the canobolas rural technology high school · 2019-10-25 · the submission of the task will be...

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The Canobolas Rural Technology High School

Assessment Policy and Procedures

For

2018 Higher School Certificate

Student Assessment Booklet

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Contents

POLICY FOR ASSESSMENT IN THE HIGHER SCHOOL CERTIFICATE COURSE 2018 .......................................................................... 6

Introduction ............................................................................................................................................................................... 6

Quick Reference Guide – Fast Facts about Assessment .............................................................................................................. 7

School Term Dates for HSC Students 2018 ........................................................................................................................... 8

Examination Dates for HSC 2018 .......................................................................................................................................... 8

1. Background Information ........................................................................................................................................ 9

2. Student Responsibilities .......................................................................................................................................... 9

3. Teacher Responsibilities ....................................................................................................................................... 10

4. Assessment Policy ................................................................................................................................................. 10

5. Assessment Policy for Non-Completion of Assessment Tasks .............................................................................. 11

6. Examination Policy ............................................................................................................................................... 14

7. Academic Malpractice .......................................................................................................................................... 14

8. Recording and Reporting Procedures ................................................................................................................... 15

9. The Review Mechanism for Students ................................................................................................................... 15

10. Evaluation ............................................................................................................................................................. 16

11. Where can students/parents/carers go for advice? ............................................................................................. 17

Higher School Certificate Assessment Task Year Planner 2017/2018 ........................................................................................ 18

Subject Course Schedules ......................................................................................................................................................... 19

Aboriginal Studies ............................................................................................................................................................... 19

Biology ................................................................................................................................................................................ 20

Business Studies .................................................................................................................................................................. 21

Chemistry ............................................................................................................................................................................ 22

Community & Family Studies .............................................................................................................................................. 23

Dance .................................................................................................................................................................................. 24

Design and Technology ....................................................................................................................................................... 25

Drama ................................................................................................................................................................................. 26

Engineering Studies ............................................................................................................................................................ 27

English Advanced ................................................................................................................................................................ 28

English Extension 1 (1 Unit) ................................................................................................................................................ 29

English Extension 2 (1 Unit) ................................................................................................................................................ 30

English Standard ................................................................................................................................................................. 31

English Studies (BEC) ........................................................................................................................................................... 32

Exploring Early Childhood (BEC).......................................................................................................................................... 33

Industrial Technology: Timber Products and Furniture Technologies ................................................................................. 34

Legal Studies ....................................................................................................................................................................... 35

Mathematics ....................................................................................................................................................................... 36

Mathematics Extension 1 (1 Unit) ...................................................................................................................................... 37

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Mathematics Extension 2 ................................................................................................................................................... 38

Mathematics - General 1 .................................................................................................................................................... 39

Mathematics - General 2 .................................................................................................................................................... 40

PD/H/PE .............................................................................................................................................................................. 41

Physics ................................................................................................................................................................................ 42

Sport, Lifestyle & Recreation ............................................................................................................................................... 43

Visual Arts ........................................................................................................................................................................... 45

Visual Design (BEC) ............................................................................................................................................................. 46

Assessment Schedule for HSC VET Courses ............................................................................................................................... 47

Formal Assessment ............................................................................................................................................................. 47

Recognition of Prior Learning (RPL) .................................................................................................................................... 47

Credit Transfer .................................................................................................................................................................... 47

Work placement ................................................................................................................................................................. 47

The Optional HSC Examination ........................................................................................................................................... 47

Assessment Summaries for VET Courses .................................................................................................................................. 48

HSC CPC20211 Certificate II in Construction Pathways ...................................................................................................... 48

HSC SIT20213 Certificate II in Hospitality ........................................................................................................................... 49

HSC MEM10105 Certificate I in Engineering ....................................................................................................................... 50

FSK20113 Certificate II in Skills for Work and Vocational Pathways .................................................................................. 51

HSC SIS20513 Certificate II in Sport Coaching ..................................................................................................................... 52

APPLICATION FOR ILLNESS / MISADVENTURE APPEAL – ASSESSMENT TASK ............................................................................ 53

APPLICATION FOR AN EXTENSION FOR AN ASSESSMENT TASK ................................................................................................ 55

HIGHER SCHOOL CERTIFICATE ASSESSMENT TASK YEAR PLANNER 2017/17 ............................................................................. 57

Receipt of the HSC Assessment Policy ...................................................................................................................................... 59

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Excellence Innovation Opportunity Success

POLICY FOR ASSESSMENT IN THE HIGHER SCHOOL CERTIFICATE COURSE 2018

Introduction Dear Students and Parents/Caregivers You are about to commence the most important year in your educational journey. In 2017 and 2018, you will undertake four terms of intense learning culminating in the award of your Higher School Certificate or Year 12 Record of School Achievement (RoSA). During this time, you will complete a range of assessment tasks for each of your subjects. It is essential that you complete all tasks, on time, to the best of your ability and aim to achieve as highly as you can. Our staff are here to assist you in every possible way and we will do what we can to ensure your journey throughout Year 12 is as smooth as it can be. I wish you every success as you embark on the final stage of thirteen years of schooling. If I can be of any assistance, please do not hesitate to speak with either myself, Mr Riles as the Deputy Principal responsible for Year 12 or Mrs Williams as your Year Adviser. The following policies and procedures will be followed for all subjects studied in Stage 6 at The Canobolas Rural Technology High School. The Canobolas Rural Technology High School extends best wishes to all students for the coming year. K. Wootten Principal

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Quick Reference Guide – Fast Facts about Assessment

What do I do if ………………?????

Question Answer Booklet Reference

1. I don’t hand a task in on the due date?

If there is a valid reason, you should complete an Illness / Misadventure form. You will need a Medical Certificate or appropriate supporting documentation. Otherwise you get zero and an ‘N’ warning letter.

5A and 5B

2. I don’t hand a task in on the due date and I don’t have a valid reason?

You will receive an ‘N’ letter as you must complete at least 50% of tasks to be eligible to satisfy NESA requirements. You should complete the task even though a zero mark will be given to you.

3. I am away on the day of a scheduled assessment task to be held here at school?

If there is a valid reason, you should complete an Illness / Misadventure form. Otherwise you get zero and an ‘N’ warning letter.

5A and 5B

4. I do an assessment task but I have a valid reason that affects my performance in an assessment task or exam?

Complete an Illness / Misadventure form. Your teacher will then use a mark based on a substitute task or give you an estimate based on other evidence. See 5F for details on what a substitute task may be like.

5F

5. I know I’m going to be away on the day of a task at school?

Fill in a form applying for an Extension at least 2 days before the date of the scheduled task

5C

6. I have a good reason that is affecting me being able to hand in a task on time?

Fill in a form applying for an Extension at least 2 days before the due date of the scheduled task. Seek assistance from your Year Adviser or Deputy.

5C

7. I am completing my assessment task on a computer?

You must back up your progress and print back-up copies. Computer failure will not be a good enough reason to get an extension.

5D

8. My task is to be handed in on a CD, USB or other form of electronic medium?

You must make sure it can be opened on school equipment before the due date.

5E

9. I miss a VET practical session?

See your teacher to catch it up some time so that you have opportunity to achieve the competencies.

2(iii)

10. I have more than one task scheduled on a particular day?

Tell your teacher as soon as you find out and negotiate a change of date for one of them, if this is appropriate.

2(i)

11. I get an ‘N’ Warning letter sent home?

Try to do the required work as soon as possible Talk to your teacher and get help if you need it.

12. I don’t make a serious attempt for an examination? Eg. Only completing the multiple choice questions or writing silly responses.

You will get zero marks, will re-do the task and will get an ‘N’ warning letter

5G

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Question Answer Booklet

Reference

13. I have trouble reading assessment tasks and writing my responses.

See your Year adviser or Deputy Principal about how to apply for special provisions to see if you can get a reader, writer or extra time that would help you with an assessment task or exam.

5I

14. It’s time for school exams? Check the examination policy which outlines expected behaviours

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15. I communicate with other students during an exam either by speaking or by mobile phone.

You may lose all of your marks for the exam. 6

16. Copy someone else’s work either from this year or another year and hand it in as my own?

You may get zero. This is called Plagiarism. You would have learnt about this when you completed “All my own work” “A Malpractice Panel” will consider the situation.

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17. Copy information, pictures and/or ideas off the internet and do not acknowledge the source as a quote.

You may get zero. This is called Plagiarism. You would have learnt about this when you completed “All my own work” “A Malpractice Panel” will consider the situation.

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18. I think there has been a mistake in my assessment rank

See your Deputy Principal about this and it will be reviewed. Marks awarded cannot be reviewed only the rank.

