preliminary course assessment guide · 2016 woolooware high school page 3 \prelim...

$: Preliminary Course Assessment Guide · 2016 WOOLOOWARE HIGH SCHOOL Page 3 \Prelim AssessGuide2016.doc STUDENT RESPONSIBILITIES 1. There is a large volume of work in all senior courses$
Woolooware High School

Preliminary Course Assessment Guide

INFORMATION EXPLAINING ASSESSMENT PROCEDURES

“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”.

2016 2016

2016 WOOLOOWARE HIGH SCHOOL Page 1

\Prelim AssessGuide2016.doc

INDEX Page

Index ............................................................................................................................... 1

Introduction ..................................................................................................................... 2 - 5

Board Requirements ........................................................................................................ 6

HSC Directive Terms ...................................................................................................... 7

English (Advanced & Standard) ..................................................................................... 8 & 9

Extension 1 English ........................................................................................................ 10

Ancient History ............................................................................................................... 11

Biology ............................................................................................................................ 12 & 13

Business Studies .............................................................................................................. 14

Chemistry ........................................................................................................................ 15 & 16

Community and Family Studies ...................................................................................... 17

Construction .................................................................................................................... 18

Crossroads - Stage 6 Course in Personal Development & Health .................................. 19

Design and Technology .................................................................................................. 20

Drama .............................................................................................................................. 21

Earth and Environmental Science ................................................................................... 22 & 23

Economics ....................................................................................................................... 24

Engineering Studies ........................................................................................................ 25

Food Technology ............................................................................................................ 26

Geography ....................................................................................................................... 27

Hospitality Certificate II ................................................................................................. 28 & 29

Indonesian Continuers .................................................................................................... 30

Industrial Technology – Graphics Technologies ............................................................ 31

Industrial Technology – Timber Products and Furniture Technologies ......................... 32

Information Processes and Technology .......................................................................... 33

Legal Studies ................................................................................................................... 34

Mathematics General 2 ................................................................................................... 35

Mathematics - 2 Unit ...................................................................................................... 36

HSC Mathematics Extension 1 - 3 Unit .......................................................................... 37

Modern History ............................................................................................................... 38

Music 1 ............................................................................................................................ 39

Personal Development, Health and Physical Education ................................................. 40 & 41

Photography, Video and Digital Imaging ...................................................................... 42

Physics ............................................................................................................................ 43 & 44

Senior Science ................................................................................................................. 45 & 46

Society and Culture ......................................................................................................... 47

Visual Arts ..................................................................................................................... 48

Assessment Planner ........................................................................................................ 49 & 50

Misadventure Form ......................................................................................................... 51

Acknowledgement Form ................................................................................................. 52



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 an “Non-completion of course determination” award 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 (except in Mathematics) 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.

9. Students are to be notified of their rank order in each task. 10. Head Teachers will keep a register of senior assessment tasks; a copy of which will be given

to the Deputy Principal.



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 classwork and homework designed to address those syllabus outcomes with the same diligence 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 reasonable diligence and application 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 an “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 a UAI.

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.

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 (no valid explanation, no note, fractional truant) will receive a non-attempt (NA) for the task. Generally, 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.



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 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 courses (VET) 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

Business Services * Human Services Construction * Information & Digital Technology * Electrotechnology Metal and Engineering Entertainment Industry Primary Industries * Financial Services Retail Services * Hospitality * Tourism & Events *

* 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 11 Assessment Schedule - Preliminary Course

English (Advanced and Standard)

Note that final grades issued for the purposes of the RoSA will take into consideration all assessment tasks AND all classwork/class tasks.

Term Weeks Topic Assessment

1 1–10 Area of Study Week 8 Speaking & Listening 30%

2 1–9 Module A Week 8 Reading & Critical Writing 20%

2 / 3

10 / 1–6 Module B Week 6 Viewing & Representing 20%

7–8 Revision Week 9/10 Reading & Writing 30%

English (Standard) Outcomes

Preliminary

1. A student demonstrates understanding of the relationships between composer, responder, text and context.

2. A student identifies and describes relationships among texts.

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

4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

5. A student describes the ways different technologies and media of production affect the language and structure of particular texts.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

7. A student selects appropriate language forms and features and structures of texts to explore and express ideas and values.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

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 from a range of texts for a variety of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience into text.

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

13. A student reflects on own processes of learning.




English (Advanced) Outcomes


Preliminary

1. A student describes and explains the relationships between composer, responder, text and context in particular texts.

2. A student describes and explains relationships among texts.

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

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

5. A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

7. A student selects appropriate language forms and features and structures to explore and express ideas and values.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

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 from a range of texts for a variety of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience into text.

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

12A. Advanced only: A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts.

13. A student reflects on own processes of learning.



Year 11 Assessment Schedule - Preliminary Course Extension 1 English


Term Weeks Topic Assessment

1 1–10 Through the Lens Week 8 Speaking & Listening 30%

2 1–9 Through the Lens Week 6 Viewing & Representing 30%

3

1–10 Through the Lens

Contrast & comparison of all three texts

Final Examination Week 9/10 Reading and Writing 40%

English (Extension) Outcomes - Preliminary

1. A student understands how and why texts are valued in and appropriated into a range of contexts.

2. A student develops skills in independent investigation, involving particular texts and their manifestations in various forms and within particular cultural contexts.

3. A student develops skills in extended composition in a range of modes and media for different audiences and purposes.

* Should changes be required in the content and timing of this schedule, students will be given ample notification.



Year 11 Assessment Schedule - Preliminary Course Ancient History

Scope and Sequence:

Date Topic

Term 1 Weeks 1-6 Investigating the Past: History, Archaeology and Science via case study human remains.

Term 1 Week 7 to Term 2 Weeks 1-2

Historical Investigation: Persepolis

Term 2 Weeks 3-10 Ancient Society: Thera

Term 3 Weeks 1-8 Case Study: Near eastern – Ur (Sumer), Nineveh (Assyrian), Deir-el Medina (Egypt)

Assessment Schedule: Note that final grades issued for the purposes of the RoSA will take into consideration all assessment tasks AND all classwork/class tasks.

