year 9 assessment - henry kendall high school · 2 . policy on assessment assessment at henry...

Year 9 Assessment

2019 Henry Kendall High School

Table of Contents Policy on Assessment ...................................................................................... 2 Responsibilities of Year 9 ................................................................................. 3 Year 9 English ................................................................................................... 4 Year 9 Mathematics 5.1 .................................................................................. 5 Year 9 Mathematics 5.2 .................................................................................. 6 Year 9 Mathematics 5.3 .................................................................................. 7 Year 9 Science ................................................................................................. 8 Year 9 History ................................................................................................... 8 Year 9 Geography ........................................................................................... 9 Year 9 PDHPE .................................................................................................... 10 Stage 5 Drama 200 hour .................................................................................. 11 Stage 5 Food Technology 200 hour ................................................................ 12 Year 9 Information Software Technology 200 hour ....................................... 12 Stage 5 Music 200 hour ................................................................................... 13 Stage 5 Visual Art – Year 9 200 hour and ....................................................... 14 (9 and 10 combined) Odd Years...................................................... 14 Stage 5 Agriculture .......................................................................................... 15 Stage 5 Commerce ......................................................................................... 15 Stage 5 Food Technology 100 hour ................................................................ 16 Stage 5 Futures Learning ................................................................................. 17 Stage 5 Elective History ................................................................................... 17 Stage 5 Industrial Technology Timber 100 hour............................................. 18 Stage 5 iSTEM 100 hour .................................................................................... 18 Stage 5 PASS 200 & 100 Hrs ............................................................................. 19 Stage 5 Photography and Digital Media 100 hour ........................................ 20 OVERALL ASSESSMENT PLANNER ..................................................................... 21 Appendix A – Sample of ‘N’ Award Warning Letter ...................................... 23 Appendix B – Extension Request Sample ...................................................... 24

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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 NESA’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 NESA as having satisfactorily completed those courses of study; and

have undertaken, to the NESA’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 NESA; 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 9 Students in Year 9 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 Year 9 English

Term 1 Topic Assessment

W1 - 11 Steps to Writing Success:

Reading, Writing, Language Conventions

Week 9 1. NAPLAN Writing 25%

Term 2

W1 - 2 Steps to Writing Success:

Reading, Writing, Language Conventions

W3 NAPLAN – Tuesday, Wednesday, Thursday

W4 - 10 Global Poetry – Changing Perspectives

Week 9 2. Extended Response –

Poetry Essay 25% Term 3

W1 - 8 Conflict – Romeo and Juliet Week 8

3. Visual Representation and Reflection 25%

W9 - 10 Media and Manipulation Term 4

W1 - 4 Media and Manipulation Week 4 4. Multimodal Presentation 25%

W5 - 10 Genre Study - Horror

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Scope & Sequence Year 9 Mathematics 5.1

Term 1 Topic Assessment W1 - 4 Whole Numbers & Decimals

W5 - 7 Integers & Fractions Week 7 Task 1

Open Book Task 25% W8 - 9 Percentages W10 - 11 Earning Money Term 2

W1 - 4 Ratio, Rates & Time Week 3 Task 2

In-Class Task 25% W5 - 7 Algebra W8 - 10 Indices Term 3 W1 - 2 Equations

W3 - 4 Pythagoras’ Theorem Week 4 Task 3

Assignment/Inv 25% W5 - 6 Graphing Linear Equations W7 - 10 Perimeter, Area & Volume Term 4 W1 - 3 Data Analysis

W4 - 5 Geometry Week 5 Task 4

In-Class Task 25% W6 - 8 Trigonometry W9 - 10 Probability

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Term 1 Topic Assessment W1 - 4 Working with Numbers W5 - 6 Earning Money

W7 - 9 Algebraic Techniques Week 7 Task 1

Open Book Task 25% W10 - 11 Indices Term 2

W1 - 4 Data Analysis Week 3 Task 2

In-Class Task 25% W5 - 7 Equations W8 - 10 Pythagoras’ Theorem Term 3 W1 - 2 Probability

W3 - 6 Area, Surface Area & Volume Week 4 Task 3

Assignment/Inv 25% W7 - 10 Trigonometry Term 4

W1 - 4 Linear & Non-Linear Relationships

W5 - 7 Properties of Geometrical Figures

Week 5 Task 4

In-Class Task 25% W8 - 10 Similarity & Scale Figures

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Term 1 Topic Assessment W1 - 3 Working with Numbers W4 - 5 Financial Mathematics

