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Woolooware High School

Information Explaining Assessment Procedures

For Courses To Be

Examined In 2016

“Higher School Certificates will be awarded by the Board of Studies to students who have participated in and completed

courses of studies set by the Board. The Board may refuse to award a certificate to those students whose attendance and

application at school has been unsatisfactory”.

Woolooware High School

Assessment GuideHigher School Certificate

Contents Page No.

Index 2 – 5 Introduction 6 Board Requirements 7 HSC Directive Terms 8 & 9 English (Standard & Advanced) 10 English (Extension 1 Course) 11 English (Extension 2 Course) 12 Ancient History 13 & 14 Biology 15 Business Studies 16 & 17 Chemistry 18 Community and Family Studies 19 Construction (VET) 20 & 21 Drama 22 Economics 23 & 24 Engineering Studies 25 Food Technology 26 Geography 27 & 28 Hospitality Operations – SIT20207 Certificate II (VET) 29 & 30 Industrial Technology – Timber Products and Furniture Technologies 31 Legal Studies 32 Mathematics – General 33 Mathematics – 2 Unit 34 Mathematics – Extension I 35 Mathematics – Extension II 36 Modern History 37 Music 1 38 & 39 Music 2 and Extension 40 Personal Development, Health and Physical Education 41 Photography, Video and Digital Imaging 42 & 43 Physics 44 & 45 Senior Science 46 Society and Culture 47 Visual Arts Assessment Schedule Planner Misadventure Form Assessment Guide Acceptance Form

HSC Assessment Guide Woolooware High School Page 2

\HSC AssessGuide 2016.doc

Policy and Procedures

The assessment procedures used by Woolooware High School follow the NSW Board of Studies policy statements and guidelines.

Assessment of the student’s satisfactory progress in the Preliminary and Higher School Certificate courses are carried out by school-based procedures as outlined in this document. Such assessments are weighted to components and tasks specified by the Board of Studies in syllabus documents. The types of assessment tasks vary from course to course and within the one course can take many forms e.g. essays, tests, research assignments. Individual task marks may be standardised before combining. Objectives Of The Assessment Policy And Procedures The policy and procedures seek to maintain fair and equitable assessment processes by: Clearly communicating the policy to students and other members of the school community. Presenting an assessment schedule for every course. Identifying, specifying, scheduling and assigning a value, to every assessment task throughout

each course. Providing students with a clear guide to the assessment tasks and procedures in each course. Establishing appropriate procedures for recording and reporting students’ performances in

assessment tasks. Providing clear information on variations from standard practice and assessment review

procedures. Implementation 1. Students are expected to attempt all assessment tasks specified, and sit for all tests scheduled,

as part of the assessment program in all courses in which they are enrolled. 2. Where a student fails to satisfactorily attempt assessment tasks worth more than fifty percent

of the final assessment mark, the student will automatically be given a “Non-Completion Warning” in that course.

3. In order to give adequate notice to students of tasks, approximate dates and general schedules of tasks are provided in this booklet.

4. Additionally, classroom teachers will provide students with a minimum of two weeks’ notice in writing for each specific assessment task. This notice will include information on the outcomes of the syllabus to be assessed, the value and nature of the particular task, and the specific weightings which will apply to the various outcomes

5. Students will also be notified in advance of the dates for formal examinations which may count towards course assessment.

6. Should it become necessary to vary tasks from published dates, students will be given notification in writing as soon as the variation is known.

7. Teachers will give clear instructions as to specifically when an assessment task which has been completed outside the classroom is due (i.e. time, place, date and to whom it is to be delivered).

8. For oral tasks, students are to submit a written copy of the task to be delivered orally on the date the task is due. This may be before they actually have to deliver the task.

9. Students are to be notified of their rank order in each task. 10. Head teachers will keep a register of assessment tasks.



Student Responsibilities 1. There is a large volume of work in all senior courses and it is not possible to assess all the outcomes

of each syllabus in the relatively few assessment tasks set. It is therefore strongly advised that all students approach all classwork and homework designed to address those syllabus outcomes with the same diligence and sustained effort with which they approach designated assessment tasks.

2. It is the student’s responsibility to: ▪ be aware of this assessment policy and the information provided by each faculty with which

the student studies. ▪ present work on time ▪ not plagiarise work from any source ▪ be aware of the penalties for late submission and non-submission of assessment tasks. ▪ present evidence to substantiate claims where unavoidable lateness or absence has occurred.

(See Non-Completion of Assessment Tasks). It is the responsibility of each student to read all examination timetables correctly and follow all instructions relating to procedures in examinations. No allowance will be made for students who fail to present for examinations due to misreading of a timetable or fail to comply with instructions due to misreading of a paper.

Satisfactory Attempt at Courses 1. The Board of Studies will be notified when students satisfactorily complete a course. This course will

then be recorded on the student’s academic transcript. 2. To demonstrate satisfactory application in a course, students must:

regularly attend classes. A “rule of thumb” mark for attendance is eighty-five percent; show due diligence and a sustained effort to studies and demonstrate progress in meeting the

outcomes of the course. 3. Where a student has been unable to demonstrate the minimum required outcomes for a Preliminary or

Higher School Certificate course, a Non-Completion of Course determination may be made in that course provided that the student has been given at least three formal warnings and these warnings have been given in time for the student to rectify the identified shortcomings.

4. Where a student has been given a Non-Completion of Course determination in a Preliminary course, the student will not be able to proceed to the equivalent HSC course; and that course will not contribute to the award of the Preliminary Certificate.

5. Where a student has been given a Non-Completion of Course determination in a HSC course, that course will not contribute to either the award of the Higher School Certificate or the award of an ATAR.

6. In such cases, the student shall be entitled to appeal under Board of Studies policy and procedures.

Assessment Marks The school submits your final assessment marks to the Board of Studies calculated from your cumulative results from the formal assessment tasks you undertake in Year 12. If the final school assessment ranking assigned by the school differs significantly from your expectation, based on the information provided to you during the course, you may seek a review of your ranking in that course. A review will NOT involve a reconsideration of any teacher’s assessment of the value of a student’s work in any of the tasks on which the ranking is based.

Late Entry into a Course Students transferring from another school will begin their assessments upon arriving at this school. Where a student transfers from another school during the assessment process, the following procedure will be used to calculate the student’s assessment: 1. The marks for all students for all tasks completed by the student will be totalled using the weightings

in the course assessment schedule. 2. The new student’s rank will be established from this process. 3. Marks for the whole assessment program, excluding the new student, will be totalled. The rest of the

students will be ranked on this total, using the weightings specified. 4. The new student will be assigned a mark based on the rank calculated in step two.



Non Completion of Assessment Tasks 1. Should a student be absent on the day of an assessment task, or the day when an assessment

task is due, the student must contact the school to inform the relevant teacher.

2. If an absence was due to illness, the student must submit a medical certificate with a completed misadventure form (copy in the back of this booklet). These must be given to the relevant head teacher on the day the student returns to school. Medical certificates cannot be backdated.

3. If a student is to be absent on the day of an assessment task, they or their parent or guardian must ring the school and inform the appropriate head teacher.

On the first day of return to school the student must see the appropriate head teacher and complete a Misadventure Form (copy in back of this booklet) and attach any supporting evidence. If the supporting evidence is a doctor’s certificate it must clearly state that in the opinion of the doctor the student is incapable of completing or sitting the task on medical grounds. This then must be given to the appropriate head teacher who will make a decision on the application for misadventure. Failure to complete this process will incur the same penalties as for late submission of a task.

4. The head teacher will determine whether the reason is sufficiently strong as to allow for consideration to be given. If the head teacher determines that it is the task will be awarded a mark or the student will be awarded an estimate or set an alternate task. If the head teacher determines that the reason isn’t sufficient the student will be awarded zero for the task.

5. Students awarded zero in these circumstances can appeal to the principal in writing within one day of being informed of the head teacher’s determination.

6. Students who have an unauthorised absence will receive a non-attempt (NA) for the task. For the purpose of this policy, holidays are classed as an unauthorised absence.

7. Any student found to be staying at home during school time on the day of a task, will be considered to be seeking to gain an unfair advantage and may have that task/test cancelled. A student who truants from a class while at school for the same purpose will be considered in the same manner.

