year 10 assessment - henry kendall high school · 2. table of contents . policy on assessment ......

Year 10 Assessment

2020 Henry Kendall High School

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Table of Contents Policy on Assessment ...................................................................................... 3 Responsibilities of Year 10 ............................................................................... 4 English ............................................................................................................... 5 5.1 Mathematics .............................................................................................. 6 5.2 Mathematics .............................................................................................. 7 5.3 Mathematics .............................................................................................. 8 Science ............................................................................................................. 9 History ............................................................................................................... 10 Geography ....................................................................................................... 10 Personal Development, Health, and Physical Education ............................. 11 Careers Education ........................................................................................... 12 Food Technology 200 hour .............................................................................. 13 Information Software Technology 200 hour ................................................... 13 Music 200 hour ................................................................................................. 14 PASS 200 hour (B Course) ................................................................................ 15 Visual Art 200 hour ........................................................................................... 16 Hospitality ......................................................................................................... 17 Agriculture 100 hour ........................................................................................ 18 Commerce 100 hour ........................................................................................ 19 Drama 100 hour ................................................................................................ 20 Elective History 100 hour .................................................................................. 21 French 100 hour ................................................................................................ 21 Food Technology 100 hour .............................................................................. 22 Industrial Technology Timber 100 hour .......................................................... 23 iSTEM 100 hour .................................................................................................. 23 PASS 100 hour (A Course) ................................................................................ 24 Photography and Digital Media 100 hour ...................................................... 25 Visual Art 100 hour ........................................................................................... 26 OVERALL ASSESSMENT PLANNER...................................................................... 27 Appendix A – Sample of ‘N’ Award Warning Letter ...................................... 28 Appendix B – Extension Request Sample ....................................................... 30

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Policy on Assessment Assessment at Henry Kendall High School is fundamentally driven by an acknowledgement of students’ different learning pathways. It is essential that all students are able to access and display deep knowledge and understand of their subjects. In order for students to reach their personal best they must find connections to the curriculum and build relationships. Students are able to achieve these goals by constant attendance at school, above 85% and reflection upon their learning process. All staff are committed to the achievement of students’ personal best. The Education Act 1990 sets out the general requirements you need to meet to be awarded a Stage 5 Record of Student Achievement (ROSA). To be eligible for ROSA, a student must: have participated, to the Board’s satisfaction, in courses of study that have been determined

under the Act as appropriate to be undertaken by candidates for the Record of Student Achievement; and

have been accepted by the Board as having satisfactorily completed those courses of study; and

have undertaken, to the Board’s satisfaction, the requisite examinations or other forms of assessment; and

have complied with any requirements prescribed by the regulations or any requirements imposed by the Minister or the Board; and

have completed Year 10. 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 the Board; 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. Students who have not complied with the course completion criteria and who have received at least two written warnings (Appendix A) can be regarded as not having satisfactorily completed the course at the time of finalising grades. The Principal may then apply the ‘N’ determination. A student who is given an ‘N’ Determination in a mandatory course in Stage 5 may not be eligible for progression to Stage 6. Grading student achievement is the process of assigning a letter (A, B, C, D, E) to summarise the level of a student’s achievement in a course per Semester. In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2). Student Responsibilities Students are expected to complete all tasks to the best of their ability. All assessment tasks are compulsory. Tasks will be completed on or before the date indicated. Students absent from an assessment task or examination are required to submit written evidence as to the reason for their absence (Appendix B).

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Late Work: Failure to submit an assessment task on time will result in a zero. Work will still need to be completed and will be marked diagnostically. Appeals Against ‘N’ Determination Students wishing to appeal against the Grade(s) in any subject awarded to them by the school should submit a written appeal, together with evidence to the Principal. Students may appeal only on the basis that the grade awarded was not consistent with the progressive reporting relative to the areas for assessment from the school.