W6 - 9 Algebraic Techniques Week 7 Task 1

Open Book Task 25% W10 - 11 Probability Term 2

W1 - 4 Data Analysis Week 3 Task 2

In-Class Task 25% W5 - 7 Indices W8 - 10 Equations Term 3 W1 - 3 Pythagoras & Surds

W4 - 7 Area, Surface Area & Volume Week 4 Task 3

Assignment/Inv 25% W8 - 10 Trigonometry Term 4

W1 - 4 Linear & Non-Linear Relationships

W5 - 7 Properties of Geometrical Figures

Week 5 Task 4

In-Class Task 25% W8 - 10 Congruence & Similarity

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Scope & Sequence Year 9 Science


W1 - 11 Physics - Energy on the Move Week 7 Investigation Task (20%)

Term 2

W1 - 10 Body Systems and Responses Week 1 Physics Topic Test (20%)

Term 3

W1 - 5 Chemistry - Inside the Atom Week 1 Biology Topic Test (20%)

W6 - 10 The Periodic Table Week 7 Research Task (20%)

Term 4

W1 - 6 Plate Tectonics Week 1 Chemistry Topic Test (20%)

W7 – 10 Ecosystems

Scope & Sequence

Year 9 History

Term 1 Topic Assessment W2 - 11 Depth Study 1

Making A Better World? Week 9:

Source Analysis 25% Term 2 W1 - 2 Depth Study 1

Making A Better World?

W3 - 10 Depth Study 2: Australia and Asia

Week 9: Research Task - 25%

Term 3

W1 - 10 Depth Study 3: Australians at War

Week 10: Extended Response 20%

Term 4

W1 - 10 Depth Study 3: Australians at War

Week 2: End of Course Exam - 30%

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Scope & Sequence Year 9 Geography


W1 - 11 Sustainable Biomes Week 11: Skills Portfolio - 20%

Term 2 W1 - 4 Geographical Inquiry

W5 - 10 Sustainable Biomes Week 5: Geographical Inquiry 30%

Term 3 W1 - 10 Changing Places Week 7: Fieldwork Task - 20% Term 4

W1 - 5 Changing Places Week 2: End of Course Exam - 30%

W6 - 10 Geographical Inquiry

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Scope & Sequence Year 9 PDHPE

Term 1 Theory Practical Assessment

W 1 – 11

Eating Moving and Feeling

Good (Body Image, Nutrition,

Fitness and Lifelong Physical Activity)

Fitness and Moving Through

Life

Athletics and Cross Country

Due Week 7 Fitness Passport

Assessment Task - 40%

Due Week 10 Athletics and

Cross Country Assessment Task - 15%

Term 2

W1 - 10

Eating Moving and Feeling

Good (Body Image, Nutrition,

Fitness and Lifelong Physical Activity)

Athletics and Cross Country

Moving Through

Life (Team Based Sports)

Due Week 6 Team Games Assessment Task – 15%

Term 3

W 1 - 10

Close Encounters

(Mental Health, Sexual Health, Relationships

and Risk Taking)

Having a Ball (Dance)

Individual Activities

Due Week 6 Dance Assessment

Task – 15%

Term 4

W 1 - 10

Close Encounters

(Mental Health, Sexual Health, Relationships

and Risk Taking)

Year 9 PBL Project

Individual and Group Activities

Summer Sports

Due Week 4

PBL Assessment Task– 15%

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Scope & Sequence

Stage 5 Drama 200 hour


W1 - 9 Practitioner Study & Playbuilding

Week 9 Assessment - Playbuild in

practitioner style and Logbook/Journal (25%)

W10 - 11 Design for a Play

Week 10 Assessment - Playbuild in

practitioner style and Logbook/Journal (25%)

Term 2

W1 - 6 Design for a Play

Weeks 5 and 6 Assessment- Design for

play (costume, set, promotion) (25%)

W7 - 10 Performing Arts Night (PAN) Term 3

W1 - 8 Performing Arts Night (PAN) Assessment - Performing Arts Night (25%)

W9 - 10 Clown and Circus

Term 4

W1 - 7 Clown and Circus

Week 4 Assessment – Performance

at Local Primary School (25%)

W8 - 10 Elements of Drama Revision

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Scope & Sequence Stage 5 Food Technology 200 hour