8. Preparing for an assessment task in another class is not allowed.

Technology Failure If you are presenting work produced via computer it is your responsibility to make sure you have adequate backups of information. Technology failure is not an acceptable excuse for failing to submit tasks on the due date. Malpractice 1. Malpractice occurs when a student breaks the rules of an examination or assessment task by

plagiarising or copying another student’s work; by allowing his/her work to be copied by another student; by undertaking improper communication during a task either personally or by electronic means; by making unauthorised use of materials; and interfering with the performance and/or concentration of other students.

2. Cases of malpractice will be referred to the relevant head teacher.

3. Where an accusation of malpractice can be proven to the principal’s satisfaction, a mark of zero will be awarded to the student for the task.

4. All proven incidents of malpractice must be entered on the BOSTES Website Malpractice Register.



Appeals

1. Students may only appeal against their results in an assessment task: a. if the student believes that the marker of the task was wrong in fact in marking an answer;

or b. if a student believes that the task set was flawed or invalid; or

c. when the procedures set down in this document have not been followed.

2. Students may not appeal against a mark awarded by a teacher or against a ranking awarded by a teacher in any other circumstances.

3. Where a student wishes to appeal a task, the appeal must be made in writing and handed to the principal within twenty-four hours of the task being returned.

4. An appeal against results or marks (individual or accrued) for tasks undertaken throughout a course, which is submitted at or near the end of the course, will generally not be considered.

5. The appeal shall be decided by the principal on the recommendation of a staff panel consisting of one deputy principal, a head teacher other than the head teacher of the course involved and one other staff member.

6. If, following the panel’s recommendation, the principal upholds the appeal; the principal will direct a course of action to rectify the circumstances which led to the appeal. The principal’s decision is final.

M SIOKOS PRINCIPAL



Board Requirements for an HSC

Pattern of Study The Minister for Education has approved pattern of study requirements for the new Higher School Certificate. To qualify for the Higher School Certificate you must undertake a program of study comprising at least: 12 units of Preliminary courses; and 10 units of Higher School Certificate courses. Both the Preliminary course pattern and the HSC course pattern must include: at least six units of Board Developed courses including at least two units of a Board Developed

course in English; at least three courses of two units value (or greater); and at least four subjects. No more than six units of courses in Science can contribute to Higher School Certificate eligibility.

ATAR Restrictions for the HSC

To be eligible for an ATAR, students must complete: at least ten (10) units from Board Developed Courses including two (2) units of English. the Board Developed Courses must include at least three (3) courses of two (2) units or greater

and at least four (4) subjects. no more than two (2) units of Category B courses can be counted towards an ATAR. For VET

courses to be counted towards an ATAR, students must sit for the HSC examination in this course.

All Content Endorsed Courses (CEC) and Vocational Education and Training (VET) courses are Category B. Only specified Category B subjects can be included in an ATAR if the HSC examination has been completed.

Category B courses for ATAR inclusion

Accounting Entertainment Industry * Metal and Engineering * Automotive * Financial Services * (TBC) Primary Industries * Business Services * Hospitality * Retail Services * Construction * Human Services * Tourism and Events * Electrotechnology * Information Technology *

* Remember the HSC examination must be completed for inclusion in the ATAR.



HSC Directive Terms

Word Definition

Account account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse identify components and the relationship between them; draw out and relate implications

Apply use, utilise, employ in a particular situation

Appreciate make a judgement about the value of

Assess make a judgement of value, quality, outcomes, results of size

Calculate ascertain/determine from given facts, figures or information

Clarify make clear or plain

Classify arrange or include in classes/categories

Compare show how things are similar or different

Construct make; build; put together items or arguments

Contrast show how things are different or opposite

Critically add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning

(analyse/evaluate) reflection and quality to (analysis/evaluation)

Deduce draw conclusions

Define state meaning and identify essential qualities

Demonstrate show by example

Describe provide characteristics and features

Discuss identify issues and provide point for and/or against

Distinguish recognise or note/indicate as being distinct or different from; to note differences between

Evaluate make a judgement based on criteria; determine the value of

Examine inquire into

Explain relate cause and effect; make the relationships between things evident; provide why and/or how

Extract choose relevant and/or appropriate details

Extrapolate infer from what is known

Identify recognise and name

Interpret draw meaning from

Investigate plan, inquire into and draw conclusions about

Justify support an argument or conclusion

Outline sketch in general terms; indicate the main features of

Predict suggest what may happen based on available information

Purpose put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall present remembered ideas, facts or experiences

Recommend provide reasons in favour

Recount retell a series of events

Summarise express concisely the relevant details

Synthesise putting together various elements to make a whole.



YEAR 12 2016

SUBJECT: ENGLISH - STANDARD COURSE

WEEK ASSESSMENT TASK OUTCOMES LANGUAGE MODE WEIGHT TERM 4

2015

Week 9 Area of Study

Discovery 1, 3, 4, 5, 6, 7,

8, 9, 10,12 Speaking (15) and

Writing (10) 25%

TERM 1 2016

Week 6 Module A

Experience Through Language1, 2, 3, 4, 5, 6,

7, 8, 9, 10. Viewing and Representing

15%

TERM 2 2016

Week 3 Module B

Close Study of Text 1, 3, 4, 5, 6, 7,

8, 10, 11. Reading and Writing 15%

Week 9/10 Trial HSC Exam 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.

Reading and Writing 30%

TERM 3 2016

Week 3 Module C

Texts and Society 1, 3, 4, 5, 6, 9, 10.

Listening 15%

HSC SYLLABUS OUTCOMES – Standard English

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2. A student demonstrates understanding of the relationships among texts.

3. A student develops language relevant to the study of English.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

5. A student analyses the effect of technology and medium on meaning.

6. A student engages with the details of text in order to respond critically and personally.

7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

12. A student reflects on own processes of responding and composing.

13. A student reflects on own processes of learning.



YEAR 12 2016

SUBJECT: ENGLISH - ADVANCED COURSE

WEEK ASSESSMENT TASK OUTCOMES LANGUAGE MODE

WEIGHT

TERM 4 2015

Week 9 Area of Study

Discovery 1, 3, 4, 5, 6, 7, 8,

9, 10, 12, 12A Speaking (15) Writing (10)

25%

TERM 1 2016

Week 6 Module A

Comparative Study of Text 1, 2, 2A, 3, 4, 5,

6, 7, 8, 9, 10 Reading and Writing 15%

TERM 2 2016

Week 3 Module B

Critical Study of Text 1, 2, 2A, 3, 4, 5, 6, 7, 8, 9, 10, 11

Viewing and Representing

15%

Week 9/10 Trial HSC Exam 1, 2, 2A, 3, 4, 5, 6, 7, 8, 9, 10, 11.

Reading and Writing 30%

TERM 3 2016

Week 3 Module C

Representation and Text 1, 2, 3, 4, 5,

6, 9, 10 Listening 15%

HSC SYLLABUS OUTCOMES – Advanced English

1. A student explains and evaluates the effects of different contexts of responders and composers on texts.

2. A student explains relationships among texts.

2A. ADVANCED ONLY A student recognises different ways in which particular texts are valued.

3. A student develops language relevant to the study of English.

4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

6. A student engages with the details of text in order to respond critically and personally.

7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.

12. A student reflects on own processes of responding and composing.

12A. ADVANCED ONLY A student explains and evaluates different ways of responding to and composing text.

13. A student reflects on own processes of learning.



YEAR 12 2016

SUBJECT: ENGLISH - EXTENSION 1 COURSE

WEEK ASSESSMENT TASK OUTCOMES LANGUAGE MODE WEIGHTTERM 4

2015

Week 7

MODULE B: Texts and Ways of Thinking

Elective: Romanticism

1, 2, 3, 4. Speaking and

Listening 30%

TERM 1 2016

Week 9

MODULE B: Texts and Ways of Thinking

Elective: Romanticism

1, 2, 3, 4. Viewing and Representing

30%

TERM 2 2016

Week 9/10 Trial HSC Exam 1, 2, 3, 4. Reading and Writing 40%

HSC SYLLABUS OUTCOMES – English Extension 1

1. A student distinguishes and evaluates the values expressed through texts.

2. A student explains different ways of valuing texts.

3. A student composes extended texts.

4. A student develops and delivers sophisticated presentations.



YEAR 12 2016

SUBJECT: ENGLISH - EXTENSION 2 COURSE

WEEK ASSESSMENT TASK OUTCOMES WEIGHTTERM 4

2015

Week 10 VIVA VOCE addressing the PROPOSAL

for the Major Work 1, 2. 20%

TERM 1 2016

Week 8

REPORT – the impact of independent investigation on the development of the

Major Work 1, 2. 30%

TERM 3 2016

Week 1 DRAFT MAJOR WORK and REFLECTION

STATEMENT 1, 2. 50%

Week 4/5

Submission of Major Work to Board of Studies

HSC SYLLABUS OUTCOMES – English Extension 2

1. A student develops and presents an extended composition that demonstrates depth, insight, originality and skills in independent investigation.

