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SEFTON HIGH SCHOOL

SEFTON HIGH SCHOOL

YEAR 9

ASSESSMENT HANDBOOK

2021

44

YEAR 9 ASSESSMENT HANDBOOK 20217

SEFTON HIGH SCHOOL

Sincerity, Scholarship, Service

YEAR 9 ASSESSMENT HANDBOOK

2021

AIMS

The aims of this Handbook are

· to inform students and their parents of assessment procedures and rules for Year 9 students that are essential for the successful achievement of course outcomes across all courses.

· to prepare students and their parents to understand the NSW Education Standards Authority (NESA) requirements and rules for formal academic accreditation in later years.

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

· SCHOOL EMBLEM

· ADDRESS

Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

· TELEPHONE NUMBER

9644 4800

· FACSIMILE

9743 7161

· SCHOOL MOTTO

Sincerity, Scholarship, Service

· WEBSITE

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

· EMAIL

[email protected]

· FACEBOOK

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

· SCHOOL HOURS FOR STUDENTS

School hours are as follows.

Monday and Tuesday, 8.45 am to 2.30 pm

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

INDEX

PAGE

· SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR STUDENTS IN YEAR 93

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 98

· Commerce9

· Drama11

· English13

· Food Technology15

· Geography17

· History19

· History Elective20

· Industrial Technology – Electronics21

· Industrial Technology – Timber23

· Information and Software Technology 25

· Languages - Japanese27

· Mathematics29

· Personal Development / Health / Physical Education31

· Physical Activity and Sport Studies33

· Science35

· Visual Arts37

· CHARGES FOR YEAR 9 202139

· ATTENDANCE AND PUNCTUALITY41

· ELIGIBILITY FOR THE AWARD OF AN HSC41

· APPENDICES42

1. Approved Calculators for Assessment Tasks and Examinations 43

2. Writing a Bibliography44

3. Glossary of Key Words49

· SEFTON HIGH SCHOOL ASSESSMENT POLICY AND PROCEDURES FOR STUDENTS IN YEAR 9

· GENERAL GUIDELINES

· It is the responsibility of students and parents to be familiar with and comply with all elements of this policy and procedural framework.

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

· Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship. An Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside of class. Malpractice will result in a mark of zero and the issuing of a Assessment Task Zero Mark Notification letter. Students will be required to resubmit / resit the task in order to meet the course outcome requirements but the zero mark will remain. If plagiarism is of another student’s work, a decision will be made by the Appeals Committee, after investigation into the degree of complicity, as to whether the other student will also be penalised.

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

The following procedures are designed to ensure consistency in the implementation of the school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at the commencement of the course in the issuing of this Year 9 Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to refer regularly to his/her copy of the Year 9 Assessment Handbook. There is also a Personal Assessment Task Calendar in the SHS Student Planner for student use.

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

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

· syllabus outcomes to be assessed.

· the weighting of the task.

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

· the date of the task or, for a hand-in task, the due date and time.

Tasks which are to be handed in must be handed to the teacher during the scheduled lesson identified on the assessment task notification.

All issues regarding assessment tasks must in the first instance be addressed with the class teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is issued, it is the student’s responsibility to see the teacher to receive the notification. Students will know during which weeks a task is due/scheduled from this Year 9 Assessment Handbook.

Students must attend every timetabled period on the scheduled date of any assessment task up to and including the conclusion of the assessment task. Failure to do so will result in zero unless a written valid reason is received from, as a minimum, a parent and is submitted and substantiated by the relevant Head Teacher and/or Deputy Principal in accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural framework a decision shall be made by the appeals committee. The appeals committee may consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

· ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND EXAMINATIONS

· These must be completed at the scheduled time.

· If a student misses an in-class assessment or examination task through absence from school

· the student must submit a parent letter, preferably with a doctor’s certificate on the first school day back at school. The Head Teacher will determine the validity of the reason. The student may receive a zero mark if the Head Teacher determines the reason is invalid.

· the subject Head Teacher will make arrangements for the student to complete the task/examination. The expectation is that the student is ready to undertake that task on their first day of return. The exact time and date will be determined by the relevant Head Teacher and may well be in the student’s own time if necessary.

· ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A PARTICULAR DATE

1. These tasks are to be completed and submitted to the teacher in the scheduled lesson identified on the task notification. A signed Assessment Task Cover Sheet must be submitted at this time.

1. An assessment task must be handed to a teacher. Other than in exceptional circumstances assessment tasks must not be emailed. Any approval to email a task must be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to adhere to this will result in a zero score.

1. If a student does not submit an assessment task on or before the lesson identified on the task notification, the student must have a parent letter of explanation preferably with a doctor’s certificate explaining the non-submission. If non-submission is due to absence, supporting documents, together with the completed task, must be submitted to the Teacher on the first school day not covered by the parent letter or doctor’s certificate. The student may receive a zero mark if the Head Teacher determines the reason is invalid. Any doctor’s certificate must indicate the day/s the student is unfit for school inclusive of the date of the assessment task.