Responsibilities of Year 10 Students in Year 10 are responsible for:

• Ensuring that you obtain and understand the school’s policies on assessment. • Determining if any assessment information has been distributed during a period of absence. • Attempting each assessment task to the best of your ability so that they demonstrate

maximum level of achievement. Technological issues including the loss of material or faulty storage facilities are not acceptable reasons for non-submission of tasks. Ensure all work is saved in various places and hard copies kept indicating progress.

• Ensuring that all work submitted is your own work. • Ensuring that all tasks are submitted on time or that the procedures outlined are followed to

seek a substitute task. • Ensuring their Assessment Notification is signed and dated on submission of each

assessment. • Ensuring any questions that you may have about the assessment or grade, or comments

made for an individual piece of work, are resolved at the time the work is handed back. • Demonstrating, through diligence and sustained effort and sound attendance that you

have met the requirements of the course. • It is a requirement for the ROSA credential that Year 10 students attend school until the final

day of Year 10 as determined by the school system and Principal, unless an exemption has been granted by the Principal.

• Applying for disability provisions should you be eligible.

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Scope & Sequence English

Term 1 Topic Assessment

W1 - 11 Protest Poetry and Writing

Week 11: Task 1 Writing and Reflection - 25%

Outcomes Assessed: EN5-1A, EN5-3B

Term 2

W1 - 6 Views of Our World – Documentary Study

Week 6: Task 2 Multimodal Presentation –

25% Outcomes Assessed:

EN5-5C, EN5-7D W7 - 10 Power and Greed – Macbeth

Term 3

W1 - 5 Power and Greed – Macbeth

Week 5: Task 3 Discursive Response – 25%

Outcomes Assessed: EN5-4B, EN5-8D

W6 - 10 Dystopian Fiction Term 4

W1 - 5 Dystopian Fiction

Week 3: Task 4 Extended Response - 25%

Outcomes Assessed: EN5-2A, EN5-6C

W6 - 10 Stage 6 Prep Program

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Scope & Sequence 5.1 Mathematics

Term 1 Topic Assessment W1 - 6 Financial Mathematics

W7 - 11 Algebra & Indices Week 8: Task 1: Open Book Task 25%

Term 2

W1 - 5 Data Analysis Week 3: Task 2: In-class Task 25%

W6 - 10 Perimeter, Area & Surface Area Term 3 W1 - 3 Equations W4 - 6 Trigonometry

W7 - 10 Linear & Non-Linear Relationships

Week 9: Task 3: Investigation 25%

Term 4

W1 - 3 Probability Week 3: Task 4: Yearly Exam 25%

W4 - 6 Properties of Geometrical Figures


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W5 - 8 Algebraic Techniques Week 8: Task 1: Open Book Task 25%

W9 - 11 Equations & Inequalities Term 2

W1 - 4 Data Analysis Week 3: Task 2: In-class Task 25%

W5 - 8 Surface Area & Volume W9 - 10 Simultaneous Equations Term 3 W1 - 4 Further Trigonometry W5 - 7 Linear Relationships

W8 - 10 Graphs & Non-Linear Relationship

Week 9: Task 3: Assignment/Inv 25%

Term 4

W1 - 3 Probability Week 3: Task 4: In-class Task 25%



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W5 - 8 Algebraic Techniques & Surds Week 8: Task 1: Open Book Task 25%

W9 - 11 Equations & Logarithms Term 2

W1 - 4 Linear Relationships Week 3: Task 2: In-class Task 25%

W5 - 7 Data Analysis W8 - 10 Surface Area and Volume Term 3 W1 - 4 Further Trigonometry W5 - 7 Quadratic Eqns & the Parabola

W8 - 10 Graphs & Non-Linear Relationship

Week 9: Task 3: Assignment/Inv 25%

Term 4

W1 - 3 Probability Week 3: Task 4: Yearly Exam 25%



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Scope & Sequence Science

Term 1 Topic Assessment W1 - 3 Investigating Science

W4 - 8 Physics - Motion Week 8:

Student Research Project (30%)