2. A student reflects on and documents own process of composition.



YEAR 12 2016

SUBJECT: ANCIENT HISTORY

Component Area of Assessment

Weighting Type of item

Core Study - Pompeii 25 Communication 20 Research 20

Source analysis 20 Examinations 40

Historical Period: Greek World 500-440BC 25 The Minoans: Bronze Age Society 25 Personality: Xerxes 25

WEEK TASK OUTCOMES WEIGHTING TERM 4 2015

Week 8 Task 1

Research, Source Analysis, Document (Core Study - Pompeii)

H1.1, 2.1, 2.2, 3.1, 4.1, H4.2, 5.1, 6.1, 6.2

15

TERM 1 2016

Week 7

Task 2 Research + Written Presentation

(Historical Period – Greek World 500-440BC)

H1.1 2.1, 2.2, 3.1, H4.1, 4.2, 5.1, 6.1

15

TERM 2 2016

Week 5

Week 9/10

Task 3 Research, Essay – Personality (Xerxes)

Task 4 Trial HSC Exam

(Core Study / Historical Period / Personality)

H1.1, 2.1, 3.1, 3.2, H3.4, 3.6, 4.1, 4.2

H1.1, 1.2, 2.1, 2.2,

H3.3, 4.1, 4.2

15

10 / 10 / 5+5

TERM 3 2016

Week 1

Week 3

Research / Speech (Ancient Society – The Minoans)

Task 5

Research / Essay (Ancient Society – Minoans)

H1.1, 2.1, 3.1, 3.2, H3.4, 3.6, 4.1, 4.2

H1.1, 3.1, 4.2, 5.1, H5.2, 6.1, 6.2,

10

15

TOTAL 100

HSC Outcomes – Ancient History H1.1 describes and assesses the significance of key people, events, institutions and forces H1.2 describes and analyses political, military, religious, social, cultural and economic features of ancient societies H2.1 identifies factors that contribute to change and continuity in the ancient world H2.2 evaluates the relative significance of factors affecting change and continuity H3.1 uses historical terms and concepts appropriately to answer historical questions H4.1 identifies different perspectives about individuals, groups, events and issues H4.2 evaluates different ancient and modern sources, what they reveal about significant historical issues and how

they contribute to our understanding of the past H5.1 selects and organises relevant historical and archaeological information from a variety of sources and

evaluates the information and sources for their usefulness, validity and bias H5.2 plans a historical investigation, analyses and processes historical and archaeological information from a

variety of perspectives and sources and presents the findings of the investigation H6.1 communicates through well-structured texts to explain, argue, discuss, analyse and evaluate historical

information, ideas and issues using appropriate written, oral and graphic forms H6.2 uses planning and review strategies to effectively manage the competing demands of complex tasks, making

effective use of time and resources



YEAR 12 2016

SUBJECT: BIOLOGY

The content assessed throughout the year 12 HSC Biology course will cover the following content. 9.2 Maintaining a Balance

9.3 Blueprint of Life 9.4 The Search for Better Health

9.5 Option – Communication

The following assessment tasks will be used to assess your proficiency in the HSC Course Outcomes listed on the next page.

WEEK NATURE OF TASK COMPONENT WEIGHT

% Task may include

Knowledge Practical Skills

Problem Solving

TERM 4 2015

Week 9 Independent Research

Investigation

10 5 15

- assignments

- fieldwork & reports

- model-making

- open-ended investigations

- oral reports

- practical tests

- reports

- research projects

- topic tests examinations

TERM 1 2016

Week 9/10 Half Yearly Assessment

10 5 15

TERM 2 2016

Week 9/10

Week 9/10

Practical Test 15 5 20

Yearly Exam 20 5 10 35

TERM 3 2016

Week 4 Research Task 10 5 15

TOTAL 40 30 30 100

Points to Note Students will be informed of the outcomes to be assessed in advance of each assessment task.

Students are expected to sit for all tasks at the scheduled time. Failure to comply with this will result in a mark of zero being awarded unless a reason judged by the head teacher to be satisfactory is supported by appropriate documentation immediately on return to school. Where dispensation is granted it is the responsibility of the student to approach the teacher to make arrangements to complete the task.

Students must be aware that failure to complete syllabus requirements in practical work could result in failure to satisfy requirements of the HSC Course



HSC OBJECTIVES & OUTCOMES – Biology

Objectives HSC Course Outcomes

Students will develop knowledge and understanding of:

A student:

Prescribed Focus Areas

1 the history of biology H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2 the nature and practice of biology H2 analyses the ways in which models, theories and laws in biology have been tested and validated

3 applications and uses of biology H3 assesses the impact of particular advances in biology on the development of technologies

4 implications of biology for society and the environment

H4 assesses the impacts and applications of biology on society and the environment

5 current issues, research and developments in biology

H5 identifies possible future directions of biological research

Domain: Knowledge and Understanding

6 cell ultrastructure and processes H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

7 biological diversity H7 analyses the impact of natural and human processes on biodiversity

8 environmental interactions H8 evaluates the impact of human activity on the interactions of organisms and their environment

9 mechanisms of inheritance H9 describes the mechanisms of inheritance in molecular terms

10 biological evolution H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

Domain: Skills

Students will develop further skills in: A student:

11 planning investigations H11 justifies the appropriateness of a particular investigation plan

12 conducting investigations H12 evaluates ways in which accuracy and reliability could be improved in investigations

13 communicating information and understanding

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14 developing scientific thinking and problem-solving techniques

H14 assesses the validity of conclusions from gathered data and information

15 working individually and in teams H15 explains why an investigation is best undertaken individually or by a team

Domain: Values and Attitudes

16 themselves, others, learning as a lifelong process, biology and the environment

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science



YEAR 12 2016

SUBJECT: BUSINESS STUDIES

WEEK TASK OUTCOMES WEIGHTING

TERM 4 2015

Week 9 Task 1: Operations Business Report H2, H5, H8,

H9 25%

TERM 1 2016

Week 9 Task 2: Finance Statement Analysis

– M/C and Short Answer H6, H10 15%

TERM 2 2016

Week 9/10 Task 3: Trial HSC Exam H1, H2, H3, H4, H5, H6,

H9, H10 35%

TERM 3 2016

Week 3 Task 4: Marketing/Human Resources

– Report H7, H8, H9 25%

TOTAL

Knowledge and understanding of course content. Stimulus based skills Inquiry and research Communication of business information, ideas and issues in appropriate forms.

40 20 20 20

100%

HSC OUTCOMES – Business Studies

H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to internal and external factors H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations



YEAR 12 2016

SUBJECT: CHEMISTRY

The content assessed throughout the year 12 HSC Chemistry course will cover the following content.

9.2 Identification and Production of Materials 9.3 The Acidic Environment 9.4 Chemical Monitoring and Management 9.6 Option – Shipwrecks, Corrosion & Conservation



% Task may include


Problem Solving

TERM 4 2015


Investigation

10 5 15

- assignments


- model-making


- oral reports

- practical tests

- reports

- research projects


TERM 1 2016


10 5 15

TERM 2 2016

Week 9/10

Week 9/10



TERM 3 2016


TOTAL 40 30 30 100

Points to Note Students will be informed of the outcomes to be assessed in advance of each assessment task. Students are expected to sit for all tasks at the scheduled time. Failure to comply with this will

result in a mark of zero being awarded unless a reason judged by the head teacher to be satisfactory is supported by appropriate documentation immediately on return to school. Where dispensation is granted it is the responsibility of the student to approach the teacher to make arrangements to complete the task.

Students must be aware that failure to complete syllabus requirements in practical work could result in failure to satisfy requirements of the HSC Course.