9A

19. I think that the way the assessment task has been organised and run is unfair

See your Deputy Principal within 5 days of the assessment task happening to discuss the issue

9B

School Term Dates for HSC Students 2018

Term 4 - 2017 9th October – 19th December 2017

Term 1 - 2018 30th January – 13th April 2018

Term 2 - 2018 1st May – 6th July 2018

Term 3 - 2018 24th July – 28th September 2018

Examination Dates for HSC 2018

Half-Yearly Exams 2nd-13th April 2018 (Weeks 10 & 11, Term 1)

Trial Higher School Certificate Exams 13th-24th August 2018 (Weeks 4 & 5, Term 3)

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1. Background Information

(i) Standards-Referenced Preliminary and HSC

A standards-referenced approach to assessment and reporting was introduced with the New Higher School Certificate in 2000. The following assessment policy has been devised for this purpose.

The assessment tasks that teachers will use will be linked to outcomes.

Students will be given the opportunity to demonstrate their achievement of outcomes in a range of task types.

The outcomes to be assessed influence the type of assessment tasks used.

Students will know before the task the criteria on which they are to be judged.

The marking schemes for each task are aligned to the standards by including the wording of syllabus outcomes and the marking criteria.

The ranking and relative differences between students come from different levels of achievement of the specified standards.

Students will receive feedback that recognises what they can do and what they need to do in order to improve their level of performance.

2. Student Responsibilities

(i) Assessment Schedule

Students must:

Make sure that they have a copy of the Assessment Schedule for formal assessment tasks for each course studied. (The assessment schedules will form part of this document.)

Present work according to the schedule of dates for assessment tasks. The dates listed in this subject schedule are a guide to the term and week for the task only. The specific date and time for the submission of the task will be provided with the formal written notification of the task at least two weeks prior to the due date.

If absent from lesson(s), actively pursue whether an assessment task has been issued. Inform their teacher immediately if a task is scheduled for a date that they already have a task

scheduled. Be aware that non-completion or late submission of assessment tasks without reasonable cause

will be awarded zero. Be aware of the procedures to be followed if the student requires an extension due to illness or

misadventure.

(ii) Presenting Work

Students must: Submit the Assessment Task on the designated date and time. Complete the appropriate paperwork to acknowledge receipt of Assessment Task Present their own, original work. Submit work to an acceptable standard and in an appropriate format. Acknowledge all sources of information used.

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(iii) Missed VET Practical Sessions

Students must be aware that practical sessions in a VET subject are assessed for competency. Students are advised that attendance at practical sessions is mandatory. If for any reason students do not attend a practical, it is up to the student to liaise with the teacher to complete the practical at a mutually agreeable time.

Students must be aware that work placement is a mandatory requirement for Curriculum Framework courses and also that 35 hours per 120 hours of coursework must be carried out, to satisfactorily meet the course requirements.

3. Teacher Responsibilities

Teachers must: Ensure that students have a copy of the Assessment Schedule for their class. Follow the Assessment Schedule for their subject ensuring that outcomes listed in the schedule are

assessed as per task and that the task runs on the scheduled week. Give students at least TWO WEEKS written notice for each assessment task, advising the due date,

type of task, precise timing of task, weighting of each task, assessment criteria and outcomes being assessed.

Ensure that absent students receive the information the next time the student attends the class. Negotiate the necessary changes with the class when an assessment task must be rescheduled due

to unforeseen circumstances. During rescheduling negotiations, the teacher must be mindful of other assessment tasks scheduled for the alternative date. Before the class is informed of a rescheduled date for a task, approval must be gained from the School Executive at their regular meeting.

The class will be informed in writing of any change. A minimum of two weeks’ notice will be given, in writing if the date of a task is to be varied.

Ensure adherence to the non-assessment periods (e.g. 1 week before exams)

4. Assessment Policy

Course requirements have two major components: Course work: This includes class work, class tests, essays, set tasks in class, assignments and regular

homework. Assessment Tasks: These are clearly identified tasks that must be completed in each course. The

tasks for each course are identified in this Assessment Tasks and Schedule booklet, and contribute to the final assessment mark for each course.

Students are expected to attempt all work. Failure to work with due diligence and sustained effort and/or failure to make a genuine attempt at work could result in the award of an ‘N’ (non-completion) determination. Failure to complete, submit or be present for an assessment task without a valid reason could result in the award of an ‘N’ (non-completion) determination in any course. The teacher will inform the student of concerns regarding progress and the student and parents will be informed in writing via an ‘N’ Warning letter. This letter will set out the work requirements and due dates that the student must meet to rectify the progress concerns. The Principal may determine that, as a result of absence, the course completion criteria cannot be met. The Principal will regard absences, fractional truancies and poor punctuality seriously. Students will be warned if absences are placing them at risk of an ‘N’ (non-completion) determination. Following a second warning an ‘N’ determination may be awarded.

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Granting of Leave

Granting of leave is a matter for the principal to determine. The principal has discretion in granting leave provided that he or she is satisfied that the reason for the absence is substantial and that the progress of the student towards course outcomes will not be unduly affected. Where the period of leave requested is extensive, the student must demonstrate to the principal that outcomes in each course will be achieved. Educational progress can be ensured by a variety of means, including assignments set by the school, tuition or private study, attendance at another school, distance education lessons and catching up.

5. Assessment Policy for Non-Completion of Assessment Tasks

A. Action to be taken by students when work is submitted Late

For tasks not completed in class, it is the responsibility of the student to submit work directly to the subject teacher by the date and time stipulated in the assessment task.

Any task submitted late without valid reason will receive a mark of zero for the task. Students who feel they have a valid reason for submitting a task late should follow the procedures as set out under the heading Illness/Misadventure and Extension of Time (See Appendix).

B. Illness / Misadventure Applications by Students

Students who feel that their performance on the task has been affected by factors outside their control e.g. illness or accident may wish to apply for special consideration. Students must formally apply by completing the Illness/Misadventure Application Form (Appendix A). The application form is available from the subject teacher, Faculty Head Teacher of the subject, Year Adviser or the Deputy Principal and must be submitted within two school days of the students’ return to school. The teacher must give the application to the subject Head Teacher who will consult with the Deputy Principal to make a determination. Where possible the student or parent/carer should contact the subject teacher (e.g. by phone) on or before the assessment date to explain the extenuating circumstances.

It is important to note that: Students must pursue the illness/misadventure process. There is no onus on the class teacher

to instigate this process. In the case of illness, a medical certificate or other appropriate supporting documentation must

accompany an application form. Work submitted late without an application for illness/misadventure will receive a zero ‘0’; and

a warning letter, following the NSW Educational Standards Authority (NESA) procedures, will be sent to the student’s home address.

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Misadventure refers to any valid reason, other than illness, for not completing, submitting or

being present for an assessment task. Whether an event will be considered to be a valid misadventure, warranting consideration, will depend on the circumstances of the event and the independent documentary evidence that is handed in to support the misadventure claim.

If the illness/misadventure application is deemed to be valid, and therefore upheld, the

student will complete the set task or an alternate task as soon as can be arranged, preferably on the next school day or, in exceptional circumstances, an estimate will be used based on assessment evidence.

Invalid reasons for illness/ misadventure will result in a mark of zero ‘0’ for that task C. Extension of Time Requested by Students

Notice of foreseeable absences must be brought to the attention of the class teacher and subject Head Teacher so that negotiations can be made to set alternate dates/tasks.

Students are permitted to submit tasks prior to the due date in these situations as long as the class teacher agrees. It is the student’s responsibility to plan around foreseeable absences.

Students who cannot submit the task on or by the due date, for reasons beyond their control, can make a written application for an extension of time to complete the task at least two days prior to the due date, on the Extension Application Form (Appendix B)

The following procedures should be followed by the students who wish to apply for an extension of time for an assessment task.

Step 1 - Students must inform their teacher immediately and fully complete the Extension Application Form attaching any relevant documentation.

Step 2 - Students must ensure that parents/carers have signed the form Step 3 - The student must submit the form to the subject teacher who will sign it and then pass the

application to the subject Head Teacher who will consult with the Deputy Principal to make a determination

Step 4 - The Deputy Principal (or representative) and Faculty Head Teacher will make a ruling, and the

student and teacher will be notified of the ruling.

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D. Computer Failures

Technical failures related to computing equipment will not constitute sufficient grounds for the granting of an extension. Students are expected to follow responsible practices in relation to the use of technologies, including the maintenance of reliable and up to date back up copies, allowing sufficient time to deal with potential technical failures and the retention of printed backup copies. E. Submission of non-written tasks

Students must ensure that any disks, films or tapes are operable on standard school equipment. This must be checked before submission.

Each student is responsible for maintaining an updated copy of his or her assessment task on a CD or thumb drive in a suitable program eg. Word. Where a computer/printer malfunction occurs the backup copy must be submitted. F. Criteria for Teachers Giving Substitute Tasks

Where the result of an Assessment Task was affected for valid reasons by absence or other misadventure preventing presentation of part (or all) of the task for assessment, the school may use a mark based on a substitute task or, in exceptional circumstances, an estimate based on other evidence.