W9 - 11 Chemistry Week 11: Physics Exam (10%)

Term 2 W1 - 5 Chemistry

W6 - 10 Biology - Genetics Week 7: Chemistry Exam (10%)

Term 3 W1 - 5 Biology - Evolution

W6 - 10 Global Systems Week 7: Biology Exam (20%)

Term 4

W1 Global Systems Week 1: PBL Sustainability Task (30%)

W2 - 6 The Universe W6 - 10 Stage 6 Preparation Program

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Scope & Sequence History


W1 - 11 Depth Study 6 – The Holocaust Week 10:

Source Analysis and Reflection 25%

Term 2

W1 - 10 Depth Study 4 – Rights and Freedoms

Week 9: Extended Response 25%

Term 3

W1 - 5 Depth Study 4 – Rights and Freedoms

W6 - 10 Depth Study 5 – Globalising World: Popular Culture

Week 9: Visual Representation 20%

Term 4

W1 - 6 Depth Study 5 – Globalising World: Popular Culture

Week 2: End of Course Exam 30%

W7 - 10 Stage 6 Preparation Program

Scope & Sequence Geography


W1 - 11 Human Wellbeing Week 11:

Geographical Inquiry 1 25% Collab. Google Site and Reflection

Term 2 W1 - 10 Human Wellbeing Term 3

W1 - 10 Environmental Change and Management

Week 5: Fieldwork Task 20% Week 7:

Geographical Inquiry 2 25% Term 4

W1 - 6 Environmental Change and Management

Week 2: End of Course Exam 30%

W7 - 10 Stage 6 Preparation Program

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Scope & Sequence Personal Development, Health, and Physical Education

Term 1 Theory Practical Assessment

W1 - 11

Where is the love

(Discrimination and Diversity)

Cultural Games

Discrimination and Diversity 25%

(Week 10)

Term 2

W1-10

How to save a

life

(Health Promotion)

Inclusivity Cultural Games/Inclusivity 15%

Term 3

W1-10

The Next Chapter

(Challenges)

Rhythm Development

and Composition

Life Challenges

25%

(Week 10)

Rhythm Development and Composition

20%

Term 4

W1-10

Let’s Get Physical

(Game Time)

Game Sense/ Engagement

Game Sense/Engagement 15%

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Scope & Sequence Careers Education


W1-2

Preparing the Way-Learning Skills for the Future/ Work Related Issues/ Employability

Skills/ Preparing the Way- What Can School do for you/ What can you do at School?

W3-4 Preparing the Way- USI’s/ Tax File No’s/ Bank Acct’s/Pay Slips

Portfolio work-Ongoing throughout Term 1 Term 2

Term 3

W5-6 Preparing the Way- Cover Letters. What are They?

W7-8 Preparing the Way- Career Testing

W9-10 Gearing up for the Future-Work and Study Gap Year/ Volunteering

Term 2

W1-2 Gearing up for the Future-Subject Selection- ATAR/ NON ATAR

Portfolio work-Ongoing throughout Term 1 Term 2

Term 3

W3-4 Gearing up for the Future- Subject Selection TVET/SBAT

W5-6 Gearing up for the Future- University/TAFE

W7-8 Gearing up for the Future- Apprenticeships/ Traineeships/ Cadetships

W9-10 Real World- Interviews Term 3

W1-2 Real World- Work Related Issues Portfolio work-Ongoing

throughout Term 1 Term 2 Term 3

W3-4 Real World-Work, Health and Safety W5-6 Real World- Work, Health and Safety W7-8 Reality Checklist

W9-10 All My Own Work Term 4 W1-2 TBC

W3-4 TBC

W5-6 TBC W7-10 Stage 6- Prep Program

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Scope & Sequence Food Technology 200 hour

