STAGE 5 - Home - Sarah Redfern High School the beginning of Stage 5, students will be issued with this Stage 5 Assessment Guidelines Booklet which is designed to provide an overall

SARAH REDFERN HIGH SCHOOL

STAGE 5

Assessment Guidelines

2017

As at February 2017

2

ASSESSMENT GUIDELINES STAGE 5

What is Assessment? Assessment is used to determine the progress of students and to help the development of teaching and learning programs to meet the needs of students. At Sarah Redfern High School teachers regularly assess students work on an informal basis to aid the learning process. Teachers keep records of the data gathered in grade books, comments, observations and work sample collections to help inform parents and guide the learning process for students. Students also benefit from regular written and verbal feedback on their performance and how they can improve. The formal assessment process encompasses the syllabus outcomes and allows the teacher to report to all stakeholders. Assessment methods consist of a variety of measurement instruments designed to improve the overall measurement of student performance in each course. Assessment Guidelines At the beginning of Stage 5, students will be issued with this Stage 5 Assessment Guidelines Booklet which is designed to provide an overall picture of the assessment requirements for each course offered in Stage 5. Each subject should have a clear overview of the content to be covered throughout the cycle; the following assessment information will be included: i. Overview of courses of work detailing content to be delivered each term and formatively assessed.

ii. Overview of Major Assessment Task and due date. This form of summative assessment will follow the

procedures used in Stage 6 with students being given a minimum of two weeks’ notice and penalties imposed for any student who fails to hand in the task by the due date

iii. Details of the Yearly Examination period. The examination practice will follow the procedures used in

Stage 6 with students being given a minimum of two weeks’ notice and penalties imposed for any student who does not sit for the Yearly Examination

What must students do? The Board of Studies and Sarah Redfern High School expect students to complete all Stage 5 coursework. Furthermore, students must:

• make a serious attempt at all coursework and avoid any behaviour which disrupts the learning environment of the class

• complete all coursework honestly and avoid any malpractices such a cheating or plagiarism • submit any requested coursework to their classroom teacher • inform their teachers in advance if they know they are going to be absent for the coursework • collect a submission record for their Major Assessment Tasks from their classroom teacher • ensure they have a current copy of their Assessment Guidelines for each course being studied • discuss any matters in advance (with their teachers) which may impact of the quality of their course

work or assessment work

3

Non-satisfactory progress Students who are unable to demonstrate the outcomes of a course may not satisfy the requirements and therefore may not be eligible for the next stage of the course which may affect their Record of Student Achievement (RoSA) eligibility in a particular course. Refer to page 55 for more information on the RoSA. Any coursework not completed at the scheduled time or failure to submit the Major Assessment Task by the due date will result in assessable outcomes not being achieved at that time. An N-warning letter regarding the student’s deficient progress or application in the course will then be prepared immediately and sent to the Parents/Guardians. In the case of illness and/or misadventure, students who not able to submit the Major Assessment Task by the due date or fail to complete the Yearly Examination must submit a medical certificate together with a completed Illness, Accident or Misadventure Appeal Form to the relevant executive on the first day they return to school. An Illness, Accident or Misadventure Appeal Form can be found in the Appendix to this booklet. Students submitting an Illness, Accident or Misadventure Appeal Form may be: • asked to complete the Major Assessment Task/Yearly Examination • be given an alternate task or • be given an estimated grade, where sufficient data already exists on the outcomes being assessed

Students who fail to complete assessable coursework or a Major Assessment Task through non-submission of the work, non-serious attempt, truancy or refusal to participate will be deemed not to have achieved assessable outcomes at that point in time. An N-warning letter regarding the student’s deficient progress or application in the course will then be prepared immediately and sent to the Parents/Guardians. Students are then required to complete all work indicated in this warning letter. If a student fails to meet the requirements of two or more warning letters in the same course they are then at risk of a N-determination for that course. N-Determinations N-determinations are issued for the non-completion of requirements in a course. The N-determination process for Stage 5 students is unchanged from previous years. N-warning letters will be issued to students who are in danger of not meeting course completion criteria. N-warnings should be given in time for the problem to be corrected and should provide advice about the consequences of an N-determination in a course. Students who have not complied with the requirements for satisfactory completion of a course at the time of finalising grades cannot be regarded as having satisfactorily completed the course. The Principal will then issue them with an N-determination. All students who are issued with an N-determination have the right to appeal against the Principal’s determination. Where a student fails to satisfactorily complete a mandatory Stage 5 course, the student may be ineligible to enter Stage 6 and the Preliminary (Year 11) course of study.

4

Successful Completion of Stage 5 For the RoSA to indicate successful completion of Stage 5, a student must have: • undertaken and completed courses of study that satisfy the Board of Studies curriculum and assessment

requirements for the Record of School Achievement • completed Stage 5 by satisfying all course requirements • made a serious attempt at the set coursework, Major Assessment Task(s) and Yearly Examination, and • complied with any other regulations or requirements (such as attendance) imposed by the Minister of

Education or the Board of Studies • complied with any other regulations or requirements (such as 85% attendance) imposed by the Sarah

Redfern High School

We encourage you to refer to page 55 of this booklet for more information on the RoSA.