Any substitute task should:

Be based on the same components or outcomes as the original task; Test or measure the same knowledge or skills as the original task; As far as possible, be of comparable standard to the original task; Be assessed in the same manner as the original task.

G. Non-Attempt or Non Serious Attempt at an Assessment Task

In the event of a student not attempting or not making what the teacher marking the assessment task considers to be a serious attempt at an Assessment Task, the teacher will:

Award zero for that task, Record a zero mark in the assessment record for the student, Students who make a non-genuine attempt will be required to re-do/complete the task to a

standard that meets the course outcomes as required by NESA Inform the parents/guardians of the situation using an ‘N’ notification

H. Invalid or Non-Discriminating Assessment Task

In the case of invalid or non-discriminating tasks, the principal may authorise an additional task or an adjustment of the course weightings. Adequate warning must be given to students for an additional task. In extreme circumstances the principal may allow an invalid task to be completely disregarded. I. Disability Provisions

The NSW Educational Standards Authority (NESA) may approve special examination provisions for the HSC Examinations if a student has a special need that would, in a normal examination situation, prevent him or her from: (a) reading the examination questions; and/or (b) communicating his or her responses. Principals have the authority to decide on and to implement special provisions for school-based assessment tasks including examinations.

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6. Examination Policy

Every effort is made to ensure that no student gains an unfair advantage in an examination. To guarantee this, students sitting any examination or completing any task must follow procedures and rules to stop any unfair advantage. The following rules apply in all examinations:

Students may not borrow equipment from any person during an examination No student may communicate or attempt to communicate with any other person, except the

supervising teacher during an examination The penalty for communication or attempted communication may be the loss of all marks for an

examination If you wish to ask a question during an examination, please raise your hand and a teacher will come

to you. Do not leave your seat. Action will be taken against any student who disrupts or attempts to disrupt any part of any

examination in any way.

The above rules apply from the time the student enters the room until all papers are collected and the student has been formally dismissed. A complete list of Examination Rules will be distributed to all students before each examination period when they receive the examination timetable. In the event of an alleged malpractice, documentation will be presented by the supervising teacher(s) and forwarded to the Deputy Principal and the Head Teacher of the subject. An award of ‘zero’ marks will be issued if a student is deemed to have gained an unfair advantage during the examination.

7. Academic Malpractice

The Principal expects all students, in their studies and research, to abide by accepted protocols that are designed to ensure that malpractice does not occur in assessment tasks or class work. Malpractice includes, but is not limited to: -

Copying someone else’s work in part or in whole and presenting it as their own, Using material directly from books, journals, CD’s or the internet without acknowledgment, Buying, stealing or borrowing another person’s work and presenting it as their own, Submitting work to which another person such as a parent or tutor has contributed substantially, Using non-approved aides during assessment tasks, Contriving false explanations to explain work not handed in by the due date, Plagiarism of material with no due acknowledgement, Breaching school examination rules.

Issues of Academic malpractice will be referred to the Principal. A panel will be formed consisting of the Teacher, Faculty Head Teacher, Deputy Principal and Principal for deliberation. The student will be informed of the process. Proven malpractice may lead to a zero award, with the review team establishing the penalty which is appropriate to the seriousness of the offence.

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8. Recording and Reporting Procedures

A. Recording of Assessment Results by Teachers

A centralised recording of student results for Assessment Tasks is maintained on the school’s Sentral Markbook. It is the responsibility of the Faculty Head Teacher of the subject to ensure marks are entered as soon as possible after the task is marked.

The mechanism for keeping the central record up-to-date is as follows:

At the completion of each Assessment Task marks are entered into Sentral An assessment file will be maintained by Head Teachers to keep copies of each task used for

assessment.

B. Reporting by Teachers to Students

As with all work done by the student, it is essential that results from Assessment Tasks be returned to the student as soon as possible.

Although students understandably expect feedback as a result of undertaking tasks of this nature, it should be noted that NESA requires that the final assessment mark remains confidential. Students are entitled to their progressive rank and to their rank on each task. In the case of a student having jeopardised their final results in a course being studied, on account of non-attempt of Assessment Tasks, it is emphasised that the teacher must not delay notification of concern over a student’s progress, but advise the Faculty Head Teacher within a week of the task not being submitted, so that the student can be counselled before she/he has gone beyond the point where a course result cannot be redeemed. Warning letters, signed by the Principal are sent to the student’s home address.

9. The Review Mechanism for Students A. Review of the Student’s Assessment

The school has made provision for a student to have his/her assessment reviewed.

It should be noted, however, that:

Such a review would consider only the student’s rank in the subject ranking, and not the absolute value of marks awarded.

The teachers’ judgment of worth of individual Assessment Tasks, as reflected in the marks or grades awarded will not be subject to review as part of this process.

In the event of a student requesting a review, this will be conducted by a panel comprising the Principal or their nominee, Faculty Head Teacher and the teacher of the course involved. It is anticipated that the review mechanism will seldom be needed if students and their parents are regularly advised of the progress of the Assessment process, and if teachers keep students fully informed of the assessment policy for their course(s).

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B. Review of the Administration of an Assessment Task

The provision has been made for a student to have the administration of an Assessment Task reviewed, within five school days after the Assessment Task has taken place. It should be noted that:

In the case of a review of the administration of an Assessment Task the Principal would consider only the administration of that Assessment Task.

The judgement of worth of individual Assessment Tasks, as reflected in the marks or grades awarded by teachers, will not be subject to review as part of this process.

Any such request for review must be made in writing and lodged with the Principal.

In the event of a student requesting an administrative review, this will be conducted by a panel comprising of the Principal, Faculty Head Teacher and teacher of the course involved.

10. Evaluation

Regular evaluation of the way in which Assessment is undertaken occurs, with specific attention to the following:

The Assessment Program The School Policy The Review Mechanism The work-load of students and teachers.

From such evaluation, the Policy may be modified, in order to allow for progressive refinement of the Assessment procedure.

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11. Where can students/parents/carers go for advice?

Students may contact the Principal, Deputy Principal, Head Teachers, Year Adviser or class teacher at any time if there are any concerns.

The NESA ACE Manual is located on line and outlines information about Higher School Certificate rules, requirements and procedures: http://ace.bos.nsw.edu.au/higher-school-certificate

Copies of the school’s policy documents regarding HSC Assessment are available on the school’s website: http://www.canobolas-h.schools.nsw.edu.au/general-information/year-12-assessment-schedule

Standards packages are available in the library for HSC examinations. These contain the relevant syllabus and illustrate the standards established for each course.

NSW Educational Standards Authoristy Liaison Officer, Ms Julie Pyne is available at the NESA office in Bathurst. Her telephone number is (02) 6334 8048 and is listed on the board’s website at www.boardofstudies.nsw.edu.au/contacts/staff_boslos.html

If you have any questions about the assessment program, please contact the school.

Included on the final page of this booklet is a simple form which we require all students and at least one parent or guardian, to sign and return to the school so that we may be certain everyone has read and understood the requirements for the Higher School Certificate with regards to assessment.

Please complete and return to Mrs Williams by the end of Term 4, Week 3, 2017.

The staff of The Canobolas Rural Technology High School wishes Year 12 students well for their HSC and encourages them to do their personal best at all times in class and for assessment tasks and examinations.

MRS S WILLIAMS MS K WOOTTEN MR S RILES YEAR 12 ADVISER PRINCIPAL DEPUTY PRINCIPAL (Year 12)

http://www.boardofstudies.nsw.edu.au/contacts/staff_boslos.html

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Higher School Certificate Assessment Task Year Planner 2017/2018

Week Term 4 2017 Term 1 2018 Term 2 - 2018 Term 3 - 2018

1 ENGLISH EXT 1

MATHEMATICS EXT 1

2 ENGLISH EXT 2 ENGLISH ADVANCED

ENGLISH EXT 2 ENGLISH STANDARD

3 ENGLISH EXT 1

DANCE ASSESSMENT FREE WEEK

4 LEGAL STUDIES ENGLISH STANDARD TRIAL HSC

ENGLISH STUDIES

5 ABORIGINAL STUDIES

VISUAL DESIGN

ENGINEERING STUDIES VISUAL ART

BIOLOGY PHYSICS PDHPE

TRIAL HSC

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INDUSTRIAL TECH WOOD BUSINESS STUDIES