HSC OBJECTIVES & OUTCOMES – Chemistry

Objectives HSC Course Outcomes

Students develop knowledge and understanding of:

A student:

Prescribed Focus Area

1. the history of Chemistry H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2. the nature and practice of Chemistry H2. analyses the ways in which models, theories and laws in chemistry have been tested and validated

3. applications and uses of Chemistry H3. assesses the impact of particular advances in chemistry on the development of technologies

4. implications for society and the environment

H4. assesses the impacts of applications of chemistry on society and the environment

Domain: Knowledge and Understanding

5. current issues, research and developments

H5. identifies possible future directions of chemical research

6. atomic structure and periodic table H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

7. energy H7. describes the chemical basis of energy transformations in chemical reactions

8. chemical reactions H8. assesses the range of factors which influence the type and rate of chemical reactions

9. carbon chemistry H9. describes and predicts reactions involving carbon compounds

10. stoichiometry H10. analyses stoichiometric relationships

Domain : Skills

11. planning investigations H11. justifies the appropriateness of a particular investigation plan

12. conducting investigations

H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problem-solving

H14. assesses the validity of conclusions from gathered data and information


Students will develop positive values about and attitudes towards:

A student:

15. working individually and in teams H15. explains why an investigation is best undertaken individually or by a team

16. themselves, others, learning as a lifelong process, chemistry and the environment

H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science



YEAR 12 2016

SUBJECT: COMMUNITY & FAMILY STUDIES The timing of each task is approximate: students will be given two weeks’ notice regarding actual assessment dates.


Week 5

Task 1: IRP Project Plan

(Phase 1) Research methodologies

H4.1

5%

TERM 1 2016

Week 1

Week 6

Week 9/10

Task 1: IRP Research Project & Diary (Phase 2) Task 2: Research Task

Parenting and Caring Task 3: Half Yearly Exam

Parenting and Caring Groups in Context

H4.2

H2.1, H3.2, H3.4, H6.1

H1.1, H5.2, H5.2

20%

20%

15%

TERM 2 2016

Week 6

Week 9/10

Task 4: Research Task

Groups in Context Task 5: Trial HSC Exam

Parenting and Caring Groups in Context

Individuals and Work

H3.1, H3.3, H6.2

H2.2, H2.3

25%

15%

TERM 3 2016

– – – –

TOTALS 100%

HSC Assessment Guide WOOLOOWARE HIGH SCHOOL Page 19


YEAR 11 2015 / YEAR 12 2016

SUBJECT: CONSTRUCTION PATHWAYS

Correct at time of printing. Amendments will be made as they become available.

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RTO 90072

YEAR 12 2016

SUBJECT: DRAMA

WEEK TASK OUTCOMES WEIGHTINGTERM 4 2015

Week 9

Begin Core:

Australian Theatre: Contemporary presentation

Planning and Development Individual Project (IP) and Log.

H1.1, H1.2, H1.3, H3.1, H3.2, H3.3

15%

TERM 1 2016

Week 9/10

Half Yearly Examinations:

Project Development (IP) (5%) Oral presentation & Log (including drafts)

Core: Contemporary Aust. Theatre –Essay and Workshop Assessment (15%)

H1.3, H1.5, H1.7

20%

TERM 2 2016

Week 7/8

Weeks 9/10

Project Presentations

Group Performance Collaboration Assessment and Logbook submission.

IP Development: Class presentation and Log submission.

Trial HSC Exam – 2 Essays

– Contemporary Australian Theatre Practice.

– Studies in Drama and Theatre: Tragedy

H1.1, H1.2, H1.3, H1.4, H1.6, H1.7, H1.8, H1.9, H2.1, H2.2, H2.3, H3.2,

H3.3, H3.5

H1.1, H1.2, H1.3, H1.7, H2.3, H2.4, H3.1, H3.2, H3.3,

H3.4, H3.5

25%

20%

TERM 3 2016

tbc

Project Showcase Evening

Trial HSC incorporating written examination, Group Performance

assessment and Individual Project Log and reflection statement.

H1.1, H1.2, H1.3, H1.4, H1.6, H1.7, H1.8, H1.9, H2.1, H2.2, H2.3, H3.2,

H3.3, H3.5

20%

TOTAL 100

NB. The weeks are subject to change. Studies in Drama & Theatre: Tragedy Topic 2: Contemporary Australian Theatre – “Stolen” / “Neighbourhood Watch”



HSC OBJECTIVES AND OUTCOMES – Drama MAKING

Objectives HSC Course Outcomes Through Drama, students will develop knowledge and understanding about and skills in:

The student:

• using drama, through participation in a variety of dramatic and theatrical forms

• making drama and theatre, using a variety of dramatic and theatrical techniques and conventions

• the collaborative nature of drama and theatre

H1.1 uses acting skills to adopt and sustain a variety of characters and roles

H1.2 uses performance skills to interpret and perform scripted and other material

H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works

H1.4 collaborates effectively to produce a group-devised performance H1.5 demonstrates directorial skills H1.6 records refined group performance work in appropriate form H1.7 demonstrates skills in using the elements of production H1.8 recognises the value of the contribution of each individual to the

artistic effectiveness of productions H1.9 values innovation and originality in group and individual work

PERFORMING Objectives HSC Course Outcomes

Through Drama, students will develop knowledge and understanding about and skills in:

The student:

• using the elements of drama and theatre in performance

• performing in improvised and playbuilt theatre and scripted drama

• the diversity of the art of dramatic and theatrical performance

H2.1 demonstrates effective performance skills H2.2 uses dramatic and theatrical elements effectively to engage an

audience H2.3 demonstrates directorial skills for theatre and other media H2.4 appreciates the dynamics of drama as a performing art H2.5 appreciates the high level of energy and commitment necessary

to develop and present a performance

CRITICALLY STUDYING Objectives HSC Course Outcomes

Through Drama, students will develop knowledge and understanding about and skills in:

The student:

• recognising the place and function of drama and

theatre in communities and societies, past and present

• critically studying a variety of forms and styles used in drama and theatre

• drama and theatre as a community activity, a

profession and an industry

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements

H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements

Summary of Internal and External HSC Assessment Internal Assessment Weighting External examination Mark Making 40 Written examination – Section I – Australian Drama and Theatre

One extended response question

20 Performing 30 Section II – Studies in Drama and Theatre

One extended response question

20 Critically Studying 30 Group Performance 30 100 Individual Project 30 100



YEAR 12 2016

SUBJECT: ECONOMICS

WEEK TASK WEIGHTING TERM 4 2015

– – –

TERM 1 2016

Week 3

Week 9

Task 1 – The Global Economy – Case Study

Task 2 – In class test

25%

15%

TERM 2 2016

Week 9/10 Task 3 – Trial HSC Exam 35%

TERM 3 2016

Week 2 Task 4 – Economic Issues Research Task 25%

TOTAL 100

HSC OUTCOMES - Economics

A student: H1. demonstrates understanding of economic terms, concepts and relationships H2. analyses the economic role of individuals, firms, institutions and governments H3. explains the role of markets within the global economy H4. analyses the impact of global markets on the Australian and global economies H5. discusses policy options for dealing with problems and issues in contemporary and

hypothetical contexts H6. analyses the impact of economic policies in theoretical and contemporary

Australian contexts H7. evaluates the consequences of contemporary economic problems and issues on

individuals, firms and governments H8. applies appropriate terminology, concepts and theories in contemporary and

hypothetical economic contexts H9. selects and organises information from a variety of sources for relevance and

reliability H10. communicates economic information, ideas and issues in appropriate forms H11. applies mathematical concepts in economic contexts H12. works independently and in groups to achieve appropriate goals in set timelines



YEAR 12 2016

SUBJECT: ENGINEERING STUDIES


Week 8 Bridge Assignment 3, 5, 6 15%

TERM 1 2016

Week 8

Week 9/10

Transport Assignment Oral & Written

Presentation

Half Yearly Exam

2, 4

1, 2, 3, 4

15%

20%

TERM 2 2016

Week 5

Week 9/10

Graphics Exam

Trial HSC Exam

3

1, 2, 3, 4

10%

25%

TERM 3 2016

Week 3 (due)

Aeronautical or Telecommunications

1, 4, 5, 6

15%

TOTAL 100

Engineering Reports will make up 35% of the total school assessment based on the range of assessment tasks.

