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Assessment Policy and Procedures

For

Stage 5 Record of School Achievement (RoSA) - 2018

Student Booklet Year 10

The Canobolas Rural Technology High School

The Canobolas Rural Technology High School Year 10 RoSA Assessment Policy and Procedures 2018

1

TABLE OF CONTENTS

Introduction to the RoSA (Record of School Achievement) ................................................................................ 2 ELIGIBILITY AND ISSUANCE .............................................................................................................................................. 2

RoSA Credentials ............................................................................................................................................. 2 A CREDENTIAL FOR SCHOOL LEAVERS ................................................................................................................................ 3 REPORTING OF ACHIEVEMENT ......................................................................................................................................... 3 STUDENT ERECORD ....................................................................................................................................................... 3 FAIR GRADES FOR EVERYONE ........................................................................................................................................... 3

Stage 5 grades ................................................................................................................................................. 4 ASSESSMENT FOR THE STAGE 5 ROSA .............................................................................................................................. 4 SATISFACTORY COMPLETION OF A COURSE ........................................................................................................................ 5

The Assessment Program ................................................................................................................................. 5 FAILURE TO PERFORM ASSESSMENT TASKS........................................................................................................................ 5 LATE SUBMISSIONS ....................................................................................................................................................... 6 UNSATISFACTORY COMPLETION OF ASSESSMENT TASKS AND COURSEWORK ................................................................. 6 TECHNOLOGICAL FAILURE ............................................................................................................................................... 6 TECHNOLOGICAL FAILURE IS NOT A LEGITIMATE REASON FOR FAILING TO HAND IN ASSESSMENT TASKS ON TIME. ........................... 6 PLAGIARISM AND INTERNET CHEATING ............................................................................................................................. 6 STUDENT RESPONSIBILITIES ............................................................................................................................................ 7

(i) Assessment Schedule ....................................................................................................................................... 7 (ii) Presenting Work ............................................................................................................................................. 7

ASSESSMENT, SCHOOL REVIEWS AND APPEALS TO NESA .................................................................................................... 8

Assessment Calendar for RoSA Subjects – Year 10 2018 .................................................................................... 9 Specific Subject Assessment Schedules ........................................................................................................... 10

ABORIGINAL STUDIES .............................................................................................................................................. ….10 CHILD STUDIES ........................................................................................................................................................... 11 DANCE ...................................................................................................................................................................... 12 ENGLISH .................................................................................................................................................................... 13 ENGLISH SUPPORT ..................................................................................................................................................... 14 FOOD TECHNOLOGY .................................................................................................................................................... 15 GEOGRAPHY - MANDATORY ......................................................................................................................................... 16 HISTORY - MANDATORY ............................................................................................................................................... 17 INDUSTRIAL TECHNOLOGY – ENGINEERING AND TIMBER ................................................................................................. 18 ISTEM ....................................................................................................................................................................... 19 MATHEMATICS – 5.1 .................................................................................................................................................. 20 MATHEMATICS 5.2/5.3............................................................................................................................................... 21 MUSIC………………………………………………………………………………………………………………………………………………………………22 PASS - PHYSICAL ACTIVITY AND SPORTS STUDIES…………………………………………………………………………………………….……….23 PDHPE - PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION……………………………………….…………..………….……….24 PHOTOGRAPHY AND DIGITAL MEDIA.…………………………………………………………………………………………………………………….25 SCIENCE…………………………………………………………………………………………………………………………………………………….……..26 VISUAL ARTS……………………………………………………………………………………………………………………………………………………….27 VISUAL DESIGN….…………………………………………………………………………………………………………………………………………......28

Application for Illness / Misadventure Appeal – Assessment Task ................................................................... 29 Application for an Extension for an Assessment Task ...................................................................................... 30 Sample Letter: Non-Completion of a Stage 5 RoSA Course .............................................................................. 31 Year 10 RoSA Assessment Task Year Planner – 2018 ....................................................................................... 32


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Introduction to the RoSA (Record of School Achievement)

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

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

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

Eligibility and issuance

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

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

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

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

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

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

RoSA Credentials

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

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

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

It also includes any extra-curricular certification achieved.