W1 - 11 Food In Australia Week 7 Assignment Task 1 10%

Term 2

W1 - 7 Food In Australia

Week 3 Practical Task 2 30%

Week 7

Design Brief Task 3 20% W8 - 10 Food for Special Needs Term 3

W1 – 10 Food for Special Needs Week 7

Task 4: Theory Component 10%

Term 4

W1 – 10 Food For special Occasions Week 4

Task 4: Practical Component 30%

Scope & Sequence Year 9 Information Software Technology 200 hour

Term 1. Topic Assessment W1 - 11 Database Design Term 2

W1 - 3 Database Design Week 3 Assessment Task 1 30%

W4 - 10 Robotics and Automated Manufacturing Systems

Term 3

W1 - 6 Robotics and Automated Manufacturing Systems

Week 4 Assessment Task 2 35%

W7 - 10 Internet and Website Development

Term 4

W1 - 10 Internet and Website Development

Week 5 Assessment Task 3 35%

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Scope and Sequence Stage 5 Music 200 hour

Term 1 Topic: Music for T.V, Film, Radio & Multimedia Assessment

W1-2 Introduction to Music: Tour the Music rooms, taking care of equipment. Students demonstrate an understanding of Structure (verse/chorus).

Present a composition and

storyboard for a Film, T.V. show or

multimedia game. (15%)

W3-4 Students will revise known chords, rock beats etc. as a class group performing current culture. Students will demonstrate an understanding of basic rhythmic notation. Students will explore score reading in aural. Start ‘Own Performance’ groups.

W5-6 Students demonstrate an understanding of Music for film and underscoring. Students may complete NAPLAN activities. Students will explore Music for multimedia by comparing ‘old school’ and VR gaming Music.

W7-8 Students will present their composition and their storyboard linking the concepts to the action on screen. Students analyse a piece of Film Music via the concepts. Students continue ‘Own Performance’.

W9-11 Students revise pitch notation and commence aural dictation on pitch and rhythm and intervals. Students continue ‘Own Performance’.

Term 2 W1-2 Students complete any relevant activities and revise key concepts. Students

explore intervals (if time). Students complete relevant NAPLAN extended response practice. Students continue ‘Own Performance’.

Complete a half yearly performance (20%) and listening

exam. (15%) W3-4 Complete half-yearly exams. Complete NAPLAN exams

Topic: Baroque Music

W5-6 Students explore a range of Baroque composers and their Music completing a timeline. Students demonstrate an understanding of score reading for the orchestra and Baroques Music including Pachabel’s cannon. Students prepare ‘Own Performance’.

W7-8 Students perform Purcell’s ‘Passacaglia’ from the Opera, King Arthur. Students score read and analyse Bach’s ‘Air on a G String’. Students learn to write a scale and to compose melodies using balanced phrasing.

W9-10

Students score read and analyse ‘Spring’ from the four seasons by Vivaldi. Students notate the poem on the score and develop an understanding of score reading for a full orchestra and ritornello form. Students continue ‘Own Performance’.

Term 3 Topic: Rock or Popular Music

W1-2 Complete any unfinished work from previous topic. Students will define the topic Popular/Rock Music and explore the role technology (Spotify, Youtube) has on current trends. Students will demonstrate an understanding of triads. Students continue ‘Own Perf’.

Compose and notate a composition from

the topic Popular/Rock Music completing research on a related area of

choice. (30%).

W3-4 Students demonstrate an understanding of the characteristics of Pop/Rock Music and style in Popular/Rock Music. Students will demonstrate an understanding of Primary chords.

W5-6 Students will score read and analyse current culture via the concepts of Music. Students will apply these concepts to their own composition.

W7-8 Students will commence a significant research and analysis project on any aspect of the topic. Students continue ‘Own Performance’.

W9-10 Students present research demonstration an application of the learning via significant Musical analysis. Students continue ‘Own Performance’.

Term 4 W1-2 Students complete any relevant activities and revise key concepts. Complete a yearly

performance exam (20%). W3-4 Complete yearly tests.

Topic: Australian Music

W5-6 Develop an understanding of Australian Music by defining styles. Analyse and score read Aboriginal trad Music and Aboriginal rock.

W7-8 Develop and understanding of the role of trad Arabic Music in current popular Music. Analyse Arabic/Australian Music of John Butler.

W9-10 Xmas carols and Xmas craft.