1. A student who believes that the awarding of the zero mark is unreasonable or incorrect may to appeal this decision. The relevant Head Teacher will assist the student with this process. The appeals committee will then make a determination. The determination of the appeals committee will be binding and final.

1. Problems with technology are not grounds for any assessment consideration.

· IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON THE DAY OF AN ASSESSMENT TASK

The student must advise the relevant Deputy Principal in writing prior to the day of the assessment task and provide supporting evidence. This includes any student who has been granted Extended Leave - Travel. One of the following decisions will then be made.

· The student may be permitted to do the task at the first opportunity when he/she returns. If the task is a hand-in task, the student must submit the task/assignment to his/her teacher before the due date, or make arrangements for someone to deliver it to the Head Teacher on the date due.

· The student may be given a substitute task.

· The reason for absence may be deemed invalid and a zero mark awarded. The student will still be required to complete the task to achieve outcomes.

· The student may be given an estimate based on his/her performance in completed course assessment tasks, but only in exceptional circumstances.

If a student is required to hand in or complete an assessment task in class on a day which falls during a period when the student is on suspension, the Principal or Deputy Principal will make arrangements to enable the student to comply with the school’s assessment requirements.

· APPEALS

· PURPOSE OF APPEALS

· Appeals may only be lodged in relation to decisions made by a Head Teacher and/or Deputy Principal relating to a student’s non-compliance with the requirements of the Sefton High School Assessment Policy.

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

· The appeals committee may uphold or deny the appeal. The appeals committee may impose a percentage of maximum marks penalty. The appeals committee may take a range of circumstances into making their determination as they see fit. The decision of the appeals committee shall be binding and final.

· PROCEDURE TO LODGE AN APPEAL BY A STUDENT

· Only appeals submitted using the Application to Appeal a Penalty in an Assessment Task form and completed by the student will be considered. This appeal form can be accessed from a Deputy Principal.

· The student must lodge a written appeal to the relevant Head Teacher stating the basis on which he/she is appealing. The Head Teacher will assist the student with procedural aspects of completing the form.

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

· CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS

· Students must

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

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

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

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

· not take food into the assessment/examination room other than for a known, verifiable medical condition.

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

· remain in the assessment/examination room until the assessment/examination time has elapsed and he/she is dismissed by the supervisor.

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

· not take an examination paper or writing booklet out of the examination room.

· use clear see-through plastic bags only as pencil cases.

· use clear see-through plastic drink bottles without a label that contains water only.

· FAILURE TO COMPLY WITH SCHOOL POLICY

· Failure to comply with school policy and procedures outlined will result in a zero mark which will be notified in writing through the issuing of an Assessment Task Zero Notification letter.

· MALPRACTICE

Malpractice is cheating. It will result in the student receiving a zero for the task. Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. It includes, but is not limited to

· taking any unauthorised material and/or notes into a test or examination.

· copying from another student.

· communicating with other students during a test or examination.

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

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

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

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

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

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

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

· paying someone to write or prepare material.

· breaching school examination rules.

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

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

· assisting another student to engage in malpractice.

· PLAGIARISM

· Plagiarism occurs when a student copies another person's work, and then states or implies that it is his/her own, without acknowledgment. This includes words and text from books and websites, drawings, maps, graphics and art, as well as ideas and thoughts.

· Plagiarism is cheating. It will result in the student receiving a zero for the task.

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

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

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

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

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

· changes the order of phrases in the sentence.

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

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

· This Year 9 Assessment Handbook contains a section on writing a bibliography and referencing quotes (Appendix 2).

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

· http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

IMPORTANT NOTE

· These assessment policies and procedures have been aligned with the NSW Education Standards Authority (NESA) provisions for the Higher School Certificate and will be applied consistently throughout all school years so as to best prepare students and parents for what lies ahead.

· In the external HSC examination, the NSW Education Standards Authority (NESA) awards zero to any script in which

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

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

· frivolous or objectionable material has been included.

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

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

· Only black non-erasable pens are to be used in Sefton High School assessment tasks (including examinations). Queries regarding marked tasks will not be addressed if any part of the task has been completed with an erasable pen or if correction fluid or tape has been used in that part of the task being queried.

44

COURSE DETAILS

AND

ASSESSMENT TASK

INFORMATION

FOR YEAR 9



COMMERCE

COURSE DESCRIPTION

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

COURSE OUTLINE

Five 80 minute periods over a cycle (2 weeks) is allocated to Commerce. Five units are studied over the year.

Topic 1Consumer and Financial Decisions (CORE)

Topic 2Investing (Option 1)

Topic 3 Employment and Work Futures (CORE)

Topic 4Running a Business (OPTION 2)

Topic 5Towards Independence (OPTION 3)

Topic 6 Travel (OPTION 4)

EXCURSION (Optional)

An Excursion to a business entity (eg shopping centre) may be undertaken.

