Stage 5 - Mary MacKillop College, Wakeley · The RoSA credential will report on your achievements...

Mary MacKillop Catholic College

Page 1

Stage 5

(Year 10)

Assessment Handbook

Issued February 2020


Page 2

Table of Contents

CONTENTS Page No:

Student Agreement 3

Staff Positions of Responsibility 4

NSW Education Standards Authority (NESA) 6

Record of School Achievement (RoSA) 6

An Overview of Courses for Stage 5 8

NESA Assessment Model 9

Homework and Study Requirements 10

Some common Terms Used in Assessments 12

Glossary of Key Words 12

What are your responsibilities 13

What happens if I do not complete a Task? 13

Student Assessment Appeals 15

Assessment Procedures to Follow and Assessment Appeal Process 16

Extended Absences 18

Sample Warning letter 19

Students with Special Education Needs 19

Reporting 20

Assessment Schedules 23


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Student Agreement

In receiving this Stage 5 (Year 10) Assessment Handbook you have taken on the responsibility to

follow the procedures outlined. As a student of Mary MacKillop Catholic College, I agree that: ● I am to complete and present all Assessment Tasks by the due date; and to be present for those

Assessment Tasks held at the College

● If I am unable to attend the College on the day of an Assessment Task I will phone the College and

explain my absence

● If I fail to hand in an Assessment Task by the due date I may be penalised.

● If I am absent from any Assessment Task (test, exam or assignment) I will report to the Coordinator of

Learning KLA immediately on return to school and submit an 2020 Assessment Appeal Form

● If I am unable to complete an Assessment Task for reasons of injury, ill-health or misadventure, I will

submit an 2020 Assessment Appeal Form ● A zero score will be recorded for any Assessment Task, which I miss and for which an acceptable

reason is not given

● It is my responsibility to consult with the relevant Coordinator of Learning (KLA) if I experience

problems in interpreting the College Assessment Handbook, or in fulfilling the course requirements

● Any Assessment tasks I submit will be ALL MY OWN WORK. If I use information from any source it will be

correctly referenced (as per the guidelines in the College diary.

2020%20Illness_Misadventure%20Appeal%20Form.pdf


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2020 Positions of Responsibility

Leaders of Learning (College Leadership Team)

Principal Ms Gilda Pussich

Assistant Principal Mr Pablo Grana

Leader of Religious Education Mrs Annette Flanagan

Leader of Administration Mr David Thomas

Leader of Curriculum Miss Michelle Israel

Leader of Teaching and Learning (until Term 1 Week 6) Ms Jacqueline Genovese

Leader of Teaching and Learning (from Term 1 Week 7) Mr Anthony Moore

Leader of Wellbeing Mrs Jennifer Lowe

Coordinators of Learning (College Middle Leaders)

English Mrs Alannah Wylie

Mathematics Ms Monica Hererra

Science Ms Elaine Hornas

Technological and Applied Studies Mrs Rosellina Ryan

Human Society and its Environment Mr James Rooney

Personal Development, Health and Physical Education Mrs Belinda Malakovski

Creative and Performing Arts Ms Bridget Tate

Languages Miss Michelle Israel

Vocational Education and Training, Pathways and

Partnership

Mrs Maria Pedavoli

Diverse Learning Miss Leah Brown

Catholic Intensive English Centre (CIEC) Mrs Flavia Arapi-Nuñez

Year 7 Ms Sonia Boustani

Year 8 Ms Pina Gagliano

Year 9 Mr Matthew Andrejev

Year 10 Mrs Lyne Toohey

Year 11 Ms Maria Messina

Year 12 Mrs Effie Orlando

Assistant Coordinators of Learning

Religious Education Mr Nick Sacca

English Mrs Katrina Gomes

Mathematics Mrs Sara Waugh

Human Society and its Environment Ms Natalie Pavisic

Year 7 Mr Robert Hennessey

Year 8 Mr Ian McLean

Year 9 Miss Jemma O’Reagan

Year 10 Mr Kevin Reutens

Year 11 Ms Kiera Crosariol

Year 12 Mr Dominic Fricot


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House Coordinators

Arena House Miss Jemma O’Reagan

Crosio House Ms Kiera Crosariol

Goolagong House Mr Dominic Fricot

Henderson House Mr Ian McLean

McCormack House Mr Robert Hennessey

O’Shane House Mr Kevin Reutens

Other Positions of Responsibility

Youth Ministry Coordinator Miss Josephine Ayoub

English as a Second Language or Dialect (EALD) Coordinator Mrs Mariana Arapi

Gifted Education/Newman Coordinator Miss Leah Brown

Information Literacy Teachers Mrs Maria Thomson

Mrs Regina Felipe

Literacy Coordinator Ms Natalie Pavisic

Numeracy/STEM Coordinator Mrs Sara Waugh

Sports Coordinator Mr Nicholas Carosi

Arabic/Assyrian/Chaldean Liaison Officer Ms Vivian Matti

Vietnamese Liaison Officer Sr. Dorothy Hoang

Office/Support Staff:

Business Manager Mr Winston Olegasegarem

Principal’s PA Ms Pina Varano

Bursar Mrs Linda Garreffa

Executive Support Ms Grace Labbozzetta

Reception Mrs Rosemary Gerardis

School Fees Mrs Luisa Melacrinis

Student Services/ Attendance/ First Aid Mrs Lauren Thompson

ICT Support Officer Mr Sebastian Heubert

ICT Support Officer Mr Joseph Figliano

College Office Hours:

The College Office is open for enrolment, fees and general business from 8.00 am until 4.00 pm.

