BONNYRIGG HIGH SCHOOL - Year 9 2020 Assessment Information & Task Schedule
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BONNYRIGG HIGH
SCHOOL
Year 9
2020
Assessment Information
& Task ScheduleContents
Contents ............................................................................................................. 2 MATHEMATICS - 5.2 ..................................................................................15
NSW Educations Standards Authority and Departmental Requirements...... 3 MATHEMATICS - 5.3 ..................................................................................16
School Assessments and Academic Reporting ............................................... 3 PHYSICAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION..............17
Assessment Procedures Document .................................................................... 4 SCIENCE .....................................................................................................18
The Purpose of Assessment ........................................................................... 4 Elective Subjects ................................................................................................19
Student’s Responsibilities Regarding Assessment ......................................... 4 CHINESE .....................................................................................................19
Submission of Tasks ........................................................................................ 5 COMMERCE ...............................................................................................20
Assessment Notification ................................................................................. 5 DANCE .......................................................................................................21
Late Tasks ....................................................................................................... 6 HISTORY ELECTIVE .....................................................................................25
Acknowledging Sources in Assessment Tasks ................................................ 7 INDUSTRIAL TECHNOLOGY- Engineering ..................................................26
NAPLAN........................................................................................................... 7 INDUSTRIAL TECHNOLOGY- Multimedia ...................................................27
Weekly Study Planner......................................................................................... 8 INDUSTRIAL TECHNOLOGY- Timber ..........................................................28
Year Planner ....................................................................................................... 9 INFORMATION AND SOFTWARE TECHNOLOGY ........................................29
A Glossary of Key Words .................................................................................. 10 JAPANESE...................................................................................................30
Core Subjects .................................................................................................... 11 MUSIC ........................................................................................................31
ENGLISH .................................................................................................... 11 PHOTOGRAPHIC AND DIGITAL MEDIA ......................................................32
GEOGRAPHY/ HISTORY ............................................................................. 12 PHYSICAL ACTIVITY AND SPORTS STUDIES ................................................33
HISTORY/ GEOGRAPHY ............................................................................. 13 VISUAL ARTS ..............................................................................................34
MATHEMATICS - 5.1 ................................................................................. 14 WORK EDUCATION ....................................................................................35
2020-02-20, LA Year 9 Assessment Schedule Page 2 of 35NSW Educations Standards Authority School Assessments and Academic
and Departmental Requirements Reporting
During Year 7 to Year 10 the NSW Educations Standards Authority Course outcomes are used to prescribe what a student must achieve
requires that students substantially participate in the study of a and how their levels of achievement are assessed. Tasks are set to
minimum of: help assess the extent of your skills and knowledge.
• 400 hours of English Teachers have many different ways of measuring and assessing the
achievement of outcomes. The tasks used to assess achievement
• 400 hours of Geography and History
should vary and may include the following:
• 400 hours of Mathematics
• 400 hours of Science • Presentations – digital, oral, multimodal, viva voce
• 300 hours of PDHPE • Reports – analytical, fieldwork, research, written
• 200 hours of Creative Arts • Practical Work – experiments, improvisation, projects,
• 200 hours of Technological and Applied Studies performances
• 100 hours of Languages • Portfolios, journals, log books, process diaries
• Band 8 or above in NAPLAN • Compositions
• Class and/or cohort tests
A student is considered to have satisfactorily completed a course if
• Formal examination (half yearly, yearly or trial HSC)
they have:
Only one formal written examination can contribute to a formal
• followed the course developed by the NSW Educations Standards assessment schedule.
Authority
• applied themselves with diligence and sustained effort to the set For further information about the new HSC requirements, which will
tasks and experiences provided in the course by the school apply to students starting year 9 in 2020, please see the NSW
• achieved some or all of the course outcomes Educations Standards Authority website:
Substantial participation and completion is dependent on your http://educationstandards.nsw.edu.au/wps/portal/nesa/about/initia
attendance at school and in classes. It is also judged on your level of tives/stronger-hsc-standards
involvement in class and the efforts you make in completing and
presenting assignments and homework and any other experiences
provided in each subject. The school is currently awaiting the new guidelines for testing in Year
10 for the HSC. Once this is finalized students and parents will be
informed
2020-02-20, LA Year 9 Assessment Schedule Page 3 of 35Assessment Procedures Document
The Purpose of Assessment Student’s Responsibilities Regarding
Assessment is the broad name for the collection and evaluation of
Assessment
evidence of a student’s learning. It is integral to teaching and learning Students are responsible for:
and has multiple purposes. Assessment can enhance student
engagement and motivation, particularly when it incorporates • demonstrating through application and achievement that they have
interaction with teachers, other students and a range of resources. met requirements
• meeting all course requirements including attendance at class
Assessment provides: • applying themselves with diligence and sustained effort, to the best
• opportunity for teachers to gather evidence about student of their ability, to the set tasks and experiences provided in each
achievement in relation to outcomes course
• opportunity for students to demonstrate what they know and can • making a genuine attempt at all assessment tasks
do • their personal honesty-work submitted must be the student’s own
• ability to clarify student understanding of concepts and promotes work and sources consulted or quoted must be acknowledged
deeper understanding • submitting all tasks on or before the due date
• evidence that current understanding is a suitable basis for future • being present for all in class assessment tasks and examinations
learning. • understanding this document
Gathered evidence is used by teachers for assessment of learning to rank To help meet these responsibilities each student will receive:
or grade students. This usually takes place at key points in the learning
cycle. Students receive reports identifying the levels of skill, knowledge • an assessment schedule and course requirements for each course
and understanding they have achieved. • at least two weeks notification that an assessment task will take
place or be due on a particular date
• feedback on each assessment task as soon as possible
• a Mid-Course and Yearly Report, which will indicate to them, their
level of success in attaining the outcomes of each course, as
required by the NSW Educations Standards Authority
2020-02-20, LA Year 9 Assessment Schedule Page 4 of 35Submission of Tasks
It is the student’s responsibility to perform/submit all tasks, which are Students cannot submit an appeal on the basis of:
part of the Assessment Schedule.
