RoSA Assessment 2015
RoSA Assessment Schedule 2015
Term
/Week
/Commencing
/Assessment tasks due per subject area
1 / 1 / 28 Jan2 / 2 Feb
3 / 9 Feb
4 / 16 Feb
5 / 23 Feb
6 / 2 Mar / PDHPE, IST
7 / 9 Mar / Child Services, Drama
8 / 16 Mar / English
9 / 23 Mar / Maths, Art
10 / 30 Mar / Japanese, Sport Science, IST, AH&G History
2 / 1 / 21 Apr / Drama
2 / 27 Apr / Music, Art
3 / 4 May / Year 10 Work Experience
4 / 11 May / Music, Sport Science
5 / 18 May
6 / 25 May / Half Yearly Exams
7 / 1 Jun / Half Yearly Elective Exams
8 / 8 Jun
9 / 15 Jun / IST
10 / 22 Jun
3 / 1 / 14 Jul
2 / 20 Jul / English, Drama
3 / 27 Jul / Science, Sport Science
4 / 3 Aug / Music
5 / 10 Aug / Maths, Art, AH&G Geography, Drama
6 / 17 Aug / Japanese
7 / 24 Aug / Child Services
8 / 31 Aug / Music, English
9 / 7 Sep / IST, English
10 / 14 Sep / Japanese, IST
4 / 1 / 6 Oct / PDHPE, Science, Child Services
2 / 12 Oct / Music
3 / 19 Oct
4 / 26 Oct
5 / 2 Nov / Yearly Exams
6 / 9 Nov / Yearly Elective Exams
7 / 16 Nov
8 / 23 Nov / Year 10 Work Experience
9 / 30 Nov
10 / 7 Dec
11 / 14 Dec
Subject Index
Core:
1. Australian History & Australian Geography
2. English
3. Mathematics
4. PD/H/PE
5. Science
Electives:
6. Child Services
7. Drama
8. Music
9. Sports Science
10. Visual Arts
11. IST
12. TAS
o agriculture Technology
o Information and Software Technology
o Industrial Technology – Automotive
o Industrial Technology – Metal
o Industrial Technology – Timber
o Food Technology
o Textiles Technology
13. Japanese
Introduction
Year 10 students will be provided with gain their RoSA at the end of Term 4, 2015.
School Assessment. This details the subjects undertaken by each student and the grade awarded.
In 2015, students are eligible for the award of the RoSA if they have:-
· Completed with diligence and sustained effort the Mandatory curriculum requirements of the Board of Studies.
· Undertaken, to the Board's satisfaction, the external tests set by the Board. In 2015, these tests are English-Literacy; Mathematics; Science; and Australian History, Geography, Civics and Citizenship and Computer Skills Test.
· Attended school until the final day of Year 10 as determined by the school system or by the Principal.
External tests
There are no external tests for the RoSA, only in-school assessments are completed.
RoSA grades
Students will also be awarded a grade (A, B, C, D or E) for all subjects. These grades will be awarded on the basis of each student's level of achievement of the knowledge and skills of the course. Knowledge and skills achievement will be determined through a number of assessment tasks completed during Year 10.
Mathematics are graded over 9 levels (A10,9; B8,7; C6, 5; D4, 3; E2). To indicate their level of achievement in the three courses i.e. Stage 5.3 (Advanced); Stage 5.2 (Intermediate); Stage 5.1 (Standard). These grades reflect a progressive level system for all students as they all do the same examination paper regardless of the level at which they have studied. The higher the stage studied the higher the achievement grade is
i.e. Stage 5.3 top mark A 100;; Stage 5.2 top mark B 78; Stage 5.3; Stage 5.1 top mark C 44.
Teachers will award grades according to a set of "Performance Descriptors" which indicate standards or levels of achievement. However, each course also has a special set of performance descriptors developed for that course.
RoSA assessment policy and procedures
Students are required to complete Assessment Tasks which will assist in determining grades to be awarded.
Assessment tasks - general guidelines
· In the determination of grades, Year 10 assessments only will be used.
· Assessment task dates nominated in this booklet are approximate and subject to confirmation.
