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Year 10

 

Year 10 Reporting & Assessment

Note that in order to reduce costs and to make a contribution to the environment we will no longer be printing progress reports.

For important NCEA information please click here.

Click on the link below to go to information for that subject. If you have read the report and have a question or concern then please contact the teacher concerned as soon as possible.

 

Performance Music

Theory

Students develop their abilities to read and write musical notation, and furtherunderstand the rudiments of music

Aural

Students learn to develop their listening skills and transcribe rhythms, melodies, intervals and chords

Composition

Students compose their own original music following prescriptive tasks and learn about the composition software ‘Sibelius’ and ‘Garage Band’.

Musical Knowledge

Students learn about different styles and genres of music through discussion, written tasks, research, and listening exercises.

Group Performance

Students practice and prepare for a performance on their chosen instrument in a small group of 2 or more students. Skills covered include ensemble awareness, communication, presentation, musicianship and techniques specific to their instrument.

 

Social Studies

The Social Studies topic grade is made up of 4 - 5 separate elements. There are marks allocated for classwork, homework, content knowledge tests, self assessment and occasionally pieces of longer writing such as essays or extended paragraphs. These marks are then weighted and an overall grade given. Class work and homework is marked on a completion basis and not on neatness, although work must be legible.

If a student is absent during an assessment and the assessment cannot be rescheduled then 'absent' will appear in the report. Occasionally a student may receive 'not applicable' however this usually relates to ESOL students. If you see 'not submitted' on your child's report, this means the majority of work was not handed in or completed.

 

Mathematics Assessment

NCEA Unit Standards

The Maths Department has offered Unit Standards to Year 10 students. US are competency based. As students study new topics, their teachers will explain what will be assessed and how. Teachers ensure that students are prepared for an assessment. If students pass the assessment, the standard is achieved.

For unit standards there are usually just two grades:

  • Achieved (A) for meeting the criteria of the standard
  • Not achieved (N) if a student does not meet the criteria of the standard

Exams

Students are assessed on the work that has been covered in class. Questions in the exam are at different levels of difficulty. Grades for the exam are given as:

  • Achieved (A) for a satisfactory performance
  • Merit (M) for very good performance
  • Excellence (E) for outstanding performance
  • Not achieved (N) if students do not meet the criteria

Quizzes

These are set from level 2 to 5, depending on a student’s ability. Results from e-AsTTle determine the level a student is at. Quizzes are sat at the end of most topics. It is a good indicator of the student’s effort and understanding. The marks are given as a percentage, where 100% is the highest.

 

Languages

Japanese

Japanese Listening:

  • Achieved: Demonstrate a good understanding of simple spoken Japanese in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple spoken Japanese in familiar contexts.
  • Excellent: Demonstrate an excellent understanding of simple spoken Japanese in familiar contexts.

Japanese Reading:

  • Achieved: Demonstrate a good understanding of simple written Japanese in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple written Japanese in familiar contexts.
  • Excellent: Demonstrate an excellent understanding of simple written Japanese in familiar contexts.

Japanese Writing:

  • Achieved: Write Japanese giving relevant information using simple Japanese. Communication is achieved overall, despite errors.
  • Merit: Write Japanese giving developing relevant information using a variety of simple Japanese. Any errors do not significantly hinder communication.
  • Excellent: Write substantially in Japanese giving developing relevant information using a wide variety of simple Japanese. Any errors do not hinder communication.

Japanese Speaking: Presentation in Japanese

Achieved: A presentation is given in Japanese about the set topic under the set conditions.

  • The role play is a minimum length of one minute for each member.
  • The role play is audible and comprehensible.
  • Relevant information is given.
  • Simple vocabulary and structures are used.
  • Communication is achieved overall, despite errors in language.

Merit: A presentation is given in Japanese, about the set topic under the set conditions.

  • The presentation is a minimum length of one to two minutes.
  • The presentation is audible and comprehensible.
  • Evidence of some development of relevant information.
  • A variety of simple vocabulary and structures are used.
  • Any errors in language do not significantly hinder communication.