Due date Task Weight (Yearly)

Term 1 Week 7 Research and Oral Presentation 10%

Term 2 Week 3 Structured Essay (2 part) – Persepolis 25%

Term 2 Week 10 Structured Essay (4 or 5 parts) – Thera 25%

Term 3 Week 6 Research and Source Analysis – Near Eastern case study 10%

Term 3 Week 9 Final Examination – source analysis on investigating the past and one extended response on a Thera case study

30%

TOTAL: 100%



Year 11 Assessment Schedule - Preliminary Course Biology

The content assess throughout the Year 11 Preliminary Biology course will cover the following content: 8.2 A Local Ecosystem 8.3 Patterns in Nature 8.4 Life on Earth 8.5 Evolution of Australian Biota

The following assessment tasks will be used to assess your proficiency in the Preliminary Course Outcomes listed on the back of the sheet.


Approx. Timing

Nature of Task Components

Weighting Tasks may includeKnowledge Practical Skills

Problem Solving

Term 1 Week 8 Student Field Work Report 5 10 5 20

assignments fieldwork and

reports model making open-ended

investigations oral reports practical tests reports research

projects topic tests examinations

Term 2 Week 3 Half Yearly Assessment 10 10 20

Term 3 Week 9/10

Investigation (Practical Exam) 20 5 25

Term 3 Weeks 9/10

Yearly Examination

25 10 35

TOTAL MARKS

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 times. Failure to comply with this will result 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 Preliminary Course.



Biology …/2

Table of Objectives and Outcomes Objectives Preliminary Course Outcomes Students will develop knowledge and understanding of:

A student:

Prescribed Focus Area1. the history of biology P1 outlines the historical development of major biological

principles, concepts and ideas 2. the nature and practice of

biology P2 applies the processes that are used to test and validate

models, theories and laws of science, with particular emphasis on first-hand investigations in biology

3. applications and uses of biology

P3 assesses the impact of particular technological advances on understanding in biology

4. implications of biology for society and the environment

P4 describes applications of biology which affect society or the environment

5. current issues, research and developments in biology

P5 describes the scientific principles employed in particular areas of biological research

Domain: Knowledge and Understanding6. cell ultrastructure and

processes P6 explains how cell ultrastructure and the coordinated activities

of cells, tissues and organs contribute to macroscopic processes in organisms

7. biological diversity P7 describes the range of organisms in terms of specialisation for a habitat

8. environmental interactions P8 analyses the interrelationships or organisms within the ecosystem

9. mechanisms of inheritance P9 explains how processes of reproduction ensure continuity of species

10. biological evolution P10 identifies and describes the evidence for evolution Domain: Skills

Students will develop further skills in:

A student:

11. planning investigations P11 identifies and implements improvements to investigation plans

12. conducting investigations P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

13. communicating information and understanding

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

14. developing scientific thinking and problem-solving techniques

P14 draws valid conclusions from gathered data and information

15. working individually and in teams

P15 implements strategies to work effectively as an individual or as a team member

Domain: Values & AttitudesStudents will develop positive values about and attitudes towards:

A student:

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

P16 demonstrates 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 11 Assessment Schedule - Preliminary Course Business Studies

The Preliminary Course will examine the outcomes listed in the prescribed syllabus. Topics for the Course are:

1. The Nature of Business 2. Business Management

3. Business Planning

These will be assessed in the following manner:


Preliminary Course Components

Weight %

Tasks Task 1: Business Research Task

Task 2: Topic Test Based on Topic 1

Task 3: In-Class Business Report – Topic 2

Task 4: Yearly Exam (Exam per.)

Date:

Stage 1: T2W10 Stage 2: T3W2

Term 1 Week 7 Term 2 Week 7 Term 3 Weeks 9/10

Period: P3, P7, P8, P9 P1, P2, P6 P4, P5 P1, P5, P10

Knowledge and understanding

40 20 5 5 10

Stimulus-Based Skills

20 5 5 10

Inquiry and Research

20 20

Communication of business information

20 10 5 5

TOTALS 100 50 10 15 25

Table of Outcomes

PRELIMINARY BUSINESS STUDIES COURSE OUTCOMES

The student:

P1 discusses the nature of business, its role in society and types of business structure

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to medium enterprises

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations



Year 11 Assessment Schedule - Preliminary Course Chemistry

The content assessed throughout the Year 11 Preliminary Chemistry course will cover the following content: 8.2 The Chemical Earth 8.3 Metals 8.4 Water 8.5 Energy



Approx. Timing

Nature of Task Components

Weighting Tasks may includeKnowledge

Practical Skills

Problem Solving

Term 1 Week 7

Student First Hand

Investigation (Ongoing)

5 10 5 20



investigations oral reports practical tests report research

projects topic tests and

examinations

Term 2 Week 3 Half Yearly Assessment

10 10 20

Term 3 Week 9/10

Investigation (Practical Exam)

20 5 25

Term 3 Week 9/10

Yearly Examination

25 10 35

TOTAL MARKS

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 times. Failure to comply with this will

result 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.




Chemistry …/2 Table of Objectives and Outcomes Objectives Preliminary Course Outcomes

Prescribed Focus Area

Students will develop knowledge and understanding of:

A student:

1. the history of Chemistry P1 outlines the historical development of major principles, concepts and ideas in chemistry

2. the nature and practice of Chemistry

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in chemistry

3. applications and uses of Chemistry

P3 assesses the impact of particular technological advances on understanding in chemistry

4. implications for society and the environment

P4 describes applications of chemistry which affect society or the environment

5. current issues, research and developments

P5 describes the scientific principles employed in particular areas of research in chemistry

Domain: Knowledge and Understanding

Students develop knowledge and understanding of:

A student:

6. atomic structure and periodic table

P6 explains trends and relationships between elements in terms of atomic structure and bonding

7. energy P7 describes chemical changes in terms of energy inputs and outputs

8. chemical reactions P8 describes factors that influence the type and rate of chemical reactions

9. carbon chemistry P9 relates the uses of carbon to the unique nature of carbon chemistry

10. stoichiometry P10 applies simple stoichiometric relationships

Domain: Skills

Students develop knowledge and understanding of:

A student:

11. planning investigations P11 identifies improvements to investigation plans



P13 identifies appropriate terminology and reporting styles to communicate information and understanding

14. developing scientific thinking and problem-solving




Domain: Values and Attitudes

Students will develop positive values about and attitudes towards:

A student:

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





Community & Family Studies

The timing for each of the following tasks is appropriate. Students will be given a minimum of two weeks’ notice regarding the actual assessment date. School policy will be followed regarding absent students, or the failure to hand in work on the due date.