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A credential for school leavers

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

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

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

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

Reporting of achievement

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

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

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

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

earned by the student in undertaking the course.

Student eRecord

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

Fair grades for everyone

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

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

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

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

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

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


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

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

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

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

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

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

these skills to most situations.

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

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

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

level of competence in the processes and skills.

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

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

Assessment for the Stage 5 RoSA

The purposes of assessment are to:

Assist student learning

Evaluate and improve teaching and learning programs

Assess student achievement in each course

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

Teachers will assess against standards.

Teachers focus on overall achievement of syllabus outcomes.

The assessment tasks that teachers will use will be linked to outcomes.

Students will be given the opportunity to demonstrate their achievement of outcomes in a range of task types.

The outcomes to be assessed influence the type of assessment tasks used.

Students will know before the task the criteria on which they are to be judged.

The marking schemes for each task are aligned to the standards by including the wording of syllabus outcomes and the performance bands.

The ranking and relative differences between students come from different levels of achievement of the specified standards.

Students will receive feedback that recognises what they can do and what they need to do in order to improve their level of performance.

Towards the end of a Stage 5 RoSA course, a judgement will be made as to whether the student has satisfactorily completed the course.


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Satisfactory Completion of a Course

Course completion criteria A student will be considered to have satisfactorily completed a course if, in the Principal's view, there is sufficient evidence that the student has: (a) Followed the course developed or endorsed by NESA; and (b) Applied themselves with diligence and sustained effort to the set tasks and experiences provided in

the course by the school; and (c) Achieved some or all of the course outcomes. For the satisfactory completion of a course, NESA does not mandate attendance requirements. As a guide, however, if a student's attendance falls below 85% of a school's programmed lesson time for a course, a Principal may determine that, as a result of absence, the above course completion criteria may not be met. Clearly, absences will be regarded seriously by Principals who must give students early written warning of the consequences of non-completion of course requirements. The warning must relate the student's absence to non-completion of course requirements

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

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

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

ii) The relative value of each of these tasks.

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

Failure to Perform Assessment Tasks

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


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Late Submissions

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

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

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

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

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

Unsatisfactory Completion of Assessment Tasks and Coursework

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

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

Technological Failure

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

Plagiarism and Internet Cheating

Where there is clear evidence of plagiarism in assessment tasks, students will receive a zero (0) for that task. Where direct quotes are used, these must be acknowledged by the appropriate use of quotation marks.


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Students who simply copy material from the Internet and present material as their own will receive zero (0) for that task.

Student Responsibilities

(i) Assessment Schedule

Students must:

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

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

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

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

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

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

(ii) Presenting Work

Students must:

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

Present their own work.

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

Acknowledge all sources of information used.


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Assessment, School Reviews and Appeals to NESA

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

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

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

its stated assessment program.

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

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

Ms A Forbes Ms K Wootten YEAR 10 ADVISER PRINCIPAL


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Assessment Calendar for RoSA Subjects – Year 10 2018 WEEK TERM 1 TERM 2 TERM 3 TERM 4

1 Maths 5.1

Maths 5.2/5.3

2

History Photography and

Digital Media Science

Visual Design

Child Studies Dance

Geography Music

Photography and Digital Media

3 Biology

Geography

Child Studies English

English Support Visual Design

4 Industrial Technology – Engineering & Timber

Visual Arts

Maths 5.1 Maths 5.2/5.3

English Visual Arts

5 iSTEM iSTEM

6

HALF YEARLY EXAMINATIONS

Aboriginal Studies Geography

History English

English Support

Music Science

YEARLY EXAMINATIONS

Aboriginal Studies English Support

Geography History

7

Child Studies Dance

Industrial Technology – Engineering & Timber

Dance Music

8 Aboriginal Studies PASS Aboriginal Studies

iSTEM Visual Arts

9

Food Technology iSTEM PDHPE

Visual Arts

Food Technology

Dance English

English Support Food Technology

Industrial Technology – Engineering & Timber


10

English Support Photography and Digital

Media Music

PDHPE History PASS

Visual Design

11 English PASS

Visual Design

The Canobolas Rural Technology High School Stage 5 ROSA Assessment Policy and Procedures – Year 10 2018