• Difficulties in preparation or loss of preparation time
If a task is submitted late, there will be a deduction of marks for that task • Alleged deficiencies in teaching
unless prior approval for extension has been given by the appropriate • Misreading examination timetables
Head Teacher. If an extension has been granted, there is no mark • Misreading assessment task instructions/examination instructions
penalty, unless the task is submitted later than the extension given. • Other commitments such as participation in entertainment, work or
sporting events, unless prior arrangements have been made with
The student may have to sit for a substitute task if a task has been the relevant Head Teacher
missed. The student’s final ranking for the substitute task will be • Problems related to technical malfunctions (lost files, lack of paper).
determined in conjunction with other comparable tasks. Students should save work that has been completed on a computer
on both the hard drive and a USB/external hard drive and print
In circumstances where a substitute task is not feasible, unreasonable or before the due time
where the conditions of the missed task are difficult to duplicate, the
Head Teacher may authorise the use of an estimate based on other
appropriate evidence. Assessment Notification
Where an absence is known beforehand (for example, an overseas trip) All students must receive written notification from their teacher of the
the student must make arrangements for the task to be submitted on or actual due date and details of an assessment task at least two weeks
before time. It can be handed in on time by an agent for the student. prior to the task. Students will be asked to sign an Assessment
Notification form to state that they have received notification of the
If a student is suspended from school at the time an assessment is due, task.
they must notify the Principal at the time of suspension. It remains the
student’s responsibility to complete the task on time, unless it is an in- Only two assessment tasks will be due on any one day.
class assessment. In that circumstance, alternate arrangements can be
made in consultation with the relevant Head Teacher. The written notification has precedence over the information listed in
the assessment schedule contained in the student assessment booklet.
On some occasions it may be necessary for the type of task, date of the
task, syllabus components for assessment, or weighting of the task to be
changed from what is printed in the assessment booklet, so written
notification given by the teacher will be used to list the correct details for
each assessment task.
2020-02-20, LA Year 9 Assessment Schedule Page 5 of 35Late Tasks Malpractice
All tasks submitted after the designated time will be deemed LATE unless Malpractice is any activity undertaken by a student that allows them to
there are exceptional circumstances. Failure to submit a task by the gain an unfair advantage over others. It includes, but is not limited to:
designated time will result in: • copying someone else’s work in part or wholly, and presenting it as
• A note being sent home your own
• A mark deduction of 10% of the maximum mark per weekday • using material directly from books, journals, CDs or the internet
(including holidays and weekends; a weekend will be treated as one without reference to the source
day. After 5 days the student will receive zero.) • building on the ideas of another without reference to the source
• buying, stealing or borrowing another person’s work and presenting
A zero mark may be awarded when a student: it as your own
• Submits a task late (without a valid reason) • submitting work to which another person such as a parent, coach,
• Does not attempt a task (non-attempt) tutor or subject expert has contributed substantially using words,
• Does not make a serious attempt at a task (non-serious attempt) ideas, designs or the workmanship of others in practical and
• Is found to be involved in malpractice performance tasks without appropriate acknowledgement
• paying someone to write or prepare material
This will result in an official warning letter being sent home to • breaching school examination rules
parents/caregivers. Upon satisfactory completion of the task within the • using non-approved aides during an assessment task
specified time period, as outlined in the warning letter, the task will be • contriving false explanations to explain work not handed in by the
marked and feedback given. A zero mark will then be awarded. due date
Following the first warning letter, if the task is still not satisfactorily • assisting another student to engage in malpractice
completed within the specified time, then a second warning letter will be
issued. Where malpractice is detected, a zero will be given for the task. The
school may apply additional penalties through the school’s disciplinary
measures at the discretion of the Principal.
2020-02-20, LA Year 9 Assessment Schedule Page 6 of 35Acknowledging Sources in Assessment Tasks
Referencing is a method of acknowledging the variety of sources of For further guidance on how to reference correctly, please try:
information and ideas that you have used while completing assessment
tasks outside the classroom. Its purpose is to acknowledge the original James Cook University Australia, Referencing: Harvard
source of ideas and work that is not your own. Direct quotations, facts http://libguides.jcu.edu.au/referencing
and figures, as well as ideas and theories, from both published and
unpublished works, must be referenced. Referencing is necessary to
avoid plagiarism, to verify quotations and paraphrasing, and to enable The Northern Sydney Institute of TAFE NSW, Research help: Referencing
readers (and markers) to follow up and read more fully the cited author's http://libraries.nsi.tafensw.edu.au/research/referencing
work.
Referencing generally has two key elements:
NAPLAN
• an in-text reference (that is, within the text of the assessment task) Students in Year 9 will participate in NAPLAN testing, 12 – 22 May 2020.
that indicates you have used a phrase, idea or concept from
someone else The NAPLAN student report will show your child's results in the key areas
• a complete Reference (in alphabetical order) at the end of the of reading, writing, language conventions and numeracy. The report will
assessment task giving full details of all sources referred to in the also show the national average, the range of results for the middle 60%
assessment task of students nationally and your school's average for each test. This
means you will be able to compare the performance of your child against
Plagiarism is presenting another person's work as your own work by other students in the same year of schooling.
copying or reproducing it without acknowledgement of its source.
The additional student report will list all the questions in each test, along
If an assessment task is not referenced in the required format, you may with a brief description of each question. This report will show you which
be suspected of plagiarism. All work presented in assessment tasks must questions your child answered correctly.
be a student's own or must be acknowledged appropriately.
Malpractice, including plagiarism, could lead to students receiving ZERO A common assessment scale is used on each NAPLAN report so that you
marks for that. can track your child's progress through the years.