Time Task Components Assessed Outcomes Weight

Term 1 Week 7

1. Resource Management.

– Solutions to Resource Problems

Resource management P1.1, P1.2,

P4.2, P5.1, P6.1 20%

Term 2 Week 3 2. Half Yearly Exam Individuals and Groups P2.1, P2.3 20%

Term 2 Week 5

3. Individuals and Groups

– Leadership and Conflict

Individuals and Groups P4.1, P6.2 20%

Term 3 Week 5 4. Families and

Communities

– Socialisation Families and Communities P2.2, P3.2 20%

Term 3

Weeks 9/10 5. Yearly Exam

Individuals and Groups Families and Communities P2.4, P3.1 20%

TOTAL 100%

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Year 11 Assessment Schedule - Preliminary Course Crossroads

Stage 6 Course in Personal Development & Health

All Year 11 students at Woolooware High School will attend a period a cycle to fulfil the requirements for this course plus attend presentations covering the themes mandated in the two focus areas.

Course Assessment

Crossroads is a requirement of the Department of education and training. It is not a Board of studies course. Completion of the course outcomes will be based on attendance and completion of unit activities.

Assessment will be based on three (3) components ‐ Class work and participation ‐ A reflective journal and portfolio

Objectives & Outcomes

Students will develop the knowledge, understanding, attitudes and skills to: 1.0 Enhance their ability to think critically and creatively and make decisions that promote the health, safety

and wellbeing of self and others. 1.1 Propose and evaluate situations and solutions which may affect the health, safety and wellbeing of self and

others. 1.2 Critically analyse situations, attitudes and behaviours that influence health, safety and wellbeing in different

contexts. 2.0 Plan, develop and evaluate strategies for supporting the health, safety and wellbeing of self and others. 2.1 Formulate and reflect on strategies and personal actions that enhance health, safety and wellbeing relevant

to their current situation. 2.2 Recognise and respond appropriately to situations which may be harmful to self and others. 2.3 Evaluate the skills and actions that could be used in various situations which promote the health, safety and

wellbeing of self and others. 2.4 Develop and employ their own personal strengths and skills when practising a variety of responses to

harmful situations. 3.0 Clarify and act on a personal set of positive values, beliefs and attitudes. 3.1 Respect the right of others to hold their own personal set of values and beliefs. 3.2 Analyse the relationship between health behaviours and personal beliefs, attitudes and values. 3.3 Evaluate how the varied influences on attitudes and values impact on behaviours. 3.4 Demonstrate behaviours that model positive values, beliefs and attitudes to health, safety and wellbeing. 4.0 Communicate and interact effectively with others. 4.1 Assess the interpersonal skills required to establish and maintain respectful relationships. 4.2 Demonstrate the ability to vary the ways they relate to people as situations change. 4.3 Show respect for the ideas, feelings and contributions of others in various contexts. 4.4 Analyse the positive and negative implications of technology on their personal identity, relationships with

others and their health behaviours. 5.0 Respond positively in challenging and changing situations. 5.1 Plan for challenging and changing situations and understand the benefits of adapting to current and future

challenges. 5.2 Assess personal strengths and skills required to achieve a positive outcome in a range of challenging and

changing situations. 5.3 Apply skills and strategies to achieve a positive outcome in a range of different contexts. 6.0 Display a commitment to promoting respect, inclusion and social justice for self and others. 6.1 Build positive thinking, self-belief and a sense of empowerment by evaluating the contribution of personal

strengths and achievements on the meaningful futures of self and others. 6.2 Demonstrate behaviours and actions which value inclusion, diversity and equity and show a commitment to

social justice and creating supportive environments for self and others. 6.3 Challenge discrimination and harassment based on age, sex, gender, race, religion, disability and sexuality

including homophobia and transphobia. 7.0 Know how and where to ask for help and support. 7.1 Identify appropriate sources of support. 7.2 Critically evaluate services and resources to identify sources of reliable information and support. 7.3 Demonstrate the capacity to seek help for self and others.



Year 11 Assessment Schedule - Preliminary Course Design & Technology - 2 Unit

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

Task Time Weight Components Assessed

1a. Mini Design Project Folio No 1 Term 1 Week 10 20 Design project

b. Design Project No 1

2. Half Yearly Exam Term 2 Week 3 10 Test type task

3a. Mini Project - Project Folio No 2 Term 3 Week 5 30 Design project

b. Design Project No 2

4. Assignment - Investigation of a Designer

Term 3 Week 6 25 Presentation of

research

5. Yearly Examination Term 3 Weeks 9/10 15 Test type task

100 TOTAL

NB. Many of the course objectives and outcomes are achieved for the half yearly and yearly exams. This is due to the nature of the course as students participate in hands-on, practical activities (in the form of a minimum of two design projects) to develop/build knowledge and skills in designing and producing.

Outcomes Achieved by Half Yearly Examination Outcomes Achieved by Yearly Examination

Outcome Outcome

P4.1 Product

Uses design processes in the development and production of design solutions to meet identified needs and opportunities.

P1.1

Examines design theory and practice and considers the factors affecting designing and producing in design projects.

P4.2 Product

uses resources effectively and safely in the development and production of design solutions.

P2.1 Identifies design and production processes in domestic, community, industrial and commercial settings.

P4.3 Folio

Evaluates the processes and outcomes of designing and producing.

P2.2

Explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects.

P5.1 Product

Uses a variety of management techniques and tools to develop design projects.

P3.1 Investigates and experiments with techniques in creative and collaborative approaches in designing and producing.

P5.2 Folio

Communicates ideas and solutions using a range of techniques. P6.1

Investigates a range of manufacturing and production processes and relates these to aspects of design projects.

P5.3 Folio

Uses a variety of research methods to inform the development and modification of design ideas.

P6.2 Evaluates and uses computer based technologies in designing and producing.




Drama Note that final grades issued for the purposes of the RoSA will take into consideration all assessment tasks AND all classwork/class tasks.

