%

Project – Digital Media

Term 3

Week 9

30%


Term 4

Exam period

20%

REPORTING

The following reporting outcomes will be reported on.

The student

· selects and justifies the application of appropriate software programs and appropriate hardware to a range of tasks.

· describes and applies problem solving processes when designing solutions to given problems.

· acquires and manipulates data and information in an ethical manner.

· analyses the effects of past, current and emerging information and software technologies on the individual and society.

· applies collaborative work practices to complete tasks.

LANGUAGE – FRENCH

COURSE DESCRIPTION

Languages provides students with the opportunity to gain effective skills in communicating in the chosen language, to explore the relationship between languages and English, and to develop an understanding of the cultures associated with French. Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories, song, documentaries and film.COURSE OUTLINEStudents will develop their spoken language. They will listen and respond to spoken language. They will learn to read and respond to written texts in French. Year 10 Languages will also provide students with the opportunity to gain effective skills in communicating in Languages, to explore the relationship between French and English and to develop an understanding of the culture associated with languages.EXCURSIONS / INCURSIONSThere will be an excursion to an authentic French restaurant in the city. This involves conversing with native speakers, and enjoying a French lunch.COMPETITIONSLanguages Perfect Competition.EQUIPMENT REQUIRED1 x A4 192 page exercise book

1 X A4 display folder

ASSESSMENTAssessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment tasks, to demonstrate their learning.The planned assessment tasks of examinations and assignments are set and marked in common across all classes in the course.


TASK DESCRIPTION

DUE DATE

WEIGHTING

Speaking Task

Term 1 Week 9

30%


Term 2

Exam period

30%


Term 4

Exam period

40%

REPORTING OUTCOMES


· demonstrates understanding of main ideas and supporting detail in spoken tests and responds appropriately (uses language by listening and responding).

· demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately (uses reading and responding).

· establishes and maintains communication in familiar situations (uses language by speaking)

· applies a range of linguistic structures to express own ideas in writing (uses languages by writing)

· demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages.

· uses linguistic resources to support the study and production of texts in French (makes linguistic connections).

· explores the interdependence of language and culture in a range of texts and contexts.

· identifies and explains aspects of the culture of French-speaking communities in texts (moves between cultures).

LANGUAGE –JAPANESE

COURSE DESCRIPTION

Languages provides students with the opportunity to gain effective skills in communicating in the chosen language, to explore the relationship between languages and English, and to develop an understanding of the cultures associated with Japanese. Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories, song, documentaries and film.COURSE OUTLINEStudents will develop their spoken languages. They will listen and respond to spoken language. They will learn to read and respond to written texts in Japanese. Year 10 Languages will also provide students with the opportunity to gain effective skills in communicating in Japanese, to explore the relationship between Japanese and English and to develop an understanding of the culture associated with languages.EXCURSIONS / INCURSIONSThere will be an excursion to an authentic Japanese restaurant in the city. This involves conversing with native speakers, and enjoying a Japanese lunch.COMPETITIONSLanguages Perfect Competition Japan FoundationEQUIPMENT REQUIRED1 x A4 192 page exercise book

1 X A4 display folder

ASSESSMENTAssessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment tasks, to demonstrate their learning.The planned assessment tasks of examinations and assignments are set and marked in common across all classes in the course.


TASK DESCRIPTION

DUE DATE

WEIGHTING

Speaking Task

Term 1 Week 9

30%


Term 2

Exam period

30%


Term 4

Exam period

40%

REPORTING OUTCOMES


· demonstrates understanding of main ideas and supporting detail in spoken tests and responds appropriately (uses language by listening and responding).

· demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately (uses reading and responding).

· establishes and maintains communication in familiar situations (uses language by speaking)

· applies a range of linguistic structures to express own ideas in writing (uses languages by writing)

· demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages.

· uses linguistic resources to support the study and production of texts in French (makes linguistic connections).

· explores the interdependence of language and culture in a range of texts and contexts.

· identifies and explains aspects of the culture of French-speaking communities in texts (moves between cultures).

MATHEMATICS

COURSE DESCRIPTION

Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of communication and is a powerful tool for solving problems both within and beyond mathematics. In addition to its practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for originality, challenge and leisure.

COURSE OUTLINE

Students study Number and Algebra, Measurement and Geometry, Statistics and Probability. Within each of these strands they will cover a range of topics.