COMPETITIONS

Australian Securities Exchange Sharemarket Game

Money Stuff Competition

EQUIPMENT REQUIRED

Pens, pencils, ruler, coloured pencils, glue, scissors, eraser

1 x A4 240 page exercise book or binder book

Calculator

ASSESSMENT

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

· Planned assessment events include two examinations and one research assignment set and marked in common across the course for all classes.

COURSE ASSESSMENT TASKSCLASS OR GROUP TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

REPORTED AS MARK OR GRADE

Task 1

Semester 1

Research Assessment

Term 1 Week 10

20%

Semester 1 Oral Communication

Term 1

Weeks 5-6

Mark 20

Semester 2 Skills and Knowledge Task

Term 3

Week 5-6

Mark 20

Task 2

Mid Year Examination

Term 2

Exam period

30%

Task 3

End of Year Examination

Term 4

Exam period

50%

REPORTING

The following reporting outcomes will be reported on. The student

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

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

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

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

DRAMA

COURSE DESCRIPTION

Drama enables young people to develop knowledge, understanding and skills individually and collaboratively to make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different situations, issues and ideas.

COURSE OUTLINE

This course draws contemporary drama and theatre practices of making, performing and appreciating drama. Students will learn how to apply the elements of drama to scripted and unscripted material. They will create dramatic meaning both collaboratively and individually by employing a variety of dramatic forms, performance styles, techniques, theatrical conventions and technologies. In their appreciation of drama and theatre, students will learn about the collaborative contribution of actors, directors, playwrights, designers and technicians to productions.

EXCURSIONS

One excursion (usually a dramatic production) will be offered. However, students are encouraged to attend theatrical productions in their own time to get the broad depth of experience required.

EQUIPMENT REQUIRED

1 x A4 96 page exercise book

1 x A4 display folder and paper pad or loose leaf lined paper

ASSESSMENT

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

Students will be assessed through:

a. Profile Reporting

This will be a continuous assessment throughout the year describing the students’ skills in observing, interpreting, expressing and reflecting.

These skills will be assessed in the context of:

1)Improvisation

2) Playbuilding

3) Reading and writing of scripts as texts for performance

4) Dramatic forms

5) Performance spaces and conventions of theatre

6) Technical aspects of production

7) Discussion reading and writing about drama and theatre

8) Social skills: Ability to work co-operatively, ability to work to task, homework completed.

b. Classroom Work

· Drama Portfolio

· Group Performance

· Duologue

c. Across the Course Assessment

· Term 1 Assessment

· Mid Year Examination

· Term 3 Assessment

· End of Year Examination


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Task 1 Practical

Term 1

Week 8

30%

Drama Logbook

Ongoing

Grade

Task 2 Mid Year Examination

Term 2

Exam period

20%

Drama Logbook

Ongoing

Grade

Task 3 Practical

Term 3

Week 8

30%

Task 4 End of Year Examination

Term 4

Exam period

20%

Reporting Outcomes

The student

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

· contributes selects, develops and structures ideas in improvisation and play building.

· explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies in a variety of scripted and unscripted material of text.

· applies acting and performance techniques expressively and collaboratively while exploring a variety of dramatic forms, performance styles, techniques, theatrical conventions and technologies to create and communicate dramatic meaning.

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

· responds to, reflects on and evaluates elements of drama, dramatic form, performance styles, dramatic techniques and theatrical conventions (including analysing contemporary and historical contexts of drama).

· analyses and evaluates the contribution of individuals and groups to process and performances in drama using relevant drama concepts and terminology.

ENGLISH

COURSE DESCRIPTION

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

COURSE OUTLINE

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

EXCURSIONS

One excursion (usually a dramatic production) will be offered. An in-school drama workshop may also be offered.

COMPETITIONS

Students have the opportunity to enter the What Matters? writing competition as well as debating and public speaking competitions.

EQUIPMENT REQUIRED


1 x display folder

ASSESSMENT

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

· Students sit a Term 1 assessment, a Mid Year Examination, a Term 3 assessment and End of Year Examination.

· Students are encouraged to demonstrate their developing critical and imaginative faculties and broadening cultural understanding by:

· entering speaking and writing competitions.

· reading consistently and widely every day.

· writing their own stories and reflections.


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Task 1

Response

Term 1

Week 6

20%

Classwork

Ongoing

Grade


Term 2

Exam period

30%

Task 3

Response

Term 3

Week 7

20%


Term 4

Exam period

30%

Reporting Outcomes

The student

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

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

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

· expresses themselves and their relationships with others and their world.

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

FOOD TECHNOLOGY

COURSE DESCRIPTION

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

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

COURSE OUTLINE

Food Technology is an elective course which integrates core content with focus areas across Years 9 and 10. Practical activities are included on a regular basis and are designed to refine and enhance student knowledge, understanding and skills.