LEGAL STUDIES PHYSICS BIOLOGY

ENGLISH ADVANCED ENGLISH STANDARD

ENGLISH STUDIES

CAFS VISUAL DESIGN

BUSINESS STUDIES INDUSTRIAL TECH WOOD

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CHEMISTRY D&T

CHEMISTRY ENGINEERING STUDIES

EXPLORING EARLY CHILDHOOD VISUAL ARTS

ABORIGINAL STUDIES EXPLORING EARLY

CHILDHOOD D&T

VISUAL ARTS

ENGLISH ADVANCED ENGLISH STUDIES

8 ENGLISH ADVANCED ENGLISH STANDARD

ENGLISH STUDIES

CAFS DANCE

INDUSTRIAL TECH WOOD PDHPE

MATHEMATICS MATHEMATICS EXT 2

MATHEMATICS GENERAL 1 MATHEMATICS GENERAL 2

9

CAFS DRAMA

SLR VISUAL DESIGN

PDHPE

ASSESSMENT FREE WEEK

DRAMA DANCE

ABORIGINAL STUDIES D&T

LEGAL STUDIES

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MATHEMATICS MATHEMATICS GENERAL 2 MATHEMATICS GENERAL 1

ENGLISH EXT 2

HALF-YEARLY EXAMINATIONS

CHEMISTRY EXPLORING EARLY

CHILDHOOD VISUAL ART

VISUAL DESIGN ENGLISH EXT 2

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HALF-YEARLY

EXAMINATIONS

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Subject Course Schedules Aboriginal Studies

KLA: HSIE Head Teacher: K. Hutchinson

Task Date Component % Type of Task Outcomes Assessed

Weight

1 Term 4 2017

Week 5 Research and inquiry - the Major Project

5 Research

Proposal – Major Work in log book

4.1, 4.2 5%

2 Term 1 2018

Week 7

Communication in appropriate forms Investigation analysis, synthesis and evaluation Research and inquiry

5

25

5

Major project &

Completed log book

4.1, 4.2

4.1, 4.2

25% &

10%

3 Term 1

Weeks 10/11 Knowledge and understanding 15

Half-Yearly Examination

1.1, 1.2, 1.3, 3.1, 3.2, 3.3,

4.1, 4.3 15%

4 Term 2 Week 9

Research and inquiry Communication in appropriate forms

10 10

Extended Response

3.1, 3.5, 4.2, 1.1

20%

5 Term 3

Weeks 4/5 Knowledge and understanding 25

Trial HSC Examination

1.1, 1.2, 1.3, 3.1, 3.2, 3.3,

4.1, 4.3 25%

Mandatory Course Assessment Weightings

Component Weighting

Knowledge and understanding of course content 40%

Investigation, analysis, synthesis, and evaluation of information from a variety of sources and perspectives

25%

Research and inquiry methods, including aspects of Major Project 20%

Communication of information, ideas and issues in appropriate forms 15%

Higher School Certificate Course Outcomes

H1.1 Evaluate the impact of different viewpoints of colonialism on Aboriginal and other Indigenous peoples

H1.2 Analyse and discuss the social justice and human rights issues that are contemporary consequences of colonialism on Aboriginal and other Indigenous peoples

H1.3 Assess the representation of Aboriginal peoples and cultures for bias and stereotyping

H2.1 Examine contemporary expressions of Aboriginal and other Indigenous peoples’ culture, heritage and identity

H2.2 Analyse the importance of Country as a contemporary issue impacting on Aboriginal and other Indigenous peoples’ cultural, political, social and economic life

H3.1 Assess the effectiveness of government policies, legislation and legal decisions in addressing discrimination

H3.2 Evaluate the impact of key government policies, legislation and legal decisions on the socioeconomic status of Aboriginal peoples and communities

H3.3 Evaluate initiatives that promote the social, economic and political independence of Aboriginal and other Indigenous peoples

H4.1 Plan, investigate, analyse, synthesise and communicate relevant information, incorporating Aboriginal and other Indigenous peoples’ perspectives

H4.2 Undertake community consultation and fieldwork and applies ethical research practices

H4.3 Investigate and compare the histories and cultures of Aboriginal peoples and other Indigenous peoples

20

Biology

KLA: Science Head Teacher: B Curran

Task Date Component %

Type of Task Outcomes Assessed

Weight

1 Term 4 2017

Week 6

Knowledge and understanding First hand investigation Communicating, scientific thinking and problem solving

5 15 5

First hand Investigation & Analysis of data

6, 11,12,13, 14

25%

2 Term 1 2018 Weeks 10/11

Knowledge and understanding Communicating, scientific thinking and problem solving

10 5


3, 4,6, 9, 10,15

15%

3 Term 2 Week 5


5 15 5

Research Task

2,3, 5,6, 12, 13

25%

4 Term 3

Weeks 4/5


20 15


1, 6, 7, 8, 9, 10,16

35%


Component Weighting

Knowledge and understanding 40%

Planning, conducting, gathering and processing information from first-hand investigations

30%

Communicating, scientific thinking and problem solving

30%

Higher School Certificate Course Outcomes H1 Evaluate how major advances in scientific understanding and technology have changed the direction or

nature of scientific thinking

H2 Analyse the ways in which models, theories and laws in biology have been tested and validated

H3 Assess the impact of particular advances in biology on the development of technologies

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

H5 Identify possible future directions of biological research

H6 Explain why the biochemical processes that occur in cells are related to macroscopic changes in the organism

H7 Analyse the impact of natural and human processes on biodiversity

H8 Evaluate the impact of human activity on the interactions of organisms and their environment

H9 Describe the mechanisms of inheritance in molecular terms

H10 Describe the mechanisms of evolution and assesses the impact of human activity on evolution

H11 Justify the appropriateness of a particular investigation plan

H12 Evaluate ways in which accuracy and reliability could be improved in investigations

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

H14 Assess the validity of conclusions from gathered data and information

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

H16 Justify 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

21

Business Studies

KLA: HSIE Head Teacher: K Hutchinson


Weight

1 Term 4 2017

Week 6

Stimulus-based skills Communication

20 10

Operations 2, 3, 4, 5, 6 30%

2 Term 1 2018 Weeks 10/11

Knowledge and understanding

10 Half-Yearly

Examination 2, 4, 5, 6, 7, 8, 9 10%

3 Term 2 Week 6

Inquiry and research Communication

20 10

Case Study: Marketing 1, 2, 3, 7, 8, 9 30%

4 Term 3

Weeks 4/5


30 Trial HSC Examination 1, 2, 3, 4, 5, 6, 7,

8, 9, 10 30%


Component Weighting

Knowledge and understanding of course content 40%

Stimulus-based Skills 20%

Inquiry and research 20%

Communication of business information, ideas and issues in appropriate forms 20%


H1 Critically analyse the role of business in Australia and globally

H2 Evaluate management strategies in response to changes in internal and external influences

H3 Discuss the social and ethical responsibilities of management

H4 Analyse business functions and processes in large and global businesses

H5 Explain management strategies and their impact on businesses

H6 Evaluate the effectiveness of management in the performance of businesses

H7 Plan and conduct investigations into contemporary business issues

H8 Organise and evaluate information

H9 Communicate business information, issues and concepts in appropriate formats

H10 Apply mathematical concepts appropriately in business situations

22

Chemistry

KLA: Science Head Teacher: B Curran

Task Date Component % Type of Task

Outcomes Assessed

Weight

1 Term 4 2017

Week 7


5 15 5

First hand investigation –

information research

3, 4, 9, 11, 12, 14, 15

25%

2 Term 1 2018 Weeks 10/11


5 5 5


1, 2, 4, 3, 7, 9, 10, 15

15%

3 Term 2

Week 10


5 5

15 First hand

investigation

8, 10, 12, 13, 15

25%

4 Term 3

Weeks 4/5


25 5 5


2, 4, 5, 6, 7, 8, 10, 16

35%


Component Weighting


Planning, conducting, gathering and processing information from first-hand investigations 30%

Communicating, scientific thinking and problem solving 30%


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

H2 Analyse the ways in which models, theories and laws in Chemistry have been tested and validated

H3 Assess the impact of particular advances in chemistry on the development of technologies

H4 Assess the impacts of applications of chemistry on society and the environment

H5 Identify possible future directions of chemistry research

H6 Explain reactions between elements and compounds in terms of atomic structures and periodicity

H7 Describe the chemical basis of energy transformations in chemical reactions

H8 Assess the range of factors which influence the type and rate of chemical reactions

H9 Describe and predict reactions involving carbon compounds

H10 Analyse stoichiometric relationships






23

Community & Family Studies Faculty: TAS Head Teacher: P. Finlay

Task Date Assessment Component % Type of Task Outcomes Assessed

Weight

1 Term 4 2017

Week 9 Research methodology 15 IRP 4.1, 4.2 15%

2 Term 1 2018

Week 8

Knowledge and understanding Skills Research methodology

10 5 5

Case Study 1.1, 2.2, 2.3, 3.1, 3.3, 4.1, 5.1

20%

3 Term 1

Weeks 10/11

Knowledge and Understanding Skills Research Methodology

5 5 5


1.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 5.1, 6.2

15%

4 Term 2 Week 6

Knowledge and understanding Skills Research methodology

10 10 5

Research Task 2.2, 3.2, 4.2,

5.1, 5.2 25%

5 Term 3

Weeks 4/5

Knowledge and understanding Skills Research Methodology

15 5 5

Trial HSC Examination All outcomes 25%


Component Weighting

Knowledge and understanding of • resource management • positive relationships • range of societal factors • nature of groups, families and communities

