Assessment schedule yr 10aa by ST Spyridon College

One

ST SPYRIDON COLLEGE Assessment Handbook

Year 10

2013

March, 2013

Our Mission “We promote educational excellence within a caring environment” At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person – strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community. In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

Year 10 Assessment Booklet March 2013

CONTENTS PAGE Assessment Information................................................................................................. 4 Determining Stage 5 Grades .......................................................................................... 6 Principal’s Certification ................................................................................................. 7 Student Responsibilities ................................................................................................. 8 General Performance Descriptors .................................................................................. 12 Assessment Schedule ..................................................................................................... 13  Classical Greek ......................................................................................................... 15  Commerce ................................................................................................................. 17  Drama ........................................................................................................................ 19  English ...................................................................................................................... 23  Food Technology ...................................................................................................... 27  Geography (Australian) Mandatory .......................................................................... 31  History (Australian) Mandatory ................................................................................ 35  History (Elective) ...................................................................................................... 37  Information & Software Technology ........................................................................ 39  Mathematics .............................................................................................................. 43  Modern Greek ........................................................................................................... 47  Music......................................................................................................................... 49  Orthodox Studies....................................................................................................... 51  P.A.S.S. ..................................................................................................................... 53  P.D.H.P.E. ................................................................................................................. 55  Science ...................................................................................................................... 59  Serbian ...................................................................................................................... 63  Visual Arts ................................................................................................................ 65

Year 10 Assessment Booklet March 2013

Stage 5 Assessment Information for Parents and Students RECORD OF SCHOOL ACHIEVEMENT - RoSA Starting with Year 10 in 2012, students who leave school before receiving their HSC will receive the RoSA Record of School Achievement). Who Receives a RoSA? A student is eligible for a RoSA if they have: 

Attended a government school, an accredited non-government school or a recognized school outside NSW



Completed courses of study that satisfy the Board’s curriculum and assessment requirements for the RoSA



Complied with all requirements imposed by the Minister and the Board



Completed Year 10.

While the formal RoSA credential is awarded only to students who leave school prior to receiving their HSC, all NSW students have access to a record of their senior secondary grades. What does a RoSA show? It records A to E grades as well as courses commenced by students, right up until the time they achieve their HSC or leave school. These grades are awarded by the school based on a student’s performance in a range of assessment tasks in each course.

Year 10 Assessment Booklet March 2013

INTRODUCTION – Course Performance Descriptors Grades A – E will be awarded in all courses based on school-based assessment of students’ achievement with reference to Course Performance Descriptors issued by the Board of Studies. In Mathematics grades have been developed to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2). Course Performance Descriptors are a series of statements that summarise observable and measurable student achievement and assist teachers award grades based on descriptions of typical achievement from elementary to excellent.

A set of Course Performance Descriptors is an assessment and reporting tool to assist teachers make sound and consistent judgements about overall student achievement at the end of a course. You will find subject-specific Performance Descriptors for each subject.

Course Performance Descriptors describe the main features of typical students’ performances at the end of the course. The Areas for Assessment consist of the knowledge and skills objectives from the syllabus.

A general sense of the type of knowledge, understanding and skills that a student would

have to demonstrate to be awarded Grades A to E are provided in the table on page 12.

Year 10 Assessment Booklet March 2013

Determining Grades The process of determining Grades at St Spyridon College requires teachers to: 

devise and administer assessment tasks that address the knowledge and skills objectives and outcomes of the syllabus;



observe and record assessment judgments (eg. marks, grades, comments);



use assessment information to make a summative judgment of each student’s overall level of achievement at the end of the course;



refer to the Course Performance Descriptors to award a grade that most appropriately describes a student’s achievement.

Teachers interpret the Course Performance Descriptors in terms of achievement that can be demonstrated within the bounds of the syllabus by students at the end of Year 10, Stage 5. All syllabus objectives related to knowledge and skills have been taken into account in designing the teaching/learning program. The assessment method employed by St Spyridon College is as follows: 1. Establish an Assessment program that consists of a number of assessment tasks. 2. Ensure the tasks cover the full range of objectives and outcomes. 3. Determine the weighting (relative importance) of each task. 4. Award marks for each completed task. 5. Combine the marks awarded in each task to obtain a total mark for each student. 6. On the basis of these marks, determine the order of merit for the group. 7. Refer to the Course Performance Descriptors to relate the order of merit to grades awarded. 8. Review the grade awarded to each student to make sure that no anomaly has occurred. The order of merit obtained by the summation of marks may require adjustment after consideration of students’ achievement at or near each grade cut-off.

Note: The final decision as to each student’s level of achievement will relate to the best overall description of the student’s achievement based on all the evidence available. Any order of merit that is established would therefore only serve as a guide in determining the most appropriate grade for each student. Year 10 Assessment Booklet March 2013

Principalâ&#x20AC;&#x2122;s certification of completion of course requirements (i)

You will be considered to have satisfactorily completed a course if, in the Principalâ&#x20AC;&#x2122;s view, there is sufficient evidence that you have met the following course completion criteria:

(a) followed the course developed or endorsed by the Board of Studies; and

(b) applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and

(ii)

If the Principal determines that the above course completion criteria are not being met, you will be given written warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements.

A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then deem that the student has not met the requirements for that course.

(iii)

You have the right to appeal to the school and then the Board of Studies against the Principalâ&#x20AC;&#x2122;s determination. The Principal will advise you of this right and explain the appeal process.

Year 10 Assessment Booklet March 2013

Student Responsibilities You are responsible for your own assessment in a number of ways. If you act irresponsibly you may end up with a ZERO MARK. a) You MUST BE FAMILIAR with the assessment policies set out in this handbook. b) It is your responsibility to be aware of the due dates for assessment tasks and complete tasks on time. If you are absent for any number of days you must, on returning to school, check with your teachers to see if any assessment tasks have been set. c) It is YOUR responsibility to BE PRESENT to complete all in-school assessment tasks. d) Students should read carefully all requirements on the Assessment Notifications and in the Assessment Handbook to do with all their Assessment Tasks. e) Students who have been suspended must report to the office where they will complete assessment tasks set for that day. f) If absent on the day of notification of an assessment task, it is your responsibility to contact the teachers to obtain all relevant information. g) Students are to follow up any concerns they have about their assessment task with the teacher concerned as soon as a task is returned. You must not under any circumstances leave a piece of work on a teacher’s desk, as no record will have been established of its presentation.  Student Absence The Principal will judge each student’s progress on the following criteria: The student must

(a) follow the course developed or endorsed by the Board (b) apply him/herself with diligence and sustained effort to all tasks

set

by the school (c) achieve some or all of the course outcomes. In order to achieve course outcomes and to give teachers the opportunity to monitor and assess students progress it is the responsibility of students to attend school and all classes and to participate fully in all set tasks and activities, not only specific assessment tasks.

Frequent or sustained absence may jeopardise the student’s eligibility for the satisfactory completion of Stage 5. An absence is normally deemed as explained if justified by a doctor’s certificate.

Year 10 Assessment Booklet March 2013

 Prolonged absences Absences through illness and/or injury may be accepted by the Principal if, the absence is judged legitimate. In the case of prolonged or recurring illness or injury, a medical certificate may be accepted as satisfactory evidence of legitimate absence.

In many instances, schoolwork maybe undertaken while at home or in hospital. In this way, the Principal may be satisfied that there is sufficient evidence for deeming that a student has met course requirements and achieved the main objectives of the course. In cases of prolonged absence (in excess of ten weeks) and where work is not possible during the period of absence, the Principal may judge that catching up is not possible and determine that attendance is unsatisfactory. As far as possible early warning of the consequences of such prolonged absence for a student will be given.  Absence for an in-school assessment task If you are absent for an assessment task on part or all of the day, when a task is due, it is YOUR RESPONSIBILITY to ring the School on that day to inform the Principal and relevant Curriculum Leader of your absence.

To validate an absence, a student will be required to produce on the first day back to School a Doctor’s Certificate stating ‘unfit to complete an assessment task’.

It is the student’s responsibility to see the teacher, who will consult with the relevant Curriculum Leader to arrange to complete a task missed, on the FIRST day of returning from an absence. (In some cases, a SUBSTITUTE task or alternative means of assessment maybe arranged).

In extraordinary circumstances, and then only with the approval of the Principal, an estimate may be given.

Year 10 Assessment Booklet March 2013

 ‘N’ Award Letter The Principal will warn the student in writing if there is evidence that he/she is not meeting the requirements and indicate what the student will need to do in order to meet such requirements. The student will receive an ‘N’ Award letter to this effect.  Late Submissions The dates for submission of assignment-type tasks will be clearly made known to students.

The teachers will accept a late submission, without penalty if the student has arranged to have posted to the School his/her Assignment on the day it is due, and the Postal Dating verifies this fact. When there is no valid reason for late submission of a task (that is, no extension of time was given), 20% of the total mark will be deducted for each day late. For example: an English assignment due on Wednesday and handed in on Friday would receive 12 marks out of 20. The penalty is 40% of marks actually awarded, i.e., 4.8 marks (5 marks rounded to the nearest integer). Thus the assignment receives 7 marks out of 20 when the penalty for late submission is calculated.  Extension of Time Any extension must be requested in writing from the Principal at least three days before the due date, and will usually be awarded on medical grounds.  Cheating and Plagiarism Any student found cheating will be awarded zero on the assessment task. The teacher in consultation with the Principal and relevant Curriculum Leader will establish that malpractice has occurred. Parent/Guardians will be advised in writing. Cheating includes the issue of plagiarism: copying other student’s work or using ideas or quotations from any type of hard or electronic text without acknowledging the source.

