KNOX GRAMMAR SCHOOL

YEAR 9 2011 ASSESSMENT SCHEDULE AND RELATED POLICIES

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KNOX GRAMMAR SCHOOL Year 9 2011 Assessment Schedule and Assessment Related Policies
Sections of this Booklet Year 9 & 10 Assessment and Application to Work Policy Plagiarism and Malpractice Policy Class Placement Policy Examination Code of Conduct Year 9 Assessment Schedule

Knox Assessment Policy

Introduction The enclosed schedules are provided to give an overview of the assessments for the next four terms. While many tasks and dates will not change from what is set on the schedule enclosed, the latest Assessment Calendars and the latest version of policies can be found on the Schools Docushare site on Scholaris in each subject folder.

Assessment and Application to Work Policies and Procedures

The relevant sections for year 9 of the Assessment Policy are included in this document. Introduction: Assessment for Learning The Board of Studies syllabuses advocate assessment for learning. Assessment that enhances learning recognises that learners use their current understanding to discover, develop and incorporate new knowledge, understanding and skills. Assessment for learning helps teachers and students to know if that current understanding is a suitable basis for future learning. Assessment occurs as an integral part of teaching and learning. Teachers instructions and assessments influence students learning and learning processes. This involves using assessment activities to clarify student understanding of concepts, and planning ways to remedy misconceptions and promote deeper understanding.

At Knox, we are moving towards developing assessment tasks for learning that are engaging and challenging for all boys. The teaching programs are conceptually driven and employ the model of backward mapping that features a combination of formative and summative assessment. Assessment tasks are conducted progressively throughout the year and contribute to each students Standard of Academic Achievement in the Half Yearly and Yearly Reports. Examinations for Year 9 form part of the assessment program and are conducted in Term 4 in most subjects. Progressive assessment marks are reported on the Half Yearly Report and the final assessment mark on the Yearly Report. The final assessment mark includes all assessment tasks, including examinations. Students will normally be required to complete three to five assessment tasks (including examinations) throughout the year with tasks in most courses worth 10% to 40% of the final assessment mark. Class marks or progressive class work marks are not included in this formal assessment program. The assessment schedule may be varied with notification from the Head of Department. Teachers will inform students of each task at least two weeks in advance, including the date and time it is due, task name, task outcomes, description of the task, marking criteria and/or marking scheme. Teachers will ensure all students in a course are assessed comparably by using common tasks and/or a standardised marking scale on formal assessment occasions. The relevant Head of Department or teacher will inform each student of his results on tasks. They may also provide him with an indication of where his overall performance places him in relation to the course performance descriptors. This policy should be read in conjunction with the Reporting to Parents Policy and Plagiarism and Malpractice Policy which can be found on Docushare in Docushare/Senior School/Academic and Class Placement Policy which can be found in the Senior School Handbook on Docushare/Senior School. Docushare can be accessed through the Knox next section of the Schools website at www.knox.nsw.edu.au

Satisfactory Completion of the Year 9 School Certificate Criteria A student will be considered to have satisfactorily completed a course if, in the Headmasters view, there is sufficient evidence that the student has: a) followed the course developed or endorsed by the Board; and b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and c) achieved some or all of the course outcomes. Not following the course or applying themselves with diligence or achieving some or all of the outcomes can be defined as (but not limited to): Instances where any Formal Assessment Task (i.e. tasks that contribute to the final course Assessment Mark) including Exams is late or not handed inn and zero marks awarded or is incomplete or not completed to a satisfactory level that would indicate they have not applied themselves with diligence and sustained effort to the set tasks and experiences in the course. Instances where it is deemed the student has not made a satisfactory attempt at a Yearly Examination in a course or has not demonstrated they have achieved some of the course

outcomes can result in the student being required to re-sit the examination to demonstrate they have met some or all of the course outcomes. If after two re-sits of the examination the student cannot demonstrate they have met some or all of the course outcomes they may receive an N Determination in this course. Instances where THREE or more Formal Assignments or THREE or more substantial homework tasks (i.e. tasks designated as Formal Tasks with notification issued OR large pieces of homework set over some weeks or as holiday homework) including Exams (NOTE: in this instance a Formal Assignment that is an exam can equal THREE Formal Assignments) is submitted late or not handed in and zero marks awarded or is incomplete or not completed to a satisfactory level that would indicate they have not applied themselves with diligence and sustained effort to the set tasks and experiences in the course. SIX or more pieces of regular homework (or equivalent in some courses e.g. Nine instances of Maths Homework) not completed or not completed on time or not completed satisfactorily that would indicate they have not applied themselves with diligence and sustained effort to the set tasks and experiences in the course. Faculty notices of noncompletion of homework will normally be issued after three non-completions. SIX or more documented instances of non-completed work in class (or equivalent in some courses e.g. Nine instances of Maths work in class) that would mean they have not met some or all of the outcomes and/or that would indicate they have not applied themselves with diligence and sustained effort to the set tasks and experiences in the course. Faculty notices of non-completion of class work will normally be issued after three non-completions. Notification of the above can occur at any time. Notification must include the reason and what needs to be done to improve the situation but a warning is usually not required prior to the issue of an N Award Warning.

Non-Satisfactory Completion of Course N determinations The Board has delegated to the Headmaster the authority to determine if students seeking the award of a School Certificate at their school have satisfactorily completed each Board Developed and/or Board Endorsed Course in which they are enrolled in accordance with the requirements issued by the Board. The Headmaster will determine if there is sufficient evidence that each student has applied himself with diligence and sustained effort to the set tasks and experiences provided in the course by the school. For post-compulsory students, the Headmaster may determine an appropriate attendance pattern(s) that will allow each student to achieve the outcomes of each course being studied. While the Board of Studies does not stipulate attendance requirements, the Headmaster may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by the Headmaster who must give students early warning of the consequences of such absences. Warning letters must relate to the students absence to the noncompletion of course requirements. N Determination Warnings If at any time it appears that a student is at risk of being given an N (Non completion of course requirements) determination in any course, the Headmaster must warn the student as soon as
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possible and advise the parent or guardian in writing. This warning should be given in time for the problem to be corrected and should provide advice about the possible consequences of an N determination in a course. The Headmaster must: a) advise the student in writing of the tasks or actions to be undertaken in time for the problem to be corrected b) advise the parent or guardian in writing c) request from the student/parent a written acknowledgement of the warning d) issue at least one follow-up warning letter if the problem has not been corrected e) retain copies of the warning notice(s) and other relevant documentation. Students who have not complied with the requirements for satisfactory completion of a course at the time of finalising assessments cannot be regarded as having satisfactorily completed the course. The Headmaster will then issue an N determination.

Re-sits or Re-Submission of Unsatisfactory Work Where a student has been deemed to not have satisfactorily completed class work, homework, assessment tasks or examinations as per the guidelines above may be required to re-submit or re-sit the task or exam.

Advising of an N Determination and Student Appeal Against an N Determination The Headmaster will call a meeting with the student and his parent/s or guardian. The Headmaster will present the student with the Principals Determination Form and explain the reasons for the N Determination/s made on the form and the consequences of the determination/s. The Headmaster will then give the student a photocopy of the Principals Determination Form and a blank Student Appeal Form and will indicate the deadline for the student to submit a completed Student Appeal Form to the school for a school review of the N Determination. The student, parent/guardian and Headmaster will then sign the Principals Determination Form.