5

Stage 5

Mandatory Courses

STAGE 5

ENGLISH

ASSESSMENT SCHEDULE

2017

Major Task 1 Issued: W 6, T 1 Due: W 9, T 1


Yearly Exam Due: T4 EXAM WEEK

Assessment Tools

Task

Speaking

Task

Multimedia

Content

Reading Writing

Ass

essm

ent T

ool

#1

Ann

otat

ed s

peec

h A

sses

smen

t Too

l #2

S

peec

h dr

aft

Ass

essm

ent T

ool

#3

Crea

tive

writ

ing

Ass

essm

ent T

ool

#4

Pho

to d

econ

stru

ctio

n

Ass

essm

ent T

ool

#5

Per

form

ance

pie

ce

Ass

essm

ent T

ool

#6

Cha

ract

er L

ife B

ox

Ass

essm

ent T

ool

#7

Poe

m/s

ong

deco

nstr

uctio

n

Asse

ssm

ent T

ool

#8

Film

scen

e de

cons

truc

tion

Units of Work 4 MAT Concept

Outcomes: 4, 7

Outcomes: 1, 5, 6

Outcomes: 1, 3, 4, 5, 6

Outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9

Texts & Society

Life

Experiences

Genre Study: Survival Adversity

Representation & Text: Images of Love

and Hate Relationships

Viewpoints: The Outsider

Exclusion

STAGE 5

GEOGRAPHY

ASSESSMENT SCHEDULE

2017




Assessment Tools

Task

Report Writing

Task

Research Task

Content

Exam

Ass

essm

ent T

ool

#1

Pres

enta

tion

Ass

essm

ent T

ool

#2

Map

ping

Ass

essm

ent T

ool

#3

Popu

latio

n Py

ram

id

Ass

essm

ent T

ool

#4

Case

Stu

dy

Ass

essm

ent T

ool

#5

Sust

aina

bilit

y

Ass

essm

ent T

ool

#6

Wea

ther

Map

s

Ass

essm

ent T

ool

#7

Topo

Map

Asse

ssm

ent T

ool

#8

Com

mun

ity A

dver

tisem

ent


Outcomes: GE5-3, GE5-5, GE5-7, GE5-8

Outcomes: GE5-1, GE5-2, GE5-4, GE5-6

Outcomes: GE5-1, GE5-2, GE5-3, GE5-4, GE5-5, GE5-6

Outcomes: GE5-1, GE5-2, GE5-3, GE5-4, GE5-5, GE5-6, GE5-7, GE5-8

Sustainable Biomes

TBA

Changing Places

TBA

STAGE 5

HISTORY

ASSESSMENT SCHEDULE

2017




Assessment Tools

Task

Portfolio

Task Research Task

Content Movement of people Making a nation World War 1 World War 2 A

sses

smen

t Too

l #1

Sl

aver

y or

con

vict

sour

ce a

naly

sis

HT5-

5

Ass

essm

ent T

ool

#2r

Com

paris

on o

f sla

very

and

con

vict

s HT

5-7

Ass

essm

ent T

ool

#3

Gold

Rus

h re

sear

ch a

nd p

rese

ntat

ion

HT5-

10

Ass

essm

ent T

ool

#4

Sour

ce –

base

test

Ht

5-3,

HT5

-4, H

T5-6

Ass

essm

ent T

ool

#5

Anal

ysis

of th

e Ga

llipo

li la

ndin

g HT

5-3

Ass

essm

ent T

ool

#6

Adve

rtise

men

t HT

5-10

Ass

essm

ent T

ool

#7

Koko

da so

urce

ana

lysis

HT

5-5

Asse

ssm

ent T

ool

#8

Tim

elin

e HT

5-2


Outcomes: HT5-1, HT5-2, HT5-6, HT5-10



Outcomes:

Movement of

people

Exploitation

Making a nation

Unity

World War I

Conflict

World War II

Conflict

MATHEMATICS

STAGE 5

ASSESSMENT SCHEDULE 2017



Yearly Exam Due: Term 4 EXAM WEEK

Assessment Tools

Task Project: Developing a Working Budget

Task

Assignment: Class Test, Peer

Assessment

Content

Statistics and Probability, Financial Maths, Algebraic Techniques, Trigonometry and Linear Relationships

Ass

essm

ent T

ool

#1

Ope

n Bo

ok T

est

Ass

essm

ent T

ool

#2

Wor

k Bo

okle

ts

Ass

essm

ent T

ool

#3

Visu

al R

epre

sent

atio

n

Ass

essm

ent T

ool

#4

Mat

hlet

ics

Ass

essm

ent T

ool

#5

Clas

s wor

k

Ass

essm

ent T

ool

#6

Revi

sion

Wor

k

Ass

essm

ent T

ool

#7

Topi

c Te

st

Asse

ssm

ent T

ool

#8

Verb

al E

xpla

natio

n

Units of Work 4MAT Concept

Outcomes: 5.14NA, 5.2-4NA

Outcomes: 5.1-5NA, 5.2-6NA, 5.2-7NA, 5.3-5NA, 5.3-6NA

Outcomes: 5.1-12SP, 5.1-13SP, 5.2-15SP, 5.2-16SP, 5.2-17SP, 5.3-18SP, 5.3-19SP, 5.1-4NA, 5.2-4NA, 5.1-5NA, 5.2-6NA, 5.2-7NA, 5.3-5NA, 5.3-6NA, 5.1-9NA, 5.1-10NA, 5.2-13NA, 5.3-15MG, 5.1-6NA, 5.2-8NA, 5.2-9NA, 5.3-7NA, 5.3-8NA

Outcomes: 5.1-1WM, 5.1-2WM, 5.1-3WM , 5.2-1WM, 5.2-2WM, 5.2-3WM, 5.3-1WM, 5.3-2WM, 5.3-3WM 5.1-12SP, 5.1-13SP, 5.2-15SP, 5.2-16SP, 5.2-17SP, 5.3-18SP, 5.3-19SP, 5.1-4NA, 5.2-4NA, 5.1-5NA, 5.2-6NA, 5.2-7NA, 5.3-5NA, 5.3-6NA, 5.1-9NA, 5.1-10NA, 5.2-13NA, 5.3-15MG, 5.1-6NA, 5.2-8NA, 5.2-9NA, 5.3-7NA, 5.3-8NA

Social Research, Social Change

Growth

Living on a Budget Balance

Algebraic Techniques

Unknown

Trigonometry Angles

Linear Relationships

Strategy

STAGE 5

PDHPE

ASSESSMENT SCHEDULE

2017




Assessment Tools

Task Sexual Safety – Contraceptive Analysis

Task Discrimination Media Analysis

Content Sexual Safety Life Challenges Adversity Diversity Recreational Activities

Ass

essm

ent T

ool

#1

Cho

ice

Map

Ass

essm

ent T

ool

#2

STI I

nfor

mat

ion

and

Disc

ussio

n

Ass

essm

ent T

ool

#3

Prac

tical

Def

ensiv

e/At

tack

ing

Stra

tegy

and

Gam

e Pe

rfor

man

ce

Ass

essm

ent T

ool

#4

Stre

ss M

anag

emen

t St

rate

gy

Revi

ew

Ass

essm

ent T

ool

#5

Soci

al D

ance

Per

form

ance

Ass

essm

ent T

ool

#6

Brai

nsto

rm o

f Disc

rimin

atio

n

Ass

essm

ent T

ool

#7

Cultu

ral G

ames

Asse

ssm

ent T

ool

#8

Life

long

Phy

sical

Act

ivity

Ev

alua

tion


Outcomes: 5.6, 5.7, 5.8

Outcomes: 5.1, 5.3

Outcomes: 5.1 – 5.10

Outcomes: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.13, 5.14, 5.15, 5.16