Year 10 Assessment Booklet March 2013

 Word Length It is each student’s responsibility to keep to the word length. Acceleration into Stage 6 Courses Students who are accelerants, and for whom the school confidently expects a grade ‘A’ to be awarded at the Stage 5 level, may begin studying a Stage 6 course in the corresponding learning area while still in Stage 5. Note If students have any concerns with their assessments they are advised to seek the assistance of the Principal. IMPORTANT WEBSITES Students are advised to regularly visit the Board of Studies website: St Spyridon College: www.stspyridon.nsw.edu.au Board of Studies: www.boardofstudies.nsw.edu.au www.arc.boardofstudies.nsw.edu.au University Admission Centre: www.uac.edu.au

Mrs A. Katsogiannis Principal Senior School

Year 10 Assessment Booklet March 2013

GENERAL PERFORMANCE DESCRIPTORS for School based Assessment in Stage 5 The general performance descriptors describe performance at each of five grade levels:

Grade

General Performance Descriptors

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

apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

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

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

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

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

Year 10 Assessment Booklet March 2013

ASSESSMENT SCHEDULE

Year 10 Assessment Booklet March 2013

Classical Greek Assessment Schedule OUTCOMES

COMPONENTS

5.UL.1

Reading & Responding

30%

5.UL.2

Analysing

10%

5.UL.3

Translating

20%

10%

5.MLC.1, 5.MLC.2

Making Linguistic Connections

20%

10%

5.MBC.1, 5.MBC.2

Moving Between Cultures

20%

TOTAL

Year 10 Assessment Booklet March, 2013

WEIGHTING

100

TASK 1 – TERM 1 WEEK: 8 5%

TASK 2 – TERM 2 WEEK: 5 10%

TASK 3 – TERM 3 WEEK: 8

TASK 4 – TERM 4 YEARLY EXAM 15%

20% Project

10%

30%

20%

40%

Stage 5 Course Performance Descriptors – Classical Greek

Areas for Assessment

Grade E

Using language Making linguistic connections Moving between cultures Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

A s t u d e n t p e r f o r mi n g a t this grade typically:

• demonstrates very limited

• reads and responds to extended

• is competent in reading and

• is confident and competent in

competence in the language and basic understanding of language features and structures. With support, reads and responds to extended passages of Classical Greek.

• with guidance, demonstrates very limited understanding of ways in which languages work as systems and of ways in which meaning is conveyed.

• with support, uses context and linguistic clues to deduce the meaning of a limited amount of unfamiliar vocabulary in translating short passages of Classical Greek into literal English.

passages of Classical Greek, recognising and explaining grammatical structures in simple sentences.

• demonstrates basic understanding of ways in which languages work as systems and of ways in which meaning is conveyed.

• uses context and linguistic clues to deduce the meaning of some unfamiliar vocabulary in translating short passages of Classical Greek into English.

passages of Classical Greek, recognising and analysing most grammatical structures in complex sentences.

• demonstrates sound understanding of ways in which languages work as systems and of ways in which meaning is conveyed.

• uses context and linguistic clues to deduce the meaning of some unfamiliar vocabulary in translating extended passages of Classical Greek into clear English that reflects the style of the writer.

responding to extended passages of Classical Greek, recognising and analysing grammatical structures in complex sentences.

• demonstrates thorough understanding of ways in which languages work as systems and of ways in which meaning is conveyed.

• uses context and linguistic clues to deduce the meaning of most unfamiliar vocabulary in translating extended passages of Classical Greek into fluent English that broadly reflects the tone and style of the writer.

• identifies some references to

• describes some references to

• explains references to cultural,

• discusses references to cultural,

cultural, social and historical features of the ancient Greek world.

social and historical features of the ancient Greek world.

• demonstrates an elementary understanding of the relationship between language and culture.

Year 10 Assessment Booklet March, 2013

• demonstrates basic understanding of the relationship between language and culture.

• demonstrates sound understanding of the relationship between language and culture.

• demonstrates thorough understanding of the relationship between language and culture.

reading and responding to extended passages of Classical Greek, recognising and analysing grammatical structures in complex sentences.

• demonstrates extensive understanding of ways in which languages work as systems and demonstrates perceptive understanding of ways in which meaning is conveyed.

• uses context and linguistic clues to deduce the meaning of unfamiliar vocabulary in translating extended passages of Classical Greek into fluent and idiomatic English that captures the tone and style of the writer.

• analyses the significance of references to cultural, social and historical features of the ancient Greek world.

• demonstrates extensive understanding of the relationship between language and culture.

Commerce Assessment Schedule OUTCOMES

SYLLABUS TOPICS

WEIGHTING

TASK 1

TASK 2

TASK 3

TASK 4

Week 6 Term 1

Assessment Week Term 2

Week 8/9 Term 3

Assessment Week Term 4

Newspaper Editorial Research Task 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

Law and Society

25%

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

Employment Issues Community Participation

25%

5.2, 5.4, 5.5, 5.7, 5.8, 5.9

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

Promoting and Selling

Law and Society Employment Issues Community Participation Promoting and Selling Towards Independence

Group work/oral PowerPoint

Yearly Examination

25%

100% Year 10 Assessment Booklet March, 2013

Half Yearly Assessment â&#x20AC;&#x201C; Literacy task

25%

Stage 5 Course Performance Descriptors – Commerce Areas for Assessment Knowledge of commerce

Knowledge and understanding of consumer, financial, business, legal and employment matters Skills in commerce Skills in decision-making, problem-solving, research, communication and working independently and collaboratively

Grade E

Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t this grade typically:

• demonstrates elementary

• demonstrates basic knowledge

• demonstrates sound knowledge

• demonstrates thorough

• demonstrates extensive

knowledge and understanding of aspects of consumer, financial, business, legal and employment concepts and issues.

• identifies some rights and responsibilities of consumers in some commercial and legal contexts.

• with guidance applies simple decision-making and problemsolving skills in commercial and legal contexts.

• undertakes limited research and recalls some basic commercial and legal information.

• communicates simple commercial and legal ideas and concepts using a limited range of oral and written forms.

• demonstrates very limited planning and organising skills when working independently and/or collaboratively. Year 10 Assessment Booklet March, 2013

and understanding of some consumer, financial, business, legal and employment concepts and issues.

• describes some rights and responsibilities of consumers in commercial and legal contexts.

• applies some decision-making and problem-solving skills in some commercial and legal contexts.

• undertakes some research and interpretation of basic commercial and legal information using a limited range of sources.

• displays limited skills to communicate simple commercial and legal ideas and concepts using a range of oral and written forms.

• demonstrates some planning and organising skills when working independently and/or collaboratively.

and understanding of consumer, financial, business, legal and employment concepts and issues.

• explains the rights and responsibilities of consumers in a range of commercial and legal contexts.

• applies decision-making and problem-solving skills in commercial and legal contexts.

• undertakes research, and interprets commercial and legal information using a variety of sources.

• displays sound skills to communicate commercial and legal ideas and concepts using a range of oral and written forms.

• demonstrates competent planning and organising skills when working independently and/or collaboratively.

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

• discusses the rights and responsibilities of consumers in a broad range of commercial and legal contexts.

• applies well-developed decision-making and problemsolving skills in commercial and legal contexts.

• competently researches and assesses commercial and legal information using a variety of sources.

• displays proficient skills to communicate commercial and legal ideas and concepts using a wide range of oral and written forms.

• demonstrates well-developed planning and organising skills when working independently and/or collaboratively.

knowledge and understanding of a range of consumer, financial, business, legal and employment concepts and issues.

• analyses the rights and responsibilities of consumers in an extensive range of commercial and legal contexts.

• independently applies outstanding decision-making and problem-solving skills in a range of commercial and legal contexts.

• capably researches and evaluates complex commercial and legal information using a wide variety of sources.

• displays effective skills to communicate complex commercial and legal ideas and concepts using an extensive range of oral and written forms.

• demonstrates highly developed planning and organising skills when working independently and/or collaboratively.

Drama Assessment Schedule UNIT Issues‐Based Playbuilding

Movement, Mask and Mime Performance Style: Commedia Dell’Arte

OUTCOMES ASSESSED TYPE OF TASK Group Devised Performance/ 5.1.1, 5.1.2, 5.1.3, 5.1.4 Logbook 5.2.1, 5.2.2 5.3.1, 5.3.3

5.1.1, 5.1.2, 5.1.3, 5.1.4 5.2.1, 5.2.2 5.3.1, 5.3.3 5.1.1, 5.1.2, 5.1.3, 5.1.4 5.2.1, 5.2.2, 5.2.3 5.3.1, 5.3.3

5.1.1, 5.1.4 Scripted Drama: 5.2.1, 5.2.2 5.2.3 Children’s Theatre 5.3.1, 5.3.2, 5.3.3

Year 10 Assessment Booklet March, 2013

WEIGHTING 20%

Written Essay (Take home)

Group Devised Performance/ Logbook

25%

Scripted Performance/ Logbook

20%

Scripted Performance

15%

Elements of Production

15%

DATE OF TASK Term 1 Week 7 Term 1 Week 9 Term 2 Week 7 Term 3 Week 8 Term 4 Week 7 Term 4 Ongoing