Time Task Outcomes Component

Weight Making Performing

Critically Studying

Term 1 Week 4

Task 1: Group Performance + Logbook

P1.1- P1.8, P2.1, P2.3- P2.6,

P3.1, P3.2 5 10 10 25%

Term 2 Week 5/6

Task 2: Half Yearly Exams(Group Performance)

5 10 5 20%

Term 3 Week 8

Task 3: Individual Project – Critical Analysis – Design – Performance – Scriptwriting

P1.1- P1.6, P2.1, P2.3, P2.5, P2.6, P3.1, P3.2

10 10 20%

Term 3 Week 8-10

Task 4: Group Performance

P1.1- P1.8, P2.1, P2.3- P2.6,

P3.1, P3.2 5 10 5 20%

Term 3 Week 9/10

Task 5: Yearly Examination

15 15%

TOTAL 25 30 45 100%

Objectives and Outcomes

The following are a list of preliminary outcomes for the Preliminary HSC Drama course. Making Performing Critically studying The student: P1.1 develops acting skills in order to

adopt and sustain a variety of characters and roles

P1.2 explores ideas and situations, expressing them imaginatively in dramatic form

P1.3 demonstrates performance skills appropriate to a variety of styles and media

P1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively

P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to performance

P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action

P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaboration

P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole

The student: P2.1 understands the dynamics of

actor-audience relationship P2.2 understands the contributions to

a production of the playwright, director, dramaturg, designers, designers, front-of-house staff, technical staff and producers

P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action

P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and design elements and performance spaces

P2.5 understands and demonstrates the commitment, collaboration and energy required for a production

P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance

P3.1 critically appraises and

evaluates, both orally and writing, personal performances and the performances of others

P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques

P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movements

P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest




Earth & Environment Science The content assessed throughout the Year 11 Preliminary Earth & Environment Science course will cover the following content:

8.2 Planet Earth & It's Environment – A Five Thousand Million Year Journey 8.3 The Local Environment 8.4 Water Issues 8.5 Dynamic Earth



Nature of Task Approx. Timing

Components Weighting Tasks may include Knowledge Practical

Skills Problem Solving

Practical Investigation

Term 1 Week 7

5 5 5 15 assignments fieldwork and


investigations oral reports practical tests report research projects topic tests and

examinations

Half Yearly Assessment

Term 2 Week 3

10 10 20


Term 3 Week 9/10

20 5 25

Yearly Examination

Term 3 Week 9/10

25 5 10 40

TOTAL MARKS

40 30 30 100

Points to Note


Students are expected to sit for all tasks at the scheduled times. Failure to comply with this will result 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.




Earth and Environmental Science …/2

TABLE OF OBJECTIVES AND OUTCOMES Objectives Preliminary Course Outcomes

Prescribed Focus Area Students will develop knowledge and understanding of:

A student:

1. the history of Science P1 outlines the historical development of major principles, concepts and ideas

2. the nature and practice of Science

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations

3. applications and uses of Science P3 assesses the impact of particular technological advances on Science


P4 identifies applications of Science that affect society and the environment

5. current issues, research and developments in Science

P5 identifies areas of current scientific research

Domain: Knowledge and Understanding Students develop knowledge and understanding of:

A student:

6. the resources of the Earth P6 identifies the origins of Earth’s resources

7. internal and external environments

P7 explains relationships between organisms in the environment

8. chemical changes P8 describes reactions between compounds

9. organs and systems of the body P9 describes the structure of body organs and systems

10. energy P10 describes the effect of energy transfers and transformations

Domain: Skills Students develop knowledge and understanding of:

A student:




P13 identifies appropriate terminology and reporting styles to communicate information and understanding in science





Domain: Values and Attitudes Students will develop positive values about and attitudes towards:

A student:

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





Economics


TASK 1 Introduction to

Economics – Consumers & Business Topic

test

TASK 2

Markets – In-class research

report

TASK 3

Economics Research Project

TASK 4

Yearly Exam

Component Due Date Term 1 Week 9 Term 2 Week 7 Term 3 Week 2 Term 3

Week 9/10

Weighting

%

Outcomes:

P1,P8,P11

Outcomes:

P3,P8,P10

Outcomes:

P3,P9,P10,P12

Outcomes:

P2,P4,P5,P6,P7

Knowledge & Understanding of Course content

40 10 5 10 15

Stimulus based skills 20 10 10

Inquiry and Research 20 20

Communicating in appropriate forms

20 5 10 5

Totals 100 20 10 40 30

Table of Outcomes

Preliminary Outcomes

A student:

P1 demonstrates understanding of economic terms, concepts and relationships

P2 explains the economic role of individuals, firms and government in an economy

P3 describes, explains and evaluates the role and operation of markets

P4 compares and contrasts aspects of different

P5 analyses the relationship between individuals, firms, institutions and government in the Australian economy

P6 explains the role of government in the Australian economy

P7 identifies the nature and causes of economic problems and issues for individuals, firms and governments

P8 applies appropriate terminology, concepts and theories in economic contexts

P9 selects and organises information from a variety of sources for relevance and reliability

P10 communicates economic information, ideas and issues in appropriate forms

P11 applies mathematical concepts in economic contexts

P12 works independently and in groups to achieve appropriate goals in set timelines




Engineering Studies Engineering Reports will make up 25% of the total school assessment based on the range of assessment tasks.


Time Task Marks Outcomes

Term 1 Week 9

Engineering Fundamentals 15 3, 4, 6

Term 2 Week 3 Week 5 Week 9

Half Yearly Examination Drawing Assignment Engineering Products Assignment

20 15 15

2, 4, 5 3

1, 4, 6

Term 3 Week 7 Weeks 9/10

Engineering Profession Yearly Examination

15 20

1, 2, 3, 4 1, 2, 3, 4

100

The following objectives will be assessed to measure student outcomes for this course. Students will develop: 1. Understanding of the scope of engineering and the role of the engineer.

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

3. Communication skills appropriate to engineering practices.

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

5. Management and problem solving skills in engineering context.

6. Skills in the application of engineering methodology. The components and their weightings are shown below:

Components Weightings

Scope of the profession 10

Knowledge of Engineering Principles 40

Communication Skills 20

Understanding the impacts of Engineering 10

Management and Problem Solving 10

The Application of Engineering Methodology 10

TOTAL 100



Year 11 Assessment Schedule - Preliminary Course Food Technology - 2 Unit

Students will be given a minimum of two weeks’ notice regarding food orders and assessment information.