Core

· Food preparation and processing

· Nutrition and consumption

Focus Areas

· Food Selection and Health

· Foods for Special Needs

· Food in Australia

· Food Equity

EQUIPMENT REQUIRED

1 x A4 2-ring binder folder


Apron, 2 tea towels and oven mitts

Table setting as required

Food container

Leather shoes

ASSESSMENT

Students will be assessed through class activities as well as planned assessments and Mid Year and End of Year examinations.


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Research Assignment – Fibre

Term 1

Week 9

25%

Semester 1 Practical work

Ongoing

Mark


Term 2

Exam period

25%

Semester 2 Practical Work

Ongoing

Mark

Research Assignment - Dietary Disorders

Term 3

Week 3

25%


Term 4

Exam period

25%

REPORTING


FT 5-1Demonstrates hygienic handling of food to ensure a safe and appealing product.

FT 5-6Describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities.

FT 5-8Collects, evaluates and applies information from a variety of sources.

FT 5-9Communicates ideas and information using a range of media and appropriate terminology

FT 5-13Evaluates the impact of activities related to food on the individual, society and the environment.

GEOGRAPHY

COURSE DESCRIPTION

Geography is a study of places and the relationships between people and their environments. It is a rich and complex discipline that integrates knowledge from natural science, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is why the way it is, reflect on their relationships with the responsibilities for the world and propose actions designed to shape a socially just and sustainable future.

The following geographical concepts are integrated throughout Stage 5:

· Place

· Space

· Environment

· Interconnection

· Scale

· Sustainability

· Change

The following geographical inquiry skills are integrated throughout the course

· acquiring geographical information

· processing geographical information

· communicating geographical information.

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

COURSE OUTLINE

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

1) Sustainable Biomes

2) Changing Places

EXCURSIONS / INCURSION (Optional)

· A field study excursion may be undertaken.

· Fieldwork in school.

COMPETITIONS

· Royal Geographical Society Australian Geography Competition

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

EQUIPMENT REQUIRED


1 x A4 display folder

Coloured pencils

ASSESSMENT

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

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


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE


Task 1 Skills and Knowledge Test

Term 1

Week 7

or

Term 3

Week 7

30%


Term 1

Week 9

Mark 20

Task 2 End of Course Examination

Term 2

Exam period

or

Term 4

Exam period

70%


Term 3

Week 9

Mark 20

REPORTING


· explains the diverse features and characteristics of a range of places and environments.

· analyses the effect of interactions and connections between people, places and environments.

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

· assesses management strategies for places and environments for their sustainability.

.

HISTORY

COURSE DESCRIPTION

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

COURSE OUTLINE

The Year 9 curriculum provides a study of the experiences of Australians in World War I (1914-1918) and World War II (1939-1945) at both the battlefront and the home front.

COMPETITIONS

All students have the opportunity to participate in the Australian History Competition and the ANZAC day ceremony.

EQUIPMENT REQUIRED


ASSESSMENT

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

COURSE ASSESSMENT TASKS

TASK DESCRIPTION

DUE DATE

WEIGHTING

In Class

Research Task

Term 1 Week 7

or

Term 3 Week 7

40%

End of Course Examination

Term 2

Exam period

or

Term 4

Exam period

60%

REPORTING OUTCOMES

The following outcomes will be reported on. The student:

· applies skills of historical enquiry.

· communicates effectively in a range of forms.

· demonstrates historical knowledge and understanding.

HISTORY ELECTIVE

COURSE DESCRIPTION

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

COURSE OUTLINE

This is an elective course over two years. Students explore the nature of history and the methods that historians use to construct history through a range of thematic and historical studies. A selection of ancient, medieval and early modern societies is studied. These include the Vikings, Tudor England, Chamberlain case, Terrorism, the Crucible and Witches and Historical murder mysteries.

COMPETITIONS

All students have the opportunity to participate in the Australian History Competition, The National History Challenge and the ANZAC Day ceremony.

EQUIPMENT REQUIRED

1 x A4 192 page exercise book.

ASSESSMENT

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


TASK DESCRIPTION

DUE DATE

WEIGHTING


Term 2

Exam period

30%

Source Based Research task

Term 3

Week 2

30%


Term 4

Exam period

40%

REPORTING OUTCOMES

The following outcomes will be reported on. The student

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

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

· develops skills in understanding the processes of historical enquiry.

· communicates effectively in a range of forms.

INDUSTRIAL TECHNOLOGY - ELECTRONICS

COURSE DESCRIPTION

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

Industrial Technology – Electronics develops students’ knowledge and understanding of materials, electronic components and processes in a range of technologies. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects.

COURSE OUTLINE

The Electronics focus area provides opportunities for students to develop knowledge, understanding and skills in relation to the electronics and associated industries. Students will undertake a range of practical experiences that occupy the majority of course time. This includes

· planning and development of practical projects

· experiments in circuit design and application

· computer aided circuit development and simulation.