Excellent: A presentation is given in Japanese, about the set topic under the set conditions.

  • The presentation is a minimum length of one- two minutes.
  • The presentation is audible and comprehensible.
  • Evidence of substantial development of relevant information.
  • A wide variety of simple vocabulary and structures are used.
  • Any errors in language do not hinder communication.

Spanish

Spanish Listening:

  • Achieved: Demonstrate a good understanding of simple spoken Spanish in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple spoken Spanish in familiar contexts.
  • Excellence (E) for outstanding performance
  • Excellent: Demonstrate an excellent understanding of simple spoken Spanish in familiar contexts.

Spanish Reading:

  • Achieved: Demonstrate a good understanding of simple written Spanish in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple written Spanish in familiar contexts.
  • Excellent: Demonstrate an excellent understanding of simple written Spanish in familiar contexts.

Spanish Writing:

  • Achieved: Write Japanese giving relevant information using simple Spanish. Communication is achieved overall, despite errors.
  • Merit: Write Spanish giving developing relevant information using a variety of simple Spanish. Any errors do not significantly hinder communication.
  • Excellent: Write substantially in Spanish giving developing relevant information using a wide variety of simple Spanish. Any errors do not hinder communication.

Maori

Listening:

  • Achieved: Demonstrate a good understanding of simple spoken Maori in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple spoken Maori in familiar contexts.
  • Excellent: Demonstrate an excellent understanding of simple spoken Maori in familiar contexts.

Reading:

  • Achieved: Demonstrate a good understanding of simple written Maori in familiar contexts.
  • Merit: Demonstrate a very good understanding of simple written Maori in familiar contexts.
  • Excellent: Demonstrate an excellent understanding of simple written Maori in familiar contexts.

Writing:

  • Achieved: Write Japanese giving relevant information using simple Maori. Communication is achieved overall, despite errors.
  • Merit: Write Maori giving developing relevant information using a variety of simple Spanish. Any errors do not significantly hinder communication.
  • Excellent: Write substantially in Maori giving developing relevant information using a wide variety of simple Maori. Any errors do not hinder communication.

Speaking: Presenting a Role Play

Achieved:A video and speech is given in Maori about the set topic under the set conditions.

  • The role play is a minimum length of one minute for each member.
  • The role play is audible and comprehensible.
  • Relevant information is given.
  • Simple vocabulary and structures are used.
  • Communication is achieved overall, despite errors in language.

Merit: A video and speech is given in Maori, about the set topic under the set conditions.

  • The role play is a minimum length of one minute for each member.
  • The role play is audible and comprehensible.
  • Evidence of some development of relevant information.
  • A variety of simple vocabulary and structures are used.
  • Any errors in language do not significantly hinder communication.

Excellent: A video and speech is given in Maori, about the set topic under the set conditions.

  • The role play is a minimum length of one minute for each member.
  • The role play is audible and comprehensible.
  • Evidence of substantial development of relevant information.
  • A wide variety of simple vocabulary and structures are used.
  • Any errors in language do not hinder communication.

 

Outdoor Education

Climbing

A series of offsite sessions exploring basic climbing and belaying skills.

Leadership

A serious of lessons where the students plan and lead small activities for junior students.

Orienteering

A series of lessons exploring map work and basic competition skills and techniques.

 

Science

Attitude for Sciences

Aggregated grade of

  1. Cooperates with others
  2. Respects the learning environment
  3. Participates in the lessons
  4. Works quietly, listens and seated throughout lesson
  5. Raises hand patiently for help
  6. Has pride and care in work

Equipment for Sciences

Aggregated grade of

  1. Book brought to class regularly
  2. Book set out as required
  3. Writing materials brought regularly
  4. Lab equipment treated with respect
  5. Lab equipment returned cleaned
  6. Work space left clean on departure

Class work for Sciences

Aggregated grade of

  1. Punctual
  2. Settles to task, books out
  3. LO and Do Now entered into book
  4. Engagement
  5. Records Homework
  6. Orderly, tidy finish to lesson