40%

Skills in: • applying management processes to meet the needs of individuals, groups, families and communities • planning to take responsible action to promote wellbeing

25%

Knowledge and understanding about research methodology and skills in researching, critical thinking, analysing and communicating

35%

Higher School Certificate Course Outcomes H1.1 Analyse the effect of resource management on the wellbeing of individuals, groups, families communities

H2.1 Analyse different approaches to parenting and caring relationships

H2.2 Evaluate strategies to contribute to positive relationships and the wellbeing of individuals, groups, families & communities

H2.3 Critically examine how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 Analyse the socio-cultural factors that lead to special needs of individuals in groups

H3.2 Evaluate networks available to individuals, groups and families within communities

H3.3 Critically analyse the role of policy and community structures in supporting diversity

H3.4 Critically evaluate the impact of social, legal and technological change on individuals, groups, families and communities

H4.1 Justify and apply appropriate research methodologies

H4.2 Communicate idea, debates issues and justifies opinions

H5.1 Propose management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 Develop strategies for managing multiple roles and demands of family, work and other environments

H6.1 Analyse how the empowerment of women and men influences the way they function within society

H6.2 Formulate strategic plans that preserve rights, promote responsibilities and establish role leading to the creation of positive social environments

H7.1 Appreciate differences among individuals, groups and families within communities and value their contributions to society

H7.2 Develop a sense of responsibility for the wellbeing of themselves and others

H7.3 Appreciate the value of resource management in response to change

H7.4 Value the place of management in coping with a variety of role expectations

24

Dance

KLA: PDHPE Head Teacher: A Hurford

Task Date

Component % Type of Task

Outcomes Assessed

Weight

1

Term 1 2018 Week 3

Major Study- Performance 20 Performance, Process Diary and Interview

H1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 4.1, 4.2, 4.3, 4.4

20%

2 Term 1 2018

Weeks 8 Core Composition 10

Composition Performance, Process Diary and Interview

H3.1, 3.2, 3.3, 3.4,

10%

3 Term 1 Weeks 9/10

Core Appreciation 10 Half-Yearly Examination 4.2, 4.3, 4.4 10%

4

Term 2 2018 Week 9

Core Performance Core Composition Major Performance

20 10 20

Practical Trial HSC Examination

1.1, 1.2, 1.3, 1.4,2.1,2.2,3.1, 3.2, 3.4

50%

5 Term 3 Weeks 4/5

Core Appreciation 10 Trial HSC Written

Examination 4.1, 4.2, 4.3, 4.4, 4.5

10%


Component Weighting

Core Performance 20%

Core Composition 20%

Core Appreciation 20%

Major Study 40%

Higher School Certificate Course Outcomes H1.1 Understand dance from artistic, aesthetic, cultural perspectives through movement- in written and

oral form

H1.2 Perform, compose and appreciate dance as an art form

H1.3 Appreciate and value dance as an art form through the interrelated experiences of performing, composing and appreciating dances

H1.4 Acknowledge and appreciate the relationship of dance and other media

H2.1 Understand performance quality, interpretation and style relating to dance performance

H2.2 Perform dance skills with confidence, commitment, focus, consistency, performance quality and with due consideration of safe dance practices

H2.3 Value the diversity of dance performance

H3.1 Identify and select the appropriate elements of composition/choreography in responses to a specific concept/intent

H3.2 Demonstrate the use of the elements of composition/choreography in response to a specific concept/intent

H3.3 Recognises and values the role of dance in achieving individual expression

H3.4 Explores, applies and demonstrates the combined use of compositional principles and technologies skills in a personal style in response to a specific concept/intent

H4.1 Understands the concept of differing artistic, social and cultural contexts of dance

H4.2 Recognises, analyses and evaluates the distinguishing features of major dance works

H4.3 Utilises the skills of research and analysis to examine dance as an artform

H4.4 Demonstrates in written and oral form, the ability to analyse and synthesise information when making discriminating judgments about dance

H4.5 Acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation

25

Design and Technology

KLA: TAS Head Teacher: P. Finlay

Task Date Component % Type of Task Outcomes Assessed Weight

1 Term 4 2016

Week 7 Designing and Producing 25 Proposal of design

H1.1, H1.2, H3.2, H4.1, H4.2, H4.3,

H5.1, H5.2 25%

2 Term 1 2016

Week 7 Innovation and emerging technologies

20 Innovation

Written Case Study H2.1, H2.2, H3.1,

H5.2, H6.2 20%

3 Term 1

Weeks 10/11

Innovation and emerging technologies Designing and Producing

5 5


H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H5.2, H6.1, H6.2

10%

4 Term 2 Week 9


5

20

Project Progress Diaries

H1.1, H1.2, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2,

H6.1, H6.2

25%

5 Term 3

Weeks 4/5


10 10


H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H5.2, H6.1, H6.2

20%


Component Weighting

Innovation and emerging technologies 40%

Designing and Producing 60%


H1.1 Critically analyse the factors affecting design and the development and success of design projects

H1.2 Relate the practices and processes of designers and producers to the major design project

H2.1 Explain the influence of trends in society on design and production

H2.2 Evaluate the impact of design and innovation on society and the environment

H3.1 Analyse the factors that influence innovation and the success of innovation

H3.2 Use creative and innovative approaches in designing and producing

H4.1 Identify a need or opportunity and research and explore ideas for design development and production of the major design project

H4.2 Select and uses resources responsibly and safely to realise a quality major design project

H4.3 Evaluate the processes undertaken and the impacts of the major design project

H5.1 Manage the development of a quality major design project

H5.2 Select and use appropriate research methods and communication techniques

H6.1 Justify technological activities undertaken in the major design project through the study of industrial and commercial practices

H6.2 Critically assess the emergence and impact of new technologies, and the factors affecting their development

26

Drama

KLA: English Head Teacher: G Carter

Task Date


Outcomes Assessed

Weight

1 Term 4 2017

Week 9

Making Performing

Critically studying

5 5

10

Part A: Performance essay Part B: Work in Progress

1.1, 1.2, 1.3, 1.5, 2.3, 3.1,

3.2, 3.3

15% (Performance Essay)

5% (WIP)

2 Term 1 2018 Weeks 9/10

Making Performing

Critically studying

15 5

10

Part A: Half-Yearly Examination – written and practical Part B: Work in Progress

1.1, 1.2, 1.3, 1.5, 1.7, 1.9, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3

20% (Essays)

10% (WIP)

3 Term 2 2018

Week 9 Making

Performing 10 10

Work in Progress Group Performance

1.1, 1.6, 2.1, 2.2

20%

4 Term 3 2018 Weeks 4/5

Making Performing

Critically Studying

10 10 10

Trial HSC examination - written and practical

1.2, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

10% (Essays)

10% (Individual Project)

10% (Group

Performance)


Component Weighting Making 40%

Performing 30%

Critically Studying 30%

Higher School Certificate Course Outcomes H1.1 Use acting skills to adopt and sustain a variety of characters and roles

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

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

H1.4 Collaborate effectively to produce a group-devised performance

H1.5 Demonstrate directorial skills

H1.6 Record refined group performance work in appropriate form

H1.7 Demonstrate skills in using the elements of production

H1.8 Recognise the value of the contribution of each individual to the artistic effectiveness of productions

H1.9 Value innovation and originality in group and individual work

H2.1 Demonstrate effective performance skills

H2.2 Use dramatic and theatrical elements effectively to engage an audience

H2.3 Demonstrate directorial skills for theatre and other media

H2.4 Appreciate the dynamics of drama as a performing art

H2.5 Appreciate the high level of energy and commitment necessary to develop and present a performance

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

H3.2 Analyse, synthesise and organise knowledge, information and opinion in coherent, informed oral and written responses

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

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

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

27

Engineering Studies

KLA: TAS Head Teacher: P Finlay


Weight

1 Term 4 2017

Week 7

Knowledge and understanding Research, problem solving & communication Management and problem solving

10

5 5

Civil Structures Engineer’s Report

1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2

20%

2 Term 1 2018 Week 10/11


15

5 5


1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.3,

5.1, 6.1

25%

3 Term 2 Week 5


10

10 5

Aeronautical Engineering

Engineer’s Report

1.1, 2.1, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1 , 6.2

25%

4 Term 3

Week 4/5


15

10 5


1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2

6.1, 6.2

30%


Component Weighting

Knowledge and understanding of engineering principles and developments in technology

50 %

Skills in research, problem solving and communication related to engineering 30 %

Understanding the scope and role of engineering including management and problem solving

20 %

Table of HSC Course Outcomes:-

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

H1.2 Differentiate between the properties and structure of materials and justifies the selection of materials in engineering applications

H2.1 Determine suitable properties, uses and applications of materials, components and processes in engineering

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

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

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

H3.3 Develop and use specialised techniques in the application of graphics as a communication tool

H4.1 Investigate the extent of technological change in engineering

H4.2 Apply knowledge of history and technological change to engineering based problems