School Review of an N Determination Following the submission of a Student Appeal Form the school will conduct a School Review of the N Determination. The Headmaster will appoint a Review Committee to conduct the appeal and the Committee will complete the School Review Principals Report Form. The Headmaster will call a meeting with the student and his parent/s or guardian. The Headmaster will then give the student a photocopy of the School Review Principals Report Form and will explain the reasons for the decision of the Review Committee.

If the students appeal is upheld then the school will re-enter the course results on the students Yearly Report. Consequences of N Determination A student who does not satisfactorily complete a Year 9 course may be required to complete additional work prior to or during the following year to satisfy the course requirements. In some cases students may be required to repeat the course/s or the work and assessments in the course/s prior to or during the following year. In extreme cases a student may only have the option of repeating the whole year again if they wish to remain at Knox. Students who do not satisfactorily complete Year 9 School Certificate mandatory courses in Stage 5 will have No Award recorded beside that course on their School Certificate Record of Achievement at the completion of Year 10. Continuation at Knox Grammar School following an N Award Any student at Knox Grammar School who receives an N Award in one or more course/s in any one year may also have to attend discussions at the school with his parents concerning his future at Knox. Year 10 General Policy on the Awarding of School Certificate Grades Introduction Each student receives a School Certificate assessment calendar at the beginning of Year 10, giving the dates and details of all of his tasks. Students will normally be required to complete three to five assessment tasks (including examinations) throughout the year. This calendar may be varied with at least two weeks written notice. Teachers will ensure that all students in a course are assessed comparably by using common tasks and/or a standardised marking scale on formal assessment occasions. The relevant Head of Department or teacher will inform each student of his results on all assessment tasks, including a mark. School Certificate Course Grades Each students performance in the School Certificate assessment tasks throughout Year 10 provides his teachers with information to allocate grades in each subject, describing his level of achievement in all course outcomes. They are awarded by comparing his level of achievement with the course performance descriptors in the subject, which set out the five levels of achievement specific to that subject ranging from a Grade A for Very High Achievement to Grade E for Elementary Achievement. The Head of Department or his teacher will acquaint each student with the course performance descriptors for each subject or they can be found in, each subject section at the Board of Studies site in the School Certificate Syllabus Section. Below are some general guidelines concerning the level of achievement required for various grades. Grade A Very High (Academic Honours) 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 process and skills and can apply these skills to new situations. Grade B High
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The student has a thorough knowledge and understanding of the content and a high level of competence in the process and skills. In addition, the student is able to apply this knowledge and these skills to most situations. Grade C Sound The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the process and skills. Grade D Basic The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. Grade E Elementary 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. The Awarding of School Certificate Grades Assessment tasks will be used to rank students in each course. The subject teacher will assess each students level of achievement in consultation with other teachers of the course and the Head of Department and Grades will be awarded accordingly. Full details on the awarding of Grades in each course can be found in each Departments Assessment Policy. Student Appeals against School Certificate Grades If a student feels that the final Grade awarded by the school in any subject is not consistent with their school reports in that subject they can appeal to the Headmaster for a review of their Grade in that subject. Appeals should be submitted in writing, together with evidence, to the Headmaster. A school Review Panel will investigate and the student will be notified of the outcome of the appeal. In the event of the School Certificate documents will be issued to the student by the Board of Studies. Application Point Average (APA) and Satisfactory Progress The Application Point Average (APA) on the front of the School Report is an overall measure of the students academic endeavour, and is used to track their application in class at home and the effort being made. The students application/effort scores for Class work and Homework are recorded in each course on a 5 point numerical scale where 1 = Excellent, 2 = Good, 3 = Satisfactory, 4 = Cause for Concern and 5 = Intervention required (see Reporting to Parents Policy for an explanation of these). All of these 1 5 application/effort scores are averaged to produce a single number, the Application Point Average (APA). The students APA is then analysed. A student with an APA of 1.5 or less may be eligible for an Academic Merit Certificate in Years 7 10 or Blue Academic Colours in Year 11 & 12. See full details of these Awards in Docushare/Senior School/Academic. Follow up will occur with any student whose APA indicates that their application to study and/or effort in

one or more courses is poor. This may take the form of informal or formal monitoring or even weekly or daily reporting or in extreme cases, discussions concerning the students future at Knox.

How we use the APA As explained above, the Knox APA measures Application to Study. There is a close correlation between application and academic outcomes. The school has refined the use of APAs over the past few years and it is well understood by boys, staff and parents. The APA is used to: 1) Advise boys and parents of a boys positive approach to study and reinforce this. 2) Advise boys and parents of a boys lack of application and commitment and assist in developing intervention programs. 3) Determine the awarding of all Academic Colours. Students eligible for White and Silver Colours must also have an APA of 1.50 or less. 4) Determine places in the elite sporting teams at all age levels or co-curricular programs (including optional excursions) or student exchange or GAP programs. 5) Determine leadership positions for boys at all levels in the Senior School including Cadets and SRC. 6) Possibly lead to further discussions concerning a boys continuation of enrolment at Knox. Further information on the APA can be found in the first part of Section 3 of the Senior School Handbook. Students Responsibilities in Assessment Tasks Each student has a responsibility to: Read and understand the Schools policies on assessment and malpractice. Attempt each assessment task to the best of his ability s he demonstrates the maximum level of achievement. Complete all in-class tasks and submit all hand-in tasks on time, except in the case of illness or misadventure. Ensure any questions about marks awarded or comments made for a piece of work are resolved at the time the work is handed back. The student should raise the matter as soon as possible with the subject teacher. The subject teacher, the Head of Department and Senior Academic staff will deal with disputes. Demonstrate, through application and achievement, he has met the course requirements.

Support the learning of others and behave in an ethical fashion.

Assessment Task Process Non-Assessment Weeks In most instances, other assessment tasks would not be set to be completed in class or handed in during the week before or after a formal exam period. This may be varied where the assessment task is one that is linked to the actual examinations in that subject such as speaking tasks in Languages or performances in Music or the task requires no prior learning, preparation or study time such as a listening or viewing task or a laboratory practical examination. Illness and Misadventure If a student is absent for an assessment task or unable to submit it through illness or misadventure, he must speak with his teacher. The late Work and Absence Section below gives guidelines for this situation. Misconduct in an Assessment Task Students are subject to normal rules throughout the period of an assessment task. In the case of inclass tasks, the Knox Examination Code of Conduct (found in the Examination Policy) applies. Those who do not comply with these rule or who are responsible for malpractice (see below) in an assessment task may receive a zero mark. Invalid or Unreliable Assessment Tasks In the event an assessment task is found to be invalid or unreliable the following are some of the things that may occur: the task may be removed from the assessment schedule and the other tasks re-weighed or another similar task in the assessment schedule may be counted twice in the final schedule in place of the invalid or unreliable task or another task substituted for the task. In all cases, students, parents and staff will be informed of the outcome of the process in relation to the invalid or unreliable task. Submission of Draft Assessment Tasks Prior to the Due Date Drafts are not normally accepted for assessment tasks in Year 9. If drafts are to be accepted this will be indicated on the Assessment Task Notification sheet and they should usually be submitted to the students class teacher at least five school days before the submission date for the task. Submitting Work on the Due Date Students must respect the due dates set by teachers. On a due date, each student should submit his work either to his teacher or make an arrangement to submit it to another member of the teaching staff to give his teacher. The following guidelines apply:
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Tasks which have not been handed in correctly (e.g. Left on a desk) and which later go missing will be treated as late work.