Date Task Component Assessed Weightings

Term 1 Week 9 1. Food Availability &

Selection Case Study Research and analysis Communication

15%

Term 2 Week 3 2. Half Yearly Examination Knowledge & understanding 10%

Term 2 Week 6 3. Food Quality – Food Styling

/ Practical Exam

Research, analysis & communication Experimentation & preparation Design

35%

Term 3 Week 4 4. Nutrition - Assignment Research, analysis & communication Experimentation & preparation Design

30%

Term 3 Week 9/10

5. Yearly Examination Knowledge & understanding 10%

TOTAL 100

Outcomes to be achieved by Year 11 Half Yearly Examination

Unit: Food Availability and Selection

P1.1 Identifies and discuss a range of historical and contemporary factors which influence the availability of particular foods.

P1.2 Accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors.

P4.2 Plans, prepares and presents foods which reflect a range of the influences on food selection.

Unit: Food Quality

P2.2 Identifies and explains the sensory characteristics and functional properties of food.

P4.1 Selects appropriate equipment, applies suitable techniques and utilises safe and hygienic practices when handling food.

Outcomes to be achieved by Year 11 Yearly Examination

Unit: Food Quality

P3.2 Presents ideas in written, graphic and oral form using computer software where appropriate.

P4.4 Applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products.

Unit: Nutrition

P2.1 Explains the role of food nutrients in human nutrition.

P3.1 Assesses the nutritive value of meals/diets for particular individuals and groups.

P3.2 Presents ideas in written, graphic and oral form using computer software where appropriate.

P4.3 Selects foods, plans and prepares meals/dishes to achieve optimum nutrition for individuals and groups.

P5.1 Generates ideas and develops solutions to a range of food situations.




Geography Students undertaking the Preliminary Course in Geography in 2016 will be assessed through the following tasks:


Timing Tasks Outcomes Weightings

Term 1 Week 7 Task 1 Topic Test – Biophysical interactions P1,P2,P3,P5,P6 10%

Term 1 Week 9 Task 3 Stage 1: Senior Geography Project P7,P8,P9,P10,

P11,P12 -

Term 2 Week 6 Task 2 Essay – Cultural Integration & Field Work P9 25%

Term 3 Week 4 Task 3 Stage 2: Senior Geography Project P7,P8,P9,P10,

P11,P12 30%

Term 3 Week 9/10

Task 4 Final examination (multiple choice, short and extended responses).

P1-P12 35%

TOTAL 100%

Tasks will occur, at teacher discretion, when appropriate content has been completed.

Table of Objectives and Outcomes Objectives Preliminary Outcomes

A student will develop knowledge and understanding about:

A student:

the characteristics and spatial distribution of environments the processes that form and transform the features and patterns of the environment the global and local forces which impact on people, ecosystems, urban places and economic activity

the contribution of a geographical perspective

P1 differentiates between spatial and ecological dimensions in the study of geography

P2 describes the interactions between the four components which define the biophysical environment

P3 explains how a specific environment functions in terms of biophysical factors

P4 analyses changing demographic patterns and processes

P5 examines the geographical nature of global challenges confronting humanity

P6 identifies the vocational relevance of a geographical perspective

The student will develop skills to: The student: investigate geographically

communicate geographically

P7 formulates a plan for active geographical inquiry

P8 selects, organises and analyses relevant geographical information from a variety of sources

P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries

P10 applies mathematical ideas and techniques to analyse geographical data

P11 applies geographical understanding and methods ethically and effectively to a research project

P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms

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Hospitality – Certificate II …/2

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.




Indonesian Continuers


TASKS Syllabus Weightings

Date Speaking Listening & Responding

Reading & Responding Writing

Task 1: Writing Task Outcomes: 2.1, 2.2, 2.3, 4.1

Term 1 Week 9

5

Task 2: Half Yearly Examination Outcomes: 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 4.1, 4.2, 4.3

Term 2 Week 3

10 20 10

Task 3: Reading and Responding Task Outcomes: 2.1, 2.2, 2.3, 3.1, 3.2

Term 3 Week 1

20

Task 4: Yearly Examination Outcomes: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2

Term 3 Week 9/10

10 10 10 5

TOTALS 20 30 40 10

Objectives and Outcomes The outcomes and associated knowledge, understanding and skills that students are expected to achieve at the end of this course are listed below.

Objectives Outcomes Students wills: 1. exchange information,

opinions and experiences in Indonesian

1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and

audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience

2. express ideas through the production of original texts in Indonesian

2.1 applies knowledge of language structures to the production of create original text

2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience

2.3 structures and sequences ideas and information

3. analyse, process and respond to texts that are in Indonesian

3.1 conveys the gist of, and identifies, specific information in texts

3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language

and context

4. understand aspects of the language and culture of Indonesian-speaking communities

4.1 recognises and employs language appropriate to different social contexts

4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture




Industrial Technology - Graphics Technologies

The following objectives will be assessed to measure student outcomes for this course:


Time Week Task Marks Outcomes

Term 1 10 Mini Design Task 20 1, 3, 4, 5, 6

Term 2 3

5

9

Half Yearly Examination

Minor work progress

Minor work practical and folio complete

15

10

20

1, 2, 3, 5, 6

1, 2, 7

1, 2, 3, 4, 6, 7

Term 3 3

6

9/10

Practical test

Industry study report

Yearly examination

5

10

20

1, 2, 7

1, 2, 4, 5, 6, 7

1, 2, 3, 5, 6

TOTAL 100

Students will develop: 1. Knowledge and understanding of the focus area industry and of manufacturing processes

and techniques used by industry.

2. Knowledge and understanding of safe and cooperative work practices and of the need for safe and cooperative work environment.

3. Competence in designing, managing and communicating within a relevant industry context.

4. Knowledge and skills in producing quality products.

5. Knowledge and skills in communication and information processing related to the industry focus area.

6. An appreciation of quality products and the principles of quality control.

7. An appreciation of the relationships between technology, the individual, society and the environment.

The components and their weightings are shown below:


Organisation and management of processes and techniques 40

Industry specific content and production 60

TOTAL 100




Industrial Technology - Timber Products & Furniture Technologies

The following objectives will be assessed to measure student outcomes for this course:


Time Week Task Marks Outcomes

Term 1 10 Mini Design Task 20 1, 3, 4, 5, 6

Term 2 3

5

9

Half Yearly Examination

Minor work progress

Minor work practical and folio complete

15

10

20

1, 2, 3, 5, 6

1, 2, 7

1, 2, 3, 4, 6, 7

Term 3 3

6

9/10

Practical test

Industry study report

Yearly examination

5

10

20

1, 2, 7

1, 2, 4, 5, 6, 7

1, 2, 3, 5, 6

TOTAL 100

Students will develop: 1. Knowledge and understanding of the focus area industry and of manufacturing processes and

techniques used by industry.