Making Performing Appreciating Grade A A student at this grade typically: communicates a sophisticated understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within playbuilding and other dramatic contexts. perceptively develops and refines their work, individually and collaboratively, using a range of dramatic forms, structures, devices, acting and performance techniques to create dynamic and engaging works with an intended meaning for an audience. demonstrates excellence in improvisation, playbuilding, the enactment and interpretation of scripts, texts and other dramatic forms and performance styles. selects and manipulates performance spaces, technologies and elements of production to communicate different dramatic intentions. researches and critically assesses the contemporary and historical contexts of drama. evaluates the contribution of groups and individuals, using appropriate drama terminology. analyses and synthesises drama with a sophisticated awareness of the unique relationship between performer and audience. Grade B A student at this grade typically: demonstrates a thorough understanding of the elements of drama in the integrated practices of making, performing and appreciating drama within playbuilding and other dramatic contexts. capably develops their work, individually and collaboratively, using dramatic forms, structures, devices, acting and performance techniques to create effective and engaging works with an intended meaning for an audience. competently improvises, playbuilds, enacts and interprets scripts, texts and other dramatic forms and performance styles. confidently uses performance spaces, technologies and elements of production to communicate dramatic intentions. researches and analyses the contemporary and historical contexts of drama. assesses the contributions of groups and individuals using appropriate drama terminology. analyses drama with an awareness of the relationship between performer and audience. Grade C A student at this grade typically: demonstrates a sound understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of playbuilding and other dramatic contexts. develops their work, individually and collaboratively, using dramatic forms, structures, devices, acting and performance techniques to create engaging works with an intended meaning for an audience. improvises, playbuilds, and enacts scripts, texts and other dramatic forms and performance styles. uses performance spaces, technologies and elements of production to communicate a dramatic intention. researches and describes the contemporary and historical contexts of drama. Year 10 Assessment Booklet March, 2013

describes the contribution of groups and individuals using drama terminology. describes the relationship between performer and audience. Grade D A student at this grade typically: demonstrates a basic understanding of the elements of drama through the practices of making, performing and appreciating drama within the context of playbuilding and some other dramatic contexts. develops their work using basic dramatic forms and performance techniques to create drama for an audience. demonstrates limited skills in improvisation, playbuilding and other dramatic forms. uses aspects of performance spaces, technologies and elements of production. conducts basic research and describes some contexts of drama. recognises the contribution of groups and individuals, using limited drama terminology. recognises the relationship between performer and audience. Grade E A student at this grade typically: participates, with teacher support, in the practices of making, performing and appreciating drama. has an elementary understanding of some elements of drama and performance skills required to create drama for an audience. demonstrates very limited skills in improvisation, playbuilding and other dramatic forms. uses some aspects of performance spaces and elements of production. with guidance, conducts basic research. recognises the contribution of some groups and individuals. recognises aspects of the relationship between performer and audience.

Year 10 Assessment Booklet March, 2013

English Assessment Schedule TASK 1

TASK 2

TASK 3

TASK 4

Timing

Late Term 1

Late term 2

Late Term 3

Mid Term 4

Outcomes

1, 3, 7, 8,

1,2, 4,6

1, 4, 5, 6, 7, 8, 9,

1, 4, 5, 7, 8, 9

Type of task

Weighting Language modes

Year 10 Assessment Booklet March, 2013

Listening Speaking Reading Writing Viewing/ Representing

Viewing and essay

Extended responses

Unseen texts and Extended response

Oral

    

 

Stage 5 Course Performance Descriptors – English Areas for Assessment

Reading, listening, viewing Writing, speaking, representing Communicating and context Analysing language Interpretive, imaginative and critical thinking Expressing views

Grade E

Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

• demonstrates some evidence of

• demonstrates some ability to

• through close and wide study,

the ability to respond to a limited range of texts.

• with teacher support, discusses the context and perspective of texts and the relationships between and among them.

• with teacher support, discusses texts by selecting, identifying and explaining some language forms and features and structures of those texts.

• responds in a rudimentary way to verbal and visual imagery.

• with teacher support, composes written, oral and visual texts using various technologies for a limited range of purposes, audiences and contexts.

• is able to generalise at times from engaging with texts to present a limited view of the world. Year 10 Assessment Booklet March, 2013

respond to a range of texts.

• discusses the context and perspective of texts and the relationships between and among them.

• discusses texts by selecting, identifying and explaining some language forms and features and structures of those texts.

• responds to verbal and visual imagery.

• composes written, oral and visual texts using various technologies for different purposes, audiences and contexts.

• is able to generalise at times from engaging with texts to present some differing views of the world.

responds to a range of imaginative, factual and critical texts.

responds to demanding, imaginative, factual and critical texts.

• investigates the context and

• investigates with some insight

perspective of texts and the relationships between and among them.

the context and perspective of texts and the relationships between and among them.

• analyses and discusses texts by selecting, identifying and explaining appropriate language forms and features and structures of those texts.

• responds imaginatively to verbal and visual imagery.

• displays a developing personal style, composes written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.

• is able to generalise from engaging with texts to present differing views of the world.

• closely and critically analyses and evaluates texts of increasing complexity by selecting, describing and explaining appropriate language forms and features and structures of those texts.

• responds imaginatively and critically in an effective way to verbal and visual imagery.

• displays a developing personal style, composes with confidence written, oral and visual texts using various technologies for a variety of purposes, audiences and contexts.

• is able to generalise from engaging with texts to present a range of views of the world.

responds to a comprehensive range of demanding, imaginative, factual and critical texts.

• perceptively investigates the context and perspective of texts and the relationships between and among them.

• constructively and critically analyses and evaluates complex texts by selecting, describing and explaining significant language forms and features and structures of those texts.

• responds imaginatively and critically in a highly effective way to verbal and visual imagery.

• displays a distinct personal style, composes with confidence written, oral and visual texts, using various technologies for a wide variety of purposes, audiences and contexts.

• is able to generalise confidently from engaging with texts to present a wide variety of views of the world.

Grade E

Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

• with teacher support, is

• with guidance, is developing a

• demonstrates an understanding

• clearly demonstrates an

• consistently demonstrates an

personal style and an understanding of the processes of composition as they are able to make some obvious inferences and interpretations, extend their imaginations in making meaning and apply ideas to new contexts.

of the processes of composition as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.

developing an understanding of the processes of composition, as they are able to interpret ideas and apply these to new contexts.

• is able to identify some

• is able to identify and discuss

obvious expectations of an audience.

some obvious preconceptions and expectations of an audience.

• with teacher support, is able to

• with guidance, is able to reflect

reflect on some aspects of their individual and collaborative skills for learning.

on their individual and collaborative skills for learning.

Year 10 Assessment Booklet March, 2013

• conforms to or challenges an audience’s preconceptions and expectations.

• with increasing independence, reflects on and uses, assesses and adapts their individual and collaborative skills for learning.

understanding of the processes of composition, as they are able to make some inferences and interpretations, extend their imaginations in composing texts and adapt ideas into new and different contexts.

• with increasing confidence, is able to conform to, or challenge, an audience’s preconceptions and expectations.

• independently reflects on and uses, assesses and adapts their individual and collaborative skills for learning.

understanding of the processes of composition, as they are able to infer logically, interpret clearly, extend their imaginations in composing texts and adapt ideas into new and different contexts.

• with confidence, is able to conform to, or challenge, an audience’s preconceptions and expectations.

• independently reflects on and confidently uses, assesses and adapts their individual and collaborative skills for learning.

Year 10 Assessment Booklet March, 2013

Food Technology Assessment Schedule COMPONENTS

WEIGHTINGS

TASK 1 Term 1 Folio and Oral Presentatio n of research Task Week 7 5.3.1, 5.3.2, 5.4.1, 5.5.1, 5.5.2, 5.6.1

Food for Special Needs Food Service and Catering

TASK 2 Term 2 - 3 Design Brief Portfolio – Documentation and Practical Task

Long running task – alternate weeks 5.1.1, 5.1.2, 5.2.2, 5.3.2, 5.5.1, 5.5.2, 5.6.1, 5.6.2

TASK 3 Term 4 Folio Presentation “ Value added food Products”

Week 5 5.2.3, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.6.1, 5.6.2

TASK 4 Term 4 Examination Course Content Examination Work

Examination Week 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.4.2, 5.6.1, 5.6.2,

5 25%

20 5

25% 40

Food For Special Occasions

25%

Food Trends

25% 100%

Year 10 Assessment Booklet March, 2013

20%

40%

20%

Stage 5 Course Performance Descriptors â&#x20AC;&#x201C; Food Technology Grade A A student at this grade typically: evaluates the chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage. independently identifies and uses advanced techniques and appropriate equipment for a broad range of food-specific purposes, independently assessing and managing risks associated with safe and hygienic preparation of food. demonstrates advanced technical skills in designing, producing and evaluating solutions of excellent quality for specific food purposes. evaluates the impact of food-related activities or tasks on the individual, society and environment, and the influences that technology has had on food supply. analyses a wide range of factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health. displays highly developed research skills, and communicates complex information effectively using a range of media. Grade B A student at this grade typically: analyses the chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage. identifies and uses advanced techniques and equipment for a variety of food-specific purposes, assessing and managing risks associated with the safe and hygienic preparation of food. demonstrates high-level technical skills in designing, producing and evaluating high quality solutions for specific food purposes. analyses the impact of food-related activities or tasks on the individual, society and environment, and the influences that technology has had on food supply. analyses a range of factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health. displays well-developed research skills, and communicates complex information using a range of media. Grade C A student at this grade typically: describes the chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage. identifies and uses appropriate techniques and equipment for a variety of food-specific purposes, identifying and managing risks associated with the safe and hygienic preparation of food. demonstrates adequate technical skills in designing, producing and evaluating solutions of sound quality for specific food purposes. describes the impact of food-related activities or tasks on the individual, society and environment, and the influences that technology has had on food supply. discusses a range of factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health. displays sound research skills, and communicates information using a range of media.