A task which has not been submitted by 4.00pm on the due date is late. A task submitted incomplete on the due date is late. If a student submits a task late without a genuine reason as per Illness/Misadventure guidelines (i.e. Medical or acceptable parent note), or his teacher does not accept the explanation, he will be penalised 10% of the marks awarded the first day, 20% of the marks awarded for the second day, 30% of the marks awarded for the third day, 40% of the marks awarded for the fourth day and 50% of the marks awarded for the fifth day. If the task has not been submitted by 4.00pm on the fifth day after the due date, zero marks will be awarded. All tasks will be marked, regardless of any penalties imposed for lateness. Marks will show what the task would have received if the work had not been late as well as the penalties imposed.

Negotiating Extensions If a student has difficulties meeting a due date, he should discuss the situation with his teacher before the due date. An alternative due date may be set at this time without penalty. When a piece of work is not submitted on the due date, a student may bring a note explaining the circumstances and signed by his parent or Boarding Housemaster. He must show this note to his teacher on the due date. If a teacher accepts the explanation, the student and his teacher may negotiate an alternative due date without penalty. His teacher is not obliged to accept an explanation. A students teacher is more likely to grant an extension when the circumstances which prevented the student from completing a piece of work on time were outside his control. These circumstances might include illness, but will not usually include poor personal organisation or social life. If a student is granted an extension, his teacher will usually give him additional time similar to that for which he was prevented from completing a task. Absence and Work When a student is absent from class on the day a task is due, he must submit the task and a note explaining his absence on the day of his return to school. Failure to submit an acceptable note or to submit work on the day of return will result in standard late penalties being applied. When a student is absent from class on the day of an in-class test, he should expect to complete the test on the first day of his return to class. He should consult his teacher if he will not be able to fulfil this expectation. Technology and Backup When a piece of work relies on computer technology, each student is required to backup his work on his schools network drive and on hard disk and also preferably on a memory stick or card and in hard copy. Where a technical problem occurs, he should submit one of the backups on the due date.

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When printers do not work, he should bring the work in on a memory stick or card or hard disk or via email and arrange to have the work printed. If he does not bring in a backed-up version of his work when a technical problem occurs on the due date, standard last penalties will be applied. Technology failure is not an acceptable excuse for non-submission of an assessment task even if it involves the schools network drives. However, in the event of technology failure the student must attempt to follow the procedures set out below: In the event of network drive failure the student should ask IT Helpdesk to supply email verification of the network drive failure to the class teacher and Head of Department. In the event of PC failure the student should take his laptop to the IT Helpdesk to verify the date and time of the failure and to attempt to recover the assessment task. The student should ask the IT Helpdesk to provide an email verification of such failures to the class teacher and Head of Department. The student should then meet with his teacher to discuss the next steps in the process.

You must take backup copies of your work and the school provides multiple printing options.

Special Provisions for Students on In Class Tasks and Examinations Full information concerning Special Provisions can be found on pages 159 160 of the Board of Studies ACE (Assessment, Certification and Examination) Manual at http://www.boardofstudies.nsw.edu.au/manuals/acemanual02.html. Students will be required to make an application for these Special Provisions for assessment tasks to the school though the teacher in charge of Special Provisions. Such granting of these Special Provisions is subject to approval by the school in consultation with the teacher in charge of Special Provisions and the student will be notified of their decision prior to the assessment task. Malpractice All tasks submitted in assessment tasks and examinations (including submitted works and practical examinations) must be your own work. Malpractice, including plagiarism (copying), could lead to your receiving zero marks and may jeopardise your results in any course. Students should also refer to the Schools Plagiarism and Malpractice Policy for further information. Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes, but is not limited to: Copying someone elses work in part or in whole, and presenting it as your own. Using material directly from books, journals, CDs or the internet without reference to the source. Building on the ideas of another person without reference to the source. Buying, stealing or borrowing another persons work and presenting it as your own.

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Submitting work to which another person such as a parent, tutor, coach or subject expert has contributed substantially. Using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement. Paying someone to write or prepare material. Breaching school examination rules (refer to the Knox Examination Code of Conduct in the Knox Examination Policy in the Parent and Student Handbook or online). Using non-approved aides during assessment tasks. Contriving false explanations to explain work not handed in by the due date. Assisting another student to engage in malpractice.

Disclosing Assessment Task or Examination Details If details of Assessment Tasks or Examinations are disclosed to other student/s who have not already sat the task or examination, penalties may be imposed on all parties involved and/or entire task declared invalid and an alternate task set, other tasks re-weighted or another task counted twice.

Plagiarism and Malpractice Policy

Definitions Plagiarism is taking and using another persons thoughts, writings, inventions or work as ones own without acknowledging that you have done so. (Concise Oxford Dictionary 1980 p. 842) This includes not just copying information; it also means using someone elses ideas or summarising their work or paraphrasing (changing words) and presenting them as your own work. Malpractice is any activity during an assessment task or exam that allows you to gain an unfair advantage over other students or any activity by you which allows another student to gain an unfair advantage over other students. The most common forms of malpractice is attempting to bring notes or aides into a closed book examination or in class assessment task or allowing another student to gain access to your work OR allowing another student to copy your assignment OR passing your assignment on to another student in electronic or paper form who then copies part of all of the assignment. Plagiarism often occurs by taking information directly from: Encyclopaedias, textbooks, the internet (including study sites and online essay sites); literary criticisms in print or online (such as Excel Notes, Spark Notes and other sources and sites); autobiographies and biographies; past and present students work; and many other sources. Where you can find help in avoiding plagiarism:
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The website www.plagiarism.org has a Research Resources section which contains further information on plagiarism and information to help students develop quality writing and research skills. The Board of Studies site HSC: All my own work has a six part course that all Year 10 or 11 students must complete prior to enrolling in their HSC year. Plagiarism does not include: Discussing an assignment with others for clarification or exchanging ideas or dot points and discussing the work provided it does not involve copying the work of others directly. Copying a graph or chart or illustration provided you acknowledge the source in your Bibliography. Receiving advice from or discussing with other students, staff, parents or others provided it does not include actual direct input from them. If unsure about this, see your teacher.

Some Examples of Plagiarism: Copying sections from a textbook is plagiarism. You should try to extract useful pieces of information but if you need to use sections of the textbook or the source then use inverted commas to indicate you are quoting and cite the text in the assignment and in the bibliography even if you didnt use direct quotes. Handing in parts or all of another students assignment as your own work even if part or all of the assignment have been reworded. Downloading an essay or assignment or information from the internet and submitting it as your own work even if sections are altered. Having a parent, tutor or someone else do all or part of your assignment.