H4.3 Apply understanding of social, environmental and cultural implications of technological change in engineering to the analysis of specific engineering problems

H5.1 Work individually and in teams to solve specific engineering problems and prepare engineering reports

H5.2 Select and use appropriate management and planning skills related to engineering

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

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

28

English Advanced



Weight

1 Term 4 2017

Week 8 Area of Study 25

Folio of work &

Creative Response

1, 2, 3, 6, 7, 8, 11

15% &

10%

2 Term 1 2018

Week 6 Module A 15

Viewing and Representing

1, 2, 2A, 6, 12A

15%

3 Term 1

Weeks 10/11 Area of Study 10


1, 2A, 3, 4, 6, 7, 8, 10, 12A

10%

4 Term 2 Week 7

Module B 15 Critical Response 1, 2, 2A,6, 12A 15%

5 Term 3 Week 2

Module C 15 Oral Presentation 6, 8, 10, 12,

12A, 13 15%

6 Term 3

Weeks 4/5

Area of Study Module A Module B Module C

5 5 5 5


3, 4, 8, 10, 11 20%


Component Weighting Area of Study – Discoveries 40%

Module A - Comparative Study of Texts and Contexts 20%

Module B – Critical Study of Texts 20%

Module C – Representation and Text 20%


H1 Explain and evaluate the effects of different contexts of responders and composers on texts

H2 Explain relationships among texts

H2A Recognise different ways in which particular texts are valued

H3 Develop language relevant to the study of English

H4 Explain and analyse the ways in which language forms and features, and structures of texts shape meaning and influence responses

H5 Explain and evaluate the effects of textual forms, technologies and their media of production on meaning

H6 Engage with the details of text in order to respond critically and personally

H7 Adapt and synthesise a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts

H8 Articulate and represent own ideas in critical interpretive and imaginative texts from a range of perspectives

H9 Evaluate the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas

H10 Analyse and synthesise information and ideas into sustained and logical argument for a range of purposes, audiences and contexts

H11 Draw upon the imagination to transform experience and ideas into text demonstrating control of language.

H12 Reflect on own processes of responding and composing

H12A Explain and evaluate different ways of responding to and composing text

H13 Reflect on own processes of learning

29

English Extension 1 (1 Unit)



Weight

1

Term 1 2018

Week 3

Knowledge and Understanding Skills

15 15

Speaking/representing Presentation to class

1, 2, 4 30%

2

Term 1 2018 Weeks 10/11


5 5

Half-Yearly Examination 1, 2, 3 10%

3

Term 3 Week 1


20 20

Folio of Writing 1, 2, 3 40%

4

Term 3

Weeks 4/5


10 10

Trial HSC Examination 1, 2 20%


Component Weighting Knowledge and understanding of complex texts – how and why they are valued 50%

Skills in complex analysis, sustained composition and independent investigation 50%


H1 Distinguish and evaluate the values expressed through texts

H2 Explain different ways of valuing texts

H3 Compose extended texts

H4 Develop and deliver sophisticated presentation

NB: This is a 1 Unit course and the final mark will be reported as a mark out of 50.

30

English Extension 2 (1 Unit)



Weight

1 Term 4 2017

Week 10 Independent Investigation Sustained composition

5 5

Vive Voce – addressing the proposal for the Major Work. Oral task and discussion.

1, 2 10%

2 Term 2 2018


10 5

Report – the impact of independent investigation on the development of the Major Work

1, 2 15%

3 Term 2


10 15

Draft version of the Major Work and reflection on progress to date

1, 2 25%

Total: Internal Assessment 50 Total: Internal Assessment 50%

4 Term 3 Week 2

(approx.)

Submission of Major Work and Reflection Statement

40 10

External HSC assessment 1, 2 50%

Summary of external and internal HSC assessment. Mandatory Course Assessment Weightings

Component

External Assessment

Mark Internal Assessment Weighting

Major Work 40 Skills in extensive independent investigation 25%

Reflection Statement 10 Skills in sustained composition 25%

50

50%


H1 Develop and present an extended composition which demonstrates depth, insight, originality and skills in independent investigation.

H2 Reflect on and document own process of composition


31

English Standard



Weight

1 Term 4 2017

Week 8 Area of Study 25 Folio of work

& Creative writing

2, 9, 10, 11, 12, 13

15% &

10%

2 Term 1 2018

Week 6 Module A 15

Viewing and Representation

1, 2, 5, 7, 8 15%

3 Term 1

Weeks 10/11 Area of Study

10


1, 4, 6, 7, 8 10%

4 Term 2 Week 4 Module B 15 Oral Presentation 2, 4, 8, 13 15%

5 Term 3 Week 2

Module C 15 Extended Response 3, 5, 9, 10 15%

6 Term 3

Weeks 4/5

Area of Study Module A Module B Module C

5 5 5 5

Trial HSC Examination 3, 4, 8, 10, 11 20%


Component Weighting Area of Study – Discoveries 40%

Module A – Experience through Language 20%

Module B – Close Study of Text 20%

Module C – Texts and Society 20%


H1 Demonstrate understanding of how relationships between composer, responder, text and context shape meaning

H2 Demonstrate understanding of the relationships among texts

H3 Develop language relevant to the study of English

H4 Describe and analyse the ways that language forms and features, and structures of texts shape meaning and influence responses

H5 Analyse the effect of technology and medium on meaning

H6 Engage with the details of text in order to respond critically and personally

H7 Adapt and synthesise a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts

H8 Articulate and represent own ideas in critical, interpretive and imaginative texts from a range of perspectives

H9 Assess the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas

H10 Analyse and synthesise information and ideas into sustained and logical argument for a range of purposes and audiences

H11 Draw upon the imagination to transform experience and ideas into text, demonstrating control of language

H12 Reflect on own processes of responding and composing

H13 Reflect on own processes of learning

32

English Studies (BEC)


Task Date


Outcomes Assessed

Weight

1 Term 4 2017

Week 8

Literacy Language

Ways of Learning

10 5 5

Trip Plan 1.1, 1.3, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2,

20%

2 Term 1 2018

Week 6

Literature Language

Ways of Learning

10 10 5

Historical Media Text Timed class Essay under formal exam conditions

1.1,.2, 1.3, 1.4, 2.2, 3.1, 3.2, 4.1,

4.2

25%

3 Term 2 Week 7

Literacy Language

Ways of Learning

15 5 5

Creative Arts Presentation 1.1, 1.3, 1.4, 2.3, 3.1, 3.2, 4.1, 4.2

25%

4 Term 3

Week 4*

Literature Literacy

Language

20 5 5

We are Australians PowerPoint

Presentation

1.1, 1.3, 1.4, 2.1, 2.3, 3.2, 4.1, 4.2

30%

* This task will be completed during the Trial HSC examination period while other English exams are scheduled.


Component Weighting

Literature: Knowledge, understanding and appreciation of various forms of texts 30%

Literacy: Skills in reading, listening and viewing and in writing, speaking and representing 30%

Language: Knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

25%

Ways of learning: Skills in planning and working individually and collaboratively, and reflect on learning. 15%

Higher School Certificate Course Outcomes H1.1 Analyse extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how

English is used to convey meaning

H1.2 Explain the ideas and values of the texts

H1.3 Explain how language and other techniques are used to convey meaning in extended and short texts in a range of forms

H1.4 Produce a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques

H2.1 Comprehend sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship

H2.2 Demonstrate further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship

H2.3 Demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts in vocational contexts

H3.1 Recognise a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes

H3.2 Recognise a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences

H4.1 Plan and organise to complete tasks or projects, both individually and collaboratively

H4.2 Work effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics

33

Exploring Early Childhood (BEC)

KLA: TAS Head Teacher: P. Finlay

Task Date Course Component % Type of Task Outcomes Assessed

Weight %

1 Term 4, 2017

Week 7

Knowledge and understanding Skills

10

10 Industry Report

1.1, 1.3, 1.4, 2.1, 5.1, 6.2

20%

2 Term 1 2018

Week 7


5

10

Research Task and Presentation

1.2, 1.3, 4.1, 5.1, 6.1

15%

3 Term 2

Week 10


5

30

Portfolio and Presentation

1.2, 1.3, 2.4, 2.5, 6.1

35%

4 Term

Week 4 & 5


30 Yearly Examination

1.1, .2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 4.1, 4.2,

4.3, 5.1, 6.1, 6.2

30%


Component Weighting

Knowledge and Understanding 50%

Skills 50%


1.1 Analyses prenatal issues that have an impact on development

1.2 Examines major physical, social-emotional, behavioural, cognitive and language development of young children

1.3 Examines the nature of different periods in childhood — infant, toddler, preschool and the early school years

1.4 Analyses the ways in which family, community and culture influence the growth and development of young children

1.5 Examines the implications for growth and development when a child has special needs

2.1 Analyses issues relating to the appropriateness of a range of services for different families

2.2 Critically examines factors that influence the social world of young children

2.3 Explains the importance of diversity as a positive issue for children and their families

2.4 Analyses the role of a range of environmental factors that have an impact on the lives of young children

2.5 Examines strategies that promote safe environments

3.1 Evaluates strategies that encourage positive behaviour in young children

4.1 Demonstrates appropriate communication skills with children and/or adults

4.2 Interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 Demonstrates appropriate strategies to resolve group conflict