For further information, please go to the NSW Educations Standards
Authority site:
http://www.boardofstudies.nsw.edu.au/naplan/info-for-parents.html
2020-02-20, LA Year 9 Assessment Schedule Page 7 of 35Weekly Study Planner
7:00-9:00 9:00-11:00 11:00-1:00 1:00-3:00 3:00-5:00 5:00-7:00 7:00-9:00
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
2020-02-20, LA Year 9 Assessment Schedule Page 8 of 35Year Planner
Term 1 Term 2 Term 3 Term 4
Week 1 A
Week 2 B Food Technology, Textiles Technology
Science, PDM, PASS, Textiles
Week 3 A Visual Arts
Technology
Geography, Mathematics 5.2,
Mathematics 5.3, Commerce, Dance,
Week 4 B Japanese, Music, Visual Arts, Work
Education
English, Geography, Mathematics 5.2,
English, History, Mathematics 5.1,
Mathematics 5.3, Science, Commerce,
Week 5 A Food Technology, Textiles Technology,
Mathematics 5.2 Drama, Food Technology, History
Extension, IST, PDM, Visual Arts
Work Education
Week 6 B History History, Japanese English, Drama PDHPE, Chinese, ITE, ITM, ITT
History Extension, ITE, ITM, ITT, IST, History, Geography, Mathematics 5.3,
Week 7 A Geography, PDHPE, ITE, ITM, ITT, IST
PDM, PASS, Visual Arts PDHPE, Science, ITE, ITM, ITT, IST
D&T
English, Mathematics 5.3, Chinese, Chinese Commerce, Dance, History
Week 8 B Commerce, History Extension, Chinese, Drama, Music Extension, Japanese, PASS, Work
Japanese, Work Education Education
PDHPE, Drama, Food Technology,
Week 9 A PDM, PASS
Dance, D&T Music
Mathematics 5.1, Dance, D&T, Music,
Week 10 B Textiles Technology
Mathematics 5.1 Mathematics 5.1, D&T
Week 11 A Science
D&T – Design and Technology ITMM – Industrial Technology Multimedia PDM – Photographic and Digital Media
IST – Information and Software Technology ITT – Industrial Technology Timber PDHPE – Physical Development, Health and Physical Education
ITE – Industrial Technology Engineering PASS – Physical Activity and Sports Studies
2020-02-20, LA Year 9 Assessment Schedule Page 9 of 35A Glossary of Key Words
Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. Using the
glossary will help students understand what is expected in responses to examinations and assessment tasks.
Account Account for: state reasons for, report on. Give an Distinguish Recognise or note/indicate as being distinct or
account of: narrate a series of events or different from; to note differences between
transactions
Evaluate Make a judgement based on criteria; determine
Analyse Identify components and the relationship the value of
between them; draw out and relate implications
Examine Inquire into
Apply Use, utilise Employ in a particular situation
Explain Relate cause and effect; make the relationships
Appreciate Make a judgement about the value of between things evident; provide why and/or how
Assess Make a judgment of value, quality, outcomes, Extract Choose relevant and/or appropriate details
results or size
Extrapolate Infer from what is known
Calculate Ascertain/determine from given facts, figures or
Identify Recognise and name
information
Interpret Draw meaning from
Clarify Make clear or plain
Investigate Plan, inquire into and draw conclusions about
Classify Arrange or include in classes/categories
Justify Support an argument or conclusion
Compare Show how things are similar or different
Outline Sketch in general terms; indicate the main
Construct Make; build; put together items or arguments
features of
Contrast Show how things are different or opposite
Predict Suggest what may happen based on available
Critically Add a degree or level of accuracy depth, knowledge information
(analysis/evaluate) and understanding, logic, questioning, reflection and
quality to (analyse/evaluation
Propose Put forward (for example a point of view, idea,
argument, suggestion) for consideration or action
Deduce Draw conclusions
Recall Present remembered ideas, facts or experiences
Define State meaning and identify essential qualities
Recommend Provide reasons in favour
Demonstrate Show by example
Recount Retell a series of events
Describe Provide characteristics and features
Summarise Express, concisely, the relevant details
Discuss Identify issues and provide points for and/or
against Synthesise Putting together various elements to make a
whole
2020-02-20, LA Year 9 Assessment Schedule Page 10 of 35Core Subjects
ENGLISH
2020 Assessment Schedule
Weighting Due Outcomes
Task Syllabus Topic Overview of Assessment Task
(100% for the year) Date Assessed
Students will compose a persuasive speech to an issue/topic of
Persuasive EN5-1A, Non-Fiction Texts their own choice along with a reflection explaining their
Term 1
#1 Speech and 25% EN5-7D, [Argument and language choices. This speech will be submitted and not
Week 8
Reflection EN5-9E Perspective] performed. The reflection will be a response to a series of short
questions
Students will compose a Digital Text (Poster, PechaKucha) which
EN5-2A, Poetry contains a poem that they have composed about
Poetry Term 2
#2 35% EN5-4B, [Connotation, Imagery and Protest/Empowerment. The visual design of the Digital Test will
Representation Week 5
EN5-5C Symbol & Authority] be representative of their poem. Students will also compose a
Critical Reflection, analysing their language and visual choices
EN5-1A, Students will complete an in class essay to a seen question,
Term 3 Novel and Context
#3 Novel Essay 25% EN5-3B, discussing how context shapes ideas, forms and features of a
Week 6 [Context & Theme]
EN5-5C novel
In this task the students will be required to record a Director’s
EN5-2A, Film
Directors Term 4 Commentary (5-6mins) to analyses at least one scene of their
#4 25% EN5-4B, [Perspective & Code and
Commentary Week 5 choice or one chosen from a selection provided by their
EN5-7D Convention]
classroom teacher
EN5-1A responds to and composes increasingly sophisticated and sustained texts for EN5-5C thinks imaginatively, creatively, interpretively and critically about information
understanding, interpretation, critical analysis, imaginative expression and pleasure and increasingly complex ideas and arguments to respond to and compose texts in a
EN5-2A effectively uses and critically assesses a wide range of processes, skills, range of contexts
strategies and knowledge for responding to and composing a wide range of texts in EN5-6C investigates the relationships between and among texts
different media and technologies EN5-7D understands and evaluates the diverse ways texts can represent personal and