Teachers can be contacted between these times.

Street Address: 5 Carnarvon Street, Wakeley NSW 2176 Postal Address: Locked Bag 64, Wetherill Park BDC 1851 Phone: (02) 9725 4322 Fax: (02) 9725 4393


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The NSW Education Standards Authority (NESA) replaced the Board of Studies, Teaching and Educational

Standards NSW (BOSTES) on 1 January 2017.

NESA will set and monitor quality teaching, learning, assessment and school standards. This includes

responsibility, across NSW public, Catholic and independent schools, for:

Kindergarten to Year 12 curriculum

Accreditation of teachers and teaching degrees

The internationally recognised HSC

School registration and home schooling

Record of School Achievement (RoSA)

The Record of School Achievement (RoSA) is the credential for all students, to recognise school

achievement before receiving their Higher School Certificate (HSC). A cumulative credential – recognising all your academic achievements Instead of just showing what your results were at the end of Year 10, the RoSA recognises that many

students who leave school before completing their HSC complete some Year 11 courses:

The RoSA will show your Year 10 grades, as well as any grades for Year 11 (Preliminary) courses

completed after that. If you start a course but leave school before completing it, your RoSA will

show evidence of your enrolment

Your RoSA will also show results of any VET or Life Skills courses you complete in Year 10

and/or Year 11.

A credential for school leavers

The RoSA will be awarded to all eligible students when they leave school. If you transfer from one school to another at the end of Year 10 you will not receive a formal

RoSA credential at that time

To receive a RoSA you will need to meet your school’s attendance requirements

You will be able to request a RoSA through your school when you talk to your teachers or

principal about leaving

If you have completed any Life Skills courses you will receive your Life Skills Profile of Student

Achievement at the same time as your RoSA.


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Fair grades for everyone

Your RoSA grades will be determined by your teachers, using established guidelines and processes to

ensure consistency of judgement.

Grades for all your courses in Years 10 and 11 will be based on your results in assessment tasks

you do throughout the year. Assessment tasks may include tests developed and used in your

school

The RoSA credential will report on your achievements in Stage 5 courses, using A to E grades.

When you leave school you take with you a record of your achievement. For secondary school students

this culminates with the Higher School Certificate; however, your achievements begin to accumulate

from Year 10.

Your participation and achievement in Years 10 and 11 have been documented in the form of grades

awarded to you and recorded by NESA. If you decide to leave school before receiving your HSC, you may be eligible to receive a RoSA.

The RoSA will show your Year 10 and 11 grades and will also reflect any participation in HSC

courses. Students must meet certain criteria to be eligible for a RoSA. Students leaving school before receiving their HSC are also able to sit online Literacy and

Numeracy tests All students are able to retrieve an eRecord of their grades at any time through their Students

Online account Students who go on to receive their HSC may also request a RoSA as a credential of their

achievement in Years 10 and 11 If you are thinking about leaving school before receiving your HSC, talk to your teachers about

the RoSA, as well as the Literacy and Numeracy tests.

The diagram below shows the credentials and records available to eligible students throughout the course

of their senior studies.


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An Overview of Courses for Stage 5

Key Learning

Area Mandatory Courses

English All students study English, Mathematics and Science in Years 7, 8, 9 and 10.

By the end of Year 10 all students must complete 400 hours in each of these

subjects. Mathematics

Science

Key Learning

Area Mandatory Courses Elective Courses (not all courses

run)

Creative Arts Dance Visual Design

Drama Photography

Music

Visual Arts

Human Society

and Its

Environment

(HSIE)

In Stage 5 (Years 9–10) all students

study 100-hours each of Australian

History and Australian Geography.

By the end of Year 10 all students must

complete 400 hours of History and

Geography combined.

Commerce

Geography Elective

History Elective

Work Education

Big History

Personal

Development,

Health and

Physical Education

(PDHPE)

All students study PDHPE in Years 7,

8, 9 and 10. By the end of Year 10 all

students must complete 300 hours of

PDHPE.

Physical Activity and Sports

Studies

Technological and

Applied Studies

(TAS)

Design and Technology Food Technology Graphics Technology Information and Software

Technology Technology Textiles Technology


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NESA – Assessment

The NESA K–10 syllabuses for the Australian curriculum continue to promote a standards-referenced

approach to assessing and reporting student achievement in NSW and the importance of

assessment for, as and of learning as essential components of good teaching and learning


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The NESA Assessment Model

This model for developing assessment activities emphasises:

that outcomes are central to the decisions teachers make about teaching, learning and assessment

the importance of gathering evidence about student learning in relation to the outcomes

how teachers use evidence to determine how well students are achieving in relation to the

outcomes

the importance of teacher feedback and student reflection

how evidence of student achievement informs future teaching and learning.

Reporting for the RoSA Achievement in each subject in Year 10 will be reported on the student’s RoSA. The report will be based

on their performance in relation to the Course Performance Descriptors that best reflects the teacher’s

overall judgement of the student’s achievement.

Students who undertake Life Skills courses will receive an individual profile containing the outcomes that

they have studied rather than a grade.

Homework and Study Requirements for Stage 5

Mary MacKillop Catholic College views the setting and completion of Home Study as an integral part of

the educational process. The College believes that this involvement reinforces and enriches the

curriculum, encourages excellence, develops organisation and time management skills, and the capacity

to assume self-responsibility for learning. Students are encouraged to realise that high aspirations and

consistent effort in school and home study maximise the likelihood of success. Home study should be

overseen and supported by both parent and teacher groups.