The components and their weightings are shown below:

COMPONENT WEIGHTINGS

Scope of the profession 20

Knowledge of Engineering Principles 40

Communication Skills 10

Understanding the impacts of Engineering 10

Management and Problem Solving 10

The Application of Engineering Methodology 10

100



HSC OUTCOMES AND OBJECTIVES - Engineering Studies

Objectives Students will develop:

Outcomes A student:

1. understanding of the scope of engineering and the role of the engineer

H1.1 describes the scope of engineering and critically analyses current innovations

H1.2 differentiates between properties of materials and justifies the selection of materials, components and processes in engineering

2. knowledge and understanding of engineering principles and an appreciation of the responsibilities of engineers in society

H2.1 determines suitable properties, uses and applications of materials in engineering

H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society

3. communication skills appropriate to engineering practices

H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

4. knowledge and understanding of developments in technology and an appreciation of their influence on people and engineering practice

H4.1 investigates the extent of technological change in engineering H4.2 applies knowledge of history and technological change to

engineering-based problems H4.3 appreciates social, environmental and cultural implications of

technological change in engineering and applies them to the analysis of specific problems

5. management and problem solving skills in engineering context

H5.1 works individually and in teams to solve specific engineering problems and in the preparation of engineering reports

H5.2 selects and uses appropriate management and planning skills related to engineering

6. skills in the application of engineering methodology

H6.1 demonstrates skills in research and problem-solving related to engineering

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering



YEAR 12 2016

SUBJECT: FOOD TECHNOLOGY 2 UNIT

The timing for each task is approximate; students will be given a minimum of two weeks’ notice regarding actual assessment dates.

WEEK TASK COMPONENTS WEIGHTING TERM 4 2015 ASSESSED

Week 8

1. The Australian Food Ind.

Food Preparation and Presentation assignment (Outcomes H1.2, 1.4, 3.1)

Research, analysis & communication

Design implementation & evaluation

20%

TERM 1 2016

Week 6

Week 9/10

2. Food Manufacture

Research Assignment (Outcomes H1.1, 4.2)

3. Half Yearly Exam

Knowledge and understanding


Experimentation & preparation

Knowledge & understanding

20%

10%

TERM 2 2016

Week 6

Week 9/10

4. Food Product Development

Experimentation & preparation assignment

(Outcomes H1.3, H4.1)

5. Trial HSC Exam

Experimentation & preparation

Design implementation & evaluation

Knowledge Understanding

20%

10%

TERM 3 2016

Week 5 6. Contemporary Nutrition Issues:

Research & preparation assignment

(Outcomes H2.1, H3.2, H5.1)


Experimentation and preparation

20%

TOTAL 100

HSC OUTCOMES - Food Technology (to be achieved by end

of Term 4, 2015)

The Australian Food Industry

A student H1.2 examines the nature and extent of the Australian Food Industry H1.4 evaluates the impact of the operation of an organisation within the Australian

Food Industry on the individual, society and environment H3.1 investigates operations of one organisation within the Australian Food Industry

(to be achieved by end of Term 1, 2016)

Food Manufacture

H1.1 explains manufacturing processes and technologies used in the production of food products

H4.2 applies principles of food preservation to extend the life of food and maintain safety

(to be achieved by end of Term 2 2016)

Food Product Development

H1.3 justifies processes of food product development and manufacture in terms of market, technological and environmental considerations

H4.1 develops, prepares and presents food using product development processes.

(to be achieved by end of Term 3, 2016)

Contemporary Nutrition Issues

H2.1 evaluates the relationship between food, its production, consumption, promotion and health

H3.2 independently investigates contemporary nutrition issues H5.1 develops, realises and evaluates solutions for a range of food situations



YEAR 12 2016

SUBJECT: GEOGRAPHY


Week 8 Fieldwork Report / Essay Eco-systems at risk

H1,H2,H5,H6,H8, H11,H13

25%

TERM 1 2016

– – – –

TERM 2 2016

Week 2

Week 9/10

Urban Places (in class test)

Trial HSC Exam

H1,H3,H6,H9, H10,H12,H13

H1, H2, H3, H4, H5, H6, H7, H8, H9,

H10, H11, H12, H13

20%

35%

TERM 3 2016

Week 4 People & Economic Activity

(in class test) H1, H5, H9, H10, H11, H12, H13

20%

TOTAL 100

HSC OUTCOMES - Geography H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic

activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection

H3 analyses contemporary urban dynamics and applies them in specific contexts

H4 analyses the changing spatial and ecological dimensions of an economic activity

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change

H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world

H8 plans geographical inquiries to analyse and synthesise information from a variety of sources

H9 evaluates geographical information and sources for usefulness, validity and reliability

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.



YEAR 11 2015 / YEAR 12 2016

SUBJECT: HOSPITALITY Correct at time of printing. Amendments will be made as they become available.

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SUBJECT: Hospitality continued…

Please note:

The Unit content is correct at time of publication but is subject to change by the Board of Studies and/or ASQA.

The courses within the Hospitality Curriculum Framework are competency-based courses. In a competency-based course, assessment of competencies is standards referenced. This means that a participant’s performance is judged against a prescribed standard contained in each unit of competency, not against the performance of other participants.

The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either ‘competent’ or ‘not yet competent’. This judgement is made on the basis of a range of evidence, which may be in a variety of forms.

Competency-based assessment is based on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem-solving and the capacity to apply knowledge and skills in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined. WORK PLACEMENT REQUIREMENTS

Work placement is a mandatory HSC requirement within this Framework and appropriate hours have been assigned to each course.

Students must complete the following work placement for Hospitality Curriculum Framework courses:

Hospitality (240 indicative hours) – a minimum of 70 hours in a workplace.

Learning in the workplace will enable students to: progress towards the achievement of industry competencies develop appropriate attitudes towards work learn a range of behaviours appropriate to the industry practise and apply skills acquired in the classroom or workshop develop additional skills and knowledge, including the employability skills

Non-completion of work placement is grounds for withholding the course. Schools are advised to follow the issuing of ‘N’ determinations as outlined in the Board of Studies Assessment, Certification and Examinations (ACE) Manual.

For the purposes of school reporting only, students will attain a grade using the following criteria: Yearly report marks are based on theory examinations.

ASQA Assessment (Certificate II) – based on completion of all required units of competencies.



YEAR 12 2016

SUBJECT: INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS & FURNITURE TECHNOLOGIES


TERM 4 2015

Week 3

Week 6

Practical Exam

Major Project Proposal & Folio Practical

design and management folio proposal and research/sketches graphical communication management plans materials ordered construction started

2.1, 4.1

3.1, 3.2, 3,3, 5.2

10%

20%

TERM 1 2016

Week 9/10

Half Yearly Exam

1.2, 1.3, 4.3, 6.1, 7.1, 7.2

25%

TERM 2 2016

Week 5

Week 9/10

Final Assessment

Major project practical and folio.

Trial HSC Exam

2.1, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2

1.2, 3.1, 4.3, 7.1,

7.2

20%

25%

TERM 3 2016

TOTAL 100



HSC OBJECTIVES & OUTCOMES – Industrial Technology (Timber Products)

HSC OUTCOMES – Industrial Technology (Graphics & Timber)

A student: H1.1 investigates industry through the study of businesses in one focus area

H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

H1.3 identifies important historical developments in the focus area industry

H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques

H3.1 demonstrates skills in sketching, producing and interpreting drawings

H3.2 selects and applies appropriate research and problem-solving skills

H3.3 applies and justifies design principles effectively through the production of a Major Project

H4.1 demonstrates competence in a range of practical skills appropriate to the Major Project

H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical skills

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components

H5.1 selects and uses communication and information processing skills

H5.2 examines and applies appropriate documentation techniques to project management

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

H7.1 evaluates the impact of the focus area industry on the social and physical environment

H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

Students studying Industrial Technology for each of the focus areas will undertake work in four sections:

A. Industry study B. Design and management C. Workplace communication D. Industry-specific content and production

The course outcomes together with the first three sections above (A, B and C) are common to each industry focus area.

It is essential that the content and the focus area outcomes be considered collectively when programming for the course in order to ascertain the depth and breadth of treatment of each topic.

The content in the Preliminary course and the HSC course within each focus area is to be differentiated in terms of depth of study and its application to the individual student projects. In the Preliminary study, the content is introductory and is related to a number of Preliminary projects and the study of an individual business in the focus area. The HSC content is a more detailed study, which is relevant to the student’s major project and their study of the overall industry in the focus area. Students in the HSC course are expected to select and apply a more in-depth understanding of the topics.