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Scope and Sequence Stage 5 Visual Art – Year 9 200 hour and

Stage 5 (9 and 10 combined) Odd Years Term 1 TOPIC Assessment W1 Man Made V Organic forms

W2 Gradient drawing, tonal scales, charcoal, water soluble graphite. Cogs, mechanical forms, creating close ups with 3D illusions

W3 Developing a close up drawing of mechanical and organic forms W4 A Series of Drawings on Topic W5 A Series of Drawings on Topic – Vanitas of 17th Century Dutch art W6 Still Life Painting – Ricky Swallow W7 - 9 Still Life Painting

W10 Finalising Practical Assessment Practical Display and VAPD Documentation

W11 Critical and Historical Assessment Introduction Term 2 W1 Critical and Historical Work

W2 Street Smart - Stencil making with a focus on political or social issues. W3 Banksy and satire and humour in the arts. Critical and Historical Studies W4 Stencil making techniques

W5 Developing a point of view W6 - 9 Stencil Artmaking W10 Finalising Assessment Art Term 3 Year 9 200 Hours Stage 5 - 9 and 10 Combined

W1 Perspective Drawing and Surrealism

Sculptures by the Bay – Col Henry and Charlie Trivers

W2 Perspective Drawing Sculpture and Concept Development

W3 Perspective Drawing Planning

W4 Perspective Drawing Meeting up with Sculptor and Gallery

W5 Surrealism – Salvador Dali and Rene Magritte Sculpture Development

W6 Developing a Series of Fantastical Artworks Sculpture Development

W7 - 10 Fantastical Artworks Sculpture Development Term 4 W1 - 2 Critical and Historical Work W3 Revisiting Stencil Art Sculpture Installation Critical and Historical Studies

W4 Stencil Art, Perspective and Surreal Fantastical Artmaking

W5 Finalising Assessment Artwork Practical Assessment of

Sculptures or Perspective/Surreal Artworks

W6 Mural Painting

W7 Mural Painting Year 10 on Stage 6 Prep Program here on – Year 9 Mural Painting or

Book Illustrations

W8 Mural Painting /Book Illustrations Year 9 Mural Painting or Book Illustrations

W9 - 10 Book Illustrations Year 9 Mural Painting or Book Illustrations

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Scope & Sequence

Stage 5 Agriculture

Term 1 Topic Assessment W1 Introduction

W2 - 11 Animal Production Week 5 Research Task 25%

Term 2

W1 - 10 Plant Production Week 8 Practical Investigation 25%

Term 3

W1 - 10 Animal Production Week 5 Practical Skills + Report 25%

Term 4

W1 - 10 Plant Production Week 3 Examination 25%

Scope & Sequence

Stage 5 Commerce

Term 1 Topic Assessment W1 - 7 Consumer Choice

W8 - 11 Law and Society Week 8: Comparison Task -

Shopping and Written Recommendation 20%

Term 2 W1 - 5 Law and Society W6 - 10 Promoting and Selling Week 6: Media File 25% Term 3 W1 - 2 Promoting and Selling

W3 – 10 Running a Business Week 8:

Marketing Campaign & Evaluation 35%

Term 4

W1 - 2 Running a Business Week 2: End of Course Exam 20%

W3 - 10 Towards Independence

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Scope & Sequence Stage 5 Food Technology 100 hour

Term 1. Topic Assessment

W1 - 11 Food In Australia Week 7

Assignment Task 1 10%

Term 2

Term 2, Week 1 Food In Australia

Week 3 Practical

Task 2 30%

Week 7 Design Brief Task 3 20%

W8 - 10 Food for Special Needs Term 3

W1 - 10 Food for Special Needs

Week 7 Assignment

Task 4: Theory Component 10%

Term 4

W1 – 10 Food For special Occasions

Week 4 Task 4:

Practical Component 30%

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Scope & Sequence Stage 5 Futures Learning


W1 - 2 Introduction to Futures Learning

W3 - 11 Employability Skills for the Future

Term 2

W1 - 6 Employability Skills for the Future

Week 5 and 6 Individual Portfolio 50%

W5 - 10 Learning Skills For the Future

Term 3


Term 4


Week 2 and 3 Collaborative Project

Presentation 50% W5 - 10 Looking Forward

Scope & Sequence Stage 5 Elective History


W1 - 11 Historical reconstruction Week 10: Task 1 Source Analysis 25%

Term 2

W1 - 9 Crime and Punishment Week 4: Task 2 Extended Response 25%

W10 Archaeology of the Ancient World

Term 3

W1 - 9 Archaeology of the Ancient World

Week 7: Task 3 Research Task 30%

W10 World Myths and Fables Term 4

W1 - 10 World Myths and Fables Week 2: Task 4

Modern Representation Task 20%

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Scope & Sequence Stage 5 Industrial Technology Timber 100 hour