1.Algebraic Techniques

2.Financial Maths

3.Equations

4. Volume and Capacity

5.Surface Area

6. Linear Relationships

7. Trigonometry

8. Similar Figures / Triangles

9.Data Analysis 2

10.Non-Linear Relationships

11.Probability 2

EXTENSION CLASSES

12.Functions and Graphs

13.Polynomials

14.Logarithms

15.Circle Geometry

FUNDAMENTAL CLASSES

12a.Single Variable Data Analysis

13a.Trigonometry

14a.Financial Mathematics

15a.Non-linear Relationships

The aim of Mathematics in K – 10 for students to:

· be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.

· develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry and Statistics and Probability.

· recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.

COMPETITIONS

1. The Australian Mathematics Competition. Held in July. This 1 1/4 hour competition consists of twenty five multiple-choice questions and five short answer questions involving problem-solving. Cost approximately $6.00. Entries are collected in Term 1.

2. The Computational and Algorithmic Thinking (CAT) Competition. Held in April. This is a 1 hour pen and paper competition in which students are asked semi-mathematical questions related to computing. There are 6 multiple choice questions, followed by 9 more challenging questions where each answer is a number. Cost approximately $6.00. Entries are collected in Term 1.

3. The Mathematics Challenge for Young Australians

4. ICAS competition to be held in September designed to assess students’ ability using higher order thinking skills.

EQUIPMENT REQUIRED

1 x A4 192 page 5mm grid book

1 x 30 cm ruler marked in mm

Geometry set – a pair of compasses, a protractor, a 45° set square, a 60° - 30° set square

1 HB pencil

Scientific calculator for every lesson Casio fx-82AU PLUS II or Casio fx-100AU PLUS recommended

ASSESSMENT

· In the Term 1 Common Test, Mid Year Examination, Term 3 Common Test and End of Year examination the common standard section, which is common for all Year 10 students, will comprise 50% of each paper and a section covering either Extension or Fundamental work will comprise the other 50%.

· Class tests, assignments or activities may be conducted throughout each term and will be used to help assess the students’ level of achievement of the course outcomes.

· Year 10 grades will be awarded according to course performance descriptors, taking into account common tests (work, tests and tasks) in both the Standard and Extension or Fundamentals sections of the task. The common tests and exams will be weighted in the percentage:

Term 1 Assessment Task15%

Mid Year examination 25%

Term 3 common test20%

End of Year examination40%

· Students will be expected to have a scientific calculator to use in class, common tests and examinations.


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

WEIGHTING

Term 1 Assessment Task: Standard Section

Term 1 Week 7

7.5%

Term 1 Assessment Task: Extension or Fundamental

Term 1 Week 7

7.5%

Mid Year Examination : Standard Section

Term 2 Exam Period

12.5%

Mid Year Examination: Extension or Fundamental

Term 2 Exam Period

12.5%

Term 3 Common Test: Standard Section

Term 3 Week 4

10%

Term 3 Common Test: Extension or Fundamental

Term 3 Week 4

10%

End of Year Examination: Standard Section

Term 4 Exam Period

20%

End of Year Examination: Extension or Fundamental

Term 4 Exam Period

20%

REPORTING OUTCOMES

The student’s level of achievement of the following outcomes will be reported.

The student

· develops efficient strategies for numerical calculation.

· recognises patterns, describes relationships and applies algebraic techniques and generalisation.

· identifies, visualises and quantifies measures and the attributes of shapes and objects, explores measurement concepts and applies formulas in the solution of problems.

· explores geometric relationships, strategies and geometric reasoning in the solution of problems.

· collects, represents, analyses, interprets and evaluates data.

· assigns and uses probabilities, and make sound judgements.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

RATIONAL

Personal Development, Health and Physical Education (PDHPE) develops the knowledge, understanding, skills and attitudes important for students to take positive action to protect and enhance their own and others’ health, safety and wellbeing in varied and changing contexts. Physical education is fundamental to the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively.

Students are provided with the opportunity to enhance and develop resilience and connectedness and learn to interact respectfully with others. Through PDHPE students develop the skills to research, apply, appraise and critically analyse health and movement concepts in order to maintain and improve their health, safety, wellbeing and participation in physical activity. Students practise, develop and refine the physical, cognitive, social and emotional skills that are important for engaging in movement and leading a healthy, safe and physically active life.

Learning in PDHPE reflects the dynamic nature of health, safety, wellbeing and participation in physical activity in the context of a diverse and rapidly changing society. It addresses health and physical activity concepts of importance to students and highlights the influences that contextual factors have on personal values, attitudes and behaviours. PDHPE provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active.