Sexual Safety and Invasion Games

Choices

Mind, Body & Soul Adversity

Advocating Diversity and

Cultural Games Prejudice

SCIENCE

STAGE 5


Major Task 1

Issued: W 3, T 2 Due: W 5, T 2

Major Task 2

Issued: W 1, T 3 Due: W 6, T 3

Yearly Exam

Due: Term 4 EXAM WEEK

Assessment Tools

Task

Half Yearly

Task Independent

Student Research Project

Content Yearly Exam

Ass

essm

ent T

ool

#1

Onl

ine

Prac

tical

Rep

ort

Ass

essm

ent T

ool

#2

Topi

c Te

st

Ass

essm

ent T

ool

#3

Expe

rimen

t Por

tfolio

Ass

essm

ent T

ool

#4

Valid

Exa

m

Ass

essm

ent T

ool

#5

Prac

tical

Tes

t

Ass

essm

ent T

ool

#6

Clas

s Wor

k

Ass

essm

ent T

ool

#7

Verb

al E

xpla

natio

ns

Asse

ssm

ent T

ool

#8

Hom

ewor

k


Outcomes: SC5-11PW, SC5-10PW, SC5-14LW, SC5-15LW

Outcomes: SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS, SC5-9WS

Outcomes: SC5-11W, SC5-10W, SC5-14LW, SC5-15LW, SC5-12ES, SC5-13ES

Outcomes: 5-4WS 5-5WS 5-6WS 5-7WS 5-8WS 5-9WS

5-10PW 5-11PW 5-12ES 5-13ES 5-14LW 5-15LW 5-16CW 5-17CW

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

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

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




Motions and Waves Movement

Ecosystems and the Theory of Evolution

Interdependence

Thinking Scientifically Investigation

Universe Exploration

Earth Science Systems

12

LIFE SKILLS

STAGE 5

ASSESSMENT SCHEDULE

2017

Task 1 Issued: W 3, T 1 Due: W 9, T 1




Task 1

Written Task of

mathematics strands

Course:

Mathematics

Task 2

Profile

Course: English

Task 3

Forensic Investigation

Course: Science

Task 4

Portfolio

Course: PDHPE

4MAT Concept:

Assessing 4MAT Concept:

Detection 4MAT Concept:

Investigation 4MAT Concept: Risk / Protection

Syllabus Outcomes

Students will be assessed on the Year 7 – 10 Life Skills outcomes identified in the BOSTES syllabus for each course. Due to the nature of the outcomes and class composition, each student’s progress is tracked individually and assessment tasks will be designed specifically for each cohort of students at the specific point in time. If you have any queries regarding Assessment Tasks, please contact our Head Teacher Support on 9820 1566.

Stage 5

Elective Courses (Board of Studies)