W1 Introductory lessons /Safety in the workshop

W2 - 11 Paper Towel Holder ( wood turning) Week 3: Task 1: 20%

Term 2 W1 - 10 Step Stool Week 3: Task 2: 40% Term 3

W1 - 5 Step Stool . W6 - 10 Turned Bowl Week 6: Task: 3 20% Term 4 W1 - 10 Planter/Small Box Week 1: Task 4: 20%

Scope & Sequence Stage 5 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 Week 8: Task 2: 25% W9 - 10 STEM PBL Minor 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 6: Task 4: 25%

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Scope & Sequence COURSE: Stage 5 PASS 200 & 100 Hrs

Term 1 Course A Course B- Assessment

W1 - 11 The Body In Action

Fitness and Training

Week 10: The Body Systems – Response to Stimulus

Across 4 Terms: Participation, skills and performance in physical

activity Term 2

W1 - 5 Oz Tag &Flag Football

Netball & Touch

Football


activity

W6 - 10 Play It Safe Netball &

Touch Football

Week 8: Tag It – Group Training Session

Term 3

W1 - 5 Racquet Sports Sport for All


activity

W6 - 10 Racquet Sports Eating to Win

Term 4

W1 - 10 Lifestyle,

Leisure and Recreation

Sport in the 21st Century


activity Week 4: Leisure and

Recreation

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Scope & Sequence Stage 5 Photography and Digital Media 100 hour

Term 1 Topic Assessment W1-2 Introduction To Photography

W3-4 Composition Techniques: Perspective, Halo Portrait Photoshop Skills: Layering and Merging

W5-6 Composition Techniques: Leading Lines, Rule of Thirds

W7-8 Practical Photography Skill Development Portrait or Landscape Focus

Week 8: Practical Submission (20%)

W9-10 Photographer Research Term 2

W1-2 Photographer Research/Presentations Week 2: Research Task (30%)

W3-4 Photographer Research/Presentations Finish watching presentations.

W5-6 Film/Wet Photography Introduction to the Dark Room

W7-8 Pinhole Photography, Photograms, Solargram W9-10 Practical and Photoshop Skill Development Term 3 W1-2 Practical Skill Development/Dark Room W3-4 Practical Skill Development/Dark Room

W5-6 Practical Skill Development/Dark Room Assessment Task Completion and Submission

Week 6: Practical Submission (20%)

W7-8 Trick/Illusion Photography Hover photo, missing bits, light tricks.

W9-10 Practical and Photoshop Skill Development Term 4 W1-2 Practical and Photoshop Skill Development

W3-4 Practical Skill Development/Dark Room Assessment Task Completion and Submission

Week 3: Practical Submission and Critical Analysis

(30%) W5-6 PBL – Short Film Making

W7-8 Make short films in conjunction with leftover Year 9 S5 Drama Students.

W9-10 Make short films in conjunction with leftover Year 9 S5 Drama Students.

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OVERALL ASSESSMENT PLANNER YEAR 9

WEEK TERM 1 2019 TERM 2 2019 TERM 3 2019 TERM 4 2019

1 Science Science IT – Timber Science

2 Photography

Commerce Elective History Futures Learning History Geography

3 IT - Timber

Food Technology IST IT – Timber Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Art

Agriculture Futures Learning Photography Visual Art

4 Elective History Music

IST Mathematics 5.1 Mathematics 5.2 Mathematics 5.3

Pass PDHPE Drama English Food Technology Music

5 Agriculture Drama Futures Learning Geography

Agriculture

IST Geography Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Visual Art

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Commerce Drama Futures Learning PDHPE

IT – Timber Music Photography PDHPE

iSTEM

7

Food Technology Mathematics 5.1 Mathematics 5.2 Mathematics 5.3 Science PDHPE

Food Technology Elective History Food Technology Geography Science

8 Commerce Music Photography

Agriculture iSTEM PASS

Commerce Drama iSTEM English

9 Drama English History

English History

10

Elective History iSTEM PASS Drama PDHPE Visual Art

History

11 Geography

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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 9 assessment - henry kendall high school · 2 . policy on assessment assessment at henry...

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