(Pre-2020 syllabus) Term 1 Topic Assessment W1 - 11 Food Equity Week 8

Task 1 Investigation 20% Term 2

W1 – 10 Food Product Development Week 6 Task 2 Practical Task 30%

Term 3

W1 – 4 Food Product Development Week 4 Task 3 Design brief 30%

W5 - 10 Food Trends Term 4

W1 – 7 Food trends Week 4 Task 4 Research 20%

Scope & Sequence Information Software Technology 200 hour

Term 1 Topic Assessment W1 -11 Software Development and

Programming

Term 2

W1 - 2 Software Development and Programming

Week 3: Assessment Task 1- 35%

W3 - 10 Artificial Intelligence, Simulation and Modelling

Term 3

W1 - 4 Artificial Intelligence, Simulation and Modelling

Week 3: Assessment Task 2- 35%

W5 - 10 Digital Media Term 4

W1 - 6 Digital Media Week 3: Assessment Task 3- 30%


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Scope and Sequence Music 200 hour

Term 1 Topic Assessment Art Music of the 20th & 21st Centuries

W1-2 Introduction to the topic and what constitutes Art Music. Start ‘Own Performance’ groups.

W3-4 Students will explore a range of Art Music and will revise known

concepts.

W5-6 Students will explore a range of contemporary Art Music examples developing an understanding of traditional and non-traditional notation.

W7-8 Students will explore a range of Art Music and revise aural skills. Prepare ‘Own Performance’ groups and prepare ‘On Track auditions pieces

W9-11 Students will compare Art Music to current culture. Prepare ‘Own Performance’ for exam. Complete ‘On Track’ auditions and performance.

On Track Performance

Term 2

W1-2 Students complete any relevant activities and revise key concepts. Complete a half yearly performance

(20%) and listening exam. (15%) W3-4 Complete half-yearly exams. *Students can complete their performance component early at the ‘On Track’ auditions or performances.

Jazz Music

W5-6 Introduction to the topic and what constitutes Jazz Music. Start 12 Bar Blues in a range of keys. Start P.A.N. performances.

W7-8 Students will explore a range of Jazz and blues including Improvisation. PAN performance preparation

W9-10 Students will explore blues and its influence on modern popular music. PAN performance preparation.

Term 3

W1-2 Students rehearse and present their composition task. Compose and improvise in a blues style. (30%)

PAN Night. T.B.C.

W3-4 P.A.N. Night performances presented. Completion of any outstanding topic work.

Own Choice Topic from a syllabus list

W5-6 Introduction to the topic and what constitutes ‘Own Choice’ Students research musical styles choosing three to explore further.

W7-8 Students revise known concepts used to discuss music and continue research.

W9-10 Students complete any relevant activities and revise key concepts. Students complete assessment task.

Presentation of research (15%) from the topic

Term 4

W1-2 Students complete any relevant activities and revise key concepts to prepare for yearly exams. Complete a yearly performance exam

(20%). W3-5 Complete yearly examinations.

W6-10 Stage 6 Prep Program

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Scope & Sequence PASS 200 hour (B Course)


W1 - 11 Nutrition Opportunities for Different

Groups

Week 10 Nutritional Planning for Sport

25% Term 2

W1 - 10 Sport Design

Modifying Sports and

Creating New Sports

Week 10 Engagement and

Participation in New Sports 25%

Term 3

W1 - 10

Issues in Physical

Activity and Sport

Historical, Current and

Future

Week 10 Sports Journal/Article

25%

Term 4

W1 - 10

Technology Participation

and Performance

Technologies Impact on

Sport

Week 4 Technologies Impact on Sport

25%

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Scope and Sequence Visual Art 200 hour

Term 1 TOPIC Assessment

W1-2 Sculptures Like Botero Who is Fernando Botero?

Clay and how it works

W3-4 Expanding a Conceptual Framework understanding of Botero Developing designs for a series of sculptures

W5-6 Construction of sculptures.