EN5-3B selects and uses language forms, features and structures of texts appropriate to public words
a range of purposes audiences and contexts, describing and explaining their effects on EN5-8D questions, challenges and evaluates cultural assumptions in texts and their
meaning effects on meaning
EN5-4B effectively transfers knowledge, skills and understanding of language concepts EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative
into new and different contexts skills with increasing independence and effectiveness
2020-02-20, LA Year 9 Assessment Schedule Page 11 of 35GEOGRAPHY/ HISTORY
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
In-class Term 1
#1 20% GE5-7 Changing Places Structured research task on a chosen megacity
Writing Task Week 7
End of Course Term 2 GE5-1, GE5-2, GE5-3, Sustainable Biomes Multiple Choice, Matching, Short Answer
#2 30%
Exam Week 5 GE5-7 Changing Places Questions, Geographical Skills
GE5.1 explains the diverse features and characteristics of a range of places and environments GE5.6 analyses differences in human wellbeing and ways to improve human wellbeing
GE5.2 explains processes and influences that form and transform places and environments GE5.7 acquires and processes geographical information by selecting and using appropriate and
GE5.3 analyses the effects of interactions and connections between people, places and relevant geographical tools for inquiry
environments GE5.8 communicates geographical information to a range of audiences using a variety of
GE5.4 accounts for perspectives of people and organisations on a range of geographical issues strategies
GE5.5 assesses management strategies for places and environments for their sustainability
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Extended Term 3 HT5-1, HT5-8,
#1 35% The Movement of Peoples Research Assessment
Response Week 7 HT5-10
Term 4 HT5-2, HT5-5, HT5-8, The Movement of Peoples Australia
#2 Course Work 30% Ongoing coursework in class book
Week 5-6 HT5-9, HT5-10 at War
Term 4 HT5-4, The Movement of Peoples Australia
#3 Course Exam 35% Course Exam
Week 5 HT5-7, HT5-9 at War
HT5-1 explains and assesses the historical forces and factor that shaped the modern world and HT5-6 uses relevant evidence from sources to support historical narratives, explanations and
Australia analyses of the modern world and Australia
HT5-2 sequences and explains the significant patterns of continuity and change in the HT5-7 explains different contexts, perspectives and interpretations of the modern world and
development of the modern world and Australia Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the HT5-8 selects and analyses a range of historical sources to locate information relevant to an
historical contexts that shaped the modern world and Australia historical inquiry
HT5-4 explains and analyses the causes and effects of events and developments in the modern HT5-9 applies a range of relevant historical terms and concepts when communicating an
world and Australia understanding of the past
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences
*Please note History and Geography are taught as a Semester Course
2020-02-20, LA Year 9 Assessment Schedule Page 12 of 35HISTORY/ GEOGRAPHY
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% per semester) Assessed
Term 1 HT5-1, HT5-8,
#1 Extended Response 35% The Movement of Peoples Research Assessment
Week 6 HT5-10
HT5-2, HT5-5,
Term 2 The Movement of Peoples Australia
#2 Course Work 30% HT5-8, HT5-9, Ongoing coursework in class book
Week 6-7 at War
HT5-10
Term 2 HT5-4, The Movement of Peoples Australia
#3 Course Exam 35% Course Exam
Week 6 HT5-7, HT5-9 at War
HT5-1 explains and assesses the historical forces and factor that shaped the modern world and HT5-6 uses relevant evidence from sources to support historical narratives, explanations and
Australia analyses of the modern world and Australia
HT5-2 sequences and explains the significant patterns of continuity and change in the HT5-7 explains different contexts, perspectives and interpretations of the modern world and
development of the modern world and Australia Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the HT5-8 selects and analyses a range of historical sources to locate information relevant to an
historical contexts that shaped the modern world and Australia historical inquiry
HT5-4 explains and analyses the causes and effects of events and developments in the modern HT5-9 applies a range of relevant historical terms and concepts when communicating an
world and Australia understanding of the past
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% per semester) Assessed
Term 3 Structured research task on a chosen
#1 In-class Writing Task 20% GE5-7 Changing Places
Week 7 megacity
Term 4 GE5-1, GE5-2, Sustainable Biomes Multiple Choice, Matching, Short Answer
#2 End of Course Exam 30%
Week 4 GE5-3, GE5-7 Changing Places Questions, Geographical Skills
GE5.1 explains the diverse features and characteristics of a range of places and environments GE5.6 analyses differences in human wellbeing and ways to improve human wellbeing
GE5.2 explains processes and influences that form and transform places and environments GE5.7 acquires and processes geographical information by selecting and using appropriate and
GE5.3 analyses the effects of interactions and connections between people, places and relevant geographical tools for inquiry
environments GE5.8 communicates geographical information to a range of audiences using a variety of
GE5.4 accounts for perspectives of people and organisations on a range of geographical issues strategies
GE5.5 assesses management strategies for places and environments for their sustainability
*Please note History and Geography are taught as a Semester Course
2020-02-20, LA Year 9 Assessment Schedule Page 13 of 35MATHEMATICS - 5.1
2019 Assessment Schedule
Task Weighting Due Date Outcomes Assessed Syllabus Topic Overview of Assessment Task
(100% for the year)
1. 10 Worksheets (20%)
Treasure Term 1 MA5.1-1WM, MA5.1-2WM,
#1 25% Tools of the Trade 2. Treasure Hunt (5%)
Hunt Week 10 MA5.1-5NA, MA5.1-9MG
1. 10 Worksheets (10%)
Container Term 2 MA5.1-7NA, MA5.1-8MG,
#2 30% Build Make Create 2. Container Challenge (20%)
Challenge Week 10 MA5.1-10MG, MA5.1-11MG
Excel 1. 10 Worksheets (10%)
Term 3 MA5.1-3WM, MA5.1-4NA,
#3 Budgeting 30% Money Matters 2. Excel Budgeting Tool (20%)
Week 10 MA5.1-7NA, MA5.1-12SP
Tool
Numeracy 1. 5 Worksheets (10%)
Term 4 MA5.1-2WM, MA5.1-3WM,