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Specific Subject Assessment Schedules

Aboriginal Studies

KLA: HSIE Head Teacher: J Conliffe Year Group: 10

Task Task Type Topic Date Weighting

%

Areas for Assessment

1 2 3 4 5

1 Multi-Media

Presentation

To be

determined by

class interest

Term 1

Week 8 20

2 Half-Yearly Class

Seminars Core 2

Term 2

Week 6 20

3

Community

Consultation

Case Study

To be

determined by

class interest

Term 3

Week 8 40

4

Yearly Class

Seminars Core 2

Term 4

Week 6 20

Areas for Assessment - Reporting Outcomes

Description - A student:

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

expression

2 Investigates and researches aspects of Aboriginal Communities

3 Communicates effectively in a variety of forms

4 Interprets, processes and understands data relating to Aboriginal communities

5 Undertakes research and communicates effectively using appropriate and ethical

protocols


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Child Studies

KLA: PDHPE Head Teacher: P Finlay Year Group: 10

Task Task Type Topic Date Due Weighting

%


1 2 3

4

1 Practical and

Folio

Health & Safety, Food & Nutrition in

Childhood

Term 1 Week 7

25

2 Research Play and the

Developing Child Term 3 Week 3

30

3 Research Media &

Technology in Childhood

Term 4 Week 2

20

4 Yearly

Examination All topics

Term 4 Week 6

25

Areas for Assessment – Reporting Outcomes


1 Describes aspects of child development

2 Knows and understands the skills required for positive parenting

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

4 Researches, communicates and evaluates issues related to child development


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Dance

KLA: PDHPE Head Teacher: A Hurford Year Group: 10

Task Task Type Topic Date Weighting %


1 2 3 4 5 6 7 8

1

Research Profile Jazz It Up Term 1 Week 7

10

2

Practical Participation, Effort

and Skill Development

Performance Semester

1 15

3

Nutrition Research and Food Diary

Fitness for Dance Term 2 Week 7

20

4 Dance Journal Dance

Term 2 Week 7

10

5 Core Composition

Stimulus- Response

Term 3 Week 9

20

6

Practical Participation, Effort

and Skill Development

Performance Semester

2 15

7 Dance Journal Dance

Term 4 Week 2

10



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

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

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

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

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

6 Composes and structures dance movement that communicates idea

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

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


13

English

KLA: English Head Teacher: G Carter Year Group: 10


% Areas for Assessment

1 2 3 4 5

1

Visual Representation and Justification

Representations of Australia in Film

Term 1 Week 11

25

2

Critical, creative and visual response

Truth and Justice – Close Study of a Text

Term 2 Week 6

25

3

In-class poetry analysis

Protest Poetry Term 3 Week 3

5

4

SPECS and SLIMS analysis and oral

presentation Protest Poetry

Term 3 Week 9

20

5

Portfolio of writing and reflection statement

All units Term 4 Week 4

10

6 Yearly

examination In Their Position

Term 4 Week 6

15



1 Uses a range of strategies and technologies to communicate appropriately

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

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

4 Interprets and investigates the similarities between and among texts

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


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English Support

KLA: English Head Teacher: G Carter Year Group: 10



1 2 3 4 5

1

Portfolio 1

Representations of

Australia in Film

Term 1 Week 10

25

2

Portfolio 2

Close Study of Text

Term 2 Week 6

25