Through PDHPE, students develop self-management, interpersonal and movement skills to help them become empowered, self-confident and socially responsible citizens. Students learn in movement, about movement and through movement and are given opportunities to apply and adapt their skills across multiple contexts. The learning experiences in PDHPE provide students with a foundation to actively contribute to, and advocate for, the health, safety and wellbeing of themselves and others in the community and beyond school.

EXCURSIONS

Students will partake in weekly grade or recreational sport competition. They will have the opportunity to select a different sport each season.

EQUIPMENT REQUIRED

· 1 x A4 96 page exercise book.

· PDHPE/Sport uniform and lace up sports shoes.

· SHS hat

· Shin Pads (Provided by school, however students may bring their own if desired)

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and understanding during classroom activities, as well as planned assessment tasks.

· Each student will undertake various assessment activities in both theory (assessment and examination) and practical (assessment) components of the course.

· Total assessment grades for this subject will be determined by combining equal amounts of both practical and theory components.

COURSE ASSESSMENTS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Task 1- SEPEP

Ongoing- Portfolio due Week 10 Term 2.

25%

Task 2- Mid Year Examination

Exam Period

25%

Task 3- Modified Games

Ongoing- Reflection due Week 10 Term 3

25%

Task 4- End of Year Examination

Exam Period

25%

REPORTING OUTCOMES

1. Analyses factors and strategies that enhance inclusivity, equality and respectful relationships.

2. Assess their own and others’ capacity to reflect on and respond positively to challenges.

3. Plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical activity in their communities.

4. Refines and applies movement skills and concepts to compose and perform innovative movement sequences.

PHYSICAL ACTIVITY AND SPORT STUDIES

AIM

To enhance students’ capacity to participate effectively in physical activity and sport, leading to improved quality of life for themselves and others.

AREA OF STUDY

The content is organised in modules within the following three areas of study:

Foundations of physical activity

Physical activity and sport in society

Enhancing participation and performance.

It is a requirement is that programs have a strong focus on movement. Where appropriate, learning in each of the areas of study is achieved through engaging in selected physical activity and sport movement applications. Other topics may be discussed with reference to examples drawn from the movement applications that students experience in the course

RATIONAL

Physical Activity and Sports Studies represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyle. It incorporates a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation.

Participation in regular physical activity is essential to improving health status and quality of life. Research shows regular physical activity to also be effective in reducing the risk of lifestyle diseases, such as cancer, being effective in stress management, therapy, injury prevention and improving physical fitness. Individuals who lead an active lifestyle have more opportunities for personal challenge, enjoyment and satisfaction, through positive interaction with others. Participation in particular physical activities can be culturally significant and play an important role in the development of cultural understanding.

This syllabus promotes the concept of learning through movement. Students are encouraged to specialise and study areas in depth, to work towards a particular performance goal, pursue a formal qualification or examine an issue of interest related to the physical, emotional, social, cultural or scientific dimensions of physical activity and sport.

Physical Activity and Sports Studies also promotes learning about movement and provides students with opportunities to develop their movement skills, analyse movement performance and assist the performance of others. The acquisition and successful application of movement skills are closely related to enjoyment of physical activity and the likelihood of sustaining an active lifestyle.

Recreation, physical activity, sport and related health fields provide legitimate career pathways. This course provides students with a broad understanding of the multifaceted nature of these fields. It also introduces students to valuable and marketable skills in organisation, enterprise, leadership and communication. Students with these skills will be positioned to make a strong contribution to their community as physical activity and sport provides a major context for both voluntary and paid work across Australia.

EQUIPMENT REQUIRED

1 x A4 96 page exercise book.

PDHPE/Sport uniform and lace up sport shoes.

SHS hat

Shin pads (Provided by the school, however students are encouraged to bring their own)

ASSESSMENT

· Assessment is ongoing. Students are provided with opportunities to demonstrate knowledge and understanding during class activities, as well as planned assessment tasks.

· Each student will undertake various assessment activities in both theory (assessment and examination) and practical (assessment) components of the course.

· Total assessment grades for this subject will be determined by combining equal amounts of both practical and theory components.