#4 Assessment 15% Decision Makers
Week 5 MA5.1-12SP, MA5.1-13SP 2. Online LNN Test (5%)
Tool
MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical MA5.1-8MG calculates the areas of composite shapes, and the surface of rectangular
contexts and triangular prisms
MA5.1-2WM selects and uses appropriate strategies to solve problems MA5.1-9MG interprets very small and very large units of measurement, uses scientific
MA5.1-3WM provides reasoning to support conclusions that are appropriate to the notation, and rounds to significant figures
context MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including
MA5.1-4NA solves financial problems involving earning, spending and investing money problems involving angles of elevation and depression
MA5.1-5NA operates with algebraic expressions involving positive- integer and zero MA5.1-11MG describes and applies the properties of similar figures and scale drawings
indices, and establishes the meaning of negative indices for numerical bases MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical
MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs claims made in the media
linear relationships MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and
MA5.1-7NA graphs simple non-linear relationships compound events
2020-02-20, LA Year 9 Assessment Schedule Page 14 of 35MATHEMATICS - 5.2
2020 Assessment Schedule
Task Weighting Due Date Outcomes Assessed Syllabus Topic Overview of Assessment Task
(100% for the year)
Term 1 MA5.2-7NA, MA5.2-2WM, Number and Measurement, Financial
#1 Term 1 Quiz 20% Topic Test
Week 8 MA5.2-1WM Mathematics and Indices
Semester 1 Term 2 Algebra, Area, Surface Area and
#2 25% MA5.2-11MG, MA5.2-12MG Worded problem solving questions
Exam Week 5 Volume
Formulas and Problem Solving,
Term 3 MA5.2-6NA, MA5.2-8NA, Equations, Inequations and Formulae,
#3 Term 3 Quiz 25% Investigative in class task
Week 5 MA5.2-10NA Coordinate Geometry and
Simultaneous Equations
Semester 2 Term 4 MA5.2-13MG, MA5.2-17SP,
#4 30% Trigonometry, Probability, Statistics Cumulative assessment task
Exam Week 4 MA5.2-15SP
MA5.2-1WM selects appropriate notations and conventions to communicate MA5.2-10NA connects algebraic and graphical representations of simple non-linear
mathematical ideas and solutions relationships
MA5.2-2WM interprets mathematical or real-life situations, systematically applying MA5.2- 11MG calculates the surface areas of right prims, cylinders and related
appropriate strategies to solve problems composite solids
MA5.2-3WM constructs arguments to prove and justify results MA5.2- 12MG applies formulas to calculate the volumes of composite solids composed
MA5.2-4NA solves financial problems involving compound interest of right prisms and cylinders
MA5.2-5NA recognises direct and indirect proportion, and solves problems involving MA5.2- 13MG applies trigonometry to solve problems, including problems involving
direct proportion bearings
MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to
expressions prove triangles are congruent or similar
MA5.2-7NA applies index laws to operate with algebraic expressions involving integer MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates
indices sources of data
MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear MA5.2-16SP investigates relationships between two statistical variables, including their
simultaneous equations, using analytical and graphical techniques relationship over time
MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships MA5.2-17SP describes and calculates probabilities in multi-step chance experiments
2020-02-20, LA Year 9 Assessment Schedule Page 15 of 35MATHEMATICS - 5.3
2020 Assessment Schedule
Task Weighting Due Date Outcomes Assessed Syllabus Topic Overview of Assessment Task
(100% for the year)
Term 1 Indices and Surds, Expressions,
#1 Quiz 20% MA5.3-6NA, MA5.3-7NA Topic Test
Week 8 Equations and Inequalities
Quadratic Equations, Coordinate
Semester 1 25% Term 2
#2 MA5.3-5NA, MA5.3-8NA Geometry and revised questions Worded problem solving questions
Exam Week 5
from Term 1 Quiz
Term 3 MA5.3-9NA, MA5.3-12NA, Quadratic equations of a Parabola
#3 Quiz 25% Investigative in class task
Week 7 MA5.3-16MG and Geometrical figures
Right Angles, Probability and
Semester 2 Term 4 MA5.3-15MG, MA3-18SP,
#4 30% Statistics and revised questions from Cumulative assessment task
Exam Week 4 MA3-19SP
Term 3 Quiz
MA5.3-1WM uses and interprets formal definitions and generalisations when MA5.3-11NA uses the definition of a logarithm to establish and apply the laws of
explaining solutions and/or conjectures logarithms
MA5.3-2WM generalises mathematical ideas and techniques to analyse and solve MA5.3-12NA uses function notation to describe and sketch functions
problems efficiently MA5.3-13MG applies formulas to find the surface areas of right pyramids, right cones,
MA5.3-3WM uses deductive reasoning in presenting arguments and formal proofs spheres and related composite solids
MA5.3-4NA draws, interprets and analyses graphs of physical phenomena MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones,
MA5.3-5NA selects and applies appropriate algebraic techniques to operate with spheres and related composite solids
algebraic expressions MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule,
MA5.3-6NA performs operations with surds and indices the cosine rule and the area rule to solve problems, including problems involving three
MA5.3-7NA solves complex linear, quadratic, simple cubic and simultaneous equations, dimensions
and rearranges literal equations MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to
MA5.3-8NA uses formulas to find midpoint, gradient and distance on the Cartesian establish properties of triangles and quadrilaterals
plane, and applies standard forms of the equations of a straight line MA5.3-17MG applies deductive reasoning to prove circle theorems and to solve related
MA5.3-9NA sketches and interprets a variety of non-linear relationships problems
MA5.3-10NA recognises, describes and sketches polynomials, and applies the factor MA5.3-18SP uses standard deviation to analyse data
and remainder theorems to solve problems MA5.3-19SP investigates the relationships between numerical variables using lines of
best fit, and explores how data is used to inform decision-making processes
2020-02-20, LA Year 9 Assessment Schedule Page 16 of 35PHYSICAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Term 1 PD5-2, PD5-8, Students analyse food choices and