EQUIPMENT REQUIRED

1 apron



Leather shoes to be worn at all times

Batteries for projects as required (9V and AA)

ASSESSMENT

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

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

· homework

· safety tests

· experiments using digital and non-digital methods

· completed projects

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

TASKS ACROSS THE COURSE

TASK DESCRIPTION

DUE DATE

WEIGHTING

Semester 1 Workshop Practice

Task 1: Project and Portfolio

Term 2

Week 1

30%


Term 2

Exam period

20%

Semester 2 Workshop Practice

Task 2: Project and Portfolio

Term 4

Week 3

30%


Term 4

Exam period

20%

REPORTING OUTCOMES


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

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

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

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

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

INDUSTRIAL TECHNOLOGY - TIMBER

COURSE DESCRIPTION

Industrial Technology – Timber builds on the knowledge, skills and experiences developed in the

Technology (Mandatory) Years 7-8 Syllabus.

Industrial Technology – Timber develops students’ knowledge and understanding of materials and processes in a range of technologies. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects.

COURSE OUTLINE

The Timber focus area provides opportunities for students to develop knowledge, understanding and skills in relation to the timber and associated industries. Students will undertake a range of practical experiences that occupy the majority of course time. This includes

· planning and development of practical projects

· experiments in circuit design and application

· computer aided circuit development and simulation.

EQUIPMENT REQUIRED


1 x A4 96 page exercise book Leather shoes to be worn at all times

Batteries for projects as required (9V and AA)

ASSESSMENT


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

· homework

· safety tests

· experiments using digital and non-digital methods

· completed projects


TASKS ACROSS THE COURSE

TASK DESCRIPTION

DUE DATE

WEIGHTING

Semester 1 Workshop Practice Task 1: Project and Portfolio

Term 2

Week 2

30%


Term 2 Exam period

20%

Semester 2 Workshop Practice Task 2: Project and Portfolio

Term 4

Week 3

30%


Term 4 Exam period

20%

REPORTING OUTCOMES


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

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

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

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

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

INFORMATION AND SOFTWARE TECHNOLOGY

COURSE DESCRIPTION

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

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

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

COURSE OUTLINE

Students will develop information and technology solutions individually and collaboratively through project work. The projects students will be involved in will be in the areas of website design, digital imaging, spreadsheets, programming and dynamic web content (Flash). Students will learn about

· current and emerging technologies

· data, software and hardware

· people involved in the field of information and software technology

· legal, ethical, social and industrial issues.

· project development incorporating website design, digital imaging, spreadsheets and dynamic web content and programming.

EQUIPMENT REQUIRED

1 x USB Flash Drive 8GB minimum

ASSESSMENT


· Each student will also be required to submit a range of work for marking that will include

· homework and research tasks

· written activities and reflection, interpretation and evaluation of technology and its fields.

· simulation and software design projects



TASK DESCRIPTION

DUE DATE

WEIGHTING

Task 1

Website Design

Term 2

Week 2

30%

Task 2


Term 2

Exam period

20%

Task 3

Multimedia Design project

Term 4

Week 1

30%

Task 4


Term 4

Exam period

20%

REPORTING


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

· describes and applies problem-solving processes when creating solutions.

· applies collaborative work and ethical data and information acquisition practices to complete tasks.

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

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

LANGUAGES –JAPANESE

COURSE DESCRIPTION

Languages provides students with the opportunity to gain effective skills in communicating in the chosen language, to explore the relationship between languages and English, and to develop an understanding of the cultures associated with Japanese. Students will explore the interdependence of language and culture in a range of texts and contexts, such as stories, song, documentaries and film.COURSE OUTLINEStudents will develop their spoken languages. They will listen and respond to spoken language. They will learn to read and respond to written texts in Japanese. Year 10 Languages will also provide students with the opportunity to gain effective skills in communicating in Languages, to explore the relationship between Japanese and English and to develop an understanding of the culture associated with languages.EXCURSIONS / INCURSIONSPending approval, there will be an excursion to an authentic Japanese experience in the city. This involves conversing with native speakers, and enjoying a Japanese lunch.COMPETITIONSLanguages Perfect Competition.EQUIPMENT REQUIRED1 x A4 192 page exercise book ASSESSMENTAssessment is ongoing. Students are provided with opportunities in the context of everyday classroom activities, as well as planned assessment tasks, to demonstrate their learning.The planned assessment tasks of examinations and assignments are set and marked in common across all classes in the course.


TASK DESCRIPTION

DUE DATE

WEIGHTING


Term 2

Exam period

35%

Speaking Task

Term 3 Week 8

25%


Term 4

Exam period

40%

REPORTING OUTCOMES

The following outcomes will be reported on. The student

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

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

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

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

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

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

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

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

MATHEMATICS

COURSE DESCRIPTION

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

COURSE OUTLINE

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

1. Numbers of any magnitude

2. Algebraic Techniques

3. Area and Surface Area

4. Volume

5. Indices and Surds

6. Equations

7. Geometry (Congruence)

8. Linear Relationships 1

9. Data Analysis 1

10. Financial Maths

11. Trigonometry

12. Ratio and Rates

13. Probability

14. Properties of Geometrical Shapes

The aim of Mathematics in K-10 is for students to:

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

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

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

COMPETITIONS

1. The Australian Mathematics Competition. Held in July. This 1 ¼ hour competition consists of twenty-five multiple-choice questions and five short answer questions involving problem-solving. Cost is approximately $6.00. Entries are collected in Term 1.