COURSE ASSESSMENTS

Task Description

Due Date

Weighting

Theory Task 1- Assessment

Week 10, Term 1

12.5%

Theory Task 2- Mid Course Exam

Exam Period

12.5%

Theory Task 3- Assessment

Week 10, Term 3

12.5%

Theory Task 4- End of Course Exam

Exam Period

12.5%

Practical Task 1- Invasion Games

Ongoing term 1

12.5%

Practical Task 1- Striking Games

Ongoing term 2

12.5%

Practical Task 1- Invasion Games

Ongoing term 3

12.5%

Practical Task 1- Target Games

Ongoing term 4

12.5%

REPORTING OUTCOMES

· PASS5-1 discusses factors that limit and enhance the capacity to move and perform

· PASS5-2 analyses the benefits of participation and performance in physical activity and sport

· PASS5-3 discusses the nature and impact of historical and contemporary issues in physical activity and sport

· PASS5-4 analyses physical activity and sport from personal, social and cultural perspectives

· PASS5-5 demonstrates actions and strategies that contribute to active participation and skilful performance

· PASS5-6 evaluates the characteristics of participation and quality performance in physical activity and sport

· PASS5-7 works collaboratively with others to enhance participation, enjoyment and performance

· PASS5-8 displays management and planning skills to achieve personal and group goals

· PASS5-9 performs movement skills with increasing proficiency

· PASS5-10 analyses and appraises information, opinions and observations to inform physical activity and sport decisions.

SCIENCE

COURSE DESCRIPTION

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning. Through active participation in challenging and engaging experiences they become self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding innovative solutions to science-related personal, social and global issues, including sustainable futures. Providing opportunities for students to continue to strengthen these scientific capabilities helps them further develop as scientifically literate citizens.

COURSE OUTLINE

The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the natural world. Science provides an empirical way of answering interesting and important questions about the biological, physical, chemical and technological world.

As students actively engage in the processes of Working Scientifically, they gain an increased appreciation and understanding of the importance of science in their own lives and society, locally and globally. Through questioning and seeking solutions to problems, students develop an understanding of the relationships between science and technology and its importance in the current and future practice of science.

Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time.

Topics for Year 10 are:

Term 1 Physics – Electricity from start to finish (PW3)

Earth and Space – 2050 Climate Change (ES3)

Term 2 Chemistry – Refining nature (CW4)

Biology – Generation DNAge (LW3)

Term 3Physics – Hear 2 There (PW1)

Biology – Natural Selection (LW4)

Term 4 Chemistry – Radioactivity – “A Double Edged Sword” (CW1)

Project based learning in Science – Working Scientifically (WS4WS9)

COMPETITIONS

Each year students are provided with the opportunity to compete in a national competition. This is

· The National Chemistry Quiz, held in July, cost about $6.00.

A wide range of other competitions is also available. We encourage all students to take advantage of these opportunities, which allow them to broaden their scientific knowledge and skills.

EQUIPMENT

Students are required to have

· 2 x A4 128 pages exercise books

· 1 x Scientific calculator

Students must also bring the following to each class

· scientific calculator

· ruler

· pens and pencils

· School Work Planner

· students are not to have or use correction fluid (eg liquid paper).

Students will be provided with aprons and safety glasses when necessary.

ASSESSMENT

All students sit for Mid Year and End of Year Examinations which are marked across the course.

In addition, students will be assessed with a range of Across the Course Tasks.

Note: The Student Research Project is a mandatory component of the Stage 5 Science course.

COURSE ASSESSMENT TASKS CLASS ASSESSMENT TASK

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE

DATE


Practical Test

Term 1

Week 6-7

25%

Student Research Project

Semester 1

Mark


Term 2

Exam period

20%

Research Assignment

Term 3

Week 3

25%


Term 4

Exam period

30%

REPORTING

The following reporting outcomes will be reported on.

The student

· develops knowledge of science ideas and concepts by engaging in scientific inquiry

· actively engages in using and applying the process of Working Scientifically, through scientific inquiry

· uses appropriate strategies, understanding and skills to solve problems

· individually and collaboratively plans and conducts a range of first-hand investigations

· communicates ideas, methods and findings by using appropriate scientific language.

VISUAL ARTS

COURSE DESCRIPTION

Visual Arts places great value on the development of students’ intellectual and practical autonomy, reflective action, critical judgement and understanding of art in art-making and in critical and historical studies of art. Image making is created through developing skills in drawing, painting, graphics, printmaking, sculpture, ceramics and digital media.

COURSE OUTLINE

Students will engage in activities that

· develop their artistic skills.

· solve problems with creative solutions.

· build on their understanding and appreciation of the work of artists in a range of historical and contemporary contexts.