Homework for Sciences

Our homework is found in both teacher Google sites and Faculty Topic site. It is the “You Should Know” cloze exercises for that topic. Science teachers are well aware of commitments outside school. They gather the evidence of completion and enter it period by period. Giving the student four weeks to complete the YSK tasks.
Teachers will also set secondary tasks, at teacher discretion

Not applicable indicates no marking yet

  1. Not acceptable indicates less than half the set tasks/attitudes have been completed
  2. Acceptable indicates half way
  3. Good indicates almost complete
  4. Excellent indicates everything complete

KEY COMPETENCIES OF SCIENCE

  1. Not applicable indicates no marking yet
  2. Never indicates less than half the set tasks/attitudes have been completed

Rubric : Relating to Others Communicate with others as part of “interacting effectively with other students and teachers in the school environment. It includes the ability to listen actively, recognise different points of view, contribute positively and be sensible and mature when relating to others.

Sometimes

  • I can listen and respond
  • Asking appropriate relevant questions
  • I can share my ideas clearly

Usually

  • I can listen, respond appropriately and expand
  • Respond with evidence or an example that shows listening

Always

  • I can share my ideas/opinions sequentially and in detail
  • Engaging the audience

Rubric : Participating and Contributing as part of "a capacity to contribute by thinking and working cooperatively as a group member, to make connections with others, and to create opportunities for others in the group. Students are also recognised for volunteering to help others and acting in responsible ways where they are mindful of others

Sometimes

  • I can listen and respond
  • Asking appropriate relevant questions
  • I can share my ideas clearly

Usually

  • I can listen, respond appropriately and expand
  • Respond with evidence or an example that shows listening

Always

  • I can share my ideas/opinions sequentially and in detail
  • Engaging the audience

Rubric : Managing Self: Time management as part of "Students who are able to manage themselves are self-motivated, well organised and responsible for their learning. They come to lessons on time, are well prepared with resources and equipment and have a positive attitude to learning"

Sometimes

  • I can identify my learning goals
  • I can identify my learning timeframe
  • I can share my ideas clearlyI can identify the effort needed to achieve my learning goals

Usually

  • I can sequence my learning goals
  • I can match my learning goals to a time frame. [e.g. calendar, daily planner etc]
  • I can identify the different efforts needed to achieve my learning goals

Always

  • I can sequence my learning goals against a time frame AND explain this time management plan in terms of my overall learning outcome

 

Year 10 Visual Art option

Painting: Artist Research

Students research the style and working methods of a chosen artist.

Exam Artist Model Technique Investigation

Students investigate the style and techniques of a chosen artist using acrylic paint/mixed media.

Painting: Development of Ideas

Student with the use of artist research investigate and develop their ideas in response to the given theme.

Painting: Skill in the use of Media

Students develop colour theory knowledge and skill in a variety of painting techniques for a purpose.

Exam: Final Painting

Students paint their final artwork for the Shop Fronts painting unit.

There are a number of assessments used at AJHS and it is desirable for parents / caregivers to read as much of the background information below as possible. If you are not sure please contact the teacher or Head of Learning Area (HOLA)

 

Dance

Choreographing Specialized Warm Up Dances

During the unit the students have learnt about dance instructor techniques such as; cueing, routine mapping and mirroring. In small groups the students choreographed their own dance warm up routine and presented it to the class.

21st Century Dance

During this unit the students look at the history of dance and how it has adapted over time. In large groups the students then planned and choreographed their own performance based on the 21st Century. Included in their planning was designing suitable costuming, make-up and props.

Dance Diary

Throughout the Term the students keep a diary about their Year 10 dance journey. The diary includes personal reflections, images and thoughts about their own performances and other performances they have observed.

 

Drama

Practical Knowledge

Students will be able to use the techniques of Drama to perform a short adapted Shakespearean play as well as perform a Monologue to an audience of his/hers peers.

Developing ideas

Students develop, record and adapt ideas and are able to justify their choices.

  • For an explanation regarding PAT Testing click here
  • An explanation of Key Competencies click here
  • Understanding Curriculum Levels click here
  • Understanding AsTTle Testing click here