STAGE 5

COMMERCE


Major Task 1

Issued: W 7, T 1

Due: W 9, T 1

Major Task 2

Issued: W 3, T 3

Due: W 5, T 3

Yearly Exam

Due: T4

EXAM WEEK

Assessment Tools

Task

Research Project: Travel

Plan

Task

Case Study: Employment Issues

Content

Asse

ssm

ent T

ool

#1

Case

Stu

dy

Asse

ssm

ent T

ool

#2

Prof

ile

Asse

ssm

ent T

ool

#3

Post

er/B

roch

ure

Asse

ssm

ent T

ool

#4

Pres

enta

tion

Asse

ssm

ent T

ool

#5

Role

pla

y

Asse

ssm

ent T

ool

#6

Topi

c Tes

t

Asse

ssm

ent T

ool

#7

Rese

arch

Asse

ssm

ent T

ool

#8

Proc

edur

e

Units of Work 4 MAT

Concept Outcomes: 1, 2, 3, 4, 7, 9

Outcomes: . 1, 2, 3 ,4, 5, 6,

8, 9

Outcomes: .1, 2, 3, 4, 5, 6,

7, 8, 9

Outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9

Consumer Choice and Travel

Choices

Personal Finance

Success

Promoting and selling E-C ommerce

Innovation

Employment Issues

Fairness

Food Technology

STAGE 5





Assessment Tools

Task Food Product Development

Task

Cakes for Celebrations

Content

All Content

Ass

essm

ent T

ool

#1

Ong

uard

WHS

Ass

essm

ent T

ool

#2

Prac

tical

Tas

ks

Ass

essm

ent T

ool

#3

Team

wor

k

Ass

essm

ent T

ool

#4

Hygi

ene

Ass

essm

ent T

ool

#5

Book

wor

m

Ass

essm

ent T

ool

#6

Hous

ekee

ping

Ass

essm

ent T

ool

#7

Food

Pho

togr

aphy

Asse

ssm

ent T

ool

#8

Obs

erva

tion


Outcomes: 5.1.1, 5.3.2, 5.5.1, 5.5.2, 5.6.1

Outcomes: 5.1.1, 5.3.2, 5.5.1, 5.5.2, 5.6.1

Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.5.1, 5.5.2, 5.6.1

Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.5.1, 5.5.2, 5.6.1

Food Selection & Health Consequences

Foods of Australia & The

world Unity

Food for Special Occasions Celebrations

Food Trends Infinity

Information and Software

Technology

STAGE 5





Assessment Tools

Task

Game Development

Task

Robotics Project

Content

All Content

Ass

essm

ent T

ool

#1

Repo

rt

Ass

essm

ent T

ool

#2

Desig

n Br

ief

Ass

essm

ent T

ool

#3

Hard

war

e us

age

Ass

essm

ent T

ool

#4

Obs

erva

tion

Ass

essm

ent T

ool

#5

Mod

ellin

g

Ass

essm

ent T

ool

#6

Team

wor

k

Ass

essm

ent T

ool

#7

Self-

Eval

uatio

n

Asse

ssm

ent T

ool

#8

Grou

p Ev

alua

tion


Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.2.1, 5.2.2, 5.3.1,

Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.2, 5.5.1

Outcomes: 5.1.1, 5.2.1, 5.2.1, 5.2.2, 5.3.2, 5.4.1

Outcomes: 5.1.1, 5.2.1, 5.2.2, 5.3.1, 5.3.2

5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.4.1

5.1.1, 5.1.2, 5.2.1, 5.2.2

5.1.1, 5.1.2, 5.2.1, 5.2.2

5.1.1, 5.1.2, 5.2.1, 5.2.2

5.1.2, 5.2.1, 5.2.2

5.1.2, 5.2.1, 5.2.2

5.1.2, 5.2.1, 5.2.2, 5.5.1

Disruptive Innovation

Web 2.0 Tools

Game Development

Virtual Reality

Artificial Intelligence and

Robotics

Industrial and humanitarian

perspective

Digital Media and The Internet

Website Development

17

Industrial

Technology - Engineering

STAGE 5





Assessment Tools

Task Bridge Design

Task

Folio

Content

All Content

Ass

essm

ent T

ool

#1

WHS

Pra

ctic

es

Ass

essm

ent T

ool

#2

Mod

el

Ass

essm

ent T

ool

#3

Calc

ulat

ions

Ass

essm

ent T

ool

#4

Team

wor

k

Ass

essm

ent T

ool

#5

Obs

erva

tion

Ass

essm

ent T

ool

#6

Grou

p In

tera

ctio

n

Ass

essm

ent T

ool

#7

Self

Eval

uatio

n

Asse

ssm

ent T

ool

#8

Grou

p Ev

alua

tion


Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.2, 5.4.2

Outcomes: 5.1.1, 5.1.2, 5.2.2, 5.4.1, 5.3.1, 5.3.2, 5.5.1, 5.6.1, 5.7.1, 5.7.2

Outcomes: 5.1.1, 5.2.2, 5.3.1, 5.6.1, 5.7.1, 5.7.2

Outcomes:

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.5.1, 5.6.1, 5.7.1, 5.7.2

Trusses and Water Tower

Direction

Siege Engine Motion

Solar Cars Sustainability

Robotics Control

18

Industrial

Technology - Building &

Construction

STAGE 5




Yearly Exam Due: Mid Term 4 EXAM WEEK

Assessment Tools

Task

Outdoor Group Project

A Study in Teamwork

Task House Frame

Model & Development Application

A Study in

Models

Exam

All Course Content

Ass

essm

ent T

ool

#1

OnG

uard

Saf

ety

Test

s

Ass

essm

ent T

ool

#2

Prac

tical

Tas

k A

sses

smen

t Too

l #3

O

bser

vatio

n of

Pra

ctic

al T

asks

Ass

essm

ent T

ool

#4

Dev

elop

men

t App

licat

ion

Ass

essm

ent T

ool

#5

Top

ic T

est

Ass

essm

ent T

ool

#6

Skill

s Exe

rcise

Ass

essm

ent T

ool

#7

Self-

Eval

uatio

n

Asse

ssm

ent T

ool

#8

Grou

p-Ev

alua

tion


Outcomes: 5.1.2, 5.4.1, 5.5.1, 5.2.1, 5.6.1, 5.1.2

Outcomes: 5.3.1, 5.7.1, 5.7.2, 5.5.1, 5,1,1

Outcomes: 5.1.1, 5.2.2, 5.3.1, 5.3.2, 5.4.1, 5.7.2

Outcomes: 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.4.1, 5.5.1, 5.6.1, 5.7.2