Year 10 Assessment Booklet March, 2013

Grade D A student at this grade typically: outlines a number of chemical and physical properties of a variety of foods, and the changes that take place in food during preparation, processing and storage. identifies and uses basic techniques and equipment for a number of food-specific purposes, identifying and managing some risks associated with the safe and hygienic preparation of food. demonstrates basic technical skills in designing, producing and evaluating solutions for specific food purposes. outlines the impact of food-related activities or tasks on the individual, society and environment, and the influences that technology has had on food supply. identifies factors that influence food choices and eating habits, and relates consumption and the nutritional value of foods to individual and community health. displays basic research skills, and communicates information using a limited range of media. Grade E A student at this grade typically: identifies some chemical and physical properties of foods and, with assistance, identifies some changes that take place in food during preparation, processing and storage. with guidance, identifies and uses some appropriate techniques and equipment for a limited range of food-specific purposes. with guidance, demonstrates very limited technical skills in designing and producing solutions for specific food purposes. identifies some ways that food-related activities or tasks impact on the individual, society or the environment, and some influences that technology has had on food supply. identifies a limited number of factors that influence food choices and eating habits, and relates some aspects of consumption and the nutritional value of foods to health. displays very limited research skills and, with guidance, communicates simple information using a limited range of media

Year 10 Assessment Booklet March, 2013

Geography (Australian) Mandatory Assessment Schedule OUTCOMES

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.10 5.1, 5.2, 5.3, 5.4, 5.10 5.2, 5.3, 5.4, 5.7, 5.8, 5.9, 5.10 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10 Total

Year 10 Assessment Booklet March, 2013

TOPICS

Issues in Australian Environments. Geographical Skills Australia in its Regional and Global contexts. Issues in Australian Environments. Australia in its Regional and Global contexts.

WEIGHTING

25%

TASK 1 Term 1 Fieldwork Research Task

TASK 2 Term 2 Half Yearly Assessment â&#x20AC;&#x201C; Skills based

TASK 3 Term 3 Research Task

Week 7

Week 6

Week 9

TASK 4 Term 4 Yearly Examination Examination Week

25%

100%

25%

Stage 5 Course Performance Descriptors – Australian Geography Areas for Assessment Communication Geographical tools and skills Geographical knowledge

Grade A A student at this grade typically: •displays sophisticated skills to select, gather and organise complex geographical information and uses an extensive range of written, oral and graphic forms to communicate it effectively. •exhibits extensive skills to select and proficiently apply geographical tools appropriate to the spatial and ecological dimensions of Australia. •demonstrates an extensive sense of place of Australian environments and an extensive understanding of the geographical processes that form and transform them. •explains and analyses different perspectives of geographical issues at a range of scales. •demonstrates extensive knowledge and understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities. •displays extensive knowledge of civics and analyses links between civics and informed and active citizenship in relation to geographical issues at a range of scales.

Grade B A student at this grade typically: •displays high level skills to select, gather, organise and communicate complex geographical information in a broad range of written, oral and graphic forms. •exhibits high level skills to select and apply geographical tools appropriate to the spatial and ecological dimensions of Australia. •demonstrates a thorough sense of place of Australian environments and a thorough understanding of the geographical processes that form and transform them. •explains different perspectives of geographical issues at a range of scales. •demonstrates thorough knowledge and understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities. •displays thorough knowledge of civics and explains links between civics and informed and active citizenship in relation to geographical issues.

Year 10 Assessment Booklet March 2013

Grade C A student at this grade typically: •displays sound skills to select, gather, organise and communicate geographical information using a range of written, oral and graphic forms. •exhibits sound skills to select and apply geographical tools appropriate to the spatial and ecological dimensions of Australia. •demonstrates a sound sense of place of Australian environments and adequate understanding of the geographical processes that form and transform them. •describes different perspectives of geographical issues. •demonstrates sound knowledge and understanding of Australian environments and communities, the interactions of people with the environment and the factors that shape communities. •displays broad knowledge of civics and describes links between civics and informed and active citizenship.

Grade D A student at this grade typically: •displays basic skills to select, gather, organise and communicate geographical information using a range of written, oral and graphic forms. •exhibits some skills to select and apply geographical tools appropriate to a range of spatial and ecological dimensions of Australia. •demonstrates a basic sense of place of Australian environments and some understanding of the geographical processes that form and transform them. •outlines different perspectives of Australian geographical issues. •demonstrates basic knowledge and understanding of Australian environments and communities, a range of interactions of people with the environment and a range of factors that shape communities. •displays some knowledge of civics and identifies links between civics and citizenship.

Grade E A student at this grade typically: •displays very limited skills to select, gather, organise and communicate geographical information using a limited range of written, oral and graphic forms. •exhibits very limited skills to select and apply geographical tools to some spatial and ecological dimensions of Australia. •demonstrates some sense of place of Australian environments and identifies some geographical processes that form and transform them. •recognises some different perspectives of geographical issues. •demonstrates elementary knowledge and understanding of Australian environments and communities, some interactions of people with the environment and some factors that shape communities. •identifies some aspects of civics and recognises some links between civics and citizenship. Year 10 Assessment Booklet March 2013

Year 10 Assessment Booklet March, 2013

History (Australian) Mandatory Assessment Schedule

Task Style

TASK 1 Oral and Written Task

TASK 2 Empathy Task

TASK 3 Research Essay

TASK 4 Yearly Exam

Timing

Mid Term 1

Mid Term 2

Mid Term 3

Topic

Studies in Peace and War

Freedom Fighters

Assessment Outcomes

Industrial Revolution in Britain E5.1; E5.3; E5.4; E5.6; E5.7; E5.8; E5.9; E5.10

Exam Week, Term 4 All topics

E5.2 E5.3; E5.4; E5.5; E5.6; E5.7; E5.9; E5.10

E5.1; E5.2 E5.3; E5.4; E5.5; E5.6; E5.7; E5.8; E5.9; E5.10

Weighting

Total

Year 10 Assessment Booklet March, 2013

100 Note: The yearly examination will test all topics covered during the course.

Stage 5 Course Performance Descriptors – Australian History Areas for Assessment Grade E

Historical knowledge Research and historical inquiry skills Communication Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

A s t u d e n t p e r f o r mi n g a t this grade typically:

• demonstrates elementary

• demonstrates basic knowledge

• demonstrates sound knowledge

• demonstrates thorough

• demonstrates extensive

and understanding of some significant developments in 20th century Australian history and explains their impact on Australian life.

and understanding of significant developments in 20th century Australian history and makes a simple evaluation of their impact on Australian life.

• demonstrates basic knowledge

• demonstrates sound knowledge

knowledge and understanding of some significant events in 20th century Australian history and, with teacher support, describes some impacts of these events on Australian life.

• demonstrates elementary knowledge and understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia.

• recounts some historical events in chronological order.

• recognises different perspectives within historical accounts, with guidance.

• locates limited information from sources to answer historical questions, with guidance.

• communicates their understanding of history by creating basic accounts of events and issues, in a range of limited forms.

• uses simple historical terms and concepts. Year 10 Assessment Booklet March, 2013

and understanding of some changing rights and freedoms of Aboriginal peoples and other groups in Australia.

• sequences some events and identifies factors contributing to continuity and change.

• recalls different perspectives and interpretations of the past.

• locates, selects and organises relevant information from sources and summarises the main ideas to answer historical questions.

• communicates their understanding of history by describing historical events and issues, in a range of oral, written and other forms.

• uses a limited range of historical terms and concepts.

and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.

• sequences events and explains factors contributing to continuity and change.

• describes different perspectives and interpretations of the past.

• locates, selects and organises relevant information from a number of sources to undertake historical inquiry.

• communicates their understanding of history by creating explanations and arguments about historical events and issues, in a range of oral, written and other forms.

• uses appropriate historical terms and concepts.

knowledge and understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.

• demonstrates thorough knowledge and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.

• sequences events and explains factors contributing to continuity, change and causation.

knowledge and understanding of significant developments in 20th century Australian history and evaluates their impact on Australian life.

• demonstrates extensive knowledge and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia.

• draws historical conclusions based on an understanding of continuity, change and causation.

• explains different perspectives

• assesses different perspectives

and interpretations of the past.

• selects and interprets a range of sources and draws conclusions about their usefulness in an historical inquiry.

• communicates their understanding of history by constructing explanations and coherent arguments about historical events and issues for different audiences, in a variety of oral, written and other forms.

• appropriately uses a range of historical terms and concepts.

• evaluates a range of sources and synthesises information from them that is relevant to an historical inquiry.

• communicates their understanding of historical events and issues by constructing sustained arguments for different audiences, using a variety of oral, written and other forms.

• displays a sophisticated use of historical terms and concepts.

History (Elective) Assessment Schedule

TASK 1

Unit Outcomes Assessed

TASK 2

TASK 3

TASK 4

Industrial Revolution

Studies in Peace and War

Freedom Fighters Slavery

Film, Novel and History

E5.1; E5.3; E5.4; E5.8, E5.10

E5.1, E5.5; E5.6; E5.8, E5.9; E5.10

E5.1; E5.6; E5.8; E5.9; E5.10

E5.1; E5.2 E5.6; E5.7; E5.8

Research Essay

Empathy Task and Examination ( sources and essay)

Late term 2

Late term 3

Assessment Style

Prepared oral and written task

Timing

Mid Term 1

Assessment Weighting

ICT Presentation and Written Report

Late Term 4

Stage 5 Course Performance Descriptors – History (Elective) Areas for Assessment Grade E

Historical understanding, Historical knowledge, Research and historical inquiry skills, Communication Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t t h i s grade typically:

A s t u d e n t p e r f o r mi n g a t this grade typically:

A student performing at this grade typically:

A s t u d e n t p e r f o r mi n g a t t h i s grade typically:

• demonstrates elementary

• demonstrates basic knowledge

• demonstrates sound

• demonstrates and applies a

• demonstrates and applies a detailed

knowledge and understanding of some aspects of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• recognises some key features, personalities or groups in past societies, and recounts simply some historical events in chronological order.