3 Skills Test Protest Out Loud Term 3 Week 3

5

4

Portfolio 3 Protest Out Loud

In their Position

Term 3 Week 9

20

5

Portfolio 4

Preparing for Senior

English

Term 4 Week 6

25



1 Uses a range of strategies and technologies to communicate appropriately

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

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

4 Interprets and investigates the similarities between and among texts

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


15

Food Technology

KLA: TAS Head Teacher: P Finlay Year Group: 10

Task Task Type Topic Date Due Weighting

%


1 2 3 4 5

1 Design and

Practical task Food Equity

Term 1 Week 9

25

2 Research and Practical Task

Food Trends Term 2 Week 9

30

3 Design and

Practical task Food Product Development

Term 3 Week 9

30

4 Yearly

Examination All previously studied topics

Term 4 Week 6

15

Areas for Assessment – Reporting Outcomes


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

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

3 Researches, evaluates and communicates issues related to food

4 Designs, produces and evaluates solutions for food-specific purposes

5 Evaluates the significant role of food in society


16

Geography - Mandatory


Task Task Type Topic Date Weighting Areas for Assessment

1 2 3 4 5

1 Assessment

Work Booklet

Environmental

Change and

Management

Term 2

Week 3 20

2

Knowledge and

understanding

booklets

Semester 1

Topics covered

Term 2

Week 6 20

3 Assessment

Work Booklet

Human

Wellbeing

Term 4

Week 2 30

4

Knowledge and

Understanding

booklets

Semester 2

Topics

Term 4

Week 6 30



1 Recalls and applies knowledge of geographical facts

2 Interprets, processes and understands geographical information

3 Undertakes geographical enquiry

4 Chooses and applies geographical tools

5 Communicates information in a variety of forms


17

History - Mandatory



%


1 2 3 4

1

Research Source

analysis Case

study

Rights and

Freedoms

Term 2

Week 2 20

2

Knowledge and

understanding

booklets

Semester 1

Topics covered

Term 2

Week 6 20

3

Source analysis,

Research and

presentation

Popular Culture Term 3

Week 10 30

4

Knowledge and

Understanding

booklets

Semester 2

Topics

Term 4

Week 6 30



1 Recalls and applies knowledge of historical facts

2 Interprets, processes and understands historical information

3 Undertakes historical enquiry

4 Communicates information in a variety of forms


18

Industrial Technology – Engineering

Industrial Technology - Timber

KLA: TAS Head Teacher: P Finlay Year Group: 10



1 2 3 4

1 Research

Assignment Technologies

Term 1 Week 7

15

2 Practical project and supporting

theory Semester 1 Project

Term 2 Week 4

35

3 Practical project and supporting

theory Semester 2 Project

Term 3 Week 9

35

4 Yearly


Term 4 Week 6

15



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

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

3 Appreciates the impact of technologies on our everyday lives.

4 Illustrates practical projects and production processes


19

iStem

KLA: STEM Head Teacher: M Scott Year Group: 10



1 2 3 4 5

1 CAD CAM Computer

manufactured products

Term 1 Week 9

20

2 Problem solving

tasks Space Challenge

Term 2 Week 5

30

3 Coding Mars Rover Challenge

Term 3 Week 8

20

4 Student Directed

Inquiry

Student choice investigation & STEM Fair

Term 4 Week 5

30



1 Uses inquiry based learning skills appropriate to STEM activities

2 Recalls and applies knowledge and understanding of STEM principles and processes

3 Solves technology based problems

4 Communicates effectively

5 Critically evaluates information and solutions


20

Mathematics 5.1

KLA: Mathematics Head Teacher: M Boardman Year Group: 10

Task Task Type Topics Date Weighting


1 2 3 4 5 6 7

1 Assessment

Task 1 Area & Surface Area

Term 2 Week 1

15

2 Semester 1 Classwork

Financial Mathematics Area and Surface Area