‘Homework is purposeful out-of-class learning that seeks to enhance the extent to which each child

benefits from the school’s educational program’

Why is Homework so Important?

THE PARENT’S ROLE IS TO: provide an environment for the child where supervision, encouragement and help are provided

respect the child’s knowledge and skills

communicate with the teacher and sign the homework

THE STUDENT’S ROLE IS TO: accept responsibility for the completion of the homework and complete tasks to the best of their

ability

ask for help from teacher and family if necessary

use their diary to record and organise their homework


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What Can Parents / Caregivers Do to Help?

Take an active interest in your child's homework

Support your child in setting aside time each day for homework

Provide a dedicated place for homework and study if possible

Assist teachers to monitor homework by signing completed work if requested, and be aware of the

amount of homework set

Communicate with teachers any concerns about the nature of homework or your child's approach

to homework

Encourage your children to read and take an interest in current events

Alert the school to any domestic circumstances or extra-curricular activities, which may need to

be taken into consideration when homework is being set or marked. Some Useful Tips for Homework

When you get home from school, take a break (not too long)

After a day at school, you will probably forget some or most of what your teachers have taught

you. Therefore, you should revise your notes on the same day, giving you a better start. This will

refresh your memory and ensure your homework is correct. This method requires less time to be

spent on homework

Do not start each night with the same subject

Have a ten-minute break between subjects

Do not do you study or homework in front of the TV or whilst listening to the radio. You need to

concentrate and not allow for any types of distractions

When you have finished your homework, prepare for the next school day. Revise the subjects for

the day. It is a good idea to read the text or notes supplied in advance. This will assist your

understanding.

Study If you are to perform at your best and achieve good results you will need to develop some good study skills.

What is Study?

Study is more than doing your homework Study is about remembering and memorising Study means that you have to be an active learner.

There are three main types of study activities:

Revising work so that you will understand it better and remember it in the future

Memorising special pieces of information such as Maths formulas and lists of names; and

Practicing skills such as playing a musical instrument, giving a speech, typing, drawing.


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When and Where to Study

Study when your mind is fresh - not after you have completed all your homework and

assignments - set aside a special time Set aside a special place where you can concentrate – not in front of the TV It is best to work at a table or desk – do not lie down! Choose one subject and topic at a time – do not be too ambitious –but do plan to make time for all

your subjects. One hour per topic is an ideal amount of time After half an hour, take a short break (5 minutes) this will help you to stay focused.

What You Will Need

A clear uncluttered desk or table

Your textbook or your folder of notes

Paper and pens (different coloured pens) to make lists and test yourself

Your Voice! Saying things out loud helps you to remember

Perhaps a friend: Working (not gossiping) together can be helpful. Test each other. See who can

remember the most.

Quick tips to manage your time better:

Create a daily 'to do' list List goals and set priorities Do 'A's' first (Most important things) Handle each piece of paper only once Do it now Ask yourself 'What is the best use of my time right now?

Some Common Terms Used in Assessment

Glossary of Key Words

https://drive.google.com/open?id=0B-IQxEoBZOfWT3hzSjlxLVYtNFU

https://drive.google.com/open?id=0B-IQxEoBZOfWU1NtWndmOVU4STg


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What are your Responsibilities

To familiarise yourself with the general College Policies as outlined in this Handbook

To speak with the Coordinator of Learning if you are in any doubt about the requirements of the

Assessment Policy

To cooperate with the process of Assessment

To inform the College if you are to be absent on the day of an assessment task

In the case of becoming ill during an examination or an in-class assessment task, you should

inform the teacher who is supervising, even if you are able to complete the task. At the earliest

possible opportunity, you should consult the CoL KLA and request consideration.

To not plagiarise others' work

Plagiarism occurs when a person passes off the work or ideas of another or others as their own.

Plagiarism can arise when students hand in work that they have copied or downloaded. You will

receive zero marks for any work that you have plagiarised.

● To not engage in cheating, malpractice or dishonesty

It is dishonest to have someone else actually do your work eg a tutor or friend and for you to pass

this work off as your own.

Cheating, malpractice or dishonesty will lead to a zero mark!

How do I Submit my Work?

All Assessment Tasks are to be submitted before 8.50am on the due date. Assessments

submitted after the due time will be considered late and receive zero marks. You will need to fill

out an Assessment Appeal Form and give it to the CoL KLA as soon as you get to school

Assignments should include an appropriate cover sheet, stating your name, teacher and subject.

Do not hand tasks to any other member of staff.

Task papers should be firmly stapled together or otherwise secured

All submission parameters (e.g. hard copy or e-version etc) will be specified on your Assessment

Notification. You must adhere to these parameters

Parent submission will only be accepted at the College Reception and after an appropriate form is

filled in.

What Happens if I Do Not Complete a Task?

1. If you are absent on the due date for submission of an Assessment Task:

You are still responsible for ensuring that the work is submitted on time. If at all possible arrange

for someone else to deliver the task to school before the due time of 8.50am

It is your responsibility to finish your Assessment Task by the due date and time. It is your

responsibility if it is anticipated that work will not be completed on time, to negotiate well in

advance of the due date, by filling out an Assessment Appeal Form

A medical certificate may not be accepted as excusing late submission of tasks where the task

was issued well in advance of the illness and the medical certificate shows that the student was

not incapacitated for a large part of that time. You should submit whatever progress work has been

completed at that time eg drafts, plans, rough work etc. This will be assessed by the teacher and

may be awarded marks.