Citation and Bibliography: Citation: When quoting from a text put inverted commas around the passage ..... and before or after the quote give the name of the author and date of publication then make sure to include the book or website in your bibliography e.g. As Keese (2005 p.24) stated ....quote in inverted commas... OR write the quote ..... (Keese 2005 p.24). Bibliography: Sample Format for Year 7 10. Year 11 & 12 refer to the Library and Information Service section of Docushare for details. Go to Docushare/SeniorSchool/Library & Information Services. Books: Author (Date Published) Title in Italics or Underlined, Place of Publication. E.g. Keese, J (2005) Retroactive 1 Stage 4: World History, 2nd Edition Sydney. Internet Bibliography: Explain what the site is as a heading then include the web address as shown. E.g. UNESCO World Heritage Sites: www.unesco.org/whc

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Process for Dealing with Plagiarism or Malpractice The class teacher identifies malpractice or possible plagiarism in a students assignment or assessment task, and then attempts to identify the source of plagiarism. The teacher marks plagiarised sections in the task. The class teacher discusses possible plagiarism or malpractice briefly with the student. If the student admits to plagiarism or malpractice then discussion with the student, teacher and Head of Department and then proceeds to Consequences of Plagiarism or Malpractice. (See below for details). Parents should be notified of plagiarism or malpractice by the class teacher or HOD at this point. The Head of Department and class teacher interview: If the student denies plagiarism or malpractice, then discussion of possible plagiarism or malpractice with the student occurs in an interview situation. The student is advised of their right to a formal review of the matter with parent and student nominated staff member present in supporting role. If the student has admitted to the plagiarism or malpractice and declines a Formal Review then the staff member proceeds to consequences of plagiarism. If the student requests a Formal Review then the interview is not to continue and the Formal Review is implemented.

Formal Review of Plagiarism and Procedural Fairness The student accused of plagiarism is entitled to a fair hearing as part of procedural fairness which is described as the hearing rule and the right to an unbiased decision.

Formal Review of Plagiarism or Malpractice Issues The student who denies their guilt is entitled to a Formal Review of their charge of plagiarism or malpractice. The Head of Department and Dean of Studies or another Senior Executive conduct the Review. The student is entitled to have a parent at the Review and/or another supportive staff member (usually the Yearmaster or Assistant Yearmaster or Tutor). The Review should be held in a neutral venue in the school such as the conference room or interview room. The Review should follow the pattern below: The reasons for suspecting plagiarism or malpractice outlined and where appropriate evidence supplied. The student and/or parent are allowed to reply to the allegations. Questions should be asked, where required, clarifying any issues on both sides. The student is told they will be advised of the Formal Review decision in writing.

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Consequences of Plagiarism or Malpractice: The Dean of Studies (or another Senior Executive in their absence) and the relevant Head of Department and/or teacher will meet with the student to discuss the consequences of plagiarism or malpractice. The penalty for plagiarism or malpractice will usually be a reduction in overall marks or marks for the section where plagiarism or malpractice occurred. This may include a reduction of marks to zero. Any student who assists a student to cheat either knowingly or unknowingly may also incur a penalty on their task as a consequence of their actions. Letters will be written to the parents and/or the student with a brief statement concerning the circumstances and penalty for plagiarism or malpractice. The student will also usually receive an N Award Warning Letter for not satisfactorily completing the task.

Class Placement and ad Vinci Program Policy and Procedures 2010

Class Placement Years 7 12 2010 Students at Knox are placed in classes appropriate to their current academic development so that teachers will be able to deliver academic programs that are appropriate to their current needs. These class placements vary from Years 5 to 12 and the details are outlined below. Year 9 & 10 There are two types of classes for English, Science and History and Geography in Year 9 & 10, da Vinci Classes and Core Classes. Each students performance in the Year 8 or 9 assessments in English, Mathematics, Science and History and Geography will determine their placement in those subjects in Year 9 or 10. Students may be in different types of classes for each of these subjects. In English and Science students are placed either into da Vinci or core classes. The two (three in 2012) da Vinci classes are approximately parallel ability groups, i.e. the students in da Vinci Class A are equal in ability to the students in da Vinci Class B, and the core classes are also approximately parallel ability groups. Mathematics classes are graded based on the students performance on the Mathematics assessments in Year 8 or Year 9. Classes are organised into three groups and are referred to as Mathematics 5.3, Mathematics 5.2 and Mathematics 5.1. All classes complete the 5.1 content as set out in the Mathematics Syllabus (available to download at www.boardofstudies.nsw.edu.au ) syllabus work. The 5.3 and 5.2 classes also complete the 5.2 sections of the Mathematics Syllabus while the 5.3 classes (which include the da Vinci classes) work at a faster pace than the other two groups and work on the additional 5.3 syllabus content. The da Vinci classes also complete enrichment material where appropriate and one class may be selected in either Year 9 or Year 10 to complete a special program over the course of Years 9 & 10 to 12. Parents of these students will be
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advised if this is occurring. In Mathematics in Year 9 & 10 students complete some common assessment tasks based on the 5.1 syllabus content and differentiated assessment tasks depending on their level of Mathematics study i.e. Separate 5.1 or 5.2 or 5.3 (da Vinci) assessment tasks. Changes to classes may occur after the Half Yearly Reporting period. Year 11 & 12 In Year 11 & 12 English and Mathematics classes are grouped based on students performances in the Year 10 or Year 11 assessments in English and Mathematics the previous year. All other Year 11 & 12 subject classes are formed based on the students subject choices. Educational Testing and Profiling Year 9 all students sit the NAPLAN (National Assessment Program Literacy and Numeracy). Other diagnostic testing is conducted when appropriate. Reading testing includes assessment for reading comprehension and tactics (content, central focus and inference). In Term 4 of Year 9 Vocational Assessments are offered to all students as part of the mentoring process for subject choice and course selection for Years 11 and 12. Students who feel they have been incorrectly placed in classes may discuss this issue at any time with the Dean of Studies in the case of initial Year 7 placement of with the particular Head of Department in the case of English, Mathematics, Science, History and Geography class placements after the commencement of Year 7 or the da Vinci Co-ordinator in the case of specific da Vinci enquires.

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KNOX GRAMMAR SCHOOL EXAMINATION CODE OF CONDUCT

It is important that you are aware of the following requirements for exams, otherwise you may jeopardise your performance. Examination supervisors are in charge of students: When assembling before an examination During the examination After the examination until students have left.

You must follow the supervisors instructions at all times.

KNOX GRAMMAR SCHOOL SPECIFIC EXAMINATION RULES AND PROCEDURES YEARS 9 & 10
Answers are to be written in BLACK pen preferably, or blue. NO other colours are allowed. Make sure you bring a spare pen with you. You must bring ALL your equipment for each exam. This includes ruler, pens, pencils, erasers, calculators and other subject specific equipment. THERE IS TO BE NO BORROWING IN THE EXAMS. IF YOU FORGET YOUR EQUIPMENT YOU GO WITHOUT. Pencil cases are to be placed on the floor during the exams. They must not contain any notes, charts, tables or paper and must be the clear plastic variety or a plastic sleeve may be used. Calculators are NOT to contain any tables or charts and must be of the type approved by the Board of Studies. Beeps on watches are to be turned off. Mobile phones are prohibited. Water, contained in CLEAR PLASTIC bottles is permitted in the examination room. No food, sweets or gum are allowed in the examination room. School uniform is to be worn for all exams.
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 You are not allowed to leave the exam early. If you finish your paper early you are to sit quietly and not disturb other students. Should you need to go to the toilet, you will be accompanied. Supervisors cannot interpret questions or provide meaning for you. Supervisors have the authority to exclude anyone from the exam centre for rude or inappropriate behaviour. You must be ready to enter the examination centre 15 minutes prior to the exam. Read your timetable carefully. If you arrive late to an exam you will not receive additional time allowance. Once you enter the examination room you are to sit quietly and not talk until you leave the examination centre. If you are unable to attend an exam due to illness, your parents must phone Mrs Collinson, the Year 7 & 8 Student Administration Officer, phone no: 9487 0429, BEFORE 8:30am on the day of the examination. You are to bring a note from your parents or doctors certificate on your return. If you miss an exam through misadventure, you are to arrange, as soon as you are well enough, with your CLASS TEACHER, alternative arrangements to sit the exam on the first available day. All valuables should be left at home. Bags, mobile phones and other equipment must be left in lockers, not inside or outside the examination venues.