Industrial Processes Skills

Teamwork in Building &

Construction Teamwork

Industry Study Models

19

Music

STAGE 5




Yearly Exam Due: Term 4 EXAM WEEK

Assessment Tools

Task

Musical Analysis

Task

Composition

Content

Aural Skills Musicology

Composition Performance

Ass

essm

ent T

ool

#1

Info

rmal

Disc

ussio

n

Ass

essm

ent T

ool

#2

Mus

ical

Eve

nt

Man

agem

ent R

un sh

eet

Ass

essm

ent T

ool

#3

Rhyt

hm C

lapp

ing

Exer

cise

s

Ass

essm

ent T

ool

#4

Rhyt

hm C

ompo

sitio

n

Ass

essm

ent T

ool

#5

Topi

c Te

st

Ass

essm

ent T

ool

#6

Mul

timed

ia T

raile

r

Ass

essm

ent T

ool

#7

Solo

Per

form

ance

Asse

ssm

ent T

ool

#8

Grou

p Pr

esen

tatio

n


Outcomes: 5.7, 8.8, 5.9, 5.11, 5.12

Outcomes: 5.4, 5.5, 5.6

Outcomes: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11

Outcomes: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12

X X X X X X X X

Musical Theatre Collaboration

African Music Rhythm

Jazz Creation

Australian Music Concept

20

STAGE 5

Photography and Digital Media

ASSESSMENT SCHEDULE

2017


Major Task 2 Issued: W3, T 2 Due: W 10, T2


Assessment Tools

Task Portfolio of Ten images

Task Digital Billionaire Narrative

Task Yearly Examination

Ass

essm

ent T

ool

#1

Expe

rimen

ts P

rogr

essio

n

Ass

essm

ent T

ool

#2

Phot

ogra

pher

Res

earc

h In

vest

igat

ion

Ass

essm

ent T

ool

#3

Phot

osho

p Sk

ills &

Tec

hniq

ues

Ass

essm

ent T

ool

#4

Digi

tal B

illio

naire

Nar

rativ

e

Ass

essm

ent T

ool

#5

Stop

Mot

ion

Film

Ass

essm

ent T

ool

#6

Self

Port

rait

Ass

essm

ent T

ool

#7

Digi

tal S

LR T

echn

ique

s & S

kills

Asse

ssm

ent T

ool

#8

Virt

ual E

xhib

ition


Outcomes: 5.1, 5.2, 5.6

Outcomes: 5.3, 5.4, 5.5

Outcomes: 5.7, 5.8, 5.9, 5.10

Outcomes: 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10

Past and Present

Elements and

Experiments

Who wants to be a

Billionaire Choices

You’re Out of Your Mind Imagination

Portraiture Self-

Representation

21

Visual Arts

STAGE 5





Assessment Tools

Task

Ceramic Object

Task

Wearable

Content

All Content

Ass

essm

ent T

ool

#1

Artw

ork

Brie

f

Ass

essm

ent T

ool

#2

Inst

alla

tion

Ass

essm

ent T

ool

#3

Book

Scu

lptu

re

Ass

essm

ent T

ool

#4

Book

Pag

e

Ass

essm

ent T

ool

#5

Criti

cal M

agaz

ine

Artic

le

Ass

essm

ent T

ool

#6

Grou

p Pr

esen

tatio

n

Ass

essm

ent T

ool

#7

Artis

t Inv

estig

atio

n

Asse

ssm

ent T

ool

#8

Artis

t Sta

tem

ent

Units of Work 4MAT

Concept

Outcomes: 5.1, 5.3, 5.5, 5.6

Outcomes: 5.1, 5.2, 5.6

Outcomes: 5.7, 5.8, 5.9, 5.10

Outcomes: 5.1, 5.4, 5.5

5.1, 5.3, 5.4, 5.6

5.1, 5.2, 5.5, 5.6

5.1, 5.2, 5.5, 5.6

5.7, 5.8, 5.9, 5.10

5.7, 5.8, 5.9, 5.10

5.7 5.8

5.1, 5.4, 5.5

Reflecting on the

Past

Influences

A Day in the Life of those shoes

The Journey

Altered Books Transformation

Recyclable World Mass

Consumption

22

Physical Activity and Sport Studies

(PASS) STAGE 5

ASSESSMENT SCHEDULE

2017




Assessment Tools

Task

Body Systems – Build a Model

Task

Australian Sporting

Identities – Biography

Content Body Systems; Keeping Healthy; Performance and Motor Skills; Issues in Sport and Participation, Pathways & Performance A

sses

smen

t Too

l #1

A

nato

my

Rese

arch

Tas

k

Ass

essm

ent T

ool

#2

Mov

emen

t Ana

lysis

Che

cklis

t

Ass

essm

ent T

ool

#3

Nut

ritio

nal C

ompa

rison

Ass

essm

ent T

ool

#4

Adv

ertis

ing

Anal

ysis

– N

utrit

iona

l Pr

oduc

ts

Ass

essm

ent T

ool

#5

Spor

ts M

edia

Ana

lysis

Ass

essm

ent T

ool

#6

Spor

ts P

erfo

rmer

– S

kill

Anal

ysis

Ass

essm

ent T

ool

#7

Rese

arch

Tas

k –

Aust

ralia

’s S

port

ing

Feat

s

Asse

ssm

ent T

ool

#8

Aust

ralia

n At

hlet

e Pr

ofile


Outcomes: 1.1, 1.2, 4.2

Outcomes: 2.1, 2.2, 3.2, 4.4

Outcomes: 1.1, 1.2, 2.1, 2.2, 3.2, 4.4

Outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4

Body Systems Unity

Keeping Healthy Choices Performance and Motor

Skills Safety

Issues in Sport Ethics Participation, Pathways

and Performance Journeys

An Australian Way Identity

23

Stage 5

Elective Courses (Special Interest)

24

Communications

This is a practical course that focuses on the basics of modern Communications, including a hands-on experience of publishing, event management, public speaking and public relations. Activities are designed to be practical, engaging and rich to ensure that students develop an understanding of the complex nature of communications in the world around them. A core focus is to encourage students to manipulate language for strategic purposes, dependent upon their context and audience. Being responsible for real events and communications, students learn to appreciate the importance of planning, organisation & goal setting as productive tools. Working collaboratively throughout the course, students become increasingly accountable and active as individuals and team-members in order to meet goals and deadlines.

Timeline Communications Term 1 Publishing & the Media – A Study in Collaboration

Students are provided with an introduction to the vast landscape of Australian media and publishing processes. Students will develop an awareness of ways in which to effectively communicate depending upon audience, purpose and context. Encouraging discussion and collaboration with peers, students will critically evaluate the purpose and effectiveness of a range of local media with a view to actively contributing to school media.

Term 2 Event Management – A Study in Logistics

Students are introduced to the world of event management from a hands-on, practical perspective. By coordinating and implementing real school events from the conceptual planning stage through to bump-in and bump-out, students learn the value of time-management, budgets, resource allocation and even creative contingencies.

Term 3 Public Speaking – a Study in Confidence

Students expand on their understanding of speech-writing and delivery they have experienced in their Stage 4 and 5 English courses. Focusing on the Manner, Method and Matter of speeches, students will sharpen their understanding of effective speaking and their own confidence through practical drama, debating, speaking and reflective activities.

Term 4 Public Relations – A study in influence

Following their experience of more explicit communication strategies, students will explore the subtle and behind- the-scenes operations of Public Relations. Based in theory and informed by current case studies, students will learn an appreciation of persuasive mechanisms in order to influence specific audiences according to particular contexts and purposes.

Communications involves a focus on using ICT and peer collaboration to deliver the outcomes for this course.

Grades To achieve this grade:

A • Demonstrates a sophisticated understanding of the nature of communications in the broader world • Demonstrates an increasingly sophisticated capacity to manipulate language for strategic purposes • Demonstrates the ability to plan, organise & set clear goals in a sophisticated manner • Demonstrates exceptional accountability as an individual and team-member in order to meet goals

B • Demonstrates a strong understanding of the nature of communications in the broader world • Demonstrates a strong capacity to manipulate language for strategic purposes • Demonstrates the ability to plan, organise & set clear goals in a strong manner • Demonstrates excellent accountability as an individual and team-member in order to meet goals

25

C • Demonstrates a sound understanding of the nature of communications in the broader world • Demonstrates a sound capacity to manipulate language for strategic purposes • Demonstrates the ability to plan, organise & set clear goals in a sound manner • Demonstrates accountability as an individual and team-member in order to meet goals

D • Demonstrates a basic understanding of the nature of communications in the broader world • Demonstrates a capacity to manipulate language for strategic purposes • Demonstrates the ability to plan, organise & set clear goals in a basic manner • Demonstrates some accountability as an individual and team-member in order to meet goals

E • Demonstrates a limited understanding of the nature of communications in the broader world • Demonstrates little or no capacity to manipulate language for strategic purposes • Demonstrates little or no ability to plan, organise & set clear goals • Demonstrates limited accountability as an individual and team-member in order to meet goals

26

Critical Studies This course is academic in nature whereby students will explore the art of argument through an engaging introduction to ethics, sociology, psychology and philosophy. This course provides an excellent taster for students interested in the humanities and will encourage challenging, intellectual thinking. Activities have been designed to broaden students’ understanding of their world and the complexities they face within it. While acquiring an increasing awareness of the need to consider opposing viewpoint, individual and groups tasks are designed to develop students’ capacity to respond to challenging philosophies in an increasingly sophisticated manner. A combination of Project Based Learning and Extended Response activities are integrated into programs to encourage students to become increasingly adept with research and familiar with referencing protocols.