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2. If you are absent on the day of a test or exam you should follow one of these courses of

action:

If you know you will be away, inform the teacher or Coordinator of Learning (CoL) KLA in

advance so that alternate arrangements may be made if the absence is thought to be justifiable;

If you are taken suddenly ill or are subject to misadventure, you should telephone the school on

the morning that the task was due and ask that the CoL KLA be notified that you will be absent

and give a short explanation of the circumstances

If it is during the Half Yearly or Yearly Examination Period, contact the Coordinator of Learning

(CoL) Year as soon as possible, before the examination is to commence.

3. When you return to school

On your return to school, before going to your first lesson, submit your 2020 Assessment Appeal

Form (see link below) including all the necessary evidence to support your case. You must carefully

follow all the instructions on this form and after filling it in, get your parents to sign it and hand it in to

the Coordinator of Learning KLA. You should submit whatever progress work has been completed at

that time eg drafts, plans, rough work etc. This will be assessed by the teacher and will be awarded marks,

however not recorded until the results of the appeal are finalised. The Assessment Appeal Committee

consisting of the LoL Student Learning, the CoL KLA concerned and the CoL Year will decide whether

to uphold or deny your appeal. The Assessment Appeal Committee’s decision will be sent to you as soon

as possible (via CLC or mailed home). If you are not satisfied with the Appeal Committee’s decision, you

can appeal to the Principal by re-submitting your appeal, along with the decision and reason from the

Appeals Committee.

4. If you are absent from an assessment task, or if you fail to hand it in by the due date, without

justification, you will receive a zero mark. If you do not follow the correct procedures as stated

above you will receive a zero mark. The following may be regarded as reasons justifying absence

or inadvertent late submission. The onus of proof is on the student.

ILLNESS - if there is proof in the form of a Medical Certificate from a Registered Practitioner

MISADVENTURE - such as public transport delays or car breakdowns (in this case, the student

will be asked to provide proof of the circumstances leading to the delay)

Failure of computer systems, incompatibility of systems, file errors and printer errors are NOT an

acceptable reason for failing to submit work on time

ACCIDENT - meaning some injury, this physically or emotionally prevents the student from

completing the task, exam or test. Proof via a Medical Certificate, Police Report or other statutory

body will be required at all time.


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Student Assessment Appeals

2020 Assessment Appeal Form

This form has been developed to assist you in applying for consideration in the event that:

You are prevented from attending an assessment task (class test or formal exam); or

You are prevented from submitting a task on time because of illness or misadventure; or

You consider that your performance in a task has been affected by illness or misadventure

immediately before or during an assessment period.

You may NOT submit an appeal on the basis of:

Difficulties in preparation or loss of preparation time eg as a result of long term illness during the

year

Alleged deficiencies in tuition

Long term illness unless you suffer a flare-up or exacerbation of the condition during the

assessment period

Issues with technology

Misreading an examination timetable or exam instructions.

General Information

You should attend every examination session.

Do not miss an exam merely because you do not feel able to do your best

Your appeal must be lodged with the CoL KLA as soon as you return to school

You will be notified of the outcome of your appeal as soon as possible, but no later than 5

school days.


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You are absent on the day

the task is due because of

illness or misadventure

You are absent on the day

of an in-class test or a

formal examination

If at all possible, get someone to

deliver the task on the due day at

the due time to the CoL KLA /

Teacher. Email the task if

possible.

If, you know that you will be away

beforehand inform your teacher and

CoL KLA as soon as possible.

Fill out an Assessment Appeal Form

Ring the College on 9725 4322 and ask that a

message be forwarded to the

CoL KLA, or CoL Year stating the reason why

you are unable to personally submit or sit for the

task.

On your return to school, and before going to your first lesson,

Submit the Student Appeal Form and be prepared to sit or

submit the task

Attach all available

evidence e.g. a medical

certificate if an illness.

Attach all available evidence

e.g. some form of proof if a

misadventure or accident.

OR


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Assessment Appeal Form and

relevant documentation submitted to

CoL KLA or CoL Year.

Assessment Task submitted for

marking to the relevant

CoL KLA.

NO Assessment Appeal Form and/or task

is submitted.

Assessment is marked by the relevant

teacher and feedback is given on a

task as per normal.

Warning Letter is issued to student and

interview with CoL KLA/Leader of

Curriculum is organised.

Appeals are looked at by the Leader

of Curriculum, CoL KLA and CoL

Year, to determine the outcome of an

appeal.

Appeal

Denied

Appropriate marks awarded

based on the nature of the

task and individual

circumstances

Appeal

Upheld

Zero mark

recorded for the

relevant

assessment task.

Assessment task is

submitted by a

new date

Assessment is

marked by the

relevant teacher

and feedback is

given on a task as

per normal.

Warning Letter is issued to student

(Teacher Intervention)

Zero mark recorded for the relevant

assessment task.

Assessment task

still not submitted

2nd Warning Letter

(CoL KLA

Intervention)

Assessment task

still not submitted.

Final Warning

Letter Leader of

Curriculum

Interview with

Parents

OR

3 Warning Letters

in the same course

= NESA “N”

Determination and

Zero Mark

recorded for

assessment task.


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Extended Absences

An absence from school for an extended period of time is of extreme concern, as a student may fail to

meet the outcomes of courses.

NESA has indicated that students will find it difficult to achieve outcomes of a course if absent for more

than 4 weeks. For this reason the College cannot approve absences for an extended period of time, unless

a guarantee is given that the student will be engaged in some form of schooling while absent for example

a private tutor or enrolment at a school whilst overseas.