Failure to comply with these rules and procedures may result in your removal from the examination room and the matter will be brought to the attention of the Dean of Studies. The penalty may be cancellation of papers for the course concerned.

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Additional Information for Year 9 and their Parents

The School Diary is a valuable means of communicating between parents and teachers. Students should be writing their homework and assignments into their diary and parents are asked to view the diary weekly and to write any notes for teachers into the diary so that students can show the notes to their teachers. Homework In the School Diary there is a guide to Homework in Year 9. If a student has not completed homework set for the next day in their homework time, parents are asked to write an explanatory note to the class teacher in the students diary. Knox Net the Knox web site. The front page of the Knox web site at www.knox.nsw.edu.au has a section called Knox Net. In the Knox Net section, you will find access to a number of school documents and publications as well as links to Scholaris (login and password required, see below) and Student Webmail (students login and password required for this). To access other sections of the web site from Knox Net you will need to use the user name knox and the password angus. Scholaris contains files and other information relating to the school. The Docushare section contains a range of information including the latest versions of the assessment schedule and in the Year 9 section of each school course on Docushare you will find more details about Assessments, as well as course outlines, scope and sequence and other material. Parent login in for Scholaris requires your Username which is the parent code from your account plus F for father, M for mother G for Guardian e.g. John Starreveld will be STARR02F and Password is your bpay biller code on the account. Webmail is a link to the students school email account. From this link students can assess and send emails from home using their school email account. Students need to enter their regular user name and password and selecting student and log on when they get to the log in page. Board of Studies Stage 4 & 5 (Year 7 to 10) Syllabus Documents: All the Board of Studies Syllabus Documents for all subjects in Years 7 to 10 can be found at this website: http://www.boardofstudies.nsw.edu.au/syllabus_sc/#alphatet or by following the link on Docushare/Senior School Academic.

19

20

Year 9 2011 Assessment Course Outlines

21

Year 9 Core 2011 Assessment Outline - English

TASK NO Task 1 UNIT OF WORK WEIGHT LANGUA GE MODES Reading, writing, representing and speaking Reading and Writing SYLLABUS OUTCOMES 1, 3, ,4, 5 DESCRIPTION OF TASK DUE

State Your Position

15%

Persuasive response: Oration

Term 1 Week 7 Starts Monday 14th March Term 2 Weeks 4 5 TBC

Task 2

Half Yearly Examinations Science Fiction Genre/conventions Close Study of Novel

20%

5, 8, 10

Task 3

15%

Reading and Writing

5, 8, 10

Half Yearly Examination: Short answer: Conventions of the science fiction genre. Creative/Imagination response: Applying the conventions of the science fiction genre. Expository essay

Task 4

The Holocaust Genre

15%

Task 5

Reading Enrichment Yearly Examination The Holocaust Genre

10%

Viewing, listening and Speaking Reading and Writing Reading and Writing

6, 9

Short answers and synthesis task

Term 2 Week 9 Thursday 23rd June Term 3 Week 8 Thursday 8th September Term 3 Week 8 Friday 9th September Term 4 Week 4 TBC

1, 3, 4, 5

Variety of tasks accessed cumulatively across the three terms. Yearly Examination: Analytical response: To stimulus piece Analytical essay: Responding to texts set for study

Task 6

4, 7, 9

25%

TOTAL
22

100%

Year 9 da Vinci 2011 Assessment Outline - English

TASK NO Task 1 UNIT OF WORK WEIGHT LANGUA GE MODES Reading, writing, representing and speaking Reading and Writing SYLLABUS OUTCOMES 1, 3, ,4, 5 DESCRIPTION OF TASK DUE

State Your Position

15%

Persuasive response: Oration

Term 1 Week 7 Starts Monday 14th March Term 2 Weeks 4 5 TBC

Task 2

Half Yearly Examinations Dystopian genre

20%

5, 8, 10

Task 3

Close Study of Novel

15%

Reading and Writing

5, 8, 10

Half Yearly Examination: Short answer: Conventions of the dystopian genre. Creative/Imagination response: Applying the conventions of the dystopian genre. Expository essay

Task 4

The Holocaust Genre

15%

Task 5

Reading Enrichment Yearly Examination The Holocaust Genre

10%

Viewing, listening and Speaking Reading and Writing Reading and Writing

6, 9

Short answers and synthesis task

Term 2 Week 9 Thursday 23rd June Term 3 Week 8 Thursday 8th September Term 3 Week 8 Friday 9th September Term 4 Week 4 TBC

1, 3, 4, 5

Variety of tasks accessed cumulatively across the three terms. Yearly Examination: Analytical response: To stimulus piece Analytical essay: Responding to texts set for study

Task 6

4, 7, 9

25%

TOTAL
23

100%

Year 9 2011 Assessment Outline Mathematics Core 5.2

TASK NO Task 1 WEIGHT 15% COMPONENTS In class test SYLLABUS OUTCOMES
NS 5.2.1 PAS5.2.1 PAS5.2.2

DESCRIPTION OF TASK Test: Basic Skills and Number Algebraic Expressions Equations and Inequations Test: All topics studied this semester

DUE Term 1 Week 6

Task 2

25%

Common Differentiated Alternative assessment In class test

Task 3

10%

NS 5.2.1 PAS5.2.1 PAS5.2.2 SGS5.2.1 NS 5.1.1 PAS 5.1.1 PAS 5.2.1 NS5.1.2 NS5.2.2

Term 2 Week 4 Term 3 Week 1 Term 3 Week 7

Consumer arithmetic

Task 4

20%

MS5.1.1 MS5.2.2 MS5.2.1 PAS5.1.2 PAS5.2.3 PAS5.1.2 PAS5.2.3 NS 5.2.1 PAS5.2.1 PAS5.2.2 SGS5.2.1 NS 5.1.1 PAS 5.1.1 PAS 5.2.1 NS5.1.2 NS5.2.2 PAS5.1.2 PAS5.2.3 PAS5.1.2 PAS5.2.3 MS5.1.1 MS5.2.2 MS5.2.1 PAS5.2.1 PAS5.2.2 PAS5.2.5 DS5.1.1

Task 5

30%

Common Differentiated

Core test: Perimeter Area and Surface Area Graphing Straight Lines Coordinate Geometry Yearly Examination: This exam will assess all content covered throughout the year.