· A minimum of ten days notice will be given to students prior to each assessment task, outlining its nature, timing and relative importance.
· Students will be assessed individually, not on group performance,
· Assessment tasks will cover the stated course objectives.
· Concern over the accuracy of an assessment for a task may be resolved by lodging an appeal with the teacher when the task is returned.
Failure to complete assessment tasks
· Assessment tasks are due or to be held on a specified date. Failure to complete or submit the task by 3:20pm on that date will result in a zero score being awarded.
· For exceptional circumstances only, students can notify the Head Teacher concerned before the due date so that alternative arrangements may be made. A letter from parents/caregivers would be expected in this case and an Appendix A form must be completed (see Apppendices or Head teacher for copy).
· In the event of illness on the specified date, the school must be notified in writing of the reasons for the absence on your return to school. You will be required to complete the task at the next available opportunity, usually the day you return to school. A Doctor's Certificate is required for prolonged absences
· Late assessments must be accompanied must be accompanied by an Appendix A.
· Parents/Caregivers will be notified by letter in the event of a student failing to complete set assessment tasks. Failure to complete tasks totalling more than 50% of the value of the total assessment in that subject will result in an ‘N’ award.
'N' awards
An 'N' award indicates that a student has not satisfactorily completed a course, and can be given to students who fail to meet requirements in any subject. Requirements include:
(a) Satisfactory attendance.
(b) Participation in the required learning experiences and assessment tasks; and
(c) Diligence and sustained effort in relation to the student's ability.
Where an 'N' Award is given in a Mandatory Course in Stage 5 the student will not be eligible for a RoSA in that year.
Our aim
To assist all students to realise their potential and gain RoSA credentials.
Every support, encouragement and assistance is provided to RoSA candidates. Where there are concerns about student progress, their Year Adviser with collate a Progress Report from all their teachers to gauge the extent of the concern and appropriate interviews will then be held.
The following lists suggest concerns which may lead to the issue of ‘N’ Determination warnings.
Please note:
· An `N' Determination is awarded as a `last' resort
· To 'N' Determine a student at least two warning letters must have been sent to the student's parent(s).
N' Determination
The Board of Studies lists 3 criteria for the issue of an `N' Determination
· The following behaviours may act as 'triggers' for the issue of `N' warning letters.
1. Followed the course developed or endorsed by the board
A student may be regarded as not doing this if he/she displays evidence of one or more of the following:
· Inadequate attendance
· Inadequate work completion
· Insignificant involvement in class activities
· Limited evidence of teaming/ knowledge and/or understanding
· Inadequate attention to practical work, fieldwork, written tasks
2. Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school
A student may be regarded as not doing this if he/she displays evidence of one or more of the following:
· Poor assessment/ test/ assignment results
· Limited participation in learning experiences
· Inadequate attendance
· Inadequate attention to practical work, fieldwork, written tasks
· Limited evidence of learning/ knowledge and/or understanding
3. Achieved some or all of the course outcomes
A student may be regarded as not doing this if he/she displays evidence of one or more of the following:
· Poor attendance
· Inappropriate attitude toward teacher instruction regarding work attempts and/or completion.
· Limited evidence of teaming/ knowledge and/or understanding
Board of studies year 10 general performance descriptors
The descriptors describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course.
In applying these descriptors, teachers will interpret them in terms of standards that can be achieved by RoSA students within the bounds of the course. It is not intended that the course performance descriptors represent a checklist, or provide a comprehensive description of student performance at each grade level. The descriptor that provides the best overall description of the student's achievement, at the end of Stage 5, will determine the grade awarded.
The following list gives a common grade structure for Performance Descriptors but more precise information may be gained from the subject specific Descriptors on the BOS site. http://www.boardofstudies.nsw.edu.au/schoolcertificate/sc.pbd.html
Grade / Common Grade Performance DescriptorsA / The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B / The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C / The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
D / The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
E / The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.
N / Where an A to E grade appears opposite a course, the student has satisfactorily
completed the course by meeting the following requirements in:
a) attendance - meeting the required number of hours;
b) participation in the required learning experiences and assessment tasks;
c) effort and achievement;
d) reaching at least some of the course goals.
