Session 1: Importance of Year 10

1. Importance of Year 10
Position yourself for success in Senior

2. Let’s celebrate our cohort most improved at the end of
2023!

3. Most improved students in Year 9 at the end of 2023 – students
who have gained 1 or more GPA point or more from Semester 1
to the end of Semester 2, 2023
MOST IMPROVED STUDENT
Molly O’Sullivan Ivy Lestani Alana Elliott Mia Heeley Katie Turner
Ciara Fenton Eva Wiley Charlie Battisti Daniela Maimone Chloe O’Driscoll
Kiarna Vera Ruby Zaghini

4. COHORT LEADERS
Sarah Chew Hannah Crowhurst Stephanie Mangano Amber Gledhill Isabel Jacobs
Preeya Maconochie Elly Prickett Chelsea Gledhill Charlie Battisti Sally Carew
Taskin Bari Olivia Green Brinlyn Malisani Niamh Halfpenny Kathleen Goodall
Ashlin Dolan Monica Milano Samira Belhag Emma MacFarlane Gemma Holmes
Miranda Spark Amali Nielsen Lindsey Clur Milla McInnes
Let’s celebrate our cohort top achievers at the end of
2023!

5. - A fairly consistent pattern over time.
- BUT, we don’t want good to be the enemy of great. The challenge will be to
ensure that this cohort can live up to their potential.
Cohort GPA over time

6. YR 7 S1 YR 7 S2 YR 8 S1 YR 8 S2 YR 9 S1 YR 9 S2 YR 10
S1?
YR 10
S2?
GPA 10.60
B-
10.87
B-
10.57
B-
11.00
B
10.74
B-
10.70
B-
?? ??
ENGAGEMENT 3.97
Satisfact
ory
4.08
Good
4.04
Good
4.02
Good
4.06
Good
4.08
Good
?? ??

7. Year 9 GPA Data Review
Cohort Distribution - Year 9, Semester 1, 2023 Cohort Distribution - Year 9, Semester 2, 2023
A Range – 12 %
B Range – 51 %
C Range – 36 %
D Range – 1 %
A Range – 15 %
B Range – 51 %
C Range – 32 %
D Range – 2 %

8. Cohort Distribution
Year 9, Semester 1, 2023 Year 9, Semester 2, 2023
Semester 2 shows a shift from the
number of students with one D to the
number of students with two D’s across
their subjects.

9. • What are you prepared to do to achieve that?
• How hungry for success or improvement are you?
• Do you have discipline? Responsive? Self-aware?
Responsible? Self-motivated?
• Do you have purpose and goals?
How do you see yourself in the future?

11. Learning Pit Graphic used in all
classrooms! (2019, February
6). Lilydaleprimary.https://
www.lilydaleps.vic.edu.au/sing
le-post/2019/02/06/Learning-
Pit-Graphic-used-in-all-
classrooms

12. How can you improve your outcomes?
What strategies can you put in place?
 ‘To-do’ lists
 Study plan creation – general
and weekly
 Pomodoro or chunking methods
 Spaced revision
 ‘Out of order’ (interleaved)
practice questions and
tests/revision
 Use of flash cards
 Attend academic mentoring
Ask yourself:
Which strategies can
I try?
Notice:
Any improvements in
your results and/or
engagement?
 Ask and answer questions every
lesson
 Interrogate your feedback with the
teacher
 See teachers as partners in your
learning
 Get comfortable being uncomfortable
 Challenge yourself to try the ‘harder’
work/subject
 See ‘failure’ as learning and useful
 Bounce back from disappointment

13. The Pomodoro Technique
Time - “Chunking” - Blocks of time
Use the Pomodoro Technique
20 – 25 minutes
5-minute break

14. Spaced Practice
Reviewing information and materials numerous times over
multiple, spread-out or spaced intervals solidifies long-term
memory, positively effecting retention and recall.

15. Interleaved Practice

16. Passive Study to be Avoided
Passive Studying Active Studying
Reviewing notes
Summarising the notes and paraphrasing the main ideas
Transferring notes to a 3x5 card with possible test questions on the
other side
Reading the textbook
Scanning the textbook for headings, pictures, graphs etc,
developing questions based on the scan, then reading with
purpose, summarising the key points.
Practice solving
problems from the book
while looking at the
class notes
Replicate the test environment by removing all materials and
taking a practice test from the book (end of chapter assessments
are in most textbooks)
Re-viewing teacher ppts
Print out the PPTs. Write possible test questions in the margins,
then quiz yourself.
Make a study guide with the PPT info and put answers on one side
of the page, so you can fold the page in half and quiz yourself.

17. Create a useful study space
Area
Consistent – avoid changes to area
Desk / table and comfortable chair
Quiet space – no loud music,
television
Student planner visible
Study timetable visible
Surrender
Phone
Smart watches
Social media

18. End of
Middle Years
Beginning
Senior Phase
Why is Year 10 so important?
1. Develops your understanding around post-school options and
pathways.
2. You have chosen subjects to set you up for success.
3. Year 10 mirrors the Senior equivalent subject
4. You only have one semester to prove your eligibility for
minimum requirements (prerequisites).

19. Reading ISMGs
What is an ISMG? It’s an Instrument Specific Marking Guide

20. Teachers use them to:
Make judgments about your work
Match your work to the characteristics
Determine which level of the cognition your work has evidence of
Students use them to:
Understand how their work will be marked
Understand the criteria and assessment objectives against which
their work will be marked
Understand which cognitions they must demonstrate and to what
extent to achieve at a particular level

21. STEP ONE:
• Explore what is
required for a top
band response.
• How does it differ
from a second top
band response?

22. STEP TWO:
Build a glossary of
qualifiers at the back
of each of your
subject books making
sure you have a clear
language around the
qualifiers.