Term 4 Week 4

TOTAL

100% Note: **The above schedule is subject to change changes will be communicated via the Assessment Notice **

24

Year 9 2011 Assessment Outline Mathematics Core 5.3

TASK NO Task 1 WEIGHT 15% COMPONENTS In class test SYLLABUS OUTCOMES
NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 SGS5.2.1 SGS5.2.2 SGS5.3.1 SGS5.3.2 PAS5.1.1 PAS5.2.1 NS5.1.1 NS5.3.1 NS5.1.2 NS5.2.2

DESCRIPTION OF TASK Test: Basic Skills and Number Algebraic Expressions Equations Inequations and Formulae Test: All topics studied this semester

DUE Term 1 Week 6

Task 2

25%

Common Differentiated

Term 2 Week 4

Task 3

10%

Alternative assessment In class test

Consumer arithmetic

Term 3 Week 1 Term 3 Week 7

Task 4

20%

Task 5

30%

Common Differentiated

MS5.1.1 MS5.2.1 MS5.2.2 MS5.1.2 MS5.2.3 MS5.3.2 PAS5.1.2 PAS 5.2.3 PAS5.3.3 NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 SGS5.2.1 SGS5.2.2 SGS5.3.1 SGS5.3.2 PAS5.1.1 PAS5.2.1 NS5.1.1 NS5.3.1 NS5.1.2 NS5.2.2 MS5.1.1 MS5.2.1 MS5.2.2 MS5.1.2 MS5.2.3 MS5.3.2 PAS5.1.2 PAS 5.2.3 PAS5.3.3

Core test: Measurement Trigonometry Coordinate Geometry Yearly Examination: This exam will assess all content covered throughout the year.

Term 4 Week 4

TOTAL

100% Note: **The above schedule is subject to change changes will be communicated via the Assessment Notice **

25

Year 9 da Vinci 2011 Assessment Outline Mathematics

TASK NO Task 1 WEIGHT 15% COMPONENTS In class test SYLLABUS OUTCOMES
NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 SGS5.2.1 SGS5.2.2 SGS5.3.1 SGS5.3.2NS5.1.1 NS5.3.1 NS5.1.2 NS5.2.2 NS5.1.2 NS5.2.2

DESCRIPTION OF TASK Test: Basic Skills and Number Algebraic Expressions Equations Inequations and Formulae Test: All topics studied this semester

DUE Term 1 Week 6

Task 2

25%

Common Differentiated

Term 2 Week 4

Task 3

10%

Alternative assessment In class test

Consumer arithmetic

Term 3 Week 1 Term 3 Week 7

Task 4

20%

MS5.1.1 MS5.2.1 MS5.2.2 MS5.1.2 MS5.2.3 MS5.3.2 PAS5.1.2 PAS5.2.3 PAS5.3.3 NS 5.2.1 PAS5.2.1 PAS5.3.1 PAS5.2.2 PAS5.3.2 SGS5.2.1 SGS5.2.2 SGS5.3.1 SGS5.3.2 NS5.1.1 NS5.3.1 NS5.1.2 NS5.2.2 MS5.1.1 MS5.2.1 MS5.2.2 MS5.1.2 MS5.2.3 MS5.3.2 PAS 5.1.2 PAS 5.2.3 PAS5.3.3 PAS5.2.1 PAS5.3.1 PAS5.2.2 DS5.1.1 MS5.2.2 MS5.3.1

Task 5

30%

Common Differentiated

Core test: Measurement Trigonometry Coordinate Geometry Yearly Examination: This exam will assess all content covered throughout the year.

Term 4 Week 4

TOTAL
26

100% Note: **The above schedule is subject to change changes will be communicated via the Assessment Notice **

Year 9 2011 Assessment Outline Science

TASK NO Task 1 Research WEIGHT 20% Task 4 Yearly Examination 40% 100% COMPONENTS Knowledge and Understanding Investigating and researching Communicating Interpreting data Problem solving Knowledge and Understanding Communicating Interpreting data Problem solving SYLLABUS OUTCOMES 5.16, 5.17, 5.18, 5.19 DESCRIPTION OF TASK Research Task: Students will use the Values Exchange Website to generate data. Students will research current developments and make a structured set of referenced notes to write a report based on their analysis of this data. DUE Term 1 Week 9 Wednesday 30th March

Task 2 Half Yearly Exam

20%

5.1 5.20

Task 3

20%

Knowledge and Understanding Investigating and researching Communicating Interpreting data Problem solving Knowledge and Understanding Communicating Interpreting data Problem solving

5.20, 5.21, 5.22

5.1 5.20

Half Yearly Examination: Modelled on the School Certificate exam - multiple choice questions, one word/number questions and short and extended answer questions that contain a mix of questions that address Prescribed Focus Area, Knowledge and Skill outcomes. Research Project: Builds on the first assessment task and the Stage 4 Student Research Project - a combination of individual and group work. The Skills Portfolio developed throughout terms 1-3 is part of this assessment. Includes formative components 3 x 2.5% submitted as Skills Portfolio completed throughout Terms 1-3 Yearly Examination: Modelled on the School Certificate exam a component of this exam is also a practical task.

Term 2 Week4

Term 3 In class throughout Week 6

Term 4 Week 4

TOTAL
27

Year 9 Assessment Outline 2011 - Core History

TASK NO WEIGHT COMPONENTS Knowledge Research Literacy & Communication Source Analysis Knowledge Literacy & Communication Source Analysis Knowledge Research Literacy & Communication Source Analysis Knowledge Literacy & Communication Source Analysis SYLLABUS OUTCOMES DESCRIPTION OF TASK DUE

Task 1

30%

5.1 5.6 5.7 5.8 5.9 5.10

Personal Interest Project: A famous Australian 1901 1945 - Hand in task with inclass component
Half Yearly Examination

Term 1 Week 5

Task 2

20%

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

Term 2 Week 4

Task 3

20%

1920s & 30s Table of Tasks: Hand in task

Term 3 Week 7

Task 4

30%

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10

Yearly Examination

Term 4 Week 4

TOTAL

100%

Task 5

10%
NB: This task counts towards Yr 10 Core Assessment 2012

Knowledge Literacy & Communication Source Analysis

5.1 5.2 5.4 5.7 5.9 5.10

Paragraph Responses: WW2 - In class task

Term 4 Week 7

28

Year 9 2011 Assessment Outline - Geography

TASK NO Task 1 WEIGHT 20% TOPIC 5A1-Investigating Australias Physical Environments 5A1-Investigating Australias Physical Environments 5A2- Changing Australian Communities 5A2- Changing Australian Communities SYLLABUS OUTCOMES 5.2, 5.3, 5.5, 5.6 DESCRIPTION OF TASK In-class test DUE Term 1 Week 7

Task 2

20%

5.2, 5.3, 5.4, 5.5, Half Yearly Examination: Based on Australia 5.6, 5.10 and its physical environment and Natural Hazards 5.1, 5.2, 5.3, 5.4, Research Action Plan: Based on change in 5.10 local community 5.2, 5.3, 5.4, 5.7, Unit test: Includes skills components 5.8, 5.10

Term 2 Week 4

Task 3

40%

Term 2 Week 9 Term 3 Week 9

Task 4

20%

TOTAL

100%

29

Year 9 2011 Assessment Outline - PDHPE

TASK NO Task 1 WEIGHT 20% COMPONENTS Dietary analysis Fitness testing BEEP test Practical skills test Fitness testing - Aquathon Practical skills test End of year examination SYLLABUS OUTCOMES 5.8, 5.12, 5.15, 5.16 5.9, 5.10 5.9, 5.10, 5.14 DESCRIPTION OF TASK Dietary analysis: Students analyse their diet over a 5 day period and compare with the Daily Recommended Intake. Multistage fitness test: For cardiorespiratory endurance Practical skills test: Students are assessed in their participation and skill level in a range of sports covered in class Aquathon test: Comprises a run and swim component DUE Term 2 Week 2 Term 2 Week 2 Term 2 Week 4 Term 3 Week 5 Term 3 Week 5 Term 4 Weeks 2/3