The concept of the Body of Work is further explored and students may produce one or more individual works that are related through subject and/or form. Students continue to develop their understandings and skills using the concepts of practice, the conceptual framework and the frames in 2D, 3D and 4D forms. Students are required to keep a Visual Arts Process Diary.

The themes studied in Year 10 are

· The Figure

· Artist Books

· The Natural Environment

· Pop Art – History Revisited

EXCURSIONArt Gallery of NSW or The Museum of Contemporary ArtEQUIPMENT REQUIRED *

· 1 x A3 VAPD (Visual Arts Process Diary)

· 1 x A4 Display folder

· pencil collection (Grade B to 6B)

· Faber Castell Putty eraser

· Apron

* It may be necessary for students to purchase some special items for their individual artworks.

ASSESSMENT

· Artmaking - Student’s completed artworks and VAPD are assessed each semester.

· Critical and Historical Studies - Research tasks and examinations are used to assess the critical and historical studies components.



TASK DESCRIPTION

DUE DATE

WEIGHTING

Task 1

VAPD and Collection of Works

Term 2

Week 2

30%

Task 2


Term 2

Exam Period

20%

Task 3

VAPD and Collection of Works

Term 4

Week 2

30%

Task 4


Term 4

Exam Period

20%

REPORTING OUTCOMES


· develops autonomy in selecting and applying visual arts procedures to make art works.

· makes informed choices to develop meanings in their artworks.

· demonstrates developing refinement in making artworks.

· applies understanding of aspects of practice to critical and historical interpretations of art.

· demonstrates how the frames provide different interpretations of art.

· CHARGES FOR YEAR 10 2021

GENERAL SERVICE CHARGE

· This charge of $105 contributes to the cost of text books, teaching equipment and resources, library books and materials that are used to provide high quality teaching and learning for your child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers resources are given to students from Year 7 onwards.

· It also assists with the cost of providing information to you and your child which requires photocopying and, at times, postage which is also substantial. Examples of such communication include excursion information, the Daily Bulletin for students, letters, reports to parents.

COURSE CHARGES

These are necessary to cover costs of consumables used by students in the following elective courses. The payment of course charges is compulsory. Please note that there are electives available which attract no charges.

Food Technology$75

Industrial Technology – Electronics$70

Information and Software Technology $30

Music$20

Visual Arts$55

NOTE: Physical Activity and Sport Studies must pay for the venue and transport costs as required throughout the year. It is anticipated that this will amount to approximately $25.00 for each year of study.

INFORMATION TECHNOLOGY ACCESS CHARGE

· This charge of $30 is used to improve and maintain the information technology facilities and resources for our students. Each student will be issued with a secure login password and 300 megabytes of storage space on the school fileserver.

· Payment of this charge will provide a student with a $10 printing allowance. Printing will be charged at 10c per page.

· Students may make additional payments at the administration office to cover the cost of additional printing once this allowance has been used.

· ANTI BULLYING WORKSHOPS CHARGE

· Students attend an Anti-Bullying / Anti-Harassment workshops conducted by visiting actors. The cost of this workshop is $6.00. The workshop is an integral part of ensuring the SHS Anti-Bullying Policy is maintained so that all students can learn in a safe and secure environment.

SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are Black leather lace up shoes in the traditional school style with a defined heel (boots or suede shoes are not acceptable; heels should be no higher than 3cm and soles should be no thicker than 2cm for safety). Joggers or other sport type shoes are not acceptable

· ATTENDANCE AND PUNCTUALITY

REGISTERING ATTENDANCE

Attendance is recorded for the school's attendance register at the start of Period 1. A class roll is marked in all other periods.

LATENESS

If you are late you must report to the Deputy Principal to register your attendance and obtain a Late Arrival to School form which you must return signed to him/her the next day. Do not attend classes without registering or you will be marked absent for that particular day. Punctuality is important and any lateness is recorded on your attendance record.

TRUANCY

It is your responsibility to attend each and every lesson. If you do not, the fractional (period) truancy will be recorded on your attendance record.

EARLY LEAVE

· Before school you must take a note requesting permission to leave school early to the Deputy Principal. Please note that medical and dental appointments should be outside school time.

· The Deputy Principal will give you a DoE Early Leaver’s Pass to show your teacher when leaving. You must keep this pass to show to bus drivers or police or anyone else who has a right to know why you are not in school until 3:10 pm.