It is the parent’s responsibility to provide documentation that this will or has been done. If this is not done

the student may have to repeat her current year of study. Assessment tasks missed due to extended

absences that have not been approved will receive zero marks.

As per the Education Act, any student who requests an extended absence from school must do so

via application to the College Principal who has the right to deny any request. (The application

forms are available at Student Services.)

Achievement of Course Outcomes and the School Report

For internal school reporting purposes, a student may be recorded as not having achieved the outcomes of

a task if the student fails to submit or sit for the task on the due date AND has not provided a justifiable

reason for missing the task. The student will have the opportunity to sit for or submit the task within a

reasonable time, as determined by the Coordinator of Learning -KLA (but not more than 3 days after

the date it was due). In this case, having received zero for the task, the student, may be assessed as

meeting some of the outcomes. Failure to make-up for a missed assessment task (if requested by the

Coordinator of Learning KLA) will result in the non-achievement of the outcomes for that task.

Malpractice

Do not plagiarise other peoples' work. Plagiarism occurs when a person passes off the work or

ideas of another or others as their own. Plagiarism can arise when students hand in work that they

have copied or downloaded. You will receive zero marks for any work that you have plagiarised

Do not engage in cheating, malpractice or dishonesty. It is dishonest to have someone else

actually do your work eg a tutor or friend and for you to pass this work on as your own.

Cheating, malpractice or dishonesty will lead to a zero mark.

Student Appeals Against Final Grade

Students may appeal in writing to the Appeals Committee via an Assessment Appeal Form, only because

the final grade awarded was inconsistent with the grades awarded for assessment tasks during the year.

The Assessment Appeal Committee consisting of the Leader of Curriculum, the CoL KLA concerned and

the CoL Year will decide whether to uphold or deny your appeal. The Assessment Appeal Committee’s

decision will be sent to you as soon as possible (via CLC or mailed home). If you are not satisfied with

the Appeal Committee’s decision, you can appeal to the Principal by re-submitting your appeal, along

with the decision and reason from the Appeals Committee.


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The marks or grades awarded for individual tasks will not be subject to review as part of this appeal

process. Any concern students may have about the marks or grades awarded on an individual task should

be resolved at the time the work is returned by the teacher.

Appeals should be resolved within the school; however, where the appeal cannot be resolved within the

school, the student will have the right of appeal to the Board of Studies.

Sample Stage 5 Warning Letter

Students with Special Education Needs

Syllabuses developed by the Board of Studies NSW for each stage of learning, Early Stage 1 to Stage 5,

are inclusive of the full range of learners.

Most students with special education needs will meet curriculum requirements by participating fully in

learning experiences based on the regular syllabus outcomes and content.

Collaborative curriculum planning will determine the most appropriate curriculum options for all students

with special education needs in keeping with their learning needs, strengths, goals and interests.

Some students may require additional support, including adjustments to teaching, learning and assessment

activities.

Standards

Syllabuses provide guidance about what students are expected to achieve in the following ways:

the outcome statements and the specific content (described in terms of ‘Students learn about…’

and ‘Students learn to…’) make clear what is to be learnt

the Stage Statements provide succinct summaries of what a typical student will know and be able

to do by the end of each Stage.

In addition, for each subject a separate document titled Descriptions of Levels of Achievement has been

developed. These contain summary statements that assist in making judgements about where a student is

at in their learning and what they must do to progress to the next level of achievement.

../../Letters%20to%20Parents/Warning%20Letters/Sample%20Warning%20letter%20stage%205.pdf

http://syllabus.bos.nsw.edu.au/curriculum-requirements/

http://syllabus.bos.nsw.edu.au/collaborative-planning/

http://syllabus.bos.nsw.edu.au/adjustments/

http://syllabus.bos.nsw.edu.au/assessment-and-reporting/


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Reporting

Reporting is the provision of information about a student’s progress to a variety of interested parties

including:

● The student’s themselves

● Parents

● Other teachers

● Employers

● The wider community

Formal Reporting

At present, the College prepares reports for all students twice a year. Reports are prepared under College

guidelines using outcomes based reports that are standards referenced and relate directly to formal and

informal tasks completed by students.

Academic reports also indicate the achievement of sound learning practices in each subject. This enables

parents to know whether the student is demonstrating satisfactory attitudes to learning. Students need to

be self-motivated and properly prepared for lessons, capable of working with others and responsive to a

learning environment.

The Areas for Assessment in a course and Learning Practices are ticked in accordance with the varying

levels of achievement outlined in the Assessment Handbooks. Some departments make progress reports on a more regular basis. Information on the progress of a

student can be sought at any time during the academic year by contacting the relevant CoL Year or CoL

KLA and at Parent Teacher night.

Description of the Learning Practices Reported On

Application to Learning

Uses class time effectively and productively

Is a self motivated learner

Actively seeks feedback to improve their learning

Works collaboratively with others

Responsibility for Learning

Completes set homework

Is well prepared for learning; brings all required equipment to class

Uses technological devices appropriately

Demonstrates respect towards self, teachers, peers and the environment


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Measures of Learning Practices used on the school report

Consistently

In all cases the student has endeavoured to meet the requirement of the learning practice. (with the

exception of illness and/or misadventure)

Generally In most cases the student has met the requirements of the learning practice.

Requires Improvement The student has occasionally met the requirements of the learning practice.

Level of Achievement Descriptors

Grade Measure of

Achievement

Achievement Descriptors

A Extensive

The student demonstrates extensive knowledge of content and understanding of course

concepts, and applies highly developed skills and processes in a wide variety of contexts.