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

3. ICAS competition to be held in September designed to assess students’ ability using higher order thinking skills. Cost is approximately $15

EQUIPMENT REQUIRED

· 1 x A4 192 page 5mm grid book

· 1 x Geometry set including a pair of compasses, protractor and set square

· HB Pencil

· 1 30 cm ruler marked in mm

· 1 x scientific calculator for every lesson

ASSESSMENT

· In the Term 1 Common Test, Mid Year Examination, Term 3 Common Test and the Yearly Examination Standard section, which is common for all Year 9 students, will comprise of 50% of each paper and a section covering either Extension or Fundamental work will comprise the other 50%.

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

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


TASK DESCRIPTION

DUE DATE

WEIGHTING

TASK DESCRIPTION

DUE DATE

WEIGHTING

Term 1 Common Test

Standard Section

Term 1

Week 8

7.5%

Term 1 Common Test: Extension or Fundamental

Term 1

Week 8

7.5%

Mid Year Examination Standard Section

Term 2

Exam Period

12.5%

Mid Year Examination: Extension or Fundamental

Term 2

Exam Period

12.5%

Term 3 Common Test

Standard Section

Term 3

Week 7

10%

Term 3 Common Test: Extension or Fundamental

Term 3

Week 7

10%

End of Year Examination Standard Section

Term 4

Exam Period

20%

End of Year Examination: Extension or Fundamental

Term 4

Exam Period

20%

REPORTING

Reporting Outcomes

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

Students

· develops efficient strategies for numerical calculation.

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

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

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

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

· assigns and uses probabilities, and make sound judgements.

End of Year Report grades will be awarded according to course performance descriptors, taking into account common tests, classwork, tests and tasks in both the Standard and either the Extension or Fundamental sections of the task. The common tests and examinations will be weighted in the following percentages.

Term 1 Common Test 15%

Mid Year Examination25%

Term 3 Common Test 20%

End of Year Examination 40%

PERSONAL DEVELOPMENT, HEALTH, PHYSICAL EDUCATION

RATIONAL

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

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

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

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

EXCURSIONS

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

EQUIPMENT REQUIRED

· 1 x A4 96 page exercise book.

· PDHPE/Sport uniform and lace up sports shoes.

· SHS hat

· Shin Pads

ASSESSMENT

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

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

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

COURSE ASSESSMENTS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Theory Task 1 – Assessment

Week 9 Term 1

12.5%

Theory Task 2 – Mid Year Exam

Exam Period

12.5%

Theory Task 3- Group Assessment

Week 9 Term 3

12.5%

Theory Task 4- End of Year Exam

Exam Period

12.5%

Practical Task 1- Individual Sports

Ongoing Term 1

12.5%

Practical Task 2- Striking Games

Ongoing Term 2

12.5%

Practical Task 3- Invasion Games

Ongoing Term 3

12.5%

Practical Task 4- Team work

Ongoing Term 4

12.5%

REPORTING OUTCOMES

1. Critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing and participation in physical activity.

2. Assess and applies self-management skills to effectively manage complex situations.

3. Researches and appraises the effectiveness of health information and support services available in the community.

4. Designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity.

5. Adapts and improvises movement skills to perform creative movement across a range of dynamic physical activity contexts.

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

7. Appraises and justifies choices of actions when solving complex movement challenges.

8. Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a variety of movement contexts.

PHYSICAL ACTIVITY AND SPORT STUDIES

RATIONAL

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

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

Physical Activity and Sports Studies also promotes learning about movement and provides students with opportunities to develop their movement skills, analyse movement performance and assist the performance of others. The acquisition and successful application of movement skills are closely related to enjoyment of physical activity and the likelihood of sustaining an active lifestyle. Students develop an appreciation of the traditions and special characteristics associated with various physical activities and also the artistic and aesthetic qualities of skilled performance and determined effort.

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

EXCURSIONS

Students will have to opportunity to coach or referee at Gala Days and volunteer to assist at Swim School. Some practical lessons may involve travelling to local sporting venues during class time so that students can participate in a variety of physical activity settings.

EQUIPMENT REQUIRED

· 1 x A4 96 page exercise book.

· PDHPE/Sport uniform and lace up sports shoes.

