Albany Junior High School logo

Year 9

 

Year 9 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. Click on the link below to go to the assessment information for the subject required. If you are not able to find the information you require then please contact the teacher concerned.

Please click on the link below for more information on each subject.

 

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.

 

Dance

Performance

Students learnt a variety of dances from around the world: Dashing White Sergeant, Strip The Willow, Gay Gordons, West African Dance, Chinese Sword Dancing, Cha-Cha, Samba and Rock n’ Roll. They chose one style of Dance to perform for their assessment. They were marked on various aspects of their performance: Accuracy, Energy, Timing, and Technique.

Book Work

Students wrote instructions for the dances learnt during terms one and two. They learnt the definitions for dance terminology and learn to notate dances, which they created. They were marked on the accuracy, content and presentation of their work.

Communicating and Interpreting

Students learnt how to identify and describe the characteristics of a various dance styles then used these ideas in choreographic tasks. They were also assessed on their contribution to group choreographic tasks and their ability to articulate the ideas they generated.

 

Performance Music

Theory

Students develop their abilities to read and write musical notation, and further understand 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.

Core Music

AUDACITY - Students learn to record and edit music of their choice using the software program 'Audacity'.

PLAYING BY EAR - Students learn to play well known tunes by ear on the keyboard or guitar and then perform them to the class.

LISTENING - Students learn about a variety of musical techniques and find examples of these in their own music through research and analysis.

 

Mathematics Assessment

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.
  • Excellence (E) for outstanding performance
  • 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: Presenting a Role Play

Achieved: A role play 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 role play 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.
  • 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 role play 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.
  • 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.

Spanish Speaking: Conversation

  • Achieved: At least half of the questions are asked and answered but with basic errors or very simple answers.
  • Merit: Most questions are answered with good evidence of pronunciation and grammatical structures.
  • Excellence: If all questions are answered fully with fluency, confidence and correct grammar showing evidence of extending the range of their vocabulary and more advanced grammatical structures.

Māori

Listening:

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

Reading:

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

Writing:

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

Speaking: Presenting a Role Play

Achieved:A video and speech is given in Māori 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 Māori, 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 Māori, 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.

 

Drama

Practical Knowledge

Students will be able to use the techniques of Drama to perform a short adapted Shakespearian play.

Developing ideas

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

 

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

 

Visual Art

Year 9 Visual Art Option

Workbook Mixed Media Explorations

Students explore and experiment with a wide variety of art materials, tools and techniques.

Creative Use of Art Media

Students apply learnt knowledge of art materials and techniques to use these for specific creative effects and purpose.

Abstract Mixed Media Work

Students develop an abstract design and apply learnt techniques to create a balanced composition using limited colour but a wide variety of materials, techniques and tools.

Abstract Artist Exam Task

Students investigate the style and techniques of a chosen mixed media artist.

Year 9 Core Art

Year 9 Core Art: Practical Skills

Students explore and use a variety of art materials and techniques to create art works.

Year 9 Core Art: Artist Research

Students investigate and research artists from a variety of art styles.

Year 9 Core Art: Text in Art

Students investigate how artists' have used text in art. They then create their own artwork incorporating text.

Year 9 Core Art: Pop Art

Students investigate the work of Pop artists. Students then create a self portrait in the Pop art style using acrylic paint.

  • For an explanation regarding PAT Testing click here
  • An explanation of Key Competencies click here
  • Understanding Curriculum Levels 3B 3P etc click here
  • Understanding AsTTle Testing click here