23. STEP THREE
Purposefully explore
examples of the top
band qualifiers in
QCAA annotated
exemplars
Purposefully ask your
teachers questions –
would this be
systematic and
effective or just
effective.
What would
systematic look like in
Biology for this task?

24. A strategic approach to success
Concentrate on the objectives that carry the most points
for the Assessment Instrument you are undertaking.
English General Maths History Biology
IA 1 IA 1 IA 2 IA 2
Knowledge Application – 9
Organisation and
Development – 8
Textual Features - 8
Formulate – 4
Solve – 7
Evaluate and Verify – 5
Communicate - 4
Devising and Conducting –
6
Analysing – 8
Evaluating – 8
Creating and
Communicating – 3
Research and Planning – 6
Analysing of Evidence – 6
Interpretation and
evaluation – 6
Communication - 2

25. Students will have repeated
exposure to the same mode of
assessment and ISMG design across
Years 10 to 12.
This gives students an opportunity
to know the AOs, respond to
feedback and seek improvement.
Year 10 Year 11 Year 12
English Analytical
Exposition
(Exam
conditions)
Analytical
Exposition
(Exam
conditions)
Analytical
Exposition
(Exam
conditions)
General
Maths
PSMT
(Assignment
conditions)
PSMT
(Assignment
conditions)
PSMT
(Assignment
conditions)
Chemistry Student
Experiment
(Assignment
conditions)
Student
Experiment
(Assignment
conditions)
Student
Experiment
(Assignment
conditions)

27. Policies and
Procedures

29. Assessment Policy
In Years 10 – 12 students will undertake assessment tasks which appropriately parallel the requirements
of specific Senior syllabus’. For subjects which parallel general courses, teachers will make judgements
in relation to instrument specific marking guides (ISMG). For subjects which parallel applied or certificate
courses, teachers will make judgements against criteria or competency standards.
Students must ensure that the assessment they undertake is:
 Completed to their best capacity and their own work
 Submitted on time and in the requested form – including transcripts for oral presentations, completed
research logs and drafts
 Submitted in advance of the timeline in the event of a known absence (e.g. holiday, school approved
excursion/event)
Where students have been given the opportunity to submit a draft, they should ensure they:
 Meet the drafting time deadline
 Action the feedback given
 Clarify the feedback with their teacher, in the event they do not understand

30. Late Submission and Non-Submission of Assessment Procedures
It is an expectation of the College that all students meet the clearly indicated due dates of
assessment.
 From Years 7 – 11 it is the responsibility of students who have a legitimate difficulty in meeting
the assessment due date to speak with the Head of Faculty of the subject in advance of the
due date, to make an application for extension.
 In Summative Unit 3 and 4 assessment in Year 11 and Year 12, students should make
application through the Dean of Senior Years. It is advised that students should make
applications 2 days prior the due date.

31. Late Submission and Non-Submission of Assessment Procedures
 Extensions will only be granted by the Head of Faculty or Dean of Senior Years where
circumstances have meant that students have been unable to work on the task for a
prolonged period of time. Advertised school events, such as participation in extra-curricular
activities, are not grounds for extension.
 Students who are using a computer as an aid for presentation of their assignments should
allow sufficient time to overcome technical problems before the due date. Assignments should
be saved in more than one place to ensure file corruption is not an insurmountable obstacle.
(Ongoing draft copies should be made as evidence of the progress of the assignment.)
 No extra time will normally be allowed for computer or printer malfunction.

32. Extensions should be applied for 2 days in
advance of the due date. Extension
application forms can be accessed from
MyMTA (electronically). Supporting
documentation, including a medical
certificate (Years 10-12) indicating
prolonged incapacity and evidence of
work completed to date, is required.
Applying for Extension

33. Missed Examination Policy
Family holidays, non-urgent appointments, attendance at TAFE are not acceptable reasons to
miss published examination periods.
Special circumstances include:
 Illness (which is usually prolonged or significant). In Years 11 and 12 illness applications
must be supported by a medical certificate
 Misadventure – e.g. car accident on the way to school
 Significant family upheaval – e.g. death in the family
 Suspension
 An exam clash

34. Missed Examination Policy
In the event that an examination is missed as a result of illness, misadventure or significant
family upheaval, the College will organise for examinations to be rescheduled at the earliest
opportunity. In Year 11 and 12 this may include completion of ‘comparable assessment’ to
ensure the integrity of examination conditions, as per QCAA requirements. Examinations will
not be rescheduled to accommodate non-urgent appointment or holidays.
Students who fail to appear for examinations without meeting the requirements of ‘illness and
misadventure’ will not receive a result and may lose QCE credit. To ensure absolute integrity of
examination conditions for a maximum number of students, examinations will not be brought
forward in any circumstances.

35. Assessment Calendar front ended

36. IMPORTANT DATES FOR SEMESTER 1
DATE ACTIVITY
8th February Assembly - Academic Achievement Awards
22nd February Assembly - Academic Improvement Awards
March Interim Reports
13th – 18th March Year 10 Examination Block
26th April Year 10 UQ Visit
9th May Parent, Student, Teacher Progress Review Meetings
10th May Careers Immersion - Compulsory for Year 10
3rd – 7th June Year 10 Examination Block
11th June 6pm Year 10 and 11 (2025) SET Planning Information Evening
10th – 12th July Year 10 Senior Education and Training (SET) Planning Interviews

37. Timeline for SET planning and
information evenings 2022
 Set Planning Information evening: 11th June
 10th – 12th JULY – DURING SCHOOL TIME
You will receive a form to complete prior.
You’ll send this to your assigned SET plan mentor.
Must have parent to accompany you at the meeting.
Lots of info to come later 