· SHS hat

· Shin Pads

ASSESSMENT

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

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

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

COURSE ASSESSMENTS

TASK DESCRIPTION

DUE DATE

WEIGHTING

Theory Task 1 – Assessment

Week 10 Term 1

12.5%

Theory Task 2 – Mid Year Exam

Exam Period

12.5%

Theory Task 3- Assessment

Week 10 Term 3

12.5%

Theory Task 4- End of Year Exam

Exam Period

12.5%


Ongoing Term 1

12.5%

Practical Task 2- Target Games

Ongoing Term 2

12.5%


Ongoing Term 3

12.5%

Practical Task 4- Striking Games

Ongoing Term 4

12.5%

REPORTING OUTCOMES

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

2. discusses factors that limit and enhance the capacity to move and perform

3. analyses the benefits of participation and performance in physical activity and sport

4. displays management and planning skills to achieve personal and group goals

5. demonstrates actions and strategies that contribute to active participation and skilful performance

6. works collaboratively with others to enhance participation, enjoyment and performance

7. evaluates the characteristics of participation and quality performance in physical activity and sport

8. performs movement skills with increasing proficiency

SCIENCE

COURSE DESCRIPTION

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

COURSE OUTLINE

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

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

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

The areas of study for Year 9 are

Term 1 Physics – Safety in motion (PW2)

Biology – The role of scientific research and health (LW1)

Term 2 Chemistry – Once upon a table (CW1 and CW2)

Earth and Space – Exploring the Universe (ES1)

Term 3 Chemistry – Science fair (CW3)

Biology – What have we done to the ecosystem? (LW2)

Term 4 Physics – Designing for Efficiency (PW4)

Earth and Space – Disasters: Plate Tectonics (ES2)

COMPETITIONS

Each year students are provided with the opportunity to compete in one national competition.

This is the Australian Schools Science competition, held in August, costing about $15 .00.

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

EQUIPMENT

Students are required to have

· 2 x A4 128 page exercise books

· 1 x Scientific calculator

Students must also bring the following to each class

· a ruler

· pens, pencils and eraser

· School Work Planner

Note: Students are not to have or use correction fluid (eg liquid paper).

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

ASSESSMENT

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

In addition, students will be assessed with a range of course tasks assessing a range of scientific skills.


TASK DESCRIPTION

DUE DATE

WEIGHTING

Research Assignment

Term 1

Week 9

25%


Term 2

Exam period

20%

Practical Task

Term 3

Weeks 5-6

25%

End of Year Examinations

Term 4 Exam period

30%

REPORTING

The following reporting outcomes will be reported on.

The student

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

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

· uses appropriate strategies, understanding and skills to solve problems

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

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

VISUAL ARTS

COURSE DESCRIPTION

Visual Arts places great value on the development of students’ intellectual and practical autonomy, reflective action, critical judgement and understanding of art in art-making and in critical and historical studies of art.

Image making is created through developing skills in drawing, painting, graphics, printmaking, sculpture, ceramics and digital media.

COURSE OUTLINE

Students are to engage in activities that

· develop their artistic skills.

· solve problems with creative solutions.

· understand and appreciate what other artists have produced throughout history.

The concept of the Body of Work is introduced and students may produce one or more individual works that are related through subject and form. Students continue to develop their understandings and skills using the concepts of practice, the conceptual framework and the frames in 2D, 3D and 4D forms.

Students are required to keep a Visual Arts Process Diary.

The themes studied in Year 9 are

· Suburbia and Landscape

· Recycled and Reassembled

· Surrealism

· The Post-Modern

EXCURSION

Art Gallery of NSW or the Museum of Contemporary Art

EQUIPMENT REQUIRED

· 1 x A3 VAPD (Visual Arts Process Diary)

· A4 display folder for notes

· pencil collection (Grade B to 6B)

· eraser

· apron

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

ASSESSMENT

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

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

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


TASK DESCRIPTION

DUE DATE

WEIGHTING

Task 1 VAPD + Collection of Works

Term 2

Week 2

30%

Task 2 Mid Year Examination

Term 2

Exam period

20%

Task 3 VAPD + Collection of Works

Term 4

Week 3

30%

Task 4 End of Year Examination

Term 4

Exam period

20%

REPORTING OUTCOMES


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

2. makes informed choices to develop meanings in their artworks.

3. demonstrates developing refinement in making artworks.

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

5. demonstrates how the frames provide different interpretations of art.

· CHARGES FOR YEAR 9 2021

GENERAL SERVICE CHARGE

· This charge of $105 contributes to the cost of text books, teaching equipment and resources, library books and materials that are used to provide high quality teaching and learning for your child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers resources are given to students from Year 9 onwards.