In addition, the student demonstrates creative and critical thinking skills using perceptive

analysis and evaluation. The student effectively communicates complex ideas and

information

B Thorough

The student demonstrates thorough knowledge of content and understanding of course

concepts, and applies well-developed skills and processes in a variety of contexts. In

addition, the student demonstrates creative and critical thinking skills using analysis and

evaluation. The student clearly communicates complex ideas and information

C Sound





information

D Basic

The student demonstrates thorough knowledge of content and understanding of course

concepts, and applies well-developed skills and processes in a variety of contexts. In

addition, the student demonstrates creative and critical thinking skills using analysis and

evaluation. The student clearly communicates complex ideas and information

E Elementary





information

The Overall Course Grade

Assessing student achievement is the process of collecting information on student performance in

tasks relevant to the outcomes of a course. The Overall Course Grade on the school report reflects the

overall achievement of the outcomes in the Areas for Assessment for the semester. Although there is

a close correlation between the levels of achievement obtained and the grade awarded, each Area for

Assessment may not receive the same emphasis. As a result the Overall Course Grade and the Levels

of Achievement may differ.


Page 22

February 2020

Dear Student, Parents/Guardians

This handbook has information in it relevant to the Year 10 course for 2020.

Please read the information carefully

Download the relevant forms you may need throughout the year

Ensure you are subscribed to the Year 10 Assessment calendar. For those who have electronic

family calendars, link them so a complete view is ready at hand

Set up an appropriate study space

Discuss the timing of Assessment tasks with any known family commitments , work out a

compromise to minimise anxiety

Communicate with each other to ensure a smooth transition into Stage 5

Communicate with the College through the classroom teacher or Homeroom teacher via the College

diary (or a phone call) to discuss initial concerns.

Act on the Levels of Intervention (Level 1 with Homeroom teacher) before talking to the

Coordinators of Learning or the Assistant Principal or Principal

Yours sincerely

Miss Michelle Israel Ms Gilda Pussich

Leader of Curriculum Principal =====================================================================

REPLY SLIP (to Mrs Toohey)

We have read the Stage 5 Assessment Handbook 2020 and understand the requirements needed to

satisfactorily complete the course.

The points in this letter (above) have been acted on and have reached a satisfactory conclusion

(where relevant)

Any questions that still need to be answered will be directed to the appropriate member of staff

Student’s Name: Signature:

Parent/Guardian Name: Signature:


Page 23

YEAR 10 2020

ASSESSMENT SCHEDULES


Page 24

Religious Education - Catholic Studies 2020

Task 1 Task 2 Task 3

40% 30% 30%

Part 1- Examination

Part 2 - In-Class

Writing

Presentations Research Essay

In-class

10A Gospels 10C Ecumenism and Interfaith

Dialogue

10C Sacraments

Due Date Term 1, Week 9 Term 3, Week 1 & 2 Term 3, Week 10

Area for Assessment 10A-1, 10A-2, 10A-3 10C-1, 10C-2, 10C-3 10D-1, 10D-2,

10D-3

Knowledge and understanding ✓ ✓ ✓

Scripture and source-based skills ✓ ✓ ✓

Investigation and research ✓ ✓

Communication of information, ideas and issues in

appropriate forms ✓ ✓ ✓


Page 25

History 2020

Component Weighting Task 1 Task 2

Syllabus Content

Extended Response

(Australia and the

Vietnam War)

In class

Presentation

Submit/ In class presentation

( Rights and Freedoms)

Timing

Term 1

Week 8

Term 3

Week 8

Term 2

Week 4

Term 4

Week 3

Outcomes

H5.1, H5.4, H5.6, H5.9,

H5.10 H5.2, H5.3, H5.6, H5.8, H5.9,

H5.10

Areas for Assessment

Historical Knowledge & Understanding

✓ ✓

Research and Historical Inquiry Skills

✓ ✓

Communication of information, ideas and issues in appropriate

forms ✓ ✓

Total 100% 50% 50%


Page 26

Geography 2020

Areas for Assessment Weighting Task 1 Task 2

Syllabus Content

Research Task

In Class In Class Examination

Timing

Term 1

Week 7

Term 3

Week 7

Term 2

Week 3

Term 4

Week 3

Outcomes

GE5-2, GE5-3, GE5-5, GE5-7,

GE5-8

GE5-1, GE5-2, GE5-6, GE5-7,

GE5-8

Geographical knowledge

✓ ✓

Geographical tools and skills

✓ ✓

Communication of information, ideas and issues in

appropriate forms ✓ ✓

Total 100% 50% 50%


Page 27

Y10 - History – Elective -2020

Areas for Assessment Weighting Task 1 Task 2 Task 3

Syllabus Content Life in Ancient Greece

Research Task

The Islamic World

In-class topic test

Imperialism

Documentary Submission

Timing Term 1

Week 7

Term 2

Week 5

Term 3

Week 7

Outcomes

E5.1, 5.3, 5.4, 5.8, 5.10 E5.1, E5.3, E5.4, E5.10 E5.1, E5.5, E5.6, E5.8, E5.9, E5.10

Historical Understanding

✓ ✓ ✓

Historical Knowledge

✓ ✓ ✓

Research and Historical Inquiry Skills

✓ ✓ ✓

Communication

✓ ✓ ✓

Total 100% 30% 30% 40%


Page 28

Commerce 2020

Areas for Assessment Weighting Task 1 Task 2 Task 3

Syllabus Content

Business Proposal

Hand in

Extended Response

In class

Topic Test

In class

Timing

Term 1

Week 8

Term 2

Week 4

Term 3

Week 8

Outcomes

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

Knowledge of Commerce

✓ ✓ ✓

Skills in Commerce

✓ ✓ ✓

Total 100% 30% 30% 40%


Page 29

Drama 2020

Weighting Task 1 Task 2 Task 3 Task 4

Shakespeare

(Performance

& Logbook)