#1 Nutrition Plan 25% Lettuce Be Healthy
Week 7 PD5-9 design nutrition plan
Term 1 Students assessed on skills & tactical
#2 Flag Football 25% PD5-4, PD5-11 Mod Games
Week 6-9 play
Term 3 PD5-1, PD5-6, Students research current issues in
#3 Research Task 25% # No Filter
Week 7 PD5-9 social media use
Term 3 Students assessed on skills and tactical
#4 Netball 25% PD5-5, PD5-11 Net Set Go
Week 6-10 play
PD5-1 assesses their own and others’ capacity to reflect on and respond positively to PD5-7 plans, implements and critiques strategies to promote health, safety, wellbeing
challenges and participation in physical activity in their communities
PD5-2 researches and appraises the effectiveness of health information and support PD5-8 designs, implements and evaluates personalised plans to enhance health and
services available in the community participation in a lifetime of physical activity
PD5-3 analyses factors and strategies that enhance inclusivity, equality and respectful PD5-9 assesses and applies self-management skills to effectively manage complex
relationships situations
PD5-4 adapts and improvises movement skills to perform creative movement across a PD5-10 critiques their ability to enact interpersonal skills to build and maintain
range of dynamic physical activity contexts respectful and inclusive relationships in a variety of groups or contexts
PD5-5 appraises and justifies choices of actions when solving complex movement PD5-11 refines and applies movement skills and concepts to compose and perform
challenges innovative movement sequences
PD5-6 critiques contextual factors, attitudes and behaviours to effectively promote
health, safety, wellbeing and participation in physical activity
2020-02-20, LA Year 9 Assessment Schedule Page 17 of 35SCIENCE
2020 Assessment Schedule
Weighting Due Overview of
Task (100% for the Outcomes Assessed Syllabus Topic
year) Date Assessment Task
May contain a combination of any of the following outcomes
Research Term 1 1.2: SC5-4WS, SC5-5WS Genetics and Evolution, Models
#1 30% Research
Task Week 11 1.3: SC5-7WS, SC5-9WS that Matter, or Waves
1.4: SC5-10PW, SC5-15LW, SC5-16CW
May contain a combination of any of the following outcomes
Term 2 Genetics and Evolution, Models Knowledge and Process
#2 Topic Test 20% 1.3: SC5-7WS, SC5-8WS, SC5-9WS
Week 5- 6 that Matter, or Waves Working Scientifically
1.4: SC5-10PW, SC5-15LW, SC5-16CW
May contain a combination of any of the following outcomes Analytical Task
Analytical Term 3
#3 30% 1.2: SC5-4WS, SC5-5WS, SC5-6WS Working Scientifically Skills Working Scientifically (may
Task Week 7- 8
1.3: SC5-7WS, SC5-8WS, SC5-9WS include practical)
May contain a combination of any of the following outcomes
Term 4 1.3: SC5-7WS, SC5-8WS, SC5-9WS Genetics and Evolution, Disasters,
#4 Yearly Exam 20% Knowledge and Process
Week 3- 4 1.4: SC5-10PW, SC5-11PW, SC5-12ES, SC5-13ES, SC5-14LW, Waves, Models that Matter
SC5-15LW, SC5-16CW, SC5-17CW
1.1 builds positive values and attitudes towards Science in their lives and every day society: 1.4 knowledge of the physical world and/or Earth and Space and/or Living World and/or
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in Chemical World, and understanding about the nature, development, use and influence of
increasing understanding of the world around them Science:
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and SC5-10PW applies models, theories and laws to explain situations involving energy, force and
global issues, including shaping sustainable futures motion
SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the SC5-11PW explains how scientific understanding about energy conservation, transfers and
current and future use and influence of science and technology, including ethical considerations transformations is applied in systems
1.2 knowledge, understanding of and skills in applying the processes of working scientifically: SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate
SC5-4WS develops questions or hypotheses to be investigated scientifically how models, theories and laws are refined over time by the scientific community
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, SC5-13ES explains how scientific knowledge about global patterns of geological activity and
individually and collaboratively interactions involving global systems can be used to inform decisions related to contemporary
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, issues
individually and collaboratively SC5-14LW analyses interactions between components and processes within biological systems
1.3 presents science and evidence for a particular purpose and to a specific audience, using SC5-15LW explains how biological understanding has advanced through scientific discoveries,
appropriate language, conventions and representations: technological developments and the needs of society
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary SC5-16CW explains how models, theories and laws about matter have been refined as new
sources to develop evidence-based arguments and conclusions scientific evidence becomes available
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions SC5-17CW discusses the importance of chemical reactions in the production of a range of
to identified problems substances, and the influence of society on the development of new materials
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience,
using appropriate scientific language, conventions and representations
2020-02-20, LA Year 9 Assessment Schedule Page 18 of 35Elective Subjects
CHINESE
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Comic Term 1 LCH5-1C, LCH5-3C,
#1 25% Schedule and Hobbies Writing, Listening and Reading
Conversation Week 8 LCH5-6U, LCH5-7U
If You’re The Term 2 LCH5-1C, LCH5-4C, Body Features, Personality and
#2 25% Writing and Speaking
One Week 8 LCH5-9U Give Opinions
What’s Term 3 LCH5-4C, LCH5-5U, Clothing and Body Features,
#3 25% Speaking and Writing
Trendy? Week 8 LCH5-9U Colours and Give Suggestions
Gap Year in Term 4 LCH5-2C, LCH5-3C, House Plan and Directions,
#4 25% Reading and Writing
China Week 6 LCH5-8U, LCH5-9U Lifestyles
LCH5-1C manipulates Chinese in sustained interactions to exchange information, ideas LCH5-6U demonstrates understanding of how Chinese writing conventions are used to
and opinions, and make plans and negotiate convey meaning