W7-8 Completion of sculptures and work on the Botero Visual Verbal

W9-10 Completion of Visual Verbals for submission Critical and Historical Studies 20%

W11 Murals in the Public Domain Exploration of Banksy and other socially provocative street artists

Term 2 W1-2 Designs and considerations of possible wall spaces around HK to paint

W3-4 Practical Display finalizations of paintings from Term 4 2019, clay

sculpture designs and the sculptures, mural plans and designs with VAPD documentation of paintings and clay sculptures

Practical Display with VAPD Documentation 30%

W5-6 Mural designs and permissions with a start of painting

W7-8 Mural painting

W9-10 Mural painting or starting research for an individual Body of Work

Term 3

W1-2 Individual Body of Work Research of an artist related to individual Body of Work

W3-4 Skills workshops with a focus on what students are interested in

W5-6 Research and/or Artmaking

W7-8 Individual Research Presentations Critical and Historical Studies 20%

W9-10 Body of work artmaking

Term 4 W1-2 Body of Work Artmaking W3-4 Mural marking and the

Year 10 Exhibition of Individual Body of Work Practical Assessment with VAPD

Documentation 30% W5-6 Zines – how to construct quick and easy art books W7-10 Year 10 Stage 6 Prep Program

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School Name: Henry Kendall High School

Hospitality

Assessment Events for Certificate I in Hospitality SIT10216

Cluster A Cluster B Cluster C Cluster D

Getting Ready for Work

Prepare and Serve Expresso

Coffee

Well Catered For Spice of Life

Week: 7 Term: 1

Week: 10 Term: 3

Week:10 Term:3

Week: 5 Term:4

Code Unit of Competency

SITXWHS001 Participate in safe work practices X

SITXFSA001 Use hygienic practices for food safety X

SITHFAB005 Prepare and serve espresso coffee X

TLIE1005 Carry out basic workplace calculations X X

SITHCCC003 Prepare sandwiches

X

BSBWOR203 Work effectively with others

X

SITXCCS001 Provide customer information and assistance X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate I in Hospitality SIT10216 or a Statement of Attainment towards a Certificate I in Hospitality SIT10216.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each

unit of competency. In addition to Assessment Events, some assessment may occur in an informal setting in the classroom. Competency assessment is graded as “Achieved” or “Not Achieved”.

This means a course mark is not allocated.

Macquarie Park RTO 90222

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Scope & Sequence

Agriculture 100 hour

Term 1 Topic Assessment W1 Introduction W2 - 11 Animal Production Week 8: Research Task 25% Term 2 W1 - 10 Plant Production Week 6: Practical Investigation 25% Term 3 W1 - 10 Animal Production Week 3: Practical Skills + Report 25% Term 4 W1 - 10 Plant Production Week 3: Examination 25%

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Scope & Sequence Commerce 100 hour

Term 1 Topic Assessment W2 - 7 Core 1.2 - Personal Finance Week 6: Budgeting and Survey

Task 20% W8 - 11 Option 8 – Law in Action Term 2 W1 - 5 Option 8 – Law in Action W6 - 10 Core 2.2. – Employment Issues Week 6: Crime Case Study 20% Term 3 W1 - 2 Core 2.2. – Employment Issues

W3 - 10 Option 9 – Our Economy

Week 3: I-Movie Task 20% Week 10: Running A Business

Competition 20%

Term 4 W1 - 2 Option 9 – Our Economy

W3 - 10 Option 7 – Travel Week 6: End of Course Exam 20%

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Scope & Sequence

Drama 100 hour

Topic Assessment Term 1 Improvisation

W1-2

Intro: Improvisation. Explore the concept of performing in live theatre and learn to use the performance space with effect, creating awareness of the human body as a performance tool and their audience. Focus Question: What is the purpose and function of improvisation?

W3-4 Elements of Drama and Production explained in theory. Establishment of logbooks and reflections.

W5-6 Students to develop a more explicit understanding of the elements of Drama and how they are applied into practice.

W7-8 A theatre sports competition will demonstrate the students’ knowledge and skills within the unit.