YEAR 12 2016

SUBJECT: LEGAL STUDIES

WEEK TASK WEIGHTING TERM 4 2015

Week 8 Human Rights – Multiple Choice &

Short Answer (in class test) 15%

TERM 1 2016

Week 8 Crime – Multiple Choice &

Extended Response 20%

TERM 2 2016

Week 6 Family essay 15%

Week 9/10 Trial HSC Exam 35%

TERM 3 2016

Week 4 Shelter Assessment 15%

TOTAL 100%

HSC OUTCOMES - Legal Studies

A student: H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and

international law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in encouraging cooperation and resolving conflict, as well

as initiating and responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a

variety of sources including legislation, cases, media, international instruments and documents

H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues



YEAR 12 2016

SUBJECT: MATHEMATICS - GENERAL


Week 8

Cross Test

P4, P6, H1, H2

15%

TERM 1 2016

Week 9/10

Half Yearly Exam

H1, H2, H3, H4, H5,

H6, H8

20%

TERM 2 2016

Week 9/10

Trial HSC Exam

H1, H2, H3, H4, H9

H10, H11

40%

TERM 3 2016

Week 5

Final Assessment

H1 H11

25%

TOTAL 100 HSC OUTCOMES - Mathematics (General) A student: H1 appreciates the importance of mathematics in her/his own life and its usefulness

in contributing to society

H2 integrates mathematical knowledge and skills from different content areas in exploring new situations

H3 develops and tests a general mathematical relationship from observed patterns

H4 analyses representations of data in order to make inferences, predictions and conclusions

H5 makes predictions about the behaviour of situations based on simple models

H6 analyses two-dimensional and three-dimensional models to solve practical and mathematical problems

H7 interprets the results of measurements and calculations and makes judgements about reasonableness

H8 makes informed decisions about financial situations

H9 develops and carries out statistical processes to answer questions which she/he and others have posed

H10 solves problems involving uncertainty using basic principles of probability

H11 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others



YEAR 12 2016

SUBJECT: MATHEMATICS - 2 UNIT


Week 8

Cross Test

P2, P4, H1

15%

TERM 1 2016

Week 9/10

Half Yearly Exam

H4, H6, H7, H8

20%

TERM 2 2016

Week 9/10

Trial HSC Exam

H3, H4, H5

40%

TERM 3 2016

Week 5

Final Assessment

H1 H8

25%

TOTAL 100

HSC OUTCOMES - Mathematics (2 Unit) A student: H1 seeks to apply mathematical techniques to problems in a wide range of

practical contexts H2 constructs arguments to prove and justify results H3 manipulates algebraic expressions involving logarithmic and exponential

functions H4 expresses practical problems in mathematical terms based on simple given

models H5 applies appropriate techniques from the study of calculus, geometry,

probability, trigonometry and series to solve problems H6 uses the derivative to determine the features of the graph of a function H7 uses the features of a graph to deduce information about the derivative H8 uses techniques of integration to calculate areas and volumes H9 communicates using mathematical language, notation, diagrams and graphs



YEAR 12 2016

SUBJECT: MATHEMATICS - EXTENSION I


Week 8 Cross Test HE1, HE7 15%

TERM 1 2016

Week 9/10

Half Yearly Exam

HE1 HE2, HE7

20%

TERM 2 2016

Week 9/10

Trial HSC Exam

HE1 HE7

40%

TERM 3 2016

Week 5

Final Assessment

HE3, HE5, HE7

25%

TOTAL 100 HSC OUTCOMES - Mathematics (Extension I)

A student: HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 uses inductive reasoning in the construction of proofs

HE3 uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

HE4 uses the relationship between functions, inverse functions and their derivatives

HE5 applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE6 determines integrals by reduction to a standard form through a given substitution

HE7 evaluates mathematical solutions to problems and communicates them in an appropriate form



YEAR 12 2016

SUBJECT: MATHEMATICS - EXTENSION II


Week 10 Cross test E3, E4 15%

TERM 1 2016

Week 9/10

Half Yearly Exam

E1, E2, E3, E8

20%

TERM 2 2016

Week 9/10

Trial HSC Exam

E1 E9

40%

TERM 3 2016

Week 5

Final Assessment

E4, E5, E6, E7, E9

25%

TOTAL 100

HSC OUTCOMES - Mathematics (Extension II)

A student: E1 appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

E2 chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

E3 uses the relationship between algebraic and geometric representations of complex numbers and of conic sections

E4 uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

E5 uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion

E6 combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

E7 uses the techniques of slicing and cylindrical shells to determine volumes

E8 applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae to problems

E9 communicates abstract ideas and relationships using appropriate notation and logical argument



YEAR 12 2016

SUBJECT: MODERN HISTORY

Component Area of Assessment

Weighting Type of item

Core Study – World War I 25 Communication 20 Research 20

Source analysis 20 Examinations 40

Twentieth Century Study: Germany 25

Personality: Leni Riefenstahl, Albert Speer 25

International Studies : The Cold War 25


Week 8

Task 1 – Research, Source Study + Essay (International Studies : Cold War)

H1.1, 1.2, 2.1, 3.2, H3.4, 3.5,4.1, 4.2

15

TERM 1 2016

Week 8

Task 2 - Research & Essay

(Twentieth Century : Germany)

H1.1, 2.1, 2.2, 3.1, H4.1, 4.2, 5.1, 6.1

15

TERM 2 2016

Week 5

Week 9/10

Task 3 - Research and Structured Essay (Personality : Riefenstahl, Speer)

Task 4 – Trial HSC Exam (Cold War : Germany : Personality)

H1.1, 1.2, 2.1, 2.2, H3.1, 4.1, 4.2, 5.2

H1.1, 1.2, 2.1, 2.2, H3.1, 4.1, 4.2

15

10 / 5+5 / 10

TERM 3 2016

Week 1

Week 4

Speech / Research (WWI)

Task 5 - Research Source Analysis, Document (Core Study – WWI)

H1.1, 1.2, 2.1, 3.2, H3.4, 3.5,4.1, 4.2

H1.1, 2.1, 2.2, 3.1,

4.1, 4.2, 5.1, 6.1, 6.2

10

15

TOTAL 100

HSC OUTCOMES A student: H1.1 Describes and analyses the significance of key people, events, institutions and forces..

H1.2 Describes and analyses political, military, religious, social, cultural and economic features of modern societies.

H2.1 Identifies factors that contribute to change and continuity in the modern world. H3.1 Uses historical terms and concepts appropriately to answer historical questions. H4.1 Identifies different perspectives about individuals, groups, events and issues.

H4.2 Evaluates different modern sources, what they reveal about significant historical issues and how they contribute to our understanding of the past.

H5.1 Selects and organises relevant historical and archaeological information from a variety of sources and evaluates the information and sources for their usefulness, validity and bias.

H5.2 Plans a historical investigation, analyses and synthesises historical and archaeological information from a variety of perspectives and sources and presents the findings of the investigation.

H6.1 Communicates through well-structured texts to explain, argue, discuss, analyse and evaluate historical information, ideas and issues using appropriate written, oral and graphic forms.

H6.2 Uses planning and review strategies to effectively manage the competing demands of complex tasks, making effective use of time and resources.



YEAR 12 2016

SUBJECT: MUSIC ONE


Week 8 Task 1: Musicology Core – Viva Voce H: 2, 6, & 8 10%

TERM 1 2016

Week 5 Task 2: Composition Core – Original

composition task. H: 3, 5 & 7 10%

Week 9/10 Half Yearly

Task 3: Aural core – Written aural responses Performance – Electives 1 & 2. (The specific task will be dependent on elective choice.)

H: 4 & 6

Dependent on elective choices

10%

5% Elect 1 5% Elect 2

TERM 2 2016

Week 5 Task 4: Elective 3 (The specific task will be dependent on elective choices.)

Dependent on elective choices

5% Elect 3

Week 9/10 Task 5: Trial HSC Examination Aural Core – Written aural responses Performance – Electives 1, 2, and 3. (10% each) The specific task will be dependent on elective choice.