Task 2 Task 3

10% 10%

Task 4 Task 5

10% 10%

5.9, 5.10 5.9, 5.10, 5.14

Task 6

40%

Practical skills test: Students are assessed in their participation and skill level in a range of sports covered in class 5.1, 5.2, 5.3, 5.6, Yearly Examination: Students are assessed on 5.7, 5.8, 5.11, their knowledge gained throughout the year in 5.12, 5.13, 5.14, theory classes in an end of year examination. 5.16 Covers topics 1-3

TOTAL

100%

30

Year 9 2011 Assessment Outline - Languages

TASK NO Task 1 WEIGHT 20% COMPONENTS Listening and Responding Speaking SYLLABUS OUTCOMES 5.UL.1 5.UL.3 DESCRIPTION OF TASK Listening comprehension 10% Speaking 10% Writing skills 10% Research and presentation 10% DUE Term 1 Week 8 w/c 21st March Term 2 Week 3 w/c 9th May Term 2 Week 7 w/c 6th June Term 3 Week 7 w/c 29th August Term 4 Yearly Examinations Week 4 w/c 31st October

Task 2

20%

Writing 5.UL.4 Moving Between Cultures 5.MBC.1 5.MBC.2 Reading and Responding 5.UL.2

Task 3

10%

Reading 10%

Task 4

25%

Listening and Responding Speaking Reading and Responding Writing

5.UL.1 5.UL.3 5.UL.2 5.UL.4 5.MLC.1 5.MLC.2

Listening 15% Speaking 10%

Task 5

25%

Yearly Examination: Reading skills 15% Writing skills 10%

TOTAL

100%

31

Year 9 2011 Assessment Outline Music

TASK NO Task 1

WEIGHT 20%

COMPONENTS Performance

SYLLABUS OUTCOMES P5.1, 5.2, 5.3

DESCRIPTION OF TASK Performance: Students will perform one piece indicative of the activities and topic studied. It must be an ensemble performance. Topic test: Students will respond to questions related to the topics studied. The test will include a concept based listening question. Composition: Submitted by students

DUE DATE Term 2 Week 4 (Exam Block) Term 2 Week 4 (Exam Block) Term 3 Week 9 th 14 September Term 4 Performance: Week 2 17th October Written: Week 4 (Exam Block)

Task 2

10%

Listening

L5.7, 5.8, 5.9, 5.10

Task 3

25%

Composition

C5.4, 5.5, 5.6

Task 4

45% Yearly Examinations (Performan ce 25%, Listening 20%)

L5.7, 5.8, 5.9, 5.10 P5.1, 5.2, 5.3

Yearly Examination: Perform two pieces indicative of the topics studies Written responses to aural and composition components in topics studied

TOTAL

100%

32

Year 9 2011 Assessment Outline - PASS

TASK NO Task 1 WEIGHT 20% COMPONENTS Structure and Function of the Body Sports Skills Coaching All topics SYLLABUS OUTCOMES 1.1, 4.4 DESCRIPTION OF TASK Laboratory Report: Analysing the effects of exercise on the bodys responses Practical sporting skills tests: Based on two units Coaching Tasks: Students, in pairs, teach the class a 30 minute lesson on a chosen sport. Yearly Examination DUE Term 2 Week 2 Terms 1-2 Terms 2-3 Term 4 Week 4

Task 2 Task 3 Task 4 TOTAL

20% 30% 30% 100%

4.3 3.1, 4.2, 4.4

33

Year 9 2011 Assessment Outline - Agriculture

TASK NO Task 1 WEIGHT 25% COMPONENTS Portfolio and Practical Assessment Half Yearly Examination SYLLABUS OUTCOMES
5.1.1 5.1.2 5.2.1,5.3.1. 5.4.2, 5.3.2 5.4.3, 5.4.1, 5.6.1, 5.6.2, 5.5.1 5.1.1 5.1.2 5.2.1,5.3.1. 5.4.2, 5.3.2 5.4.3, 5.4.1, 5.6.1, 5.6.2, 5.5.1 5.1.1 5.1.2 5.2.1,5.3.1. 5.4.2, 5.3.2 5.4.3, 5.4.1, 5.6.1, 5.6.2, 5.5.1

DESCRIPTION OF TASK Portfolio and Practical Assessment: Australian Agriculture includes in class work and a Farm Diary which records practical work. Half Yearly Examination: Written, closed book exam - 45 minutes + 5 minutes reading time. All work covered in Semester 1 Units of Study, including both practical and theory content. Poultry Presentation: Students are to present a 3 minute presentation to the class on any chosen aspect of Poultry Production. Students will be required to provide a visual aide to accompany their presentation. Boys will be assessed on both content, use of visual aide and presentation of material. Yearly Examination: Written, closed book exam - 1 hour + 5 minutes reading time. All work covered in Semester 2 Units of Study, including both practical and theory content. Answers will include diagrams and graphs where appropriate to support short written responses.

DUE Term 1 Week 8

Task 2

25%

Term 2 Week 3

Task 3

20%

Poultry Presentation

Term 3 Week 9

Task 4

30%

Yearly Examination

5.1.1 5.1.2 5.2.1,5.3.1. 5.4.2, 5.3.2 5.4.3, 5.4.1, 5.6.1, 5.6.2, 5.5.1

Term 4 Week 4

TOTAL

100%

34

Year 9 2011Assessment Outline - Elective History

TASK NO Task 1 WEIGHT 20%

COMPONENTS
Knowledge Research Literacy & Communication Source Analysis Knowledge Research Literacy & Communication Source Analysis Knowledge Research Literacy & Communication Source Analysis Knowledge Literacy & Communication Source Analysis

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

DESCRIPTION OF TASK Research Essay: Agricultural and Industrial Revolution - Hand in task

DUE Term 1 Week 9

Task 2

20%

French Revolution Workbook: Hand in task with in-class component

Term 2 Week 7

Task 3

30%

Personal Interest Project: World History to 1900 - Hand in task with in-class component Yearly Examination

Term 3 Week 9

Task 4

30%

Term 4 Week 4

TOTAL

100%

Task 5

NB: This task counts towards Year 10 Elective Assessment 2012

10%

Knowledge Research Literacy & Communication Source Analysis

E5.1 E5.3 E5.4 E5.6 E5.7 E5.9 E5.10

Paragraph Responses: Russian Revolution - In-class task

Term 4 Week 8

35

Year 9 2011 Assessment Outline Design and Technology

TASK NO Task 1 WEIGHT COMPONENTS SYLLABUS OUTCOMES 5.1.1, 5.1.2, 5.4.1 5.5.1, 5.6.1, 5.6.2, 5.6.3 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.5.1 DESCRIPTION OF TASK DUE

10%

Design Project 1

Design Project and Portfolio: Name Plate Design Project and Portfolio: Photon Factor

Term 1 Week 6 Term 2 Week 4

Task 2

20%

Design Project 2

Task 3

20%

Design Project 3

Task 4

20%

Yearly Examination

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.4.1 5.5.1, 5.6.1, 5.6.2, 5.6.3 4.1.2, 4.1.3, 4.4.1, 4.6.2 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.5.1

Design Project and Portfolio: Candelabra

Term 3 Week 2

Yearly Examination: Designing and Producing, Innovation and Emerging Technologies Design Project and Portfolio: Wind Rack