2. Knowledge and understanding of safe and cooperative work practices and of the need for safe and cooperative work environment.

3. Competence in designing, managing and communicating within a relevant industry context.

4. Knowledge and skills in producing quality products.

5. Knowledge and skills in communication and information processing related to the industry focus area.

6. An appreciation of quality products and the principles of quality control.

7. An appreciation of the relationships between technology, the individual, society and the environment.

The components and their weightings are shown below:


Organisation and management of processes and techniques 40

Industry specific content and production 60

TOTAL 100




Information Processes and Technology – 2 Units

The Preliminary course will be assessed according to the following schedule.


Time Outcomes Assessed Task Weighting

Term 1, Week 10 Tuesday, P1&2

P1, P2, P3, P4, P5 Part I - Theory Test Part II - Practical – all in class

10%

Term 2, Week 3 Friday, P5

P1, P2, P3, P4, P5 Half Yearly Exam 15%

Term 2, Week 4 Tuesday, P1&2

P1, P2, P3, P4, P5, P6, P7 Individual Project 20%

Term 3, Week 7 Wednesday, P5

P1, P2, P3, P4, P5, P6, P7 Group Project 20%

Term 3 Weeks 8/9/10

P1, P2, P3, P4, P5, P6, P7 Yearly Examination 35%

TOTAL 100%

Please note the above times are only approximate. Assessment will occur when the course content has been appropriately covered.

Outcomes: Objectives Students will develop:

Preliminary Outcomes A student:

knowledge and understanding of the nature and function of information systems

P1.1 describes the nature of information processes and information technology

P1.2 classifies the functions and operations of information processes and information technology

knowledge and understanding of interrelationships among information processes

P2.1 identifies and describes the information processes within an information system

P2.2 recognises and explains the interdependence between each of the information processes

an understanding and appreciation of social and ethical issues pertaining to information systems, technologies and processes

P3.1 identifies and describes social and ethical issues

an understanding and appreciation of the emerging nature of information systems, technologies and processes within a historical context

P4.1 describes the historical development of information systems and relates these to current and emerging technologies

skills in the discriminatory selection and ethical use of appropriate resources and tools to support information systems

P5.1 selects and ethically uses computer based and non-computer based resources and tools to process information

skills and techniques to creatively and methodically plan, design and implement information systems to address needs

P6.1 analyses and describes an identified need P6.2 generates ideas, considers alternatives and develops

solutions for a defined need

skills in management, communication and teamwork in relation to individual and group activities

P7.1 recognises, applies and explains management and communication techniques used in individual and team-based project work

P7.2 uses and justifies technology to support individuals and teams




Legal Studies Students undertaking the Preliminary Course in Legal Studies will be assessed through 4 tasks:


Tasks Date Weightings

The Legal System 1. Multiple Choice/Short Response Test Term 1 Week 8 15%

2. Media Assessment Term 2 Week 2 10%

Law in Practice 3. Research Based in class essay Term 3 Week 6 30%

4. Yearly Exam Term 3 Week 9/10 45%

TOTAL 100% Table of Objectives and Outcomes

Objectives Preliminary Outcomes


A student:

1. the nature and institutions of domestic and international law

P1 identifies and applies legal concepts and terminology

P2 describes the key features of Australian and international law

2. the operation of Australian and international legal systems and the significance of the rule of law

P3 describes the operation of domestic and international legal systems

P4 discusses the effectiveness of the legal system in addressing issues

3. the interrelationship between law, justice and society and the changing nature of the law.

P5 describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

P6 explains the nature of the interrelationship between the legal system and society

P7 evaluates the effectiveness of the law in achieving justice

A student develops skills in: 4 . investigating, analysing and communicating

relevant legal information and issues

P8 locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents

P9 communicates legal information using well-structured responses

P10 accounts for differing perspectives and interpretations of legal information and issues.



Year 11 Assessment Schedule - Preliminary Course General Mathematics - 2 Unit


Term Week Assessment Percentage Outcomes

1 7 Assessment 1 20 P1, P2, P3

2 3 Half Yearly 20 P1, P2, P3, P4, P5, P8

2 10 Assessment 3 20 P1, P2, P3, P4, P6, P7

3 9/10 Preliminary Final 40 P1 P9, P11


General Mathematics

A student:

P1 develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation

P2 applies mathematical knowledge and skills to solving problems within familiar contexts

P3 develops rules to represent patterns arising from numerical and other sources

P4 represents information in symbolic, graphical and tabular forms

P5 represents the relationships between changing quantities in algebraic and graphical form

P6 performs calculations in relation to two-dimensional and three-dimensional figures

P7 determines the degree of accuracy of measurements and calculations

P8 models financial situations using appropriate tools

P9 determines an appropriate form of organisation and representation of collected data

P10 performs simple calculations in relation to the likelihood of familiar events

P11 justifies his/her response to a given problem using appropriate mathematical terminology



Year 11 Assessment Schedule - Preliminary Course Mathematics Course - 2 Unit



1 7 Assessment 1 20 P1, P2, P3

2 3 Half Yearly 20 P1, P2, P3, P4, P5, P8

2 10 Assessment 3 20 P1, P2, P3, P4, P6, P7

3 9/10 Preliminary Final 40 P1 P9, P11


Mathematics

A student:

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

P5 understands the concept of a function and the relationship between a function and its graph

P6 relates the derivative of a function to the slope of its graph

P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands and uses the language and notation of calculus



Year 11 Assessment Schedule - Preliminary Course Mathematics Extension I Course - 3 Unit



1 8 Assessment 1 20 PE1, PE2

2 3 Half Yearly 20 PE4, PE5

2 10 Assessment 3 20 PE1, PE2, PE4, PE5, PE6

3 9/10 Preliminary Final 40 PE1, PE2, PE4, PE5, PE6


Mathematics Extension I

A student:

PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations



Year 11 Assessment Schedule - Preliminary Course Modern History


Component – Area of Assessment Weighting

PART I Case Studies - Bombing of Hiroshima - JFK Assassination - Decline and Fall of Romanovs - League of Nations

60%

PART II Historical Investigation – Nuclear Testing in the Pacific

20%

PART III World at Beginning of Twentieth Century 20%

Assessment Tasks for Preliminary Course All assessment tasks must be submitted on time and as directed or a mark penalty may be incurred. Commence research tasks early. Utilise the widest possible range of information sources from within and beyond the school. Assessment tasks submitted must be your own work. Acknowledge any source borrowings

ASSESSMENT TASKS FOR PRELIMINARY COURSE

Components Syllabus

Weighting

Task 1 Term 1 Week 8




Task 5 Term 3

Week 9/10

Source Analysis

(Bombing)

Research Assignment

& Oral Presentation

(JFK)

Essay (Romanovs)

Essay (League of Nations)

Final Exam

Historical Investigation

20 10 5+5

Case Studies 60 20 20 20

World at the beginning of the 20th Century

20 20

Outcomes

P1.1 P1.2 P2.1 P3.1 P3.3 P3.4 P4.1 P4.2

P1.1 P1.2 P2.1 P3.1

P3.2 P3.3 P3.4 P3.5 P4.1 P4.2

P1.1 P1.2 P2.1 P4.1

P4.2

P1.1 P1.2 P2.1 P4.1

P4.2

P1.1 P1.2 P2.1 P4.1

P4.2



Year 11 Assessment Schedule - Preliminary Course Music 1

Music One - Assessment Strategies


Task Weightings When Outcomes

Performance Task 10% Term 1 Week 9 P1, 2, 7

Aural Task 10% Half Yearly Exam

Term 2 Week 3 P4, 6, 8

Composition Task 25% Term 2 Week 8 P3, 5, 8

Musicology Task 25% Term 3 Week 3 P2, 4, 6

Performance Task 15% End of Course Exam P1, 2, 7

Aural Task 15% End of Course Exam P4, 6

TOTAL 100%



Year 11 Assessment Schedule - Preliminary Course Personal Development/Health/Physical Education

All outcomes will be covered by students whether it be formally or informally.


Task Type Date Handed

Out

Date Due

Outcomes achieved Weighting

1. Option – Part A Outdoor Recreation (written and practical)

– Part B

Term 1 Week 4

TBC

Term 1 Week 6

Term 2 Week 1

P5. Plans for and can implement actions that can support the health of others.

P10. Plans for participation in physical activity to satisfy a range of individual needs.

P14. Demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities.

P16. Utilises a range of sources to draw conclusions about health and physical activity concepts.

20%

2. Core 1 Written Task

Term 1 Week 10

Term 2 Week 3

P2, P3, P5, P15

P4. Identifies aspects of health over which individuals can exert some control.

P6. Proposes actions that can improve and maintain personal health.

20%

3. Option First Aid

Term 2 Week 8

TBC

Term 2 Week 10

TBC

P12. Demonstrates strategies for the assessment, management and prevention of injuries in first aid settings.

P15. Forms opinions about health promoting actions based on a critical examination of relevant information.

P16. Utilises a range of sources to draw conclusions about health and physical activity concepts.

20%

continued over page….



PD/H/PE …2/

Task Type Date Handed

Out

Date Due

Outcomes achieved Weighting

1. Core 2 The Body in Motion

Term 3 Week 5

Term 3 Week 7

P7. Explains how body structures influence the way the body moves.

P8. Describes the components of physical fitness and explains how they are monitored.

P9. Describes biomechanical factors that influence the efficiency of the body in motion.

P11. Assesses and monitors physical fitness levels and physical activity patterns.

P17. Analyses factors influencing movement and patterns of participation.

P16.

20%

2. Core 1,2 + Options

Yearly Exam

Term 3 Week 6

Term 3 Week 9/10

P1. Identifies and examines why people give different meanings to health and to physical activity.

P3. Recognises that health is determined by sociocultural, economic and environmental factors.

P2. Explains how nutrition, physical, drug use and relationship affect personal health.

P4, P5, P6, P7, P8, P9, P10, P11, P12, P15, P16, P17

20%



Year 11 Assessment Schedule - Preliminary Course Photography, Video and Digital Imaging

Photography is a 2 Unit subject, which is studied for three terms. Assessment is divided into – Making 70%, Critical/Historical 30%


Assessment Date Due Assessment Task Type Outcomes Weighting

Term 1 Week 11 Folio of Work “Vintage” M2, M3, M4, M6 25%

Term 2 Week 3 Photography Research Assignment CH1, CH2, CH3, CH4 15%

Term 2 Weeks 9 Digital Imaging Folio M1 - M6 25%

Term 3 Week 8 Video M2 - M6 20%

Term 3 Week 9/10 Yearly Examination CH1 - CH5 15%

Outcomes A student:

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 video and/or digital images

takes into account issues of occupational health and safety in the making of photographs and/or

video and/or digital images

A student:

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 imaging can be used in various fields of cultural productions.



Year 11 Assessment Schedule - Preliminary Course Physics

The content assessed throughout the Year 11 Preliminary Physics course will cover the following content: 8.2 The World Communicates 8.3 Electrical Energy in the House 8.4 Moving About 8.5 The Cosmic Energy The following assessment tasks will be used to assess your proficiency in the Preliminary Course Outcomes listed on the back of the sheet.