H: 4, 6 & 8

Dependent on

elective choices

15%

10% Elect 1 10% Elect 2 10% Elect 3

TERM 3 2016

Week 3 Task 6: Performance Core H:1 & 7 10%

TOTAL 100 HSC OUTCOMES – Music One Through activities in performance, composition, musicology and aural; a student:

H1 performs stylistically music that is characteristic of topics studied both as a soloist and as a member of an ensemble

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H5 critically evaluates and discusses performances and compositions

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H8 identifies, recognises, experiments with and discusses the use and effects of technology in music



YEAR 12 2016

SUBJECT: MUSIC TWO & EXTENSION COURSE


Week 9 Task 1: Solo Performance Core and Sight Singing, Representative of the Mandatory topic

H1, 8 10% Core

Performance

TERM 1 2016

Week 5 Task 2: Core Composition: Development of the composition portfolio including viva voce and analysis of compositional techniques.

H2, 3, 8. 10% Core

Composition

Week 10/11 Half Yearly Exam

Task 3: Aural/Musicology Core Task:

Short written responses Specific aural questions Extended essay question

Elective component may include performance notes or composition portfolio or musicology portfolio.

H5, 7

Outcomes dependent on

elective

10% Core Musicology

10% Core Aural

10% Elective

TERM 2 2016

Week 5 Task 4: Elective Performance, research and critical appraisals or elective composition portfolio or elective musicology portfolio.

Outcomes dependent on

elective 10% Elective

Week 9/10 Trial HSC Exam

Task 5: Aural/Musicology Core Task

Short written responses Specific aural questions Extended essay question

Presentation of: Core Performance

H5, 7

10% Core Musicology

10% Core Aural

10% Core Performance

TERM 3 2016

Week 2

Task 6: Core Composition Presentation of the core composition

with a discussion based around the process diary.

H2, 3, 4 10% Core Composition

* Teacher will select the appropriate outcomes based on the Performance or Composition or Musicology option selected. 100



Music Extension COMPONENT: Performance OR Composition OR Musicology


Half Yearly Exam Period

Term 1 Weeks 9/10

Task 1: Performance - performance of repertoire & background research of repertoire OR Composition portfolio - analysis of works and styles and draft compositions OR Musicology portfolio - research & critical analysis of works.

H1*, H2*, H3*, H4*, H5*, H6*

50 / Marks 25

Trial HSC Exam Period

Term 2 Weeks 9/10

Task 2:Performance - performance of repertoire & critical appraisal of own concert practice OR Composition portfolio - viva voce including development & resolution of ideas, musical concepts and techniques OR Musicology portfolio - viva voce including development & resolution of topic, sources, and ideas

H1*, H2*, H3*, H4*, H5*, H6*

50 / Marks 25

* Teachers will select the appropriate outcomes based on the Performance or Composition or Musicology option selected by each student.

100 / Marks 50

Music Two & Extension HSC OUTCOMES - Music Two & Extension Course

Objective: to continue to develop musical knowledge and skills, an understanding of music in social, cultural and historical contexts, and music as an art form through performance, composition, musicology and aural activities. Through activities in performance, composition, musicology and aural a student:

H1 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical demands of the music as a soloist and as a member of an ensemble.

H2 demonstrates an understanding of the relationships between combinations of the concepts of music, by interpreting, notating, analysing, discussing, composing and evaluating combinations of musical symbols, reflecting those characteristically used in the mandatory and additional topics.

H3 composes works focusing on a range of concepts for familiar and unfamiliar sound sources, solo, small and large ensembles, or using a variety of musical structures.

H4 stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts.

H5 analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and musical considerations.

H6 discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference to stylistic features of the context

H7 critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional topics

Objective: to develop an awareness and understanding of the impact of technology on music.

Through activities in performance, composition, musicology and aural a student:

H8 understands the capabilities of performing media, incorporates technologies into compositions and performances as appropriate to the contexts studied

H9 identifies, recognises, experiments with and discusses the uses and effects of technology in music



YEAR 12 2016

SUBJECT: PERSONAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION


TERM 4 2015

Week 6

Option 3 Report (Sports Medicine)

H8, H13, H16, H17

15%

TERM 1 2016

Week 5

Core 1 Research & Class Questions

H4, H5, H14, H15, H16

20%

TERM 2 2016

Week 2

Week 9/10

Core 2

Trial HSC Exam

H7, H10, H11, H16, H17

H1 H9, H11, H13 H15

20%

30%

TERM 3 2016

Week 6

Option

Depends on option choice

15%

TOTAL 100

NB Assessment schedule may change slightly due to differences in Option choices.

HSC OUTCOMES - PD/H/PE A student: H1 Describes the nature and justifies the choice, of Australia’s health priorities.

H2 Analyses and explains the health status of Australians in terms of current trends and groups most at risk.H3 Analyses the determinants of health and health inequities. H4 Argues the case for the new public health approach to health promotion. H5 Explains the different roles and responsibilities of individuals, communities and governments in

addressing Australia’s health priorities. H6 Demonstrates a range of personal health skills that enables them to promote & maintain health. H7 Explains the relationship between physiology and movement potential. H8 Explains how a variety of training approaches and other interventions enhance performance and safety

in physical activity. H9 Explains how movement skill is acquired and appraised. H10 Designs and implements training plans to improve performance. H11 Designs psychological strategies and nutritional plans in response to individual performance needs. H12 Analyses the influence of sociocultural factors on the way people participate in and value physical

activity and sport. H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport and

physical activity. H14 Argues the benefits of health promoting actions and choices and promote social justice. H15 Critically analyses key issues affecting the health of Australians and proposes ways of working towards

better health for all. H16 Devises methods of gathering, interpreting and communicating information about health and physical

activity concepts. H17 Selects appropriate options and formulates strategies based on a critical analysis of the factors that

affect performance and safe participation.



YEAR 12 2016

SUBJECT: PHOTOGRAPHY, VIDEO & DIGITAL IMAGING


Week 10 “Colour My World” Folio

Work in Progress M1-M6 10%

TERM 1 2016

Week 4 Week 6

“Colour My World” Folio Study Research Project

M1-M6 CH1-CH5

15% 10%

TERM 2 2016

Week 4

Week 9/10

Video integrated making / study

Exam

CH1–CH5 M1-M6

CH1–C5

20%

15%

TERM 3 2016

Week 5 Independent Project M1–M6 30%

TOTAL 100% HSC OUTCOMES - PHOTOGRAPHY Objectives Outcomes

Student will develop knowledge, skills and understanding, through the making of photographs, and/or video and/or digital images, that lead to and demonstrate conceptual and technical accomplishment.

M1 generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice

M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response, in their making of still and/or moving works

M3 investigates different points of view in the making of photographs and/or videos and/or digital images

M4 generates images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images

M5 develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or digital images

M6 takes into account issues of occupational health and safety in the making of photographs and/or video and/or digital images

Students will develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of photography and/or video and/or digital imaging.

CH1 generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital images

CH2 investigates the roles and relationships among the concepts of artist/artwork/world and audience in critical and historical investigations

CH3 distinguishes between different points of view and offers interpretive accounts in critical and historical studies

CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of photography and/or video and/or digital images

CH5 recognises that photography and/or video and/or digital images can be used in various fields cultural production.



YEAR 12 2016

SUBJECT: PHYSICS The content assessed throughout the Year 12 HSC Physics course will cover the following content.

9.2 Space 9.3 Motors and Generators

9.4 From Ideas to Implementation 9.5 Option – From Quanta to Quarks



% Task may include


Problem Solving

TERM 4 2015


Investigation 10 5 15

- assignments


- model-making


- oral reports

- practical tests

- reports

- research projects


TERM 1 2016


10 5 15

TERM 2 2016

Week 9/10

Week 9/10



TERM 3 2016


TOTAL 40 30 30 100



Students must be aware that failure to complete syllabus requirements in practical work could result in failure to satisfy requirements of the HSC Course



HSC OBJECTIVES AND OUTCOMES - Physics

Objectives HSC Course Outcomes Students will develop knowledge and understanding of:

A student:

Prescribed Focus Areas 1. the history of physics

H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2. the nature and practice of physics H2 analyses the ways in which models, theories and laws in physics have been tested and validated

3. applications and uses of physics

H3 assesses the impact of particular advances in physics on the development of technologies

4. implications of physics for society and the environment

H4 assesses the impact of applications of physics on society and the environment

5. current issues, research and developments in physics

H5 identifies possible future directions of physics research

Domain : Knowledge and Understanding

6. kinematics and dynamics H6 explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

7. energy H7 explains the effect of energy transfers and transformation

8. waves H8 analyses wave interactions and explains the effects of those interactions