Term 4 Week 4 Term 4 Week 2

Task 5 TOTAL

30% 100%

Design Project 4

36

Year 9 2011 Assessment Outline Graphics Technology

TASK NO Task 1 WEIGHT 15% COMPONENTS Intro Unit Drawing Fundamentals Engineered Products SYLLABUS OUTCOMES 5.3.1, 5.4.1, 5.5.1, 5.5.2. 5.1.1, 5.2.1, 5.3.1, 5.4.1, 5.5.1, 5.5.2, DESCRIPTION OF TASK Project and Portfolio: Intro Basics, CAD and Hand Drafting techniques Project and Portfolio: Engineering components, Isometric, Rendering and Orthogonal Drawing Presentation: Image use in society presentation of Logo and MP3 Docking station Design - Knox Values Exchange survey Perspective drawing and Interior room design using Revit 11 Yearly Examination: Graphics principles and fundamentals DUE Term 1 Week 7 Term 2 Week 7

Task 2

25%

Task 3

30%

Image is Everything

5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.2, 5.4.1, 5.6.1. 5.1.1, 5.3.1, 5.5.2. 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.6.1, 5.6.2

Term 3 Week 7

Task 4 Task 5

10% 20%

Keeping it in Perspective Yearly Examination

Term 4 Week 2 Term 4 Week 4

TOTAL

37

Year 9 2011 Assessment Outline Information and Software Technology

TASK NO Task 1 WEIGHT 15% COMPONENTS Database Design SYLLABUS OUTCOMES 5.2.1, 5.2.2, 5.2.3, 5.3.2, 5.4.1, 5.5.1 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2, 5.5.1 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.2, 5.5.1, 5.5.2 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.2, 5.5.2 DESCRIPTION OF TASK Project DUE Term 2 Week 2 Term 3 Week 2

Task 2

25%

Digital Media

Project

Task 3

35%

Yearly Exam

Examination

Term 3 Week10

Task 4

25%

Authoring and Multimedia

Project

Term 4 Week 4

TOTAL

100%

38

Year 9 2011 Assessment Outline Industrial Technology (Timber)

TASK NO Task 1 WEIGHT 20% COMPONENTS Cutting Board SYLLABUS OUTCOMES 5.1.2, 5.2.2, 5.4.2 DESCRIPTION OF TASK Project and Portfolio: Intro Basics, Cutting Board Project plus portfolio Project and Portfolio: Step Ladder DUE Term 1 Week 6 Term 2 Week 9

Task 2

30%

Step Ladder

5.1.1, 5.1.2, 5.2.2, 5.3.1, 5.4.2, 5.5.1, 5.6.1, 5.7.1. 5.1.2, 5.2.1, 5.2.2, 5.4.2, 5.7.1

Task 3

30%

Dovetail Box

Project and Portfolio: Dovetail Box

Term 4 Week 3

Task 4

20%

Yearly Examination

5.1.1, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.6.1, 5.7.1, 5.7.2.

Yearly Examination: Timber Fundamentals and processes

Term 4 Week 4

TOTAL

100%

39

Year 9 2011 Assessment Outline - Visual Arts

TASK NO Task 1 WEIGHT 20% COMPONENTS Art Making SYLLABUS OUTCOMES 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 5.7, 5.8, 5.9, 5.10 DESCRIPTION OF TASK Art Making & VAPD DUE Term 1 Week 9 Term 2 Week 2 Wednesday 4th May Term 2 Week 9 Term 4 Week 1 Term 4 Week 4

Task 2

20%

Art Criticism & Art History

Research Task

Task 3

20%

Art Making

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

Art Making & VAPD

Task 4

20%

Art Making

Art Making & VAPD

Task 5 TOTAL

20% 100%

Art Criticism & Art History

Yearly Examination

40

Year 9 2011 Assessment Outline Commerce

TASK NO Task 1 WEIGHT 10 COMPONENTS Inquiry based research activity In-class test Task 4 15 Task 5 15 Inquiry based research activity Presentations Simulation activities Inquiry based research activity Essay writing skills Project based ICT skills SYLLABUS OUTCOMES 5.1,5.2,5.4,5.7 DESCRIPTION OF TASK Research Task: Consumer Choice: Investigation into the production and consumption processes for a product of choice In-class test: Personal Finance: Multiple Choice & Short Response Market Day: Running a Business/Promoting & Selling: Business Plan, Market Day selling, Reflection, Multimedia presentation DUE Term 1 Week 5 Term 1 Week 9 Term 2 3A Week 5 3B Week 7 & 8 3C Week 9 3D Week 10 Term 3 Week 6

Task 2 Task 3 (A,B,C,D)

10 25

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

5.1,5.5,5.7,5.8

Research and In-Class Essay: Investing: Produce investment advice for hypothetical clients

5.1,5.6,5.8,5.9

Web page: E-Commerce: Development of a Wiki/webpage for hypothetical business Yearly Examination: All Topics (1 hour: Multiple Choice, Short-Response, Essay

Term 4 Week 1 Term 4 Week 4

Task 6

25

Yearly Examination

5.1,5.2,5.4,5.8

TOTAL

100

41

Year 9 2011 Assessment Outline Drama

TASK NO Task 1 WEIGHT 25% COMPONENTS Elements of Drama & Improvisation SYLLABUS OUTCOMES 5.1.1, 5.2.1, 5.1.2, 5.3.3 DESCRIPTION OF TASK Task 1A: Improvisation process mark (5%) Task 1B: research and self-evaluation (5%) Task 1C: Improvisation (10%) Task 1D: research, peer and self-evaluation (5%) DUE
Term 1 1A: Week 1-3 1B: Week 4 23rd February 1C: Week 8 28th March 1D: Week 9 30th March Term 2 Week 9 21st June Term 2 3A: Week 8 17th June 3B: Week 9 21st June Term 3 Week 7 31st August Week 8 5th September Term 4 Week 4 Term 4 Week 8 28th November

Task 2

10%

Responding to Drama: Theatre Criticism Devising & Performance Style: Greek Theatre Devising & Performance Style: Commedia del-arte Responding to drama Dramatic Form: Performance Script

5.3.1, 5.3.2, 5.3.3 5.1.1, 5.1.3,5.2.1,5.2.3, 5.3.1, 5.3.3 5.1.1, 5.1.2, 5.1.4, 5.2.1, 5.2.3, 5.3.3 5.3.1, 5.3.2, 5.3.3 5.1.1, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.3

Task 2 Written: 500 word review of live theatre (10%) Task 3A Performance: 5 minute group performance (15%) Task 3B Written: research, self and peer evaluation (5%) Task 4A -Perform: 5 minute group performance (15%) Task 4B - Written: research, self and peer evaluation (5%) Task 5 Written Examination: Commedia delarte (10%) & extended responses (10%) Task 6A - Perform: rehearse and perform a scripted piece to a live audience (5%) Task 6B - Written: research, self and peer evaluate (5%)

Task 3

20%

Task 4

15%

Task 5

20%

Task 6

10%

TOTAL
42

100%

Year 9 2011 Assessment Outline - Christian Studies

TASK NO Task 1 WEIGHT 50%

COMPONENTS Knowledge and Understanding Investigation and research skills Communication & presentation skills

TYPE Research and Creative Task

DESCRIPTION OF TASK Research and Creative Task: Research a significant person or Festival within a Religious Tradition - 20% Create a film about the chosen topic - 30%

DUE Term 2 Week 7

43