Indices Numbers of Any Magnitude

Coordinate Geometry

Term 1/2 10

3 Half Yearly

Examination

Financial Mathematics Area and Surface Area

Indices Numbers of Any Magnitude

Coordinate Geometry

Term 2 Week 6

15

4 Assessment

Task 2 Data Analysis

Term 3 Week 4

20


Non-Linear Relationships Data Analysis

Probability Trigonometry

Ratios and Rates Volume

Term 3/4 10

6 Yearly

Examination

Non-Linear Relationships Data Analysis

Probability Trigonometry

Ratios and Rates Volume

Term 4 Week 6

30



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

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

3 Recognises patterns, describes relationships, and applies algebraic techniques

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

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

6 Collects, represents, analyses, interprets and evaluates data

7 Assigns and uses probabilities


21

Mathematics 5.2 / 5.3

KLA: Mathematics Head Teacher: M Boardman Year Group: 10

Task Task Type Topics Date Weighting


1 2 3 4 5 6 7

1 Assessment

Task 1 Trigonometry

Term 2 Week 1

15


Algebraic Techniques Trigonometry

Equations and Inequalities Simultaneous Equations

Term 1/2 10

3 Half Yearly

Examination

Algebraic Techniques Trigonometry

Equations and Inequalities Simultaneous Equations

Term 2 Week 6

15

4 Assessment

Task 2 Coordinate Geometry

Term 3 Week 4

20


Coordinate Geometry Algebraic Techniques

Indices and Surds Probability

Non-Linear Relationships

Term 3/4 10

6 Yearly

Examination

Co-ordinate Geometry Algebraic Techniques

Indices and Surds Probability

Non-Linear Relationships

Term 4 Week 6

30



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

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

3 Recognises patterns, describes relationships, and applies algebraic techniques

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

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

6 Collects, represents, analyses, interprets and evaluates data

7 Assigns and uses probabilities


22

Music

KLA: Creative and Performing Arts Head Teacher: G Lindsay Year Group: 10



1 2 3 4

1

Listening Performance

Classical Music Term 1

Week 10 20 10

2

Composition Performance

Jazz Music Term 2 Week 7

10 10

3

Performance Listening

Rock Music Term 3 Week 6

20 10

4

Composition Music and

Technology Term 4 Week 2

20


Description

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

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

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

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


23

PASS - Physical Activity and Sport Studies




1 2 3 4 5 6 7 8

1

Visual Presentation Technology,

Participation & Performance

Term 1 Week 11

25

2

Practical Team and Individual Skills,

Effort and Attitude Practical Lessons

Semester 1

20

3

Media Portfolio Sports Media Term 2 Week 8

25

4

Athlete Nutrition Program

Nutrition and Physical Activity

Term 3 Week 10

10

5 Practical Team and

Individual Skills, Effort and Attitude

Practical Lessons Semester

2 20



1 Discusses the nature and impact of technology on the development of physical activity and sport

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

3 Discusses how components of fitness limit and enhance movement and performance

4 Analyses the benefits of participation and performance in physical activity settings

5 Applies management and planning skills to improve personal health and fitness

6 Demonstrates understanding of the contribution of the media to creating ideas about sport and physical activity

7 Demonstrates strategies to enhance participation, skill development and performance

8 Evaluates the characteristics of enjoyable participation and quality performance in physical activity settings


24

PDHPE - Personal Development, Health and Physical Education



Description – A Student:

1 Analyses the attitudes, behaviours and consequences of young people related to health issues.

2 Adapts and applies decision making processes and communication skills to promote health and safe

behaviours

3 Accesses, analyses, evaluates and uses information from a variety of sources

4 Understands the working environment and evaluates potential career options and pathways

5 Devises, justifies and implements plans and solutions to potential life challenges

6 Confidently uses movement and applies strategies to enhance participation in lifelong physical activity

7 Adopts roles to enhance their own and others’ enjoyment of physical activity


%


1 2 3 4 5 6 7

1 Smart Party Plan

Be a Smarty When it

Comes to the Party

Term 1

Week 9 20

2

Practical team

and individual

Skills, Effort and

Attitude


1 20

3

Safe Driving

Examination

Reduce the Dead

Load- Be Safe on the

Road

Term 2

Week 10 20

4

Yearly

Examination

All Content and

topics covered

Term 4

Week 6 20

5

Practical team

and individual

Skills, Effort and

Attitude


2 20


25





1 2 3 4

1

Portfolio of photographic work

and diary

Photography Making

Term 1 Week 10

30

2 Research Task

Photography History

Term 2 Week 2

20

3

Portfolio of photographic work

and diary

Photography Making

Term 3 Week 9

30

4 Critique

Photography Criticism

Term 4 Week 2

20


Description

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

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

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

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


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Science

KLA: Science Head Teacher: B Curran Year Group: 10

Task Task Type Topic Date

Weighting %


1 2 3 4 5

1 First-Hand

Investigation & Report

Science Investigation

Skills

Term 2

Week 2 40

2 Skills Assessment Skills Semester 1 15

3 Problem Solving

Activity Chemical World

Term 3

Week 6 20

4 Yearly


Term 4

Week 6 25

14Areas for Assessment - Reporting Outcomes


1 Communicates scientific ideas and evidence in an appropriate form

2 Recalls and applies knowledge of scientific facts and concepts

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

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

5 Collaboratively identifies and produces creative solutions to problems


27

Visual Arts




1 2 3 4

1

Portfolio of artworks and art

diary Art Making

Term 1 Week 9

30

2 Research Task Art History

Term 2 Week 4

20

3

Portfolio of artworks and art

diary Art Making

Term 3 Week 8

30

4 Critique Art Criticism

Term 4 Week 4

20


Description

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

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

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

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


28

Visual Design




1 2 3 4

1

Portfolio of design works and diary

Design Making Term 1

Week 11 30

2 Research Task Design History

Term 2 Week 2

20

3

Portfolio of design works and art diary

Design Making Term 3

Week 10 30

4 Critique Design Criticism

Term 4 Week 3

20


Description

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

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

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

4 Explores the work of designers, design historians and design critics


29

APPENDIX A

Application for Illness / Misadventure Appeal – Assessment Task

HSC PRELIMINARY YR 10 ROSA (Please tick the box)

STUDENT NAME: _____________________________ DATE: __________________ COURSE: ___________________________________ TEACHER: ______________________ DUE DATE OF TASK: ___________________________________ BRIEF DESCRIPTION OF TASK CONCERNED: _____________________________________________________________________________________ _____________________________________________________________________________________

I hereby lodge an Illness/Misadventure appeal as I feel that my performance on the task has been affected by factors outside my control eg. illness, accident or extenuating circumstance. The following factors have affected my performance or prevented me submitting this Assessment Task: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

(Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances.)

Student’s Signature: ______________________ Parent/Guardian: _____________________

Decision by Deputy Principal/Principal: Appeal Granted Appeal Declined Recommendation and Alternative Arrangements: _____________________________________________________________________________________ ________________________________________________________________________________

Deputy Principal / Principal Signature: __________________________Date: ________________ Copies to: Deputy Principal Head Teacher Student Student’s File

THE CANOBOLAS RURAL TECHNOLOGY HIGH SCHOOL


30

APPENDIX B

Application for an Extension for an Assessment Task HSC PRELIMINARY YR 10 ROSA (Please tick the box)

STUDENT NAME: _____________________________ DATE:_______________________ COURSE: ___________________________________ TEACHER: _____________________ DATE OF TASK: ___________________________________ BRIEF DESCRIPTION OF TASK CONCERNED: ________________________________________________________________________________________ ________________________________________________________________________________________ I hereby apply for an extension based on consideration of the following facts which will prevent me submitting this Assessment Task by the due date or attending school on the scheduled date of a task. (Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances). Factors which will prevent me submitting this Assessment Task by the due date: ____________________________________________________________________________________________

________________________________________________________________________________________ (Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances.)