Realism

(Costume Design Folio)

Playbuilding- Epic

Theatre

(Group Performance &

Logbook)

Scriptwriting

(Radio Drama Script)

Timing Term 1

Week 7

Term 2

Week 4

Term 3

Week 6

Term 4

Week 4

Outcomes Performing-5.2.2, 5.2.3

Appreciating- 5.3.1, 5.3.2

Appreciating- 5.3.2, 5.3.3 Making-5.1.1, 5.1.2,

Performing- 5.2.1, 5.2.3

Making- 5.1.3, 5.1.4

Making 40%

10 30

Performing 30% 15

15

Appreciating 30% 10 20

Total 100% 25% 20% 25% 30%


Page 30

Design and Technology 2020

Weighting Task 1 Task 2 Task 3

Nature of the Task

Report and Project Report and project Yearly Examination

Timing

Term 1 Week 11 Term 3 Week 6 Term 4 Week 2

Outcomes

5.3.1; 5.5.1; 5.6.3 5.2.1; 5.4.1; 5.6.1 5.1.2; 5.2.1; 5.3.1; 5.3.2

Areas of Assessment

Skills

20 20

Problem Solving

5

Communication

10 5

Knowledge and Understanding

10 30

T0TAL % 100 35 35 30


Page 31

English 2020

Task 1 Task 2 Task 3

Examination style paper

Speech Presentation

Sustained Creative Writing

Timing Term 1

Week 7

Term 2

Week 5

Term 3

Week 7

Outcomes 2A, 3B, 5C, 6C 1A, 4B, 5C, 8D 1A, 4B, 7D, 9E

Reading, listening, viewing, writing, speaking and representing

Reference - Outcomes: 1, 2 ✓ ✓ ✓

Communicating, context and analysing language


Interpretative, imaginative and critical thinking


Expressing views

Reference - Outcomes 7, 8, 9 ✓ ✓

Weighting 30% 30% 40%


Page 32

Food Technology 2020


Nature of the Task

Report/Presentation Folio/Practical Examination

Timing

Week 2, Term 2 Week 6, Term 3 Week 2, Term 4

Areas of Assessment

5.3.1; 5.5.2; 5.6.2 5.1.2; 5.2.3; 5.5.1 5.2.2; 5.3.1; 5.6.1

Skills

20 20

Problem Solving

10

Communication

10 15


5 20

T0TAL 100% 100

35 35 30


Page 33

Yr 10 Graphics 2020


Nature of the Task

Model Making Architectural Drawing Product design Rendering

Timing

Week 4, Term 2 Week 1, Term 3 Week 2, Term 4

Outcomes

Areas of Assessment

Skills

20 ✓ 10

Problem Solving

15 10 10

Communication

✓ 10


10

15

T0TAL % 100 25 40 35


Page 34

Mathematics (5.1) 2020

Task 1 Task 2 Task 3 Task 4

Syllabus Content Modelling/ Investigation

Assignment and Validation Test

Rates & Ratios; Area

Area & Surface Area;

Data Analysis;

Trigonometry

Class Test

Trigonometry;

Financial

Mathematics

Class Test

Financial Mathematics;

Non-Linear Relationships;

Volume

Class Test

Timing Term 1, Week 7 - 8 Term 2, Week 5 Term 3, Week 3 Term 4, Week 2

Areas for Assessment

Working Mathematically MA5.1-1WM MA5.1-2WM

MA5.1-3WM

MA5.1-1WM

MA5.1-2WM

MA5.1-3WM

MA5.1-1WM

MA5.1-2WM

MA5.1-3WM

MA5.1-1WM

MA5.1-2WM

MA5.1-3WM

Number and Algebra MA4-7NA MA4- 5NA, MA5.1-

4NA

MA5.1-7NA

Measurement and

Geometry

MA5.1-8MG MA5.1-8MG

MA5.1-10MG

MA5.1-10MG MA5.2-14MG

Statistics and Probability MA5.1-12SP

Total 20% 20% 30% 30%


Page 35




Assignment and Validation

Test

Volume; Direct and

Indirect Proportion

Simultaneous Equations;

Probability; Interest and

Depreciation

Class Test

Interest & Depreciation;

Data Analysis; Quadratic

Expressions

Class Test

Quadratic Equations; Non-

linear Relationships;

Trigonometry

Class Test


Area for

Assessment

Working

Mathematically

MA5.2-1WM

MA5.2-2WM

MA5.2-3WM

MA5.2-1WM

MA5.2-2WM

MA5.2-3WM

MA5.2-1WM

MA5.2-2WM

MA5.2-3WM

MA5.2-1WM

MA5.2-2WM

MA5.2-3WM

Number and

Algebra

MA5.2-5NA MAS5.2-8NA

MA5.1-4NA

MA5.2-4NA

MA5.1-4NA, MA5.2-4NA,

MA5.2-6NA, MA5.2-8NA

MA5.2-6NA, MA5.2-8NA,

MA5.1-7NA, MA5.2-10NA

Measurement and

Geometry

MA4-14MG, MA5.2-

12MG

MA5.2-13MG, MA5.3-

15MG

Statistics and

Probability

MA5.2-17SP MA5.1-12SP, MA5.2-15SP

Total 20% 20% 30% 30%


Page 36




Assignment and Validation

Test

Area, Surface Area and

Volume; Quadratic

Expressions and Equations

Quadratic Expressions and

Equations; Data Analysis;