• recognises some contributions of cultural groups, sites and/or families to our shared heritage.

• recognises some different perspectives within historical accounts, with guidance.

• locates basic information from sources to construct simple historical recounts.

• communicates an elementary understanding of history by creating basic historical recounts in a limited range of forms.

• uses simple historical terms and concepts.

and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• identifies some key features,

knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• describes key features,

personalities or groups in past societies, sequences events and identifies factors contributing to continuity and change.

personalities and groups in past societies, and sequences major historical events to explain causation, continuity and change.

• identifies some contributions of

• describes the contribution of

cultural groups, sites and/or families to our shared heritage.

• identifies different perspectives, interpretations and constructions of the past.

• locates and selects relevant information from sources, and summarises the main ideas to engage in basic, structured research tasks.

• communicates a basic understanding of history by creating descriptions and simple explanations, in a range of oral, written and other forms.

• uses some appropriate historical terms and concepts.

cultural groups, sites and/or families to our shared heritage.

• describes different perspectives, interpretations and constructions of the past.

• locates, selects and organises relevant information from a number of sources to undertake historical inquiry.

• communicates a sound understanding of history by creating explanations and arguments, using a range of oral, written and other forms.

• uses a range of historical terms and concepts.

detailed knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• explains the importance of key features, personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.

• analyses the contribution of cultural groups, sites and/or families to our shared heritage.

• explains different perspectives, interpretations and constructions of the past.

• selects and interprets a range of sources and draws conclusions about their usefulness in a historical inquiry.

• communicates a thorough understanding of history by constructing coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.

• appropriately uses a wide range of historical terms and concepts.

and extensive knowledge and understanding of the nature of history, heritage and archaeology, and the methods of historical inquiry.

• assesses the importance of key features, personalities and groups in past societies, and accurately sequences major historical events to explain causation, continuity and change.

• independently evaluates the contribution of a wide range of cultural groups, sites and/or families to our shared heritage.

• assesses different perspectives, interpretations and constructions of the past.

• evaluates a range of sources and synthesises information from them to undertake historical inquiry.

• communicates an extensive understanding of history by constructing sustained and coherent explanations and arguments for different audiences, using a variety of oral, written and other forms.

• displays a sophisticated use of historical terms and concepts.

Information and Software Technology Assessment Schedule

OPTIONS

WEIGHTINGS

TASK 1

TASK 2

TASK 3

TASK 4

Term 1 Project

Term 2 Project

Term 3 Project

Term 4 Project

Week 11

Week 8

Week 10

Week 7

5.1.1, 5.2.1, 5.2.3, 5.3.1

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.5.1, 5.5.2,

5.1.1, 5.1.2, 5.2.1, 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.2.2, 5.5.1, 5.5.2, 5.5.3 5.3.2, 5.4.1, 5.5.1 Digital Media

25 %

Authoring and Multimedia

25 %

Software Development and Programming

25 %

Major Project

25 % 100 %

5.5.3

25 % 25 % 25 % 25 % 25 %

25 %

Stage 5 Course Performance Descriptors â&#x20AC;&#x201C; Information and Software Technology Information and Software Technology Areas for Assessment Computer software and hardware Information and software technologies and society Designing and developing software solutions Communication and collaborative practices Responsible and ethical practices Grade A A student at this grade typically: demonstrates extensive knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks. perceptively analyses the effects on individuals and society of a range of past, current and emerging information technologies. is a critical thinker who insightfully and creatively applies problem-solving and decision-making processes when designing, producing and evaluating solutions for a wide range of challenging situations. independently justifies and applies responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information. independently and logically communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences. Grade B A student at this grade typically: demonstrates thorough knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks. analyses the effects on individuals and society of a range of past, current and emerging information technologies. confidently applies problem-solving and decision-making processes when designing, producing and evaluating solutions for a range of challenging situations. justifies and applies responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information. coherently communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences. Grade C A student at this grade typically: demonstrates sound knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a range of tasks. describes the effects on individuals and society of a range of past, current and emerging information technologies. applies problem-solving and decision-making processes when designing, producing and evaluating solutions for a range of situations. applies responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information. communicates, using appropriate documentation, complex ideas and solutions to a variety of audiences.

Grade D A student at this grade typically: demonstrates basic knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of tasks. outlines the effects on individuals and society of a limited range of past, current and emerging information technologies. applies basic problem-solving and decision-making processes when designing, producing and evaluating solutions for familiar situations. recalls responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information. communicates, using appropriate documentation, ideas and solutions to an audience. Grade E A student at this grade typically: demonstrates elementary knowledge and understanding of, and skills in, selecting and using suitable software and hardware for a limited range of simple tasks. with guidance identifies effects on individuals and society of some past, current and emerging information technologies. applies elementary problem-solving or decision-making processes when designing, and producing solutions for some familiar situations. with guidance, recognises responsible and ethical practice in the use of information and software technology when acquiring and manipulating data and information. with support, communicates, using limited documentation, ideas and solutions to an audience.

Mathematics Assessment Schedule

Task 1

Task 2

Task 3

Task 4

Date

Term 1 Week 7

Term 2 Week 5

Term 3 Week 5

Term 4 Week 5

Task Type

Class test

Examination

Practical

Examination

Weighting

15%

20%

25%

40%

Areas for assessment

Working mathematically, Number, Patterns & algebra, Data

Working mathematically, Patterns & algebra, Number

Working mathematically, Patterns & algebra, Measurement

Working mathematically, Measurement, Patterns & algebra, Space & geometry

Note 1: Grades A10, A9, B8, B7, C6, C5, D4, D3, or E2 will be awarded at the end of Year 10 to every student by relating that student’s achievement, as measured by school assessments, to the Stage 5 Course Performance Descriptor that best describes the achievement of that student. Note 2: Assessment of student learning in Year 10 will incorporate measures of students’:  

ability to work mathematically knowledge, understanding and skills related to Number, Patterns and algebra, Data, Measurement, Space and geometry 43

Stage 5 Course Performance Descriptors – Mathematics Areas for Assessment Working mathematically Number Patterns and algebra Data Measurement Space and geometry

Knowledge, skills and understanding: • developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection • in mental and written computation and numerical reasoning • in patterning, generalisation and algebraic reasoning • in collecting, representing, analysing and evaluating information • in identifying and quantifying attributes of shapes and objects and applying measurement strategies • in spatial visualisation and geometric reasoning.

Grade E2

Grade D3

Grade D4

Grade C5

Grade C6

A student performing at this grade uses, with guidance, standard procedures to solve simple familiar problems; identifies simple mathematical relationships.

A student performing at this grade uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language; may identify the strength/weakness of a particular strategy.

A student performing at this grade selects and uses standard procedures to solve simple familiar problems; communicates mathematical ideas using some mathematical language, notations and diagrams; explains and verifies simple mathematical relationships.

A student performing at this grade uses appropriate strategies, often with the assistance of given diagrams and formulae, to solve simple familiar problems; explains mathematical ideas using mathematical language, notations and diagrams; uses some mathematical arguments to reach conclusions.

A student performing at this grade uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language, notations and diagrams; uses some appropriate mathematical arguments to reach and justify conclusions.

The student typically: uses given diagrams, graphs and formulae to solve simple problems involving perimeter, area and volume, and coordinate geometry

The student typically: solves simple consumer arithmetic problems involving earning and spending money and, given the formula, calculates simple interest

The student typically: uses diagrams to solve simple coordinate geometry problems

The student typically: uses given formulae to find midpoint, distance and gradient and uses given graphs to solve simple linear simultaneous equations

The student typically: simplifies algebraic expressions involving fractions and indices

simplifies and substitutes into simple algebraic expressions and solves simple linear equations

completes a table of values to graph simple linear relationships

graphs simple linear and non-linear relationships by constructing a table of values and using an appropriate scale

draws and interprets simple graphs of physical phenomena

expands and factorises simple algebraic expressions and solves simple quadratic equations

determines properties of triangles and quadrilaterals

applies geometrical properties to solve simple numerical problems

calculates probabilities for simple events using the formula

calculates compound interest using repetition of the formula for simple interest

uses formulae to calculate the volume of pyramids, cones and spheres, and the surface area of cylinders

uses a calculator to find approximations of trigonometric ratios of given angles measured in degrees

expresses trigonometric ratios for angles in right-angled triangles in terms of an unknown side and a given side

finds the perimeter and area of simple composite figures and, given diagrams, uses trigonometry to find sides and angles in right-angled triangles

applies results related to the angle sum for polygons to solve simple numerical problems

uses simple deductive reasoning in solving numerical problems in different geometrical contexts, and applies tests for proving that triangles are congruent

constructs frequency tables for ungrouped data.

simplifies arithmetic and simple algebraic expressions involving positive integral indices.

constructs tables and graphs for grouped data.

solves simple word problems in trigonometry.

determines the upper and lower quartiles of a set of scores and uses a calculator to find the standard deviation of a set of scores.