LCH5-2C identifies and interprets information in a range of texts LCH5-7U analyses the function of complex Chinese grammatical structures to extend
LCH5-3C evaluates and responds to information, opinions and ideas in texts, using a meaning
range of formats for specific contexts, purposes and audiences LCH5-8U analyses linguistic, structural and cultural features in a range of texts
LCH5-4C experiments with linguistic patterns and structures to compose texts in LCH5-9U explains and reflects on the interrelationship between language, culture and
Chinese, using a range of formats for a variety of contexts, purposes and audiences identity
LCH5-5U demonstrates how Chinese pronunciation and intonation are used to convey
meaning
2020-02-20, LA Year 9 Assessment Schedule Page 19 of 35COMMERCE
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Product Create packaging for a product and
Term 1
#1 Design and 20% COM5-4, COM5-8 Consumer and Financial Decisions present a speech addressing its design
Week 8
Pitch specifics
Half Yearly Term 2 Consumer and Financial Multiple Choice, Matching, Short Answers,
#2 30% COM5-1, COM5-2
Exam Week 5 Decisions, Promoting and Selling Extended Response
In-class Term 3 Conduct research to write an in-class
#3 20% COM5-7 Investment
Writing Task Week 8 response
Yearly Term 4 Investment, Travel, Law, Society Multiple Choice, Matching, Short Answers,
#4 30% COM5-3
Exam Week 4 and Political Involvement Extended Response
COM5.1 applies consumer, financial, economic, business, legal, political and COM5.5 evaluates options for solving problems and issues
employment concepts and terminology in a variety of contexts COM5.6 develops and implements plans designed to achieve goals
COM5.2 analyses the rights and responsibilities of individuals in a range of consumer, COM5.7 researches and assesses information using a variety of sources
financial, economic, business, legal, political and employment contexts COM5.8 explains information using a variety of forms
COM5.3 examines the role of law in society COM5.9 works independently and collaboratively to meet individual and collective
COM5.4 analyses key factors affecting decisions goals within specified timeframes
2020-02-20, LA Year 9 Assessment Schedule Page 20 of 35DANCE
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Term 1 Warm up practical presentation
#1 Safe Dance 30% 5.1.1, 5.1.2 Dance Performance
Week 10 Safe Dance Exam
Composition Tasks
Term 2 5.1.3, 5.2.1,
#2 Class Composition 25% Dance Composition Journal Entries
Week 9 5.2.2
Completed Class Composition
Term 3 Dance Performance and Dance Performance at Dance Night and Dance
#3 Dance Night 20% 5.3.1, 5.3.2
Week 8 Appreciation Analysis Task
Dance through the Term 4
#4 25% 5.1.3, 5.3.3 Dance Appreciation Research Task Class Task
Decades Week 4
5.1.1 demonstrates an understanding of safe dance practice and appropriate dance 5.2.2 composes and structures dance movement that communicates an idea
technique with increasing skill and complexity in the performance of combinations, 5.3.1 describes and analyses dance as the communication of ideas within a context
sequences and dances 5.3.2 identifies and analyses the link between their performances and compositions
5.1.2 demonstrates enhanced dance technique by manipulating aspects of the and dance work of art
elements of dance 5.3.3 applies understandings and experiences drawn from their own work and dance
5.1.3 demonstrates an understanding and application of aspects of performance quality works of art
and interpretation through performance 5.4.1 values and appreciates their involvement as a dance performer and composer and
5.2.1 explores the elements of dance as the basis of the communication of ideas audience member and how their involvement contributes to lifelong learning
2020-02-20, LA Year 9 Assessment Schedule Page 21 of 35DRAMA
2020 Assessment Schedule
Weighting Due Outcomes
Task (100% for the Syllabus Topic Overview of Assessment Task
year) Date Assessed
Students will perform a short-scripted text allocated by the
Group Term 1 teacher. Groups will be decided by the teacher depending on
#1 20% 5.1.1, 5.1.3 Scripted Drama
Performance Week 9 class sizes and ability levels. This will be submitted the day of
their performance
Students will create an individual performance essay. It will be
based on an image (media) and created throughout this term.
Performance Term 2 5.1.2, 5.2.1,
#2 25% Mime and Movement Students will critique their own performance and present this
Essay Week 8 5.3.3
to the class. They will also review another student’s
performance as an element of their task
Students will create a joint production portfolio in which they
Production will collaborate with group members to design their own
Term 3 5.1.2, 5.1.4,
#3 and 25% Playbuilding original ‘horror’ play. Each students will be responsible for one
Week 6 5.2.2, 5.3.1
Performance design element (hair/makeup/costume/setting/props/sound
and/or promotion)
Class performance and logbook. Students will study, design,
rehearse and perform the play ‘Frankenstein’ for an end of
Group Term 4 5.1.3, 5.3.1,
#4 30% Scripted Drama year production. Students will be assessed individually on the
Performance Week 5 5.3.3
night of the performance. Students will also be assessed on
the collaborative process in class, as well as their logbooks
5.1.1 manipulates the elements of drama to create belief, clarity and tension in 5.2.2 selects and uses performance spaces, theatre conventions and production
character, role, situation and action elements appropriate to purpose and audience
5.1.2 contributes, selects, develops and structures ideas in improvisation and 5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques,
playbuilding theatrical conventions and technologies to create dramatic meaning
5.1.3 devises, interprets and enacts drama using scripted and unscripted material or 5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms,
text performance styles, dramatic techniques and theatrical conventions
5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, 5.3.2 analyses the contemporary and historical contexts of drama
dramatic techniques, theatrical conventions and technologies 5.3.3 analyses and evaluates the contribution of individuals and groups to processes
5.2.1 applies acting and performance techniques expressively and collaboratively to and performances in drama using relevant drama concepts and terminology
communicate dramatic meaning
2020-02-20, LA Year 9 Assessment Schedule Page 22 of 35DESIGN AND TECHNOLOGY