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

COURSE CHARGES

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

Design and Technology$55

Drama$20

Food Technology$75

Industrial Technology – Electronics$70

Industrial Technology – Timber$75

Information and Software Technology $30

Visual Arts$55

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

INFORMATION TECHNOLOGY ACCESS CHARGE

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

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

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

ANTI BULLYING WORKSHOPS CHARGE

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

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

· ATTENDANCE AND PUNCTUALITY

REGISTERING ATTENDANCE

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

LATENESS

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

TRUANCY

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

EARLY LEAVE

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

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

LEAVE OF ABSENCE

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

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

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

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

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY

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

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

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

· ELIGIBILITY FOR THE AWARD OF AN HSC

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

46

APPENDICES

APPENDIX 1

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS

2021*

*Correct at time of printing

ABACUS SX-II MATRIX a

JASTEK JasCS1

ABACUS SX-II MATRIX n

JASTEK JasCS EVO

CANON F717SGA

JASTEK JasCS2 EVO

CASIO fx-82AU

RSB FB 350MS

CASIO fx-82 AU PLUS

SHARP EL-531TH

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

SHARP EL-531VH

CASIO FX-85 MS

SHARP EL-531WH

CASIO fx-100AU

SHARP EL-531X

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

SHARP EL-531XH

CASIO fx 350 MS

SHARP EL-W531HA

HEWLETT-PACKARD HP10S

SHARP EL-W532TH

HEWLETT-PACKARD HP10S+

SHARP EL-W532XH

HEWLETT-PACKARD HP300S+

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

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

· Features that are NOT permitted include

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

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

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

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

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

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

· ‘soft’ or hard-wired QWERTY keyboards;

· capable of expressing surds in their simplest form.

APPENDIX 2

WRITING A BIBLIOGRAPHY

WHAT IS IT?

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

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

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

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?

As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:

· demonstrate your academic integrity

· support your argument by showing the sources of the information from which you have formed your own ideas

· make it easy for readers to find the sources you have used, to check the information you have used and to use the sources for further information

· fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original ideas

· avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The creators of texts have the moral right to be named as the author, be protected against false attribution and to have their work treated with respect and not be misrepresented. To observe the moral rights of an author you should:

· attribute any quote, paraphrase, summary or copy of someone else's work or idea

· ensure that works are not falsely attributed to an author

· reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes sources not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow. The four most common referencing styles are:

· Harvard (author-date)

· American Psychological Association (APA)

· Modern Language Association (MLA)

· Oxford (documentary-note or footnote referencing).

CORRECT ORDER IN BIBLIOGRAPHIES

FOR A BOOK

The details required in order are:

1. Name/s of author/s, editor/s, compiler/s or the institution responsible

2. Year of publication

3. Title of publication and subtitle if any (all titles must be underlined or italicised)

4. Series title and individual volume if any

5. Edition, if other than first

6. Publisher

7. Place of publication

8. Page number(s) if applicable

ONE AUTHOR

· Example:

· Berkman, RI 1994, Find it fast: how to uncover expert information on any subject, HarperPerennial, New York.

TWO OR MORE AUTHORS

· Examples:

· Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw Hill, London.

· Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st century, MacMillan Education Australia, South Melbourne.

EDITOR(S)

· Examples:

· Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.

· Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute, Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION

· Example:

· Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia, Barton, A.C.T.

SERIES

· Example:

· Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics no.1698, Springer, New York.

EDITION

· Example:

· Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE CONTRIBUTED

· Example:

· Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR

· Example:

· Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE

· The details required, in order, are:

1. Name/s of author/s of the article

2. Year of publication

3. Title of article, in single quotation marks

4. Title of periodical (underlined or italicised)

5. Volume number

6. Issue (or part) number

7. Page number(s)

JOURNAL ARTICLE

· Example:

· Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology, vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED)

· Example:

· Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual meeting of the International Society for Child Psychology, International Society for Child Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE

· Example:

· Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October, p. 10.

FOR A NON-BOOK

· The details required are the same as for a book, with the form of the item (eg videorecording, tape, computer file, etc.) indicated after the year.

· Example:

· Get the facts (and get them organised) 1990, video recording, Appleseed Productions, Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES

· This could include sources from full text compact disk products, electronic journals or other sources from the Internet. The basic form of the citations follow the principles listed for print sources (see above)

1. Name/s of author/s

2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).

3. Title of publication (underlined or italicised)

4. Edition, if other than first

5. Type of medium, if necessary

6. Date item viewed

7. Name or site address on internet (if applicable)

· Examples:

· Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed 7 January 1997, .

· ASTEC 1994, The networked nation, Australian Science, Technology and Engineering Council, Canberra, viewed 7 May 1997, .

· If no author is given, the title is used as the first element of a citation.

· Example:

· Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.

FOR PERSONAL COMMUNICATIONS

· Information obtained by interview, telephone call, letter, email, etc. should be documented in the text.

· Examples:

· “Details of a personal communication do not need to be included in a reference list” i.e. You may not need to include personal communications in the list of references at the end of the essay.

· When interviewed on 15 June 1995, Dr Peter Jones explained that …

· This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY

· In an author-date style, a textual citation generally requires only the name of the author(s) and the year of publication (and specific page(s) if necessary). This may appear at the end of a sentence, before the full stop.

· Examples:

· It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).

· It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

· Alternatively, the author’s surname may be integrated into the text, followed by the year of publication in parentheses.

· Examples:

· Moir and

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