Grade B7

Grade B8

Grade A9

Grade A10

A student performing at this grade selects and uses appropriate strategies to solve familiar multi-step problems; uses appropriate mathematical language and notations in written, oral and/or graphical form; uses appropriate mathematical arguments to reach and justify conclusions; often requires guidance to determine the most efficient methods.

A student performing at this grade selects and uses appropriate strategies to solve familiar and some unfamiliar multi-step problems; uses formal definitions when explaining solutions; uses some deductive reasoning in presenting mathematical arguments; may require some guidance to determine the most efficient methods.

A student performing at this grade selects and uses efficient strategies to solve unfamiliar multi-step problems; uses formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting mathematical arguments and formal proofs.

A student performing at this grade consistently selects efficient strategies and uses them accurately to solve unfamiliar multi-step problems; uses and interprets formal definitions and generalisations when explaining solutions; uses deductive reasoning in presenting clear and concise mathematical arguments and formal proofs; synthesises mathematical techniques, results and ideas across the course.

The student typically: applies compound interest and depreciation formulae to consumer situations, and calculates the result of successive discounts

The student typically: solves simple probability problems involving two-stage events

The student typically: performs operations with both surds and indices in numerical and algebraic contexts

The student typically: interprets and solves probability problems involving compound events

draws and interprets graphs including simple parabolas and hyperbolas

calculates surface area of pyramids, cones and spheres

uses trigonometry to solve practical problems involving non-right-angled triangles

solves problems involving surface area of pyramids, cones and spheres, and applies similarity relationships for area and volume

calculates surface area and volume of simple composite solids, and solves trigonometry problems involving bearings and angles measured in degrees and minutes

constructs geometrical arguments to prove a general geometrical result, giving reasons

analyses and describes graphs of physical phenomena

uses analytical and graphical techniques to solve problems involving quadratic equations, simultaneous equations or inequalities

solves linear inequalities and simple simultaneous linear equations using an analytical method

graphs simple regions, draws and interprets a variety of graphs, and applies coordinate geometry techniques to solve problems

constructs geometrical arguments and formal proofs of geometrical relationships

manipulates algebraic expressions, equations and inequalities, with consideration given to restrictions on the values of variables

analyses data using the interquartile range and standard deviation.

expands binomial products and factorises quadratic expressions.

uses analytical methods to solve linear, quadratic and simultaneous equations, including simultaneous equations involving a first degree equation and a second degree equation.

applies relevant theorems and properties to deduce further geometrical relationships involving triangles and quadrilaterals.

Modern Greek Assessment Schedule

Outcomes

Components

Weighting

5.UL.3, 5.MLC.1, 5.MLC.2, 5.MBC.1 5.UL.1, 5.MLC.1, 5.MLC.2, 5.UL.2, 5.UL.4, 5.MLC.1, 5.MLC.2 5.UL.3, 5.MBC.2 5.UL.2, 5.UL.4, 5.MLC.1, 5.MLC.2 5.UL.3, 5.MBC.2 Total

Speaking

20%

Listening & Responding Reading & Responding

20%

Writing

20%

40%

100

Task 1 – Term 1 Week: 8

Task 2 – Term 2 Week: 5 10%

Task 3 – Term 3 Week: 8

10% 5% (book review)

10%

10% 15% (Power Point Presentation)

10%

40%

Task 4 – Term 4 Yearly Exam 10%

10%

15%

40%

Stage 5 Performance Descriptors – Modern Greek Areas for Assessment

Using language Making linguistic connections Moving between cultures

Grade E

Grade D

Grade C

Grade B

Grade A

A student performing at this grade ty pically :

• communicates, orally and in

• is competent in communicating,

• is highly competent in

writing, using only simple phrases or words in some familiar contexts.

• responds/writes hesitantly, with some inaccuracies in grammatical and linguistic structures that impede communication.

• conducts simple, short conversations and, with prompting, is able to express own ideas using simple vocabulary and linguistic structures.

• with guidance, selects information from a limited range of spoken and written texts.

• with guidance, demonstrates very limited understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates an elementary understanding of the culture of Greek-speaking communities.

writing, in simple, coherent sentences in a range of familiar contexts.

• responds/writes using appropriate vocabulary with some variations in linguistic structures and features, giving some details. There may be some inaccuracies.

• initiates and maintains short conversations and expresses own ideas using some relevant vocabulary and linguistic structures.

• selects information from a range of spoken and written texts.

• demonstrates basic understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates basic understanding of the culture of Greek-speaking communities.

writing, across a range of contexts, purposes and audiences.

• responds/writes using appropriate vocabulary and linguistic structures and features, giving some detailed information.

• initiates and maintains communication and expresses own ideas using relevant vocabulary and linguistic structures.

• selects and summarises information from a range of spoken and written texts.

• demonstrates sound understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates sound knowledge and understanding of the culture of Greek-speaking communities.

orally and in writing, across a range of contexts, purposes and audiences.

• responds/writes fluently, drawing on a range of appropriate vocabulary, linguistic structures and features, and giving detailed information.

• initiates and maintains communication and expresses own ideas clearly and effectively.

• is proficient in selecting, summarising and analysing information from a range of spoken and written texts.

• demonstrates thorough understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates thorough knowledge and understanding of the culture of Greekspeaking communities.

communicating, orally and in writing, across a range of contexts, purposes and audiences.

• responds/writes fluently and spontaneously, drawing on a wide range of appropriate vocabulary, linguistic structures and features, and giving detailed information.

• initiates and maintains communication fluently, confidently and effectively, and expresses own ideas coherently and creatively.

• is highly proficient in selecting, summarising and analysing information from a range of spoken and written texts.

• demonstrates perceptive understanding of ways in which languages work as systems and of the interdependence of language and culture.

demonstrates extensive knowledge and understanding of the culture of Greek-speaking communities.

Music Assessment Schedule

OUTCOMES

COMPONENTS WEIGHTING

TASK 1

TASK 2

TASK 3

TASK 4

Term 1

Term 2

Term 3

Term 4

Late Term 1

Late Term 2

Mid Term 3

Week 2, Yearly Examination Week

Practical

Written Response

Creative

5.4 5.9

5.5

Research

5.6

5.10

5.1 5.2 5.3

Composition

25%

Musicology

25%

25% 25%

Performance 25%

25%

5.7 5.8 Listening

25%

100%

Musicology and Performance assessment task times are due subject to availability of markers and time table schedule

Stage 5 Course Performance Descriptors – Music Areas for Assessment Grade E

Performing, Composing, Listening

Grade D

Grade C

Grade B

Grade A

A s t u d e n t p e r f o r mi n g a t t h i s grade typically:

A student performing at this grade typically:

A s t u d e n t p e r f o r mi n g a t t h i s grade typically:

• demonstrates elementary

• demonstrates a basic

• communicates an understanding

• clearly communicates an

• clearly and perceptively

understanding of music as an artform in a limited range of styles, periods and genres.

• with support, engages in some musical experiences demonstrating an elementary understanding of the concepts of music.

understanding of music as an artform in a range of styles, periods and genres and with guidance, makes some connections across a range of music.

of music as an artform in a range of styles, periods and genres and makes connections across a range of music.

understanding of music as an artform in a range of styles, periods and genres and makes connections across a range of repertoire.

• engages in a range of musical

• confidently engages in a range

experiences demonstrating a basic understanding of the concepts of music.

experiences demonstrating a sound understanding of the concepts of music.

• with assistance, is able to perform a

• engages in group music-making

• performs a range of repertoire

limited range of repertoire and engage in group music-making.

and may perform some solo repertoire.

in solo and group situations.

• with support, constructs limited musical compositions.

• with support, explores the

• with support, explores, improvises, and constructs basic musical compositions.

• with guidance, explores the

capabilities of some instruments.

capabilities of some instruments to create effects.

• with support, uses limited notational

• with support, notates their own

forms in their own work.

• describes aspects of style, demonstrating a limited awareness of the social, cultural and historical contexts of the music studied.

work demonstrating some understanding of notational conventions.

• describes aspects of style, demonstrating some awareness of the social, cultural and historical contexts of the music studied.

• explores, improvises, and constructs musical compositions.

• explores the capabilities of some instruments and how musical concepts can be manipulated for various effects.

• notates their own work, demonstrating understanding of notational conventions.

• discusses style and interpretation, demonstrating some awareness of the social, cultural and historical contexts of the music studied.

of musical experiences, demonstrating understanding of the concepts of music within a range of repertoire.

• performs a range of repertoire as a solo performer, and/or takes prominent roles within group performances.

• explores, improvises, and constructs coherent musical works.

• explores the capabilities of a range of instruments and how musical concepts can be manipulated for a range of effects.

• notates their own work, choosing notational forms and conventions appropriate to the style, period or genre being explored.

• critically discusses style and interpretation, demonstrating an awareness of the social, cultural and historical contexts of the music studied.

communicates an understanding of music as an artform in a comprehensive range of styles, periods and genres and is able to make connections across a range of repertoire.

• confidently engages in a range of sophisticated musical experiences demonstrating a perceptive understanding of the concepts of music within a broad range of repertoire.

• confidently performs a range of repertoire as a solo performer, and/or takes prominent roles within group performances.

• explores, improvises, and constructs coherent and stylistic musical works.

• explores the capabilities of a range of instruments and understands how musical concepts can be manipulated for a range of effects.

• confidently notates their own work, choosing notational forms and conventions appropriate to the style, period or genre being explored.

• analyses and critically discusses style and interpretation, demonstrating a clear awareness of the social, cultural and historical contexts of the music studied.