5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development

6.1 Demonstrates an understanding of decision making processes

6.2 Critically examines all issues including beliefs and values that may influence interactions with others

34

Industrial Technology: Timber Products and Furniture Technologies

KLA: TAS Head Teacher: P Finlay


Weight

1 Term 4 2017

Week 6 Major Project 20 Project Proposal

3.1, 3.2, 3.3, 4.2, 4.3,

5.1, 5.2

20%

2 Term 1 2018

Week 8 Knowledge & understanding 15

Industry Study Written Report

1.1, 1.2, 3.2, 5.1, 6.1, 6.2,

7.1

15%

3 Term 1

Week 10/11 Knowledge & understanding Major Project

5 5


1.1, 1.2, 1.3, 3.1, 4.3, 6.1,

7.1, 7.2

10%

4 Term 2 Week 6

Knowledge & understanding Major Project

10 25

Reflective Report

1.2, 3.2, 4.3, 5.1, 6.1, 6.2,

7.1, 7.2

35%

5 Term 3

Week 4/5 Knowledge & understanding Major Project

10 10


1.1, 1.2, 1.3, 2.1, 3.1, 4.3, 6.1, 6.2, 7.1,

7.2

20%


Component Weighting

Knowledge and understanding of the Timber Industry 40%

Knowledge, skills and understanding for the design and production of a quality Major Project 60%

Higher School Certificate Course Outcomes H1.1 Investigate industry through the study of businesses in one focus area

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

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

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

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

H3.2 Select and apply appropriate research and problem-solving skills

H3.3 Apply and justify design principles effectively through the production of a Major Project

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

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

H4.3 Critically apply knowledge and skills related to properties and characteristics of materials/components

H5.1 Select and use communication and information processing skills

H5.2 Examine and apply appropriate documentation techniques to project management

H6.1 Evaluate the characteristics of quality manufactured products

H6.2 Apply the principles of quality and quality control

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

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

35

Legal Studies

KLA: HSIE Head Teacher: K Hutchinson


Weight

1 Term 4 2017

Week 6

Knowledge and Understanding

Research

10

5 Case Study 1, 2, 4, 5, 6, 7, 8, 9 15%

2 Term 1 2018

Week 4


Research Communication

5

5 5

Presentation of a contemporary issue

3, 4, 5, 6, 7, 8, 9, 10 15%

3 Term 1

Weeks 10/11 Knowledge and Understanding

15 Half Yearly Examination 1, 2, 3, 4, 5, 6, 7, 9,

10 15%

4 Term 2 Week 9


Research Communication

10

10 5

Research Task Essay

1, 2, 4, 5, 6, 7, 8, 9, 10

25%

5 Term 3

Weeks 4/5

Knowledge and Understanding Communication

20

10 Trial HSC Examination

1, 2, 3, 4, 5, 6, 7, 9, 10

30%


Component Weighting

Knowledge and Understanding 60%

Research 20%

Communication 20%


H1 Identify and apply legal concepts and terminology

H2 Describe and explain key features of and the relationship between Australian and international law

H3 Analyse the operation of domestic and international legal systems

H4 Evaluate the effectiveness of the legal system in addressing issues

H5 Explain the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H6 Assess the nature of the interrelationship between the legal system and society

H7 Evaluate the effectiveness of the law in achieving justice

H8 Locate, select, organise, synthesise and analyse legal information from a variety of sources including legislation, cases, media, international instruments and documents

H9 Communicate legal information using well-structured and logical arguments

H10 Analyse differing perspectives and interpretations of legal information and issues

36

Mathematics

KLA: Mathematics Head Teacher: TBA


Weight

1 Term 4 2017

Week 10

Concepts, Skills and Techniques Reasoning and Communication

10 5

Term 4 Test 1, 2, 5 15%

2 Term 1 2018

Weeks 10/11


10 15


1, 2, 4, 5, 6,

7, 9 25%

3 Term 2 Week 8


10 10

Term 2 Test 1, 2, 3, 4, 5,

8, 9 20%

4 Term 3

Weeks 4/5 Concepts, Skills and Techniques Reasoning and Communication

20 20


1, 2, 3, 4, 5,

6, 7, 8, 9 40%


Component Weighting

Concepts, Skills and Techniques 50%

Reasoning and Communication 50%


H1 Seek to apply mathematical techniques to problems in a wide range of practical contexts

H2 Construct arguments to prove and justify results

H3 Manipulate algebraic expressions involving logarithmic and exponential functions

H4 Express practical problems in mathematical terms based on simple given models

H5 Apply appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems

H6 Use the derivative to determine the features of the graph of a function

H7 Use the features of a graph to deduce information about the derivative

H8 Use techniques of integration to calculate areas and volumes

H9 Communicate using mathematical language, notation, diagrams and graphs

37

Mathematics Extension 1 (1 Unit)



Weight

1 Term 1 2018 Weeks 10/11

Concepts, Skills & Techniques Reasoning & Communication

20 15


1, 2, 3, 7 35%

2 Term 3 Week 1


10 15

Term 2 Test 1, 2, 4, 6, 7 25%

3 Term 3

Weeks 4/5 Concepts, Skills & Techniques Reasoning & Communication

20 20


1, 2, 3, 4, 5, 6, 7

40%


Component Weighting

Knowledge, understanding and skills 50%

Reasoning, interpretive, explanatory and communication abilities 50%


HE1 Appreciate interrelationships between ideas drawn from different areas of mathematics

HE2 Use inductive reasoning in the construction of proofs

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

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

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

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

HE7 Evaluate mathematical solutions to problems and communicate them in an appropriate form


38

Mathematics Extension 2

KLA: MATHEMATICS Head Teacher: TBA

Task Date Course Component % Type of Task Outcomes Assessed

Weight

1 Term 1 2018 Weeks 10/11


20 15


1, 2, 3, 4, 9 35%

2 Term 2 Week 8


10 15

Term 2 Test 1, 2, 6, 8, 9 25%

3 Term 3

Weeks 4/5 Concepts, Skills and Techniques Reasoning and Communication

20 20


1, 2, 3, 4, 6, 7, 8, 9

40%


Component Weighting

Concepts, skills and techniques 50%

Reasoning and communication 50%


E1 Appreciate the creativity, power and usefulness of Mathematics to solve a broad range of problems

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

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

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

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

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

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

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

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

39

Mathematics - General 1



Weight

1 Term 4 2017

Week 10 Concepts, Skills & Techniques Reasoning & Communication

15 10

Focus Study Assignment 1

3, 4, 5, 6, 9, 10, 11

25%

2 Term 1 2018 Week 10/11


10 10


3, 5, 6, 9, 10 20%

3 Term 2 Week 8


10 15

Focus Study Assignment 2

1, 2, 3, 5, 6, 7, 9, 10, 11

25%

4 Term 3

Week 4/5 Concepts, Skills & Techniques Reasoning & Communication

15 15

Yearly Examination

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

30%


Component Weighting




MG1H-1 Use mathematics and statistics to evaluate and construct arguments in a range of familiar contexts

MG1H-2 Analyse representations of data in order to make predictions

MG1H-3 Make predictions about everyday situations based on simple mathematical models

MG1H-4 Analyse simple two-dimensional and three-dimensional models to solve practical problems

MG1H-5 Interpret the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units

MG1H-6 Make informed decisions about financial situations likely to be encountered post-school

MG1H-7 Develop and carry out simple statistical processes to answer questions posed

MG1H-8 Solve problems involving uncertainty using basic counting techniques

MG1H-9 Choose and uses appropriate technology to organise information from a range of practical and everyday contexts

MG1H-10 Use mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others

MG1H-VA Appreciate the importance of mathematics in everyday life and its usefulness in contributing to society

40

Mathematics - General 2

KLA: Mathematics Head TeacherTBA


Weight

1 Term 4 2017

Week 10 Concepts, Skills & Techniques Reasoning & Communication

10 5

Term 4 Test 1, 3, 6, 9, 10 15%

2 Term 1 2018 Week 10/11


15 10


1, 2, 3, 6, 8, 9, 10

25%

3 Term 2 Week 8


10 20

Focus Study Assignment

1, 2, 5, 7, 9, 10, 11

30%

4 Term 3

Week 4/5 Concepts, Skills & Techniques Reasoning & Communication

15 15


1, 2, 3, 4, 5, 6, 7, 8, 9, 10

30%


Component Weighting




MG2H-1 Use mathematics and statistics to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MG2H-2 Analyse representations of data in order to make inferences, predictions and conclusions