W9-11 Various Performances based on unit. Class Participation (15%)

Direction (10%) Logbook (5%)

Term 2 Shakespeare

W1-2 Intro: Shakespeare. Focus Question: Why does the work of William Shakespeare continue to entertain audiences?

W3-4 In depth study of Shakespeare Play. Romeo and Juliet.

W5-6

An exploration of the emergence of professional theatre and the style of acting, language and staging employed, as well as the social and historical context of Elizabethan England, may help inform contemporary practice.

W7-8 Students adapt ideas and narratives to a contemporary setting or experiment in producing text in a variety of ways.

W9-10 Preparation and rehearsal for assessment. Performance (20%)

Set Design (5%) Logbook (5%)

Term 3 Greek Theatre

W1-2

Intro: Greek Theatre. Historical perspectives in the study of this form could inform contemporary practice. Explore celebrations, rituals and religious festivals. Focus Question: How do the historical roots of performance influence theatre today?

W3-4 Students will explore the conventions of comedy, tragedy, chorus, mask, costuming and performance styles relevant to this form through devising their own piece of drama or experimenting with scripts.

W5-6 Research samples of work and apply to own work.

W7-8 Experience staging through indoor and outdoor performances. Explore character roles elements of drama and production in the two different performance locations.

W9-10 Rehearse and prepare for main performance. Performance (15%) Logbook (5%)

Term 4 Physical theatre/Circus and IP’s

W1-2 Circus: Intro to history of circus and performances. Physical theatre Workshop. Focus Question: How can we make an audience laugh?

W3-4 Circus Performance at Primary School at end of Week 4/5. Circus Performance Making (5%)

Promotion Design (10%) Logbook (5%)

W5-6 Exploring Film Production. Creating Story lines as a group. Story boards and capturing film shots. In prep for S6PP.

W7-10 S6 PP for all Year 10

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Scope & Sequence

Elective History 100 hour Term 1 Topic Assessment W2 - 11 Ancient, Medieval and Early

Modern Societies Week 8: Source Analysis 25%

Term 2 W1 - 10 History, Heritage and Archaeology Week 8: Site Study 25% Term 3 W1 - 10 Thematic Studies Week 8: Internet Site 20% Term 4 W1 - 10 Thematic Studies Week 3: End of Course Exam

20%

Scope & Sequence

French 100 hour Term 1 Topic Assessment

W2 - 11 How did I get there? Week 7:

Collaborative Escape Room Task 25%

Term 2 W1 - 10 Memories, Milestones and Identity Week 7:

Discussion with Stimuli 25% Term 3 W1 - 10 Film Review Week 7:

Multimodal Task 25% Term 4

W1 - 10 Various Throughout the school year:

Quizzes and Homework Portfolio 25%

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Scope & Sequence Food Technology 100 hour

Term 1 Topic Assessment W1 - 8 Food Selection and Health

W9 - 10 Assignment & Practical Assessment

Task 1 - 30 % (Theory 10%, Practical 20%)

W8 - 11 Food Selection and Health Term 2 W1 - 3 Food Selection and Health W4 - 8 Food Service and Catering

W9 Practical Assessment Task 2 - 20% (Practical 20%)

W8 - 10 Food Service and Catering Term 3 W1 - 5 Food Service and Catering . W4 Assignment Task 3 - 15%

(Theory 15%) W6 - 10 Food Product Development Term 4 W1 Food Product Development

W2 Assessment: Portfolio Task 4 - 35% (Theory 15%, Practical 20%)

W2 – 6, 10 Food Product Development

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Scope & Sequence Industrial Technology Timber 100 hour

Term 1 Topic Assessment W1 Introductory lessons/

Safety in the workshop

W2 -11 Paper Towel Holder/ Wood turning Week 10: Task 1: 30%

Term 2 W2 Mid Semester Exam Week 2: Task 2 30% W2-10 Step Stool Term 3 W1 - 8 Step Stool W9 - 10 Step Stool Term 4 W1 Turned Bowl W2 Final Year Exam Week 2: Task 3: 40% W3 – 4 Turned Bowl W5 – 10 Turned Bowl