Properties of Geometrical

Figures

Class Test

Properties of Geometrical

Figures; Simultaneous

Equations; Non-linear

Relationships

Class Test

Non-linear Relationships;

Surds and Indices;

Trigonometry and

Pythagoras’ Theorem;

Logarithms *

Class Test


Area for Assessment

Working

mathematically

MA5.3-1WM

MA5.3-2WM

MA5.3-3WM

MA5.3-1WM

MA5.3-2WM

MA5.3-3WM

MA5.3-1WM

MA5.3-2WM

MA5.3-3WM

MA5.3-1WM

MA5.3-2WM

MA5.3-3WM

Number and Algebra MA5.2-6NA, MA5.3-5NA,

MA5.3-7NA

MA5.2-6NA, MA5.3-

5NA, MA5.3-7NA

MA5.2-8NA, MA5.3-7NA,

MA5.1-7NA, MA5.2-10NA,

MA5.3-9NA

MA5.1-7NA, MA5.2-10NA,

MA5.3-9NA, MA5.3-6NA,

MA5.3-11NA*

Measurement and

Geometry

MA5.3-13MG, MA5.2-

12MG, MA5.3-14MG

MA5.2-14MG, MA5.3-

16MG

MA5.2-14MG, MA5.3-16MG MA5.3-15MG

Statistics and

Probability

MA5.2-15SP, MA5.3-

18SP, MA5.2-16SP,

MA5.3-19SP

Total 20% 20% 30% 30%


Page 37

MUSIC 2020


Composition

Performance

Performance

Listening Exam

Timing Term 1

Week 10

Term 2

Week 4

Term 3

Week 10

Term 4

Week 4

Outcomes 5.4, 5.5, 5.6 5.15.2, 5.3 5.1, 5.3 5.7, 5.8, 5.9

Performance 20% 15%

Composition 35%

Aural 30%

Total 100% 35% 20% 15% 30%


Page 38

PDHPE 2020


Syllabus Content

Equal Opportunity

Turning Knowledge into

Action

Practical Tasks

Lights, Camera Action and Raising the

Bar

Timing Term 2

Week 2

Term 4

Week 1

At the end of Term 1 and 3.

Outcomes PD5-3, PD5-6, PD5-8,

PD5-10

PD5-2, PD5-6, PD5-7 PD5-4, PD5-5, PD5-7, PD5-9, PD5-

10, PD5-11

Health, Wellbeing and

Relationships

✓ ✓

Movement Skill and

Performance

✓

Healthy, safe and Active

Lifestyles

✓ ✓ ✓

Total 100% 30% 30% 40%


Page 39

Science 2020

Task 1 - SRP Task 2 - Half Yearly Exam Task 3 - Skills and Stimulus Test

Timing: Term 1 Week 10 Term 3 Week 4 Term 4 Week 2

Outcomes: SC5-4WS, SC5-5WS, SC5-

6WS, SC5-7WS, SC5-8WS,

SC5-9WS

SC5-7WS, SC5-8WS, SC5-9WS, SC5-

12ES, SC5-13ES, SC5-14LW, SCS5-

16CW

SC5-5WS, SC5-6WS, SC5-7WS,

SC5-8WS, SC5-9WS, SC5-13ES,

SC5-10PW

Area for Assessment

Knowledge &

Understanding - ✓ ✓

Planning & Conducting

Investigations ✓ - ✓

Processing, Analysing Data

& Problem - solving ✓ ✓ ✓

Communication (9WS) ✓ ✓ ✓

Weighting 25% 35% 40%


Page 40

Yr 10 Textiles and Design 2020


Nature of the Task

Report/Project Report/Project Exam

Timing

T1 W3 T2 W5 T3 W6

Outcomes

Term 2 week 4 Term 3 week 10 Term 4 week 2

Areas of Assessment

5.2.2, 5.2.3, 5.5.3 5.1.1, 5.1.2, 5.5.1 5.3.2, 5.6.1

Skills

Problem Solving

15 15

Communication

5 10


5

T0TAL % 100 20 30


Page 41

Visual Arts 2020


In Class Submission BOW In Class Submission BOW

Timing Term 1

Week 9

Term 2

Week 4

Term 3

Week 9

Term 4

Week 4

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

Area for Assessment

Artmaking 60%

30%

30%

Critical and Historical Study 40% 20%

20%

Total 100% 20% 30% 20% 30%


Page 42

Work Education 2020


Case Study Analysis In Class Test Portfolio- Submission

Timing

Term 1

Week 8

Term 2

Week 4

Term 3

Week 6

Outcomes

5.2, 5.3, 5,5, 5.10. 5.11 5.2, 5.3, 5.4, 5.5, 5.10, 5.11 5.2, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11

Knowledge and Understanding 30 10 10 10

Skills 70 20 20 30

Total 100% 30% 30% 40%

Mary MacKillop Catholic College 5 Carnarvon Street, Wakeley NSW 2176

or Locked Bag 64, Wetherill Park BDC NSW 1851

Phone: 9725.4322 Fax: 9725.4393

Email: [email protected] www.mmcwakeley.catholic.edu.au

mailto:[email protected]

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