LEAVE OF ABSENCE

· When you are absent you must apply for leave within 7 days. It is your responsibility to do so with a note from a parent or medical certificate on the day of your return to school, otherwise your Attendance Record will show an unjustified absence. Hand this note to your Period 1 teacher on the day you return to school.

· If you are absent for three continuous days or more, a parent should telephone the school to explain your absence and you must still hand in a note or medical certificate to your Period 1 teacher on the day you return to school.

· The Department of Education expectation is that it is in a student’s best interests to attend school every day and not take extended leave eg for holidays or travel during term time. If your parent is of the view that there is an urgent and/or essential reason for you to be absent for the purpose of a holiday or travel during term he/she must apply well in advance to the Principal to request leave beforehand. Your application must be collected from and handed to the Principal. DoE rules will be used to determine whether it is approved. The major criterion the Principal is required to consider is whether the absence will be in the student’s best interests. In most cases it is not in the student’s best interests to miss any school lessons. If approval is given you will be given a Certificate of Extended Leave. You will still be marked absent from school - this is a national policy.

· If you take extended leave without approval your position at the school may be declared vacant.

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY

· Your attendance will be checked each half term and reported to your parents.

· A computer printout of your attendance will be attached to your report.

· You will also receive a Merit Certificate for each term that you have perfect attendance and a Credit Certificate, in addition, if you have perfect attendance all year. These are valuable assets.

· ELIGIBILITY FOR THE AWARD OF AN HSC

· In order to be eligible for the award of a Higher School Certificate (HSC) at the end of the Year 12 course, a student must have achieved a Level 3 or above in the HSC Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for these tests in Term 1 of Year 10.· This is a requirement of the NSW Education Standards Authority (NESA) and the NSW Government.· This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a nationally agreed standard of functional literacy and numeracy. This is a minimum standard for literacy and numeracy in everyday life. It is not the standard of literacy and numeracy necessary for successfully completing the Higher School Certificate. The Higher School Certificate requires a still higher standard of literacy and numeracy for successful completion. Considerable thought should be given to this fact by students and parents. It means students must work hard at literacy and numeracy from the very start of Year 7 to be able to meet this requirement.· Students in Year 9 or Year 7 receive their results in the NAPLAN tests in Term 3 of that year. Those results need to be carefully read and considered by both students and parents. · If a student does not meet the HSC Minimum Standards but completes the Higher School Certificate course he/she will receive only a Record of School Achievement (RoSA) but not a Higher School Certificate. This is the case no matter how well the student performs in HSC courses.

APPENDICES

46

APPENDIX 1

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS

2021*

*Correct at time of printing

ABACUS SX-II MATRIX a

JASTEK JasCS1

ABACUS SX-II MATRIX n

JASTEK JasCS EVO

CANON F717SGA

JASTEK JasCS2 EVO

CASIO fx-82AU

RSB FB 350MS

CASIO fx-82 AU PLUS

SHARP EL-531TH

CASIO fx-82 AU PLUS II 1st or 2nd edition recommended

SHARP EL-531VH

CASIO FX-85 MS

SHARP EL-531WH

CASIO fx-100AU

SHARP EL-531X

CASIO FX -100 AU PLUS 1st or 2nd edition recommended

SHARP EL-531XH

CASIO fx 350 MS

SHARP EL-W531HA

HEWLETT-PACKARD HP10S

SHARP EL-W532TH

HEWLETT-PACKARD HP10S+

SHARP EL-W532XH

HEWLETT-PACKARD HP300S+

· Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in examinations or assessment tasks.

· Calculators must have been switched off for entry into examination or assessment tasks.

· Features that are NOT permitted include

· programmable (any calculator that can have a sequence of operations stored and then executed automatically is considered programmable and hence not allowed);

· capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that are used to store intermediate numerical results obtained during calculations and required later);

· capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators with a graphic display capacity);

· capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite integration, and the solution of equations;

· capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions, binomial expansion and symbolic differentiation;

· having inbuilt financial functions such as for the calculation of depreciation, annuities, simple and compound interest, and break-even point;

· ‘soft’ or hard-wired QWERTY keyboards;

· capable of expressing surds in their simplest form.

APPENDIX 2

WRITING A BIBLIOGRAPHY

WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an assignment, a research project, a major work or any other piece or writing that you have composed using other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient detail so that others may identify it and consult it.

Your bibliography should appear at the

Documents

SEFTON HIGH SCHOOL · Web viewFT5-4 accounts for changes to the properties of food which occur during food processing, preparation and storage. FT5-4 applies appropriate methods of