Student’s Signature: ______________________ Parent/Guardian: ______________________ Negotiated New Date of Task: __________________________ Comment: __________________________________________________________________________

___________________________________________________________________________________ Head Teacher/Teacher’s Signature: _________________________ Date: ____________________ Recommendation: ____________________________________________________________________ ___________________________________________________________________________________

Extension Granted Application Declined Comment _____________________________________________________________________ Deputy Principal: ___________________________________ Date: ________________

Copies to: Deputy Principal Head Teacher Student Student’s File



31

APPENDIX C

Sample Letter: Non-Completion of a Stage 5 RoSA Course

Students Name: ……………………………………………….. Date: ……………………………………. Dear ……………………………………………… The purpose of this letter is to warn you that ……………………………………………………… (student) is in danger of receiving an “N” determination for the non-completion of course requirements in the course listed below This determination will mean that he/she will not receive a grade in this course and it will/may affect his/her eligibility for the award of a Stage 5 RoSA. COURSE IN JEOPARDY: This is/is not a mandatory course A student who is given an “N” determination in a mandatory course will not be issued with a Stage 5 RoSA. He/she will, however remain eligible to sit for and receive results in the Stage 5 RoSA Tests. The following information specifies those areas where ………………………………………. (student) is failing to meet NESA requirements. The satisfactory completion of a course requires principals to have sufficient evidence that the student has: a) followed the course developed or endorsed by NESA; and b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and c) achieved some or all of the course outcomes ………………………………………………(Student) has not to date satisfactorily met…………………………. (a), (b), (c) or all three areas. The following list notifies you of those tasks, requirements or outcomes not yet completes and/or for which………………………………….. (student) has not made a genuine attempt. In order for him/her to satisfy course requirements the following tasks, requirements or outcomes need to be satisfactorily completed.

Task Name/Course Requirement/ Course Outcome

Date Task Initially Due

Action Required by Student

Date to be Completed

Please regard this letter as an official warning. The Board of Studies, Teaching and Educational Standards requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. This is the …………. warning we have issued to this student concerning ……………. NESA requires principals to issue a minimum of two course-specific warnings prior to a final “N” determination being made for a course. Please discuss this matter with ………………………….. (student) and contact the school if further information or clarification is needed. Yours sincerely Head Teacher Principal ………………………………………………………………………………………………………………………………………………… Please detach this section and return it to the school. REQUIREMENTS FOR THE SATISFACTORY COMPLETION OF A STAGE 5 ROSA COURSE I have received the letter dated …………. indicating ……………………………. (student) is in danger of not satisfactorily completing the course listed in the letter. I am award that this course may appear on his/her Record of Achievement Part A with an “N”. I am also aware that the “N” determination may make him/her ineligible for the award of the Stage 5 RoSA. Parent/Guardian Signature: …………………………………………………………………… Date: ...…………………………………………………………………………………..


32

Year 10 RoSA Assessment Task Year Planner – 2018

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

WEEK TERM 1 TERM 2 TERM 3 TERM 4

1

2

3

4

5

6

HALF-YEARLY

EXAMINATIONS

YEARLY EXAMINATIONS

7

8

9

10

11


33


34

TO YEAR 10 STUDENTS AND PARENTS/GUARDIANS

Please sign the statement below and return it to the Year 10 Adviser as soon as you can.

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

………………………………………………………………………………………………………………………………..…………………


STAGE 5 ROSA – YEAR 10 - ASSESSMENT SCHEDULE

NAME OF STUDENT: …………………………………………………………….. NAME OF PARENT/GUARDIAN: ……………………………………………….. We have read and understood the assessment procedures for the Stage 5 RoSA – Year 10. SIGNED: (Parent/Guardian) ………………………………………………………. SIGNED: (Student) ………………………………………………………………..

assessment policy and procedures for stage 5 record of ...€¦ · assist student learning evaluate...

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