Timeline Critical Studies Term 1 Ethics – A Study in Decision-Making

Students will explore the myriad of ethical dilemmas that modern, Western societies face on a daily basis. Students will be required to question their own moral principles that guide their own and others decisions, as well as reflect upon the significance of collective influence and action.

Term 2 Psychology – A Study in Behaviour

Students are introduced to psychology with basic theoretic approaches that guide the science. Students are provided with a series of experiences and key research that will not only inform, but problematize, their understanding of human behaviour. As individuals and groups, students will have the opportunity to challenge their own hypotheses about student behaviour with empirical research.

Term 3 Sociology – a Study in Communities

Students are provided with a basic introduction to the discipline of Sociology. Students are encouraged to explore the extent to which their sense of who we are and how we live is influenced by the surrounding culture; the process of socialisation. It offers an overview by identifying some of the key features and descriptions of main sociological theories with a focus on education and gender. Students will then apply such theories to their own communities.

Term 4 Philosophy – A study in Ideology

Students gain a basic understanding of the academic discipline of Philosophy whereby reason and logic attempts to understand reality and answer fundamental questions about knowledge, life, morality and human nature. An extension from students’ prior learning of ethics, psychology and sociology, the unit aims to challenge students understanding about why people think and act as they do.


A • Demonstrates a sophisticated understanding of their world and the complexities they face within it as an individual and broader community

• Demonstrates a sophisticated ability to respond to challenging philosophies • Demonstrates an outstanding awareness of the need to consider opposing viewpoints • Demonstrates exceptional academic research capacities and application of referencing protocols

B • Demonstrates a solid understanding of their world and the complexities they face within it as an individual and broader community

• Demonstrates a thorough ability to respond to challenging philosophies • Demonstrates a strong awareness of the need to consider opposing viewpoints • Demonstrates consistent academic research capacities and application of referencing protocols

27

C • Demonstrates a sound understanding of their world and the complexities they face within it as an individual and broader community

• Demonstrates a sound ability to respond to challenging philosophies • Demonstrates an increasing awareness of the need to consider opposing viewpoints • Demonstrates academic research capacities and application of referencing protocols

D • Demonstrates a basic understanding of their world and the complexities they face within it as an individual and broader community

• Demonstrates a basic ability to respond to challenging philosophies • Demonstrates some awareness of the need to consider opposing viewpoints • Demonstrates basic academic research capacities and application of referencing protocols

E • Demonstrates a limited understanding of their world and the complexities they face within it as an individual and broader community

• Demonstrates a limited ability to respond to challenging philosophies • Demonstrates little or no awareness of the need to consider opposing viewpoints • Demonstrates limited academic research capacities and application of referencing protocols

28

Food Services

Course Description: Food Services is a special interest course which has links to both Hospitality and Food Technology. In Semester One the focus is on the Café. Cooking, service and people skills are taught in a range of engaging experiences to enable the student to be employable in the industry. Students will also be involved in the operational side of the Café to gain a better understanding of different roles and opportunities. In Semester Two the focus moves to the hospitality and catering industry, where students experience front of house (service skills) and back of house (cooking skills). Students are involved in catering for a Principals lunch and cooking to a time frame.

Our overall aim is to provide students realistic experiences in the Café, Hospitality and Catering industries. Students may use the skills they gain, for after school employment, or for the Senior Vocational stream in Stage 6.

Timeline Course Name Term 1 A study in Operation and Production Students learn to make and serve a variety of cold

beverages, which include smoothies and juices. They learn about Australian café culture and expectations of service. Students will be involved in group-work to produce and plan their own Café. At the end of the term, students will run a drinks Café for teachers to give them a realistic experience of working in a Café setting. Assessment: Practical experiences, (Cafe for Teachers), Cafe Design Tool

Term 2 A study in Operation and Production Students will continue their study of the Cafe and move into the production of pastry and baked goods. Demonstrations of pastry production and baking are given to enable the students to witness a realistic, from scratch form of baked goods production. Students will learn food handling and storage techniques relevant to baked goods. Students will finalise their group work projects and present a comprehensive Cafe proposal to the group, which will be used to run a Baked goods Cafe at the end of Term. Assessment: Practical experiences (Cafe for Teachers), Cafe Design Presentation

Term 3 A study in Detail and Efficiency In this unit students learn about the service based aspects of the hospitality industry. Students learn how to set a table for both formal and informal occasions. They learn how to carry a number of dishes and provide basic table service. Students will continue to develop their cooking skills through the production of breakfast and lunch items which include sandwiches, wraps and basic meals . Assessment: Practical experiences, setting a table for service, Catering for Principals lunch

Term 4 A study in detail and efficiency In this final unit students take a closer look at the hospitality industry and begin to explore the different job roles from front, to back of house. They learn about a number of different industry locations and the different expectations in each. In the practical setting students work towards completing a number of Jamie Oliver meals to 15 and 30minute timeframes. Students will learn to complete a workflow, allocate team roles, to ensure that food is served and presented as intended. Assessment: Practical experiences with an ability to prepare and present hot food hot and cold food cold

29

Sample Outcome 5.1 Essentials of a Cafe


A Demonstrates an extensive ability to identify various drinks for sale and justify choice of menu items. Has an extensive ability to recognise and evaluate presentation, garnishing and hygiene.

B Demonstrates a thorough ability to identify various drinks for sale and justify choice of menu items. Has a thorough ability to recognise and evaluate presentation, garnishing and hygiene.

C Demonstrates a sound ability to identify various drinks for sale and justify choice of menu items. Has a sound ability to recognise and evaluate presentation, garnishing and hygiene.

D Demonstrates a basic ability to identify various drinks for sale and justify choice of menu items. Has a basic ability to recognise and evaluate presentation, garnishing and hygiene.

E Has a limited ability to identify various drinks for sale and justify choice of menu items. Has a limited ability to recognise and evaluate presentation, garnishing and hygiene.

30

Rugby Development In this unit, students will identify and analyse the influences of skill development and coaching styles in contexts relevant to rugby league. They will also examine the effectiveness of skill sets and the benefit of coaching methods. Through the use of video analysis and coaching plans aimed at their own age group, students will further analyse correct technique and propose coaching strategies to develop skills sets amongst players to enhance performance.