Components Weighting Tasks may includeKnowledge Practical


Student First Hand Investigations

(ongoing)

Term 1 Week 8

5 10 5 20 assignments fieldwork and


investigations oral reports practical tests report research

projects topic tests and

examinations


Term 2 Week 3

10 – 10 20


Term 3 Week 9/10

– 20 5 25

Yearly Examination

Term 3 Week 9/10

25 – 10 35

TOTAL MARKS 40 30 30 100

Points to Note






Physics …/2 Table of Objectives and Outcomes Objectives Preliminary Course Outcomes

Prescribed Focus Area Students will develop knowledge and understanding of:

A student:

1. the history of Physics P1 outlines the historical development of major principles, concepts and ideas in physics

2. the nature and practice of Physics

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in physics

3. applications and uses of Physics

P3 assesses the impact of particular technological advances on understanding in physics

4. implications of physics for society and the environment

P4 describes applications of physics which affect society or the environment

5. current issues, research and developments in Physics

P5 describes the scientific principles employed in particular areas of physics research

Domain: Knowledge and UnderstandingStudents will develop knowledge and understanding of:

A student:

6. kinematics and dynamics P6 describes the forces acting on an object which cause changes in its motion

7. energy P7 describes the effects of energy transfers and energy transformations

8. waves P8 explains wave motions in terms of energy sources and the oscillations produced

9. fields P9 describes the relationship between force and potential energy in fields

10. matter P10 describes theories and models in relation to the origins of matter and relates these to the forces involved

Domain: Skills Students will develop skills in: A student:




P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics




P15 implements strategies to work effectively as an individual or as a member of a team

Domain: Values and AttitudesStudents will develop positive values about and attitudes towards:

A student:

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




Year 11 Assessment Schedule - Preliminary Course Senior Science

The content assessed throughout the Year 11 Preliminary Senior Science course will cover the following content: 8.2 Water for Living 8.3 Plants 8.4 Humans at Work 8.5 Local Environment The following assessment tasks will be used to assess your proficiency in the Preliminary Course Outcomes listed on the back of the sheet.



Components Weighting Tasks may include Knowledge Practical


Student First Hand Investigations

(ongoing)

Term 1 Week 8

5 10 5 20



investigations oral reports practical tests report research projects topic tests and

examinations


Term 2 Week 3

10 – 10 20


Term 3 Week 9/10

– 20 5 25

Yearly Examination

Term 3 Week 9/10

25 – 10 35

TOTAL MARKS 40 30 30 100

Points to Note






Senior Science …/2 Table of Objectives and Outcomes

Objectives Preliminary Course Outcomes

Students will develop knowledge and understanding of:

A student:

Prescribed Focus Areas

1. the history of Science P1 outlines the historical development of scientific principles, concepts and ideas

2. the nature and practice of Science

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations

3. applications and uses of Science P3 assesses the impact of particular technological advances on science


P4 identifies applications of science that affect society and the environment

5. current issues, research and developments in science

P5 identifies areas of current scientific research

Domain: Knowledge & Understanding

6. the resources of the Earth P6 identifies the origins of Earth’s resources

7. internal and external environments

P7 explains relationships between organisms in the environment

8. chemical changes P8 describes reactions between compounds

9. organs and systems of the body P9 describes the structure of body organs and systems

10. energy P10 describes the effect of energy transfers and transformations

Domain: Skills

Students will develop skills in: A student:




P13 identifies appropriate terminology and reporting styles to communicate information and understanding in science

14. developing scientific thinking and problem-solving



P15 implements strategies to work effectively as an individual or as a member of a team

Domain: Values & Attitudes

Students will develop positive values about and attitudes towards:

A student:

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





Society & Culture Note that final grades issued for the purposes of the RoSA will take into consideration all assessment tasks AND all classwork/class tasks.

Date Task Weighting

Term 1 Week 7 Social & Cultural World – Test 10%

Term 2 Week 5 Personal & Social Identity – Research Oral and Written

Submission 20%

Term 3 Week 5 Intercultural Communication – Essay 20%

Term 3 Week 9/10 Yearly Examination 50%

Table of Objectives and Outcomes

Objectives Preliminary Outcomes


A student:

personal, social and cultural identity

cultures shared by members of societies

interactions of persons, societies, cultures and environments across time

continuity and change, personal and social

futures and strategies for change

the role of power, authority, gender and technology in societies and cultures

the methodologies of social and cultural research

P1 describes the interaction between persons, societies, cultures and environments across time

P2 identifies and describes relationships within and between social and cultural groups

P3 describes cultural diversity and commonality within societies and cultures

P4 explains continuity and change and their implications for societies and cultures

P5 investigates power, authority, gender and technology and describes their influence on decision-making and participation in society

P6 differentiates between and applies, the methodologies of social and cultural research

The student will develop skills to: The student:

apply and evaluate social and cultural research

investigate and engage in effective evaluation,

analysis and synthesis of information from a variety of sources

communicate information, ideas and issues in

appropriate forms to different audiences and in a variety of contexts

P7 applies appropriate language and concepts associated with society and culture

P8 selects, organises and considers information and sources for usefulness, validity and bias

P9 plans an investigation and analyses information from a variety of perspectives and sources

P10 communicates information, ideas and issues using appropriate written, oral and graphic forms

P11 works independently and in groups to achieve appropriate goals in set timelines




Visual Arts Stage 6


Time Task Outcomes Weighting

Term 1 Week 10 The Key Concepts

(Critical/Historical Studies) P7-P9 15%

Term 2 Week 7 Artwork 1 – 2D forms

Drawing – 10% (Term 1 Wk.7) Painting – 20% (Term 2 Wk.7)

P1, P2, P3, P4, P6 30%

Term 2 Week 9 Critical/Historical Task:

Modernism P7-P10 15%

Term 3, Week 7 Artwork 2 P1-P6 20%

Term 3 Week 9/10 Yearly Examination P7-P10 20%

100

Outcomes

A student

P1: Explores the conventions of practice in artmaking

P2: Explores the roles and relationships between the concepts of artist, artwork, world and audience

P3: Identifies the frames as the basis of understanding expressive representation through the making of art

P4: Investigates subject matter and forms as representations in artmaking

P5: Investigates ways of developing coherence and layers of meaning in the making of art

P6: Explores a range of material techniques in ways that support artistic intentions

P7: Explores the conventions of practice in art criticism and art history

P8: Explores the roles and relationships between the concepts of artist, artwork, world and audience through critical and historical investigations of art

P9: Identifies the frames as the basis of exploring different orientations to critical and historical investigations of art

P10: Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

Preliminary Assessment Guide 2016



ASSESSMENT PLANNER TERM 1, 2016 Week Tasks (and Weight)

1

2

3

4

5

6

7

8

9

10

11

TERM 2, 2016 Week Task (and Weight)

1

2

3 ASSESSMENT PERIOD

4

5

6

7

8

9

10



TERM 3, 2016 Week Task (and Weight)

1

2

3

4

5

6

7

8

9

10

NOTES

YEARLY

EXAMS




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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