Where "N" appears in place of an A to E grade
The School with Tradition
Appendix A
Late submission of/or absence on due date of an assessment task
Student Name:______
Subject:______
Teacher: ______Date ofTask:______
Reason:______
Supporting Evidence:______
In applying for this special consideration I assure the Principal that I am not seeking unfair advantage over other students in this course
Student Signature:______
Recommendation of Head Teacher: Supported Not Supported
______
Head Teacher Signature:______
I have noted the above request and have taken the following action:
______
Principal's Signature:______
3
RoSA Assessment 2015
Course: Australian History and Geography Board Developed
Task Timing / Topic / Outcomes / Weighting / Task TypeTerm I,
Week 10 /
History:
Australia in the Vietnam War Era & Changing Rights and FreedomsPeople Power & Politics in the Post-war period & Australia’s Social & Cultural History in the Post-War Period / 5.4 - 5.12, 5.15 & 5.19 / 30% / Research and In-class Writing Task
TBA / Glossary & Topic Tests
At completion of each topic / All Outcomes / 30% / In class Test
Term 2
Week 6 / HistoryExam / All outcomes / 40% / Course Examination
Marks / 100%
Term 3
Week 5 /
Geography:
Issues in the Australian EnvironmentContemporary Australia in its Regional & Global Context / 5.1, 5.2, 5.4 & 5.5, 5.1-5.8 / 30% / Research Action plan and Fieldwork Task
TBA / Glossary & Topic Tests
At completion of each topic / All Outcomes / 30% / In class Test
Term 4
Week 5 / Geography Exam / All outcomes / 40% / Course Examination
Marks / 100%
RoSA Outcomes for Geography.
A student:
5.1 identifies, gathers and evaluates geographical information
5.2 analyses, organises and synthesises geographical information
5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information
5.4 selects and applies appropriate geographical tools
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales
5.8 accounts for differences within and between Australian communities
5.9 explains Australia’s links with other countries and its role in the global community
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship
RoSA Outcomes for History
A student:
5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life
5.2 assesses the impact of international events and relationships on Australia’s history
5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
5.4 sequences major historical events to show an understanding of continuity, change and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
Course: Stage 5 Drama Board Developed
2015 / Task 1
Term 1
Week 7 / Task 2
Term 2
Week 1 / Task 3
Term 2
Week 7 / Task 4
Term 3
Week 2 / Task 5
Term 3
Week 5 / Task 6
Term 4
Week 2
TASK / Self- devised Monologue
/Duologue / Group Ensemble
Performances / Half Yearly Written and Practical Exams / C.A.P.A . / H.S.C. Performance & Review / Individual & Group Performance Exams
Outcomes / 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3, 5.3.2 / 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.1, 5.2.2
5.2.3, 5.3.2 / 5.1.2, 5.1.3, 5.1.4., 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.3.2 / 5.1.1,5.1.25.1.3,5.1.45.2.1, 5.2.2, 5.2.3,5.3.1,5.3.2,5.3.3 / 5.1.4, 5.2.1, 5.3.1,5.3.2,
5.3.3 / 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.1, 5.2.2, 5.2.3, 5.3.1,5.3.2
Making drama that explores a range of imagined and created situations in a collaborative drama and theatre environment / 35% / 10 / 10 / 5 / 10
Performing devised and scripted drama using a variety of performance techniques, dramatic forms and theatrical conventions to engage an audience / 35% / 5 / 5 / 10 / 5 / 10
Appreciating the meaning and function of drama and theatre in reflecting the personal, social, cultural, aesthetic and political aspects of the human experience. / 30
% / 10 / 5 / 15
100% / 15% / 15% / 20% / 15% / 15% / 20%
OUTCOMES:
5.1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action
5.1.2 contributes, selects, develops and structures ideas in improvisation and playbuilding
5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text
5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies.
5.2.1 applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning
5.2.2 selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience
5.2.3 employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning.
5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions
5.3.2 analyses the contemporary and historical contexts of drama
5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.
Course: English Board Developed