Timeline Rugby Development Term 1 Rugby Development – A Study in Rules

Students develop a deeper understanding of the rules and tactics of Rugby and why they are used. Rules are a consistent guideline about how a sport should be played, and in this unit students will learn how to play the game at their best possible level ensuring that they incorporate rules and tactics.

Term 2 Rugby Development – A Study in Communication In this unit of work, students learn that communication is a two way process which includes, coaches, players, officials, referees etc. Students will be focusing on enhancing their communication skills both on and off the fields among a variety of different people.

Term 3 Rugby Development – A Study in Motivation Motivation is related to the intensity and direction of behaviour. That is, the level of arousal and the way in which we behave affect our motivation and hence performance. In this unit, students will explore what motivates them and others to exceed in their chosen area.

Term 4 Rugby Development – A Study in Feedback In this unit, students learn about feedback and how it assists the development of skills. Feedback can come from many forms and it can be useful, specific, positive and at times negative. Students will develop the skills on assessing feedback to incorporate advice and feedback into their game and training environments.


A • Develops an outstanding understanding of how they can enrich their sporting performance. • Always actively partakes in activities in order to enrich their sporting performance. • Shows outstanding understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

B • Develops a high understanding of how they can enrich their sporting performance. • Actively partakes in activities in order to enrich their sporting performance. • Shows a high understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

C • Develops a sound understanding of how they can enrich their sporting performance. • Actively partakes in activities in order to enrich their sporting performance. • Shows a sound understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

D • Develops a basic understanding of how they can enrich their sporting performance. • Sometimes partakes in activities in order to enrich their sporting performance. • Shows a basic understanding of how to make tactical decisions, plan, anticipate and read play. • Is sometimes able to work as part of a team, communicate effectively and interact in a positive manner with others.

E • Develops a limited understanding of how they can enrich their sporting performance. • Rarely partakes in activities in order to enrich their sporting performance. • Shows a limited understanding of how to make tactical decisions, plan, anticipate and read play. • Is rarely able to work as part of a team, communicate effectively or interact in a positive manner with others.

31

Sport Enrichment

In this subject, students develop knowledge about how they can enrich their performance in their chosen sporting endeavours. Activities target the components of fitness, including how students can test each component and how each component acts to improve their sporting performance, as well as participating in a range of activities which will improve these components of fitness. As the final part of the course, the class will participate in a range of modified games which have been designed to boost the tactical and decision-making skills of each student, allowing them to be more ‘aware’ players when competing in their sport of choice.

Timeline Sport Enrichment Term 1 Components of Fitness – A Study in Purpose

Students develop an understanding about the components of fitness in this unit of work. They explore how each component of fitness assists in sports performance, as well as learning how to measure and develop their components of fitness. Students participate in a range of fitness tests and following this, in activities to develop these components of fitness.

Term 2 High Intensity Fitness – A Study in Power In this unit of work, students analyse and evaluate high intensity fitness regimes and their benefit to overall fitness. They begin to explore elements of training programs, including principles of training and physiological adaptations to training. Students will experience a range of training activities to develop aerobic and anaerobic endurance.

Term 3 Strength and Speed – a Study in Balance Students specifically explore speed and strength in this unit of work. They participate in a range of activities to develop these components of fitness and

Term 4 In-Depth Sport Study – A study in Tactics In this unit, students learn about the different attacking and defensive strategies available to them in the area of ‘invasion games’. Through the use of modified games, students will develop their understanding of how they can attack and defend in sport; effectively increasing their understanding of game-play and decision-making in sport. Students can participate in a range of sports, or one specific sport best suited to the cohort.


A • Develops an outstanding understanding of how they can enrich their sporting performance. • Always actively partakes in activities in order to enrich their sporting performance. • Shows outstanding understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

B • Develops a high understanding of how they can enrich their sporting performance. • Actively partakes in activities in order to enrich their sporting performance. • Shows a high understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

C • Develops a sound understanding of how they can enrich their sporting performance. • Actively partakes in activities in order to enrich their sporting performance. • Shows a sound understanding of how to make tactical decisions, plan, anticipate and read play. • Is able to work as part of a team, communicate effectively and interact in a positive manner with others.

D • Develops a basic understanding of how they can enrich their sporting performance. • Sometimes partakes in activities in order to enrich their sporting performance. • Shows a basic understanding of how to make tactical decisions, plan, anticipate and read play. • Is sometimes able to work as part of a team, communicate effectively and interact in a positive manner

with others.

E • Develops a limited understanding of how they can enrich their sporting performance. • Rarely partakes in activities in order to enrich their sporting performance. • Shows a limited understanding of how to make tactical decisions, plan, anticipate and read play. • Is rarely able to work as part of a team or interact in a positive manner with others.

32

Tourism

This course provides the skills and knowledge for an individual to be competent in a defined range of basic tourism technical skills. Students will learn about the planning of tourism products and the services that take place, in the field of tourism. The field includes any destination, local or regional area, tourist precinct, site, attraction or onboard form of transportation. The course reflects the role of students who perform a range of mainly routine tasks, using limited practical skills and fundamental operational knowledge in a defined context.

This course gives the students an insight into the tourism industry sectors. The course is very flexible and is designed to meet a broad range of basic tourism industry needs. It recognises the diversity of tourism operations and the increasing industry trend for operators to provide specialised tourism products. The types of enterprise to which this qualification may apply include retail travel agencies of any sort, tour wholesalers, tour operators of any sort (e.g. coach, camping, cruise boat, four-wheel drive or walking), attractions, cultural and heritage sites and any small tourism business requiring multi-skilled employees.

Timeline Tourism Term 1 Computer operations & ICT management – A study in Skill

Students learn to use a variety of computer skills and software programs. They will develop their research and web design skills.

Term 2 Australian Indigenous Cultures – A study in Legends (5 weeks) Research general information on Australian Indigenous cultures and legendary destinations. Australian destinations – A study in Marketing (5 weeks) Research general information on Australian destinations and holiday places and design advertising materials to promote these destinations.

Term 3 Looking through GOOGLE EARTH – A study in Discovery (5 weeks) Using GOOGLE EARTH students with learn and discovery destinations from around the world, and what these places have to offer to tourism. Choose a country – A study in Marketing (5 weeks) Students will gain knowledge and understanding of different countries and cultures around the world.