9. fields

H9 explains the effects of electric, magnetic and gravitational fields

10. matter H10 describes the nature of electromagnetic radiation and matter in terms of the particles and forces involved

Domain: Skills

Students will develop skills in: A student: 11. planning investigations H11 justifies the appropriateness of a particular investigation plan

12. conducting investigations H12 evaluates ways in which accuracy and reliability could be

improved in investigations 13. communicating information and

understanding H13 uses terminology and reporting styles appropriately and

successfully to communicate information and understanding

14. developing scientific thinking and problem-solving techniques

H14 assesses the validity of conclusions drawn from gathered data and information

15. working individually and in teams

H15 explains why an investigation is best undertaken individually or by a team



A student:

16. themselves, others, learning as a lifelong process, physics and the environment

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science



YEAR 12 2016

SUBJECT: SENIOR SCIENCE

The content assessed throughout the Year 12 HSC Senior Science course will cover the following content. 9.2 Lifestyle Chemistry

9.3 Medical Technology - Bionics 9.4 Information Systems

9.8 Option – Disasters



% Task may include


Problem Solving

TERM 4 2015


Investigation 10 5 15

- assignments


- model-making


- oral reports

- practical tests

- reports

- research projects


TERM 1 2016


10 5 15

TERM 2 2016

Week 9/10

Week 9/10



TERM 3 2016


TOTAL 40 30 30 100



Students must be aware that failure to complete syllabus requirements in practical work could result in failure to satisfy requirements of the HSC Course.



HSC OBJECTIVES AND OUTCOMES - Senior Science

Objectives HSC Course Outcomes Students will develop knowledge and understanding of:

A student:

Prescribed Focus Areas

1. the history of science H1. discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking

2. the nature and practice of science H2. applies the processes that are used to test and validate models, theories and laws, to investigations

3. applications and uses of science H3. assesses the contribution of scientific advances on the development of technologies

4. the implications of science for society and the environment

H4. assesses the impacts of applications of science on society and the environment

5. current issues, research and developments in science

H5. describes possible future directions of scientific research

Domain : Knowledge and Understanding6. the resources of the Earth H6. describes uses of the Earth’s resources

7. internal and external environments

H7. identifies effects of internal and external environmental changes on the human body

8. chemical changes H8. relates the properties of chemicals to their use

9. organs and systems of the body H9. relates the structure of body organs and systems to their function

10. energy H10. discusses ways in which different forms of energy and energy transfers and transformations are used

Domain: Skills

Students will develop skills in: A student:

11. planning investigations H11. justifies the appropriateness of a particular investigation plan

12. conducting investigations H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problem-solving techniques

H14. assess the validity of conclusions from gathered data and information

15. working individually and in teams H15. explains why an investigation is best undertaken individually or by a team



A student:

16. themselves, others, learning as a lifelong process, science and the environment

H16. justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science



YEAR 12 2016

SUBJECT: SOCIETY & CULTURE


Week 8 Task 1a: P.I.P. ProposalApplication & Evaluation (5%)

H1,H6,H7,H8 5%

TERM 1 2016

Week 3

Week 4

Task 2: Social and Cultural Continuity and Change test.

Knowledge & Understanding (10%) Application & Evaluation (5%)

Communication (5%)

P.I.P. Progress Report

H1,H3,H5,H7, H9,H10

–

20%

–

TERM 2 2016

Week 1

Week 8

Week 9/10

Task 1b: P.I.P. ResearchMethods and Oral Presentation

Application & Evaluation (5%) Communication (5%)

P.I.P. Draft due

Task 3: Trial HSC Exam Knowledge & Understanding (30%)

Application & Evaluation (5%) Communication (5%)

H1,H2,H3,H6, H7,H8,H9,H10

–

H1,H2,H3,H4, H5,H6,H7,H9,

H10

10%

–

40%

TERM 3 2016

Week 4

Task 4: Depth Study Research Extended Response

Knowledge & Understanding (10%) Application & Evaluation (10%)

Communication (5%)

H1,H2,H3,H4, H5,H6,H7,H8,

H9,H10 25%

TOTALS

Knowledge and Understanding of Course content.Application and Evaluation of social and cultural research methods. Communication of information, ideas and issues in appropriate forms.

50 30

20

100

HSC OUTCOMES – Society & Culture A student:

H1 evaluates and effectively applies social and cultural concepts H2 explains the development of personal, social and cultural identity H4 assesses the interaction of personal experience and public knowledge in the development of social

and cultural literacy H5 analyses continuity and change and their influence on personal and social futures H6 evaluates social and cultural research methods for appropriateness to specific tasks

H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and bias

H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complex

H9 applies complex course language and concepts appropriate for a range of audiences and contexts H10 communicates complex information, ideas and issues using appropriate written, oral and graphic

forms.



YEAR 12 2016

SUBJECT: VISUAL ARTS


Week 9

Week 10

Body of Work Progressive Assessment 1

Case Study – Exhibition

H1–H6

H7–H10

10%

15%

TERM 1 2016

Week 10

Case Study : in class essay

H7–H10

15%

TERM 2 2016

Week 2

Week 9/10

Body of Work Progressive Assessment 2

Trial HSC

H7–H10

H7–H10

10%

20%

TERM 3 2016

Week 5 Body of Work – Final H1–H6 30%

TOTAL 100

The internal assessment mark for Visual Arts Stage 6 is to be based on the HSC course only. Final assessment should be based on a range and balance of assessment instruments. HSC OBJECTIVES AND OUTCOMES - Visual Arts (Artmaking)

OBJECTIVE CONTENT OUTCOMES Students will develop knowledge skills and understanding of how they may represent their interpretations of the world in artmaking as an informed point of view.

practice A student:

H1 initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions

conceptual framework

H2 applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

frames H3 demonstrates an understanding of the frames when working independently

in the making of art

representation H4 selects and develops subject matter and forms in particular ways as representations in artmaking

conceptual strength and

meaning

H5 demonstrates conceptual strength in the production of a body or work that exhibits coherence and may be interpreted in a range of ways

resolution H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

HSC OBJECTIVES AND OUTCOMES - Visual Arts (Art Criticism and Art History)

OBJECTIVE CONTENT OUTCOMES Students will develop knowledge skills and understanding of how they may represent an informed point of view about the visual arts in their critical and historical accounts.

practice A student:H7 applies their understanding of practice in art criticism and art

historyconceptual framework

H8 applies their understanding of the relationships among the artist, artwork, world and audience

frames H9 demonstrates an understanding of how frames provide for different orientations to critical and historical investigations of art

representation H10 constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Woolooware High School ASSESSMENT SCHEDULE PLANNER

TERM 4, 2015 Week Tasks (and Weight)

1

2

3

4

5

6

7

8

9

10

11

TERM 1, 2016 Week Task (and Weight)

1

2

3

4

5

6

7

8

9

10 ASSESSMENT WEEK

11 ASSESSMENT WEEK

TERM 2, 2016 Week Tasks (and Weight)

1

2

3

4

5

6

7

8

9 TRIAL

10 HSC

TERM 3, 2016 Week Task (and Weight)

1

2

3

4

5

6

7

8

9

10

WOOLOOWARE HIGH SCHOOL

MISADVENTURE FORM This form is to be completed by a student who is unable to attend/submit an assessment task, on the due date or who feels that an assessment task has been affected by unforeseen illness or misadventure. On collection of this form, the procedures as set out in the Assessment Booklet must be followed in order for any consideration to be extended with regards to this task. 1. Complete and present this form to the appropriate Head Teacher. (This should be done prior to

the due date where applicable or on the first day your return to school.) 2. If approval is granted, this form together with any other relevant documents must be attached to

the assessment task on submission. Failure to submit this form promptly may adversely affect the result of your request. A request for consideration of assessment tasks undertaken throughout the year which is submitted at or near the end of the course will generally not be considered. It should not be assumed that an application using this form will be successful, as the reasons advanced will be assessed on their merits. Student’s Name: ____________________________ Home Phone: _______________________

Course/Class: Teacher:

Assessment Task Missed: Due Date:

Reason for Consideration

Student Signature: Date:

Supporting evidence: Yes / No Type of evidence:

Parent/Guardian Signature: Date:

Teacher Comment:

Teacher Signature: Date:

Approval granted: Yes / No New Submission Date: (if appropriate)

Head Teacher Signature: Date:

Copy to:

Student File (original)

Head Teacher

Student Copy

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