Scope & Sequence iSTEM 100 hour

Term 1 Topic Assessment W1 - 5 STEM Fundamentals 1 W6 - 7 STEM Fundamentals 2 W8 - 11 Aerodynamics Week 10: Task 1: 25% Term 2 W1 - 6 Aerodynamics W7 - 8 3D CAD/CAM 1 W9 - 10 STEM PBL Minor Week 10: Task 2: 25% Term 3

W1 - 8 STEM Fundamentals 2 Week 8: Task: 3 25% W9 - 10 3D CAD/CAM 1 Term 4 W1 - 2 3D CAD/CAM 1 W1 - 10 STEM PBL Minor Week 3: Task 4: 25%

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Scope & Sequence PASS 100 hour (A Course)


W1 - 11 Body Systems

and Energy for Physical

Movement Efficiency

Week 10 Body Systems and Energy for

Physical Activity Task 25%

Week 1 – 10

Practical 10%

Term 2

W1 - 10 Coaching Components of a Coaching

Session

Week 8 Coaching Task

25% Term 3

W1 - 10 Australian Sporting

Opportunities

Australian Sports

Week 10 Olympic Sport

25% Term 4

W1 - 10 Lifestyle,

Leisure and Recreation

Social Games and Activities

Week 1 – 5 Practical

15%

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Scope & Sequence Photography and Digital Media 100 hour


W1-2

Portraits Intro of Ethics, Class Rules, How to

Submit photos etc Camera usage practice

W3-4 Research of a famous Portrait

Photographers and a start of building a collection of artistic portraits

W5-6 Research completion and assessment

Overlaying word onto portraits in Photoshop

Critical and Historical Studies 20%

W7-8 Special Effects and Filter Tricks W9-10 Portrait Series Development

W11 Selecting, Editing and finalising assessment photos

Term 2

W1-2 Printing and presentation of Portrait collections for assessment


W3-4 Nature Up Close

Research of well-established Nature Photographers

W5-6 Research Development and Finalisation W7-8 The macro lens and depth of field W9-10 Selecting and Editing Nature Photos Term 3 W1-2 Trick Photography W3-4 Trick Photography – straight photos W5-6 Trick Photography – digital manipulation Critical and Historical Studies 20% W7-8 Finalising Trick Photos W9-10 Finalising Nature and Trick Photos Term 4

W1-2 Photographic Display for Assessment Practical Display with VAPD Documentation 30%

W3-4 Animation or Film Making W5-6 Animation or Film Making W7-10 Year 10 Stage 6 Prep Program

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Scope and Sequence Visual Art 100 hour

Term 1 TOPIC Assessment

W1-2 Sculptures Like Botero Who is Fernando Botero?

Clay and how it works

W3-4 Expanding a Conceptual Framework understanding of Botero Developing designs for a series of sculptures

W5-6 Construction of sculptures.

W7-8 Completion of sculptures and work on the Botero Visual Verbal

W9-10 Completion of Visual Verbals for submission Critical and Historical Studies 20%

W11 Murals in the Public Domain Exploration of Banksy and other socially provocative street artists

Term 2 W1-2 Designs and considerations of possible wall spaces around HK to paint

W3-4 Practical Display finalizations of paintings from Term 4 2019, clay

sculpture designs and the sculptures, mural plans and designs with VAPD documentation of paintings and clay sculptures


W5-6 Mural designs and permissions with a start of painting

W7-8 Mural painting

W9-10 Mural painting or starting research for an individual Body of Work

Term 3

W1-2 Individual Body of Work Research of an artist related to individual Body of Work

W3-4 Skills workshops with a focus on what students are interested in

W5-6 Research and/or Artmaking

W7-8 Individual Research Presentations Critical and Historical Studies 20%

W9-10 Body of work artmaking

Term 4 W1-2 Body of Work Artmaking W3-4 Mural marking and the

Year 10 Exhibition of Individual Body of Work Practical Assessment with VAPD

Documentation 30%

W5-6 Zines – how to construct quick and easy art books

W7-10 Year 10 Stage 6 Prep Program here on –

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OVERALL ASSESSMENT PLANNER YEAR 10