Term 4 Plan ‘that’ trip – a study in Planning Using a culmination of their ICT and research skills, their knowledge of various websites and design skills, students will plan and cost a holiday itinerary as their major assessment task.

Tourism involves a focus on using ICT and internet research to deliver the Tourism outcomes for this course.


A • Student has an extensive knowledge and understanding of the core strands. • Student has achieved a very high level of competence in the processes and skills of TOURISM, including

communication, teamwork, problem solving, initiative and enterprise, planning and organisation, self-management, learning and technology

• Students are able to apply these skills to new situations.

B • Student has a thorough knowledge and understanding of the core strands. • Student has achieved a high level of competence in the processes and skills of TOURISM, including


• Students can apply this knowledge and skills in most situations.

33

C • Student has a sound knowledge and understanding of the core strands. • Student has achieved an adequate level of competence in the processes and skills of TOURISM, including


D • Student has a basic knowledge and understanding of the core strands. • Student has achieved a limited level of competence in the processes and skills of TOURISM, including


E • Student has an elementary knowledge and understanding of some areas of the core strands. • Student has achieved very little competence in some of the processes and skills of TOURISM, including

communicating, decision-making, interacting, moving, planning, problem-solving.

34

Transition to Trades

There is a recognised shortage of qualified tradespeople in Australia. This new course is being offered for those students who have an interest in pursuing a career in a trade or want to find out more about what is involved in this employment field.

This elective provides an introduction to the knowledge and skills needed to work as a tradesperson beyond school. The course will focus on a variety of trade areas including carpentry, landscaping, bricklaying, furniture restoration, metalworking and drafting.

Timeline Transition to Trades

Term 1 TIMBER TRADES The manufacture of timber based construction projects- carryall toolbox and a timber concrete float. Students learn to measure and mark out and prepare materials from a workshop drawing. Safely use power tools and machines in the production of practical projects.

Term 2 METAL TRADES The manufacture of sheet metal based construction projects- concrete edging tool. Students learn to measure and mark out and prepare materials from a workshop drawing. Safely use power tools and machines in the production of practical projects.

Term 3

&

Term 4

OUTDOOR STRUCTURES AND LANDSCAPING Students will undertake various outdoor landscaping projects around the school grounds these projects may include: building retaining walls, bricklaying ,concreting pathways and building outdoor structures and landscaping garden areas


A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

35

APPENDIX

36

What is the RoSA?

The Record of School Achievement (RoSA) is the credential for students who leave school at the completion of Stage 5 and before they receive their Higher School Certificate (HSC). The RoSA is cumulative record of all academic achievement. To summarise:

- The RoSA is designed to record and credential all of a secondary school student’s academic results up until the HSC.

- The RoSA will detail grades for courses a student completes right up until the time they leave school. - If a student leaves school before receiving a grade in Year 11 or Year 12 courses, their RoSA will record the

courses they commenced. - This measure acknowledges the fact that some students begin senior secondary study but then leave school

for employment or other training opportunities before receiving their HSC.

Is it the same as the former School Certificate?

The eligibility requirements for the RoSA are essentially unchanged from the School Certificate, except for the deletion of the School Certificate tests. Requirements relating to curriculum, school attendance and the completion of Year 10 are identical to those that previously applied for the School Certificate.

What is the RoSA actually made up of?

The RoSA will contain the following information:

- Stage 5 courses listed in a sequence consisting of English, Mathematics, Science, Australian Geography, Australian History, followed by other Board Developed Courses and then Board Endorsed Courses in alphabetical order with the student’s grade shown to the right of each course.

- All mandatory curriculum requirements (ie English, Mathematics, Science, HSIE, Languages, Technology, Music, Visual Arts, PDHPE) listed under a separate heading with an indication of completion by the student.

- A statement that the student is eligible for the award of a Record of School Achievement. - VET courses will be recorded as ‘Completed’ with the footnote Refer to Vocational Documentation. - Courses based on Life Skills outcomes and content will be recorded as ‘Completed’ with the footnote See

Profile of Student Achievement.

For more information, visit http://www.boardofstudies.nsw.edu.au/rosa/

THE RECORD OF STUDENT ACHIEVEMENT (ROSA)

http://www.boardofstudies.nsw.edu.au/rosa/

37

SARAH REDFERN HIGH SCHOOL

ILLNESS, ACCIDENT or MISADVENTURE APPEAL

Student’s Name: _________________________________ Year:__________ I hereby request a review in: Course: ____________________________ Assessment Task No. _____ Date Due / / Reason/s for Appeal:

• Documentation attached to support your appeal

Medical certificate Doctor: __________________________ Date / /

Other documentation _____________________________________________ • The illness/misadventure was first notified: To: _______________________________________________________________________ Day: _________________________ Date / / Time : am / pm Student Signature: _______________________________________________ Date / / Parent Signature: _______________________________________________ Date / /

STUDENTS MUST HAND the COMPLETED FORM, TOGETHER WITH a MEDICAL CERTIFICATE and/or STATEMENTS and DOCUMENTATION to

the RELEVANT SUPERVISOR OF THE SUBJECT ON THE NEXT DAY AT SCHOOL ___________________________________________________________________________ Appeal was received by Head Teacher: Date / / Time : am / pm

Comment by Subject Supervisor: Signed: Date / /

Comment by Principal:

Signed: Date / /

Completed form and documentation forwarded to the supervising Senior Executive for filing

38

Common Grade Scale (CGS)

The Common Grade Scale shown below can be used to report student achievement in junior secondary years. The Common Grade Scale describes performance at each of five grade levels.


SATI

SFAC

TORY





N Not achieved Not attempted Has not satisfied basic requirements for the course

UN

SATI

SFAC

TORY

39

Course Performance Descriptors (RoSA only) General performance descriptors The general performance descriptors describe performance at each of five grade levels.


SATI

SFAC

TORY





N Not achieved Not attempted Has not satisfied basic requirements for the course

UN

SATI

SFAC

TORY

The most current Stage 5 course specific Course Performance Descriptors can be found at

http://www.boardofstudies.nsw.edu.au/syllabus_sc/

http://www.boardofstudies.nsw.edu.au/syllabus_sc/

40

ASSESSMENT PLANNER – 2017 | TERM 1

Week

Subject and Task Due

1

2

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Documents

STAGE 5 - Home - Sarah Redfern High School the beginning of Stage 5, students will be issued with this Stage 5 Assessment Guidelines Booklet which is designed to provide an overall