Orthodox Studies Assessment Schedule

Task Style Assessment Outcomes Timing Topic Assessment Weighting

TASK 1 Orthodox Worship Report

TASK 2 Half-Yearly Examination

5.2.2, 5.3.1, 5.3.2, 5.4.2 & 5.6.1

5.1.2, 5.2.1, 5.2.2, 5.2.3 & 5.4.3

Term 1 Week 8 Orthodox Worship

Term 2 Examination Week The Liturgical Life of the Church

Term 3 Week 8 Early Church History

20%

25%

TASK 3 Early Church History Report and Presentation 5.3.1, 5.3.2, 5.4.1, 5.5.2 & 5.6.1

TASK 4 Yearly Examination 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.4.1, 5.4.2, 5.4.3 Term 4 Examination Week The Seven Ecumenical Councils 30%

Stage 5 Course Performance Descriptors – Orthodox Studies Grade E

Grade D

Grade C

Grade B

Grade A

Students performing at this grade typically:

• display a limited understanding

• display a basic understanding

• display a sound understanding

• display a high level of

• display a sophisticated

of Orthodox theology and skills to research and apply Orthodox elements to daily life and uses some forms to communicate.

• exhibit a very limited understanding of events which contributed to the moulding of the Orthodox faith.

• demonstrate some sense of the local and universal mission of the Church and the development of its worship from the early Christian community to the present.

• demonstrate elementary knowledge and understanding of the integration of Orthodox teachings and moral decision making and choices, and the application of Christian virtues in their daily lives.

• identify some aspects of the sacramental life of the Church.

of Orthodox theology and skills to research and apply Orthodox elements to daily life and some forms to communicate it effectively.

• exhibit some understanding of events which contributed to the moulding of the Orthodox faith and applies some historical tools appropriate to the study of Christianity.

• demonstrate a basic sense of the local and universal mission of the Church and some understanding of the development of its worship from the early Christian community to the present.

• demonstrate a basic knowledge and understanding of the integration of Orthodox teachings and moral decision making and choices, and the application of Christian virtues in their daily lives.

• Display some knowledge of, and participation in the sacramental life of the Church.

of Orthodox theology and skills to research and apply Orthodox elements to daily life and uses a range of forms to communicate it effectively.

• exhibit a sound understanding of events which contributed to the moulding of the Orthodox faith and applies a range of historical tools appropriate to the study of Christianity.

• demonstrate a sound sense of the local and universal mission of the Church and an understanding of the development of its worship from the early Christian community to the present.

• demonstrate a sound knowledge and understanding of the integration of Orthodox teachings and moral decision making and choices, and the application of Christian virtues in their daily lives.

• display broad knowledge of, and participation in the sacramental life of the Church.

understanding of Orthodox theology and skills to research and apply Orthodox elements to daily life and uses a broad range of forms to communicate it effectively.

• exhibit high level understanding of events which contributed to the moulding of the Orthodox faith and applies a broad range of historical tools appropriate to the study of Christianity.

understanding of Orthodox theology and skills to research and apply Orthodox elements to daily life and uses an extensive range of forms to communicate it effectively.

• exhibit extensive understanding of events which contributed to the moulding of the Orthodox faith and applies extensive historical tools appropriate to the study of Christianity.

• demonstrate a thorough sense

• demonstrate an extensive sense

of the local and universal mission of the Church and a thorough understanding of the development of its worship from the early Christian community to the present.

of the local and universal mission of the Church and an extensive understanding of the development of its worship from the early Christian community to the present.

• demonstrate thorough knowledge and understanding of the integration of Orthodox teachings and moral decision making and choices, and the application of Christian virtues in their daily lives.

• display thorough knowledge of, and participation in the sacramental life of the Church.

• demonstrate extensive knowledge and understanding of the integration of Orthodox teachings and moral decision making and choices, and the application of Christian virtues in their daily lives.

• display extensive knowledge of, and participation in the sacramental life of the Church.

Physical Activity and Sports Studies (PASS) Assessment Schedule

OUTCOMES

3.1, 3.2, 4.2 4.4 1.1, 1.2, 3.1, 4.1, 4.2, 4.4

Total

COMPONENT

Foundations of Physical Activity Physical Activity and Sport in Society Enhancing Participation and Performance

WEIGHTING

TASK 1

TASK 2

TASK 3

TASK 4

Term 1 Design a Game Practical application

Term 2 Half Yearly Examination

Term 3 Event Management Portfolio

Term 4 Yearly Examination

Week 6

Week 10

Week 5

25%

50%

100%

20%

25%

35%

Stage 5 Course Performance Descriptors â&#x20AC;&#x201C; Physical Activity and Sports Studies (PASS) The general performance descriptors describe performance at each of five grade levels. The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student A has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B

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

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

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

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

Personal Development, Health & Physical Education Assessment Schedule

OUTCOMES

COMPONENT

WEIGHTING

TASK 1

TASK 2

TASK 4

Term 1 Skills Analysis Invasion Games

Term 2 Half Yearly Examination

Term 3 Lifelong Physical Activity Portfolio

Term 4

Ongoing

Week 6

Week 9

Yearly Examination

Week 5

5.1, 5.2, 5.3, 5.6, 5.8, 5.11, 5.12, 5.13 Self and Relationships

25% 20

5.4, 5.5, 5.9, 5.10, 5.12, 5.13, 5.14 5.6, 5.7, 5.8, 5.11, 5.12, 5.13, 5.15, 5.16

Movement Skill and Performance Individual and Community Health

5.4, 5.9, 5.10, 5.13, 5.14

Lifelong Physical Activity

25%

25% 25

Total

100%

25%

20%

25%

30%

Personal Development, Health & Physical Education Outcomes Areas for Assessment Self and relationships Individual and community health Movement skill and performance Lifelong physical activity or task Grade A A student at this grade typically: shows extensive knowledge, skills and understanding in relation to Stage 5 content. evaluates actions that enhance well-being and evaluates plans that promote their capacity to respond positively to challenges. evaluates factors and behaviours that contribute to positive, safe and inclusive relationships. evaluates the influences on and consequences of health decision-making and displays an extensive understanding of the links between them. evaluates strategies and accesses and appraises information, products and services to promote health and safety. evaluates influences and barriers to engaging in physical activity or task and applies effective strategies to enhance participation and enjoyment. demonstrates highly developed movement skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations. displays an extensive understanding of the elements and features of composition when creatively composing, performing and appraising movement.

Grade B A student at this grade typically: shows thorough knowledge, skills and understanding in relation to Stage 5 content. analyses actions that enhance well-being and formulates plans that promote their capacity to respond positively to challenges. analyses factors and behaviours that contribute to positive, safe and inclusive relationships. analyses the influences on and consequences of health decision-making and displays a thorough understanding of the links between them. analyses strategies and accesses and prioritises information, products and services to promote health and safety. analyses influences and barriers to engaging in physical activity or task and applies strategies to enhance participation and enjoyment. demonstrates proficient movement skills in a range of contexts and the capacity to transfer skills to a variety of challenging movement situations. displays a thorough understanding of the elements and features of composition when composing, performing and appraising movement.

Grade C A student at this grade typically: shows sound knowledge, skills and understanding in relation to Stage 5 content. explains actions that enhance well-being and formulates plans that promote their capacity to respond positively to challenges. explains factors and behaviours that contribute to positive, safe and inclusive relationships. explains the influences on and consequences of health decision-making and displays a sound understanding of the links between them. explains appropriate strategies and accesses information, products and services to promote health and safety. explains influences and barriers to engaging in physical activity or task and applies strategies to enhance participation and enjoyment. demonstrates sound movement skills in a range of contexts and the capacity to transfer skills to a variety of movement situations. displays a sound understanding of the elements and features of composition when composing, performing and appraising movement.

Grade D A student at this grade typically: shows basic knowledge, skills and understanding in relation to Stage 5 content. describes actions that enhance well-being and their capacity to respond positively to challenges. describes factors and behaviours that contribute to positive, safe and inclusive relationships. describes the influences on and consequences of health decision-making and displays a basic understanding of the links between them. describes appropriate strategies and accesses information, products and services to promote health and safety. describes influences and barriers to engaging in physical activity or task and identifies strategies to enhance participation and enjoyment. demonstrates movement skills and concepts to improve performance in a choice of movement situations. displays a basic understanding of the elements and features of composition when composing, performing and appraising movement.

Grade E A student at this grade typically: shows elementary knowledge, skills and understanding in relation to Stage 5 content. identifies actions that enhance well-being and their capacity to respond positively to challenges. identifies some factors and behaviours that contribute to positive, safe and inclusive relationships. recognises some of the various influences on health decision-making and predicts some consequences. identifies some appropriate strategies, information, products and services to promote health and safety. identifies some influences and barriers to engaging in physical activity or task and selects strategies to enhance participation and enjoyment. demonstrates some movement skills and concepts to improve performance in predictable movement situations. identifies some elements and features of composition when composing, performing and appraising movement.

Science Assessment Schedule COMPONENTS

Prescribed Focus Area Domain: Knowledge & understanding Domain: Skills & Values and Attitudes

WEIGHTING

TASK 1 Term 1 Skills/Practical Examination

TASK 2 Term 2 Written Task

TASK 3 Term 3 Student Research Project

TASK 4 Term 4 Written Examination

5.7, 5.14, 5.15, 5.20, 5.22.