WEEK TERM 1 2020 TERM 2 2020 TERM 3 2020 TERM 4 2020

1 Photography PASS 100 Photography Science

2 ITT

Food Technology 100 History ITT Geography

3

IST Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Arts 200 Visual Arts 100

Agriculture IST Commerce

Agriculture Drama English Elective History iSTEM IST Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Arts 200 Visual Arts 100

4 Food Technology 200 Food Technology 100

Food Technology 200 PASS 200

5 Photography English Geography Photography

Hospitality

6 Commerce

Agriculture English Food Technology 200 Commerce

Commerce

7 French Hospitality

French Science

French Science Visual Arts 200 Visual Arts 100

8

Agriculture Elective History Food Technology 200 Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Science

Elective History PASS 100

iSTEM Elective History

9

Drama Food Technology 100 Music Visual Arts 200 Visual Arts 100

Drama Food Technology 100 History

Drama History Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Music Visual Arts

10

Food Technology 100 History iSTEM ITT PASS 200 PASS 100 PDHPE

iSTEM PASS 200

Commerce Hospitality PASS 200 PASS 100 PDHPE

11 English Geography Science

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Appendix A – Sample of ‘N’ Award Warning Letter

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Appendix B – Extension Request Sample HENRY KENDALL HIGH SCHOOL

EXTENSION REQUEST FOR STAGE 5 COURSE ASSESSMENT TASK

• Complete the following form with your teacher. • Have teacher and HT of the subject sign the form. • Attach relevant documentation to form and hand in to DP for consideration.

STUDENT NAME:_______________________ DATE OF ASSESSMENT TASK: _____________ COURSE: _____________________________ TEACHER: __________________________ TASK NUMBER: ______________ DESCRIPTION OF TASK: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ REASON FOR EXTENSION:

(Documentary evidence from Parent/Doctor should be provided, except in exceptional

circumstances)

Excursion Illness Leave Misadventure Workplacement Other …………

Medical Certificate Parent Contact Statutory Declaration Other …………………

In applying for this extension I assure the Principal that I am not seeking unfair advantage over other students in the course. STUDENT’S SIGNATURE: ___________________________ DATE: ___________ ____________________________________________________________________________________________

1. I have noted the above request and HAVE/HAVE NOT granted an extension of time.

COMMENT (Optional): _____________________________________________________________________

_____________________________________________________________________________________

EXTENSION TIME:_________ days To be submitted on or before: _____________

OR

2. MISSED ASSESSMENT TASK – NO VALID REASON

Task to be completed or submitted on or before ________________________

TEACHER: __________________HEAD TEACHER: ___________________DATE: ___________ DEPUTY PRINCIPAL CURRICULUM: _______________________ DATE: _____________

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What do I do if I cannot complete an assessment task? If you are going on a holiday a parent or caregiver must inform the school of the details. A letter seeking permission for leave must be presented to the Principal. All staff will be given notice of approved leave. You will need to negotiate with your classroom teacher and/or Head Teacher of the subject area in regards as to the best time to hand-in or complete your assessment task.

If you are sick on the day of a task you must bring a note from a doctor or parent/caregiver explaining why you could not attend school. You will need to obtain a yellow misadventure form from outside the Deputies’ office this form will need to be completed and the note attached. The form and note must be given to your class teacher or the Head Teacher and they will direct you to the next convenient time to complete the task or hand in the task. This must be done on the first day you return to school and first thing in the morning. Any delay in this process could result in a 0 mark for the task.

If you are sick at home and you have completed your task you can send it electronically to the school email account, you need to attach your name, class, teacher and subject name. The school email address is- [email protected]

mailto:[email protected]

year 10 assessment - henry kendall high school · 2. table of contents . policy on assessment ......

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