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
DT5-1, DT5-5, Follow a design process to upcycle
Loved and Rescued - Term 1 Focus Area of Design: Material
#1 25% DT5-6, DT5-7, textile materials to produce a useable
Upcycled Week 10 Technologies - Textiles
DT5-8, DT5-9 and personal carrying device
DT5-1, DT5-5, Follow the process of an architectural
Term 2 Focus Area of Design: Material
#2 Creative Jewels 25% DT5-6, DT5-7, designer in the process of making a tiny
Week 9 Technologies - Jewellery
DT5-8, DT5-9 house layout
DT5-2, DT5-3,
Term 3 DT5-4, DT5-6, Focus Area of Design: Engineered Produce a game board product for a
#3 Game Board 25%
Week 10 DT5-7, DT5-8, Systems specific design brief
DT5-10
DT5-1, DT5-2,
Students to work in a collaborative
Term 4 DT5-5, DT5-6, Focus Area of Design: Food
#4 Snap and Share 25% environment to produce an appropriate
Week 7 DT5-7, DT5-8, Technologies – Food Presentation
solution
DT5-10
DT5-1 analyses and applies a range of design concepts and processes DT5-6 develops and evaluates creative, innovative and enterprising design ideas and
DT5-2 applies and justifies an appropriate process of design when developing design solutions
ideas and solutions DT5-7 uses appropriate techniques when communicating design ideas and solutions to
DT5-3 evaluates and explains the impact of past, current and emerging technologies on a range of audiences
the individual, society and environments DT5-8 selects and applies management strategies when developing design solutions
DT5-4 analyses the work and responsibilities of designers and the factors affecting their DT5-9 applies risk management practices and works safely in developing quality design
work solutions
DT5-5 evaluates designed solutions that consider preferred futures, the principles of DT5-10 selects and uses a range of technologies competently in the development and
appropriate technology, and ethical and responsible design management of quality design solutions
2020-02-20, LA Year 9 Assessment Schedule Page 23 of 35FOOD TECHNOLOGY
2020 Assessment Schedule
Weighting Outcomes Overview of
Task Due Date Syllabus Topic
(100% for the year) Assessed Assessment Task
Develop a 4 page newspaper/ magazine
article or blog creating awareness around
FT5-3, FT5-7,
Term 1 food consumption patterns in Australia.
#1 HelloEats 25% FT5-8, FT5-11, Food Selection and Health
Week 9 Students are to design and prepare a ready
FT5-12, FT5-13
to eat nutritious meal that can be delivered
easily
Develop a report describing how Australian
Australian FT5-8, FT5-9, food has evolved and the impact of
Term 2
#2 Cuisine 25% FT5-10, FT5-11, Food in Australia multicultural influences on our diet.
Week 5-6
Reports FT5-12 Students are to prepare and serve a dish
from a studied culture
A group task where students develop a
FT5-1, FT5-5, proposal for catering for a Special Occasion
Term 3
#3 Party Time 25% FT5-9, FT5-10, Food for Special Occasions of their choice. Students design, prepare
Week 2
FT5-11, FT5-13 and present a cake with laser cut cake
topper
FT5-2, FT5-3, Food Selection and Health, Food in Students complete a written 1 hour
Yearly Term 4
#4 25% FT5-6, FT5-7, Australia, Food for Special Needs, examination covering all four units in exam
Exam Week 5
FT5-12, FT5-13 Food for Special Occasions conditions
FT5-1 demonstrates hygienic handling of food to ensure a safe and appealing product FT5-8 collects, evaluates and applies information from a variety of sources
FT5-2 identifies, assesses and manages the risks of injury and WHS issues associated FT5-9 communicates ideas and information using a range of media and appropriate
with the handling of food terminology
FT5-3 describes the physical and chemical properties of a variety of foods FT5-10 selects and employs appropriate techniques and equipment for a variety of
FT5-4 accounts for changes to the properties of food which occur during food food-specific purposes
processing, preparation and storage FT5-11 plans, prepares, presents and evaluates food solutions for specific purposes
FT5-5 applies appropriate methods of food processing, preparation and storage FT5-12 examines the relationship between food, technology and society
FT5-6 describes the relationship between food consumption, the nutritional value of FT5-13 evaluates the impact of activities related to food on the individual, society and
foods and the health of individuals and communities the environment
FT5-7 justifies food choices by analysing the factors that influence eating habits
2020-02-20, LA Year 9 Assessment Schedule Page 24 of 35HISTORY ELECTIVE
2020 Assessment Schedule
Weighting Outcomes
Task Due Date Syllabus Topic Overview of Assessment Task
(100% for the year) Assessed
Thematic Study: Disasters and
Research Term 1 HTE5-1, HTE5-8, Research assignment and Source
#1 25% History, Heritage and
Assignment Week 8 HTE5-9, HTE5-10 Portfolio
Archaeology
HTE5-1, HTE5-3, Thematic Study: Disasters and
Half Yearly Term 2
#2 25% HTE5-4, HTE5-7, History, Heritage and Semester Examination
Exam Week 7
HTE5-9, HTE5-10 Archaeology
Term 3 HTE5-1, HTE5-8,
#3 Presentation 25% Thematic Study: Sports History Research and Presentation
Week 8 HTE5-9, HTE5-10
HTE5-1, HTE5-4,
Term 4
#4 Final Exam 25% HTE5-7, HTE5-9, Thematic Study: Sports History Yearly Examination
Week 5
HTE5-10
HTE5-1 applies an understanding of history, heritage, archaeology and the methods of HTE5-6 identifies and evaluates the usefulness of historical sources in an historical
historical inquiry inquiry process
HTE5-2 examines the ways in which historical meanings can be constructed through a HTE5-7 explains different contexts, perspectives and interpretations of the past
range of media HTE5-8 selects and analyses a range of historical sources to locate information relevant
HTE5-3 sequences major historical events or heritage features, to show an to an historical inquiry
understanding of continuity, change and causation HTE5-9 applies a range of relevant historical terms and concepts when communicating
HTE5-4 explains the importance of key features of past societies or periods, including an understanding of the past
groups and personalities HTE5-10 selects and uses appropriate forms to communicate effectively about the past
HTE5-5 evaluates the contribution of cultural groups, sites and/or family to our shared for different audiences
heritage
2020-02-20, LA Year 9 Assessment Schedule Page 25 of 35You can also read