5.2, 5.4, 5.5, 5.6, 5.7, 5.11, 5.12, 5.13, 5.17, 5.19, 5.20

Week 8

Week 5

15%

25%

5.1 – 5.5, 5.6, 5.7, 5.8, 5.12, 5.13, 5.14, 5.16, 5.17, 5.18, 5.19, 5.22

5.1 – 5.5, 5.6, 5.7, 5.8, 5.11, 5.12, 5.13, 5.16, 5.17, 5.19, 5.20, 5.21

35%

10%

15%

40%

10%

100%

20%

30%

Stage 5 Course Performance Descriptors â&#x20AC;&#x201C; Science Areas for Assessment Knowing and understanding Planning and conducting investigations Problem-solving Communicating Grade A A student at this grade typically: evaluates the impact of scientific research on science, society, technology and the environment. explains scientific phenomena using models, theories and laws, and describes the processes that are used to test and validate them. explains interactions within and between systems and structures of the living and non-living world. engages, independently and in teams, in creative problem-solving processes to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions. independently locates and processes information from a wide variety of sources to explain trends, patterns and relationships. communicates their scientific findings, understanding and viewpoints in a variety of ways to an audience. Grade B A student at this grade typically: explains the impact of scientific research on science, society, technology and the environment. describes scientific phenomena using models, theories and laws, and outlines the processes that are used to test and validate them. describes interactions within and between systems and structures of the living and non-living world. independently and in teams, selects strategies and problem-solving skills to plan and conduct first-hand investigations, gather and process data, and draw valid conclusions. independently locates and processes information from a variety of sources to explain trends, patterns and relationships. selects suitable ways to communicate their scientific understanding to an audience. Grade C A student at this grade typically: describes the impact of scientific research on science, society, technology and the environment. relates models, theories and laws to scientific phenomena, and outlines the processes that are used to test and validate them. outlines interactions within and between systems and structures of the living and non-living world. independently and in teams, uses identified strategies and problem-solving skills to plan and conduct first-hand investigations and draw relevant conclusions from the data collected. independently locates and summarises information from a variety of sources to describe trends, patterns and relationships. selects a suitable way to communicate their scientific understanding to an audience.

Grade D A student at this grade typically: outlines some impacts of scientific research on science, society, technology and the environment. recalls scientific models, theories and laws to outline scientific phenomena, and identifies the processes that are used to test them. recalls some interactions within systems and structures of the living and non-living world. individually and in teams, develops elementary plans, and undertakes first-hand investigations and, with guidance, draws relevant conclusions from selected data. locates and extracts information from provided resources to outline trends, patterns and relationships. communicates their scientific understanding to an audience. Grade E A student at this grade typically: recalls some examples of the impact of scientific research on science, society, technology and the environment. identifies some scientific models, theories and laws, and recalls some processes that can be used to test them. identifies some systems and structures of the living and non-living world. with guidance, individually and in teams, plans and undertakes elementary first-hand investigations and draws simple conclusions from selected data. with guidance, locates information from provided resources to identify simple trends, patterns and relationships. with guidance, communicates information to an audience.

Serbian Assessment Schedule

OUTCOMES

COMPONENTS

WEIGHTING

5.UL.3, 5.MLC.1, 5.MLC.2, 5.MBC.1 5.UL.1, 5.UL.4 5.MLC.1, 5.MLC.2 5.UL.2, 5.UL.4, 5.MLC.1, 5.MLC.2 5.UL.3, 5.MBC.2 5.UL.3, 5.UL.4, 5.MLC.1, 5.MLC.2 5.MBC.2 Total

Speaking

20 %

Listening & Responding

20%

Reading & Responding

40%

10%

Writing

20%

10%

100

TASK 1 – TERM 1 Week: 8 5%

TASK 2 – TERM 2 Week: 5 5%

TASK 3 – TERM 3 Week: 8

10%

30%

TASK 4 – TERM 4 Yearly Exam 10%

10%

15% PROJECT

15%

10%

15%

45%

Stage 5 Course Performance Descriptor - Serbian Areas for Assessment

Using language Making linguistic connections Moving between cultures

Grade E

Grade D

Grade C

Grade B

Grade A

A student performing at this grade ty pically :

• communicates, orally and in

• is competent in communicating,

• is highly competent in

writing, using only simple phrases or words in some familiar contexts.

• responds/writes hesitantly, with some inaccuracies in grammatical and linguistic structures that impede communication.

• conducts simple, short conversations and, with prompting, is able to express own ideas using simple vocabulary and linguistic structures.

• with guidance, selects information from a limited range of spoken and written texts.

• with guidance, demonstrates very limited understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates an elementary understanding of the culture of Serbian-speaking communities.

writing, in simple, coherent sentences in a range of familiar contexts.

• responds/writes using appropriate vocabulary with some variations in linguistic structures and features, giving some details. There may be some inaccuracies.

• initiates and maintains short conversations and expresses own ideas using some relevant vocabulary and linguistic structures.

• selects information from a range of spoken and written texts.

• demonstrates basic understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates basic understanding of the culture of Serbian-speaking communities.

writing, across a range of contexts, purposes and audiences.

• responds/writes using appropriate vocabulary and linguistic structures and features, giving some detailed information.

• initiates and maintains communication and expresses own ideas using relevant vocabulary and linguistic structures.

• selects and summarises information from a range of spoken and written texts.

• demonstrates sound understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates sound knowledge and understanding of the culture of Serbian-speaking communities.

orally and in writing, across a range of contexts, purposes and audiences.

• responds/writes fluently, drawing on a range of appropriate vocabulary, linguistic structures and features, and giving detailed information.

• initiates and maintains communication and expresses own ideas clearly and effectively.

• is proficient in selecting, summarising and analysing information from a range of spoken and written texts.

• demonstrates thorough understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates thorough knowledge and understanding of the culture of Serbianspeaking communities.

communicating, orally and in writing, across a range of contexts, purposes and audiences.

• responds/writes fluently and spontaneously, drawing on a wide range of appropriate vocabulary, linguistic structures and features, and giving detailed information.

• initiates and maintains communication fluently, confidently and effectively, and expresses own ideas coherently and creatively.

• is highly proficient in selecting, summarising and analysing information from a range of spoken and written texts.

• demonstrates perceptive understanding of ways in which languages work as systems and of the interdependence of language and culture.

• demonstrates extensive knowledge and understanding of the culture of Serbianspeaking communities.

Visual Arts Assessment Schedule COMPONENT

TASK 1

TASK 2

TASK 3

TASK 4

Body of Work, VAPD and Assignment Works completed in class time, investigations of practice evident in VAPD including experiments with materials, written reflections, research assignment about related artist; their practice, works viewed through Frames and Conceptual framework Week 3, Term 2

In-class written task ~ Art criticism and art history

Body of Work, VAPD and Assignment Works completed in class time, investigations of artmaking practice evident in VAPD including experiments with materials, written reflections & explanations, research about related artistâ&#x20AC;&#x2122;s practice, works under development

Yearly Examination ~ Art criticism and art history

Week 5, Term 2

Week 9, Term 3

5.7, 5.8, 5.9, 5.10

5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Artmaking

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10 25%

Examination Week, Term 4 5.7, 5.8, 5.9, 5.10

Art Criticism and Art History

10%

20%

Weighting

35%

20%

25%

WEIGHTING

50% 20%

50%

20%

100%

Stage 5 Course Performance Descriptors â&#x20AC;&#x201C; Visual Arts Areas for Assessment Artmaking Critical and Historical Studies Grade A A student at this grade typically: makes sophisticated artworks with a perceptive understanding of how the four frames and conceptual framework can be used to develop meaning and represent ideas and interests in the world. demonstrates highly developed technical accomplishment and refinement in making and resolving sophisticated artworks in 2D, 3D and/or 4D forms. They experiment, work with autonomy, and reflect on their actions, judgements and artistic intentions to make informed choices about their artworks. synthesises their understanding of practice, the conceptual framework and the frames to confidently interpret, explain and make judgements about art. demonstrates a perceptive understanding of the function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view. Grade B A student at this grade typically: makes accomplished artworks with a clear understanding of how the four frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world. demonstrates well-developed technical accomplishment and refinement to make artworks in 2D, 3D and/or 4D forms. They experiment and reflect on their actions, judgements and artistic intentions to make artworks. interprets, explains and makes judgements about art applying an understanding of practice, the conceptual framework and the frames. demonstrates a clear understanding of the function of and relationships between the agencies of the conceptual framework, and how the frames can be used to represent a point of view. Grade C A student at this grade typically: makes a variety of artworks with an understanding of how the frames and agencies of the conceptual framework can be used to develop meaning and represent ideas and interests in the world. demonstrates sound technical accomplishment in making artworks in 2D, 3D and/or 4D forms that represent their actions, judgements and artistic intentions. interprets, explains and makes judgements about art by engaging with aspects of practice, the conceptual framework and some of the frames. demonstrates understanding of the function of and relationships between some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view. Grade D A student at this grade typically: makes artworks, and identifies how some of the frames and agencies of the conceptual framework can be used to explore ideas and interests in the world. represents their artistic intentions in 2D, 3D and/or 4D artworks, demonstrating some technical accomplishment.

makes limited interpretations and judgements about art involving a foundational understanding of practice and the conceptual framework, and some of the frames. recognises the function of, and relationships between, some agencies of the conceptual framework, and how some of the frames can be used to represent a point of view. Grade E A student at this grade typically: makes simple artworks with an elementary understanding of the frames and the conceptual framework. recognises that ideas, interests in the world and artistic intentions can be represented in 2D, 3D and/or 4D forms, and demonstrates limited technical accomplishment. makes simple interpretations about art, with some reference to practice, the frames and conceptual framework. with teacher support, recognises some function of and relationships between some agencies of the conceptual framework, and that the frames can be used to represent a point of view.