MG2H-3 Make predictions about situations based on mathematical models, including those involving cubic, hyperbolic or exponential functions

MG2H-4 Analyse two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non right-angled triangles

MG2H-5 Interpret the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and calculations and the conversion to appropriate units

MG2H-6 Make informed decisions about financial situations, including annuities and loan repayments

MG2H-7 Answer questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data

MG2H-8 Solve problems involving counting techniques, multistage events and expectation

MG2H-9 Choose and uses appropriate technology to locate and organise information from a range of contexts

MG2H-10 Use mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others, and justifies a response

MG2H-VA Appreciate the importance of mathematics in everyday life and its usefulness in contributing to society

41

PD/H/PE



Weight

1 Term 4 2017

Week 9

Knowledge and Understanding Skills in influencing Health and Physical Activity

Skills in Critical Thinking

10 5 5

Health Priority Issue Critical

Enquiry 2, 4, 16 20%

2 Term 1 2018

Week 8

Knowledge and understanding Skills in influencing Health and Physical Activity


5 5 5

Training Booklet 8, 10, 17 15%

3 Term 1

Weeks 10/11



10 5 5


1, 2, 3, 4, 5, 7, 8, 9,

10, 11, 15, 16, 17

20%

4 Term 2 Week 5



5 5 5

Injury Management and Analysis

8, 13, 17 15%

5 Weeks 4/5

Term 3



10 10 10


All outcomes

30%


Component Weighting Knowledge and understanding of factors that affect health; the way the body moves 40%

Skills in influencing personal and community health; taking action to improve participation and performance in physical activity

30%

Skills in critical thinking, research and analysis 30%

Higher School Certificate Course Outcomes H1 Describe the nature and justify the choice of Australia’s health priorities

H2 Analyse and explain the health status of Australians in terms of current trends and groups most at risk

H3 Analyse the determinants of health and health inequities

H4 Argue the case for health promotion based on the Ottawa Charter

H5 Explain the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H7 Explain the relationship between physiology and movement potential

H8 Explain how a variety of training approaches and other interventions enhance performance and safety in physical activity

H9 Explain how movement skill is acquired and appraised

H10 Design and implement training plans to improve performance

H11 Design psychological strategies and nutritional plans in response to individual performance needs

H13 Select and apply strategies for the management of injuries and the promotion of safety in sport and physical activity

H14 Argue the benefits of health-promoting actions and choices that promote social justice

H15 Critically analyse key issues affecting the health of Australians and proposes ways of working towards better health for all

H16 Devise methods of gathering, interpreting and communicating information about health and physical activity concepts.

42

Physics

KLA: SCIENCE Head Teacher: B Curran

Task Date Component % Type of Task Outcomes Assessed Weight

1 Term 4 2017

Week 6

First hand investigation Communicating, scientific thinking and problem solving

15 10

First hand investigation

11,12, 13, 14, 15

25%

2 Term 1 2018 Weeks 10/11


15 Half-Yearly

Examination 6, 7, 9 15%

3 Term 2 Week 5

First hand investigation Communicating, scientific thinking and problem solving

15 10

Information investigation – Research task

1, 3, 4, 5, 12, 13, 14,15,16

25%

4 Term 3

Weeks 4/5


25 10


1, 2, 3, 4, 5, 6, 7, 8, 9, 10

35%


Component Weighting


Planning, conducting, gathering and processing information from first-hand investigations 30%

Communicating, scientific thinking and problem solving 30%


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

H2 Analyse the ways in which models, theories and laws in physics have been tested and validated

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

H4 Assess the impacts of applications of physics on society and the environment

H5 Identify possible future directions of physics research

H6 Explain events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

H7 Explain the effects of energy transfers and energy transformations

H8 Analyse wave interactions and explains the effects of those interactions

H9 Explain the effects of electric, magnetic and gravitational fields

H10 Describe the nature of electromagnetic radiation and matter in terms of the particles






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

43

Sport, Lifestyle & Recreation



Weight

1 Term 4 2017

Week 9 Knowledge Skills

10 5

Emergency Scenario Assessment Task

1.3, 3.6, 4.2, 4.5 15%

2 Term 1 2018 Weeks 10/11

Knowledge Skills

15 5

Half yearly examination

1.1, 3.6, 3.1, 4.1 20%

3 2018 Ongoing

Task Knowledge Skills

5 30

On-going practical assessment

1.1, 1.3, 2.1, 3.1, 4.1, 4.4

35%

4 Term 3

Weeks 4/5 Knowledge Skills

20 10

Trial HSC Examination 1.1, 1.3, 2.5, 3.1

3.6 30%


Component Weighting

Knowledge 50%

Skills 50%


H1.1 Apply the rules and conventions that relate to participation in a range of physical activities

H1.2 Explain the relationship between physical activity, fitness and healthy lifestyle

H1.3 Demonstrate ways to enhance safety in physical activity

H1.4 Investigate and interpret the patterns of participation in sport and physical activity in Australia

H1.5 Critically analyse the factors affecting lifestyle balance and their impact on health status

H1.6 Describe administrative procedures that support successful performance outcomes

H2.1 Explain the principles of skill development and training

H2.2 Analyses the fitness requirements of specific activities

H2.3 Select and participate in physical activities that meet individual needs, interests and abilities

H2.4 Describe how societal influences impact on the nature of sport in Australia

H2.5 Describe the relationship between anatomy, physiology and performance

H3.1 Select appropriate strategies and tactics for success in a range of movement contexts

H3.2 Design programs that respond to performance needs

H3.3 Measure and evaluate physical performance capacity

H3.4 Compose, perform and appraise movement

H3.5 Analyse personal health practices

H3.6 Assess and respond appropriately to emergency care situations

H3.7 Analyse the impact of professionalism in sport

44

H4.1 Plan strategies to achieve performance goal

H4.2 Demonstrate leadership skills and a capacity to work cooperatively in movement context

H4.3 Make strategic plans to overcome the barriers to personal and community health

H4.4 Demonstrate competence and confidence in movement contexts

H4.5 Recognise the skills and abilities required to adopt roles that support health, safety and physical activity

H5.1 Accept responsibility for personal and community health

H5.2 Willingly participate in regular physical activity

H5.3 Value the importance of an active lifestyle

H5.4 Value the features of a quality performance

H5.5 Strives to achieve quality in personal performance

45

Visual Arts

KLA: Creative and Performing Arts Head Teacher: G Pelley


Weight

1

Term 4 2017

Week 7

Art Making 20

Planning, research and experimental work in preparing for Body Of

Work

1 2 3 4 5 6 20%

2 Term 1 2018

Week 7 Art Criticism and Art History

20 Research, Case Study

1 and 2 and Essay 7 8 9 10 20%

3 Term 2 2018

Week 5 Art Making 30

Development and Progress in creating a

Body Of Work 1 2 3 4 5 6 30%

4 Term 2 2017

Week 10 Art Criticism and Art History

30 Research, Case Study

3 and 4 and Essay 7 8 9 10 30%


Component Weighting

Art Making 50%

Art Criticism and Art History 50%


H1 Initiate and organise artmaking practice that is sustained, reflective and adapted to suit particular conditions

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

H3 Demonstrate an understanding of the frames when working independently in the making of art

H4 Select and develop subject matter and forms in particular ways as representations in artmaking

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

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

H7 Apply their understanding of practice in art criticism and art history

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

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

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

46

Visual Design (BEC)

KLA: Creative and Performing Arts Head Teacher: G Pelley

Task Date Component % Type of Task Outcomes

Assessed Weight

1 Term 4 2017

Week 9 Design Critical and Historical Studies

15 Research and Powerpoint

presentation CH1 CH2 CH3 CH4 15%

2 Term 1 2018

Week 5 Design Making 35

Creative Diary and Portfolio of design

works

DM1 DM2 DM3 DM4 DM5 DM6

35%

3 Term 2 Week 6

Design Critical and Historical Studies

15 Written review CH1 CH2 CH3 CH4 15%

4 Term 2

Week 10 Design Making 35

Creative Diary and Portfolio of design

works

DM1 DM2 DM3 DM4 DM5 DM6

35%


Component Weighting

Design Making 70%

Design Critical and Historical Studies 30%


DM1 Generate a characteristic style that is increasingly self-reflective in their design practice

DM2 Explore concepts of artist/designer, kinds of designed works, interpretations of the world and audience/consumer response in their making of designed works

DM3 Investigate different points of view in the making of designed works

DM4 Generate images and ideas as representations/simulations

DM5 Develop different techniques suited to artistic and design intentions in the making of a range of works

DM6 Take into account issues of Work Health and Safety in the making of a range of works

CH1 Generate in their critical and historical practice ways to interpret and explain design

CH2 Investigate the roles and relationships among the concepts of artist/designer, work, world and audience/consumer in critical and historical investigations

CH3 Distinguish between different points of view, using the frames in their critical and historical investigations

CH4 Explore ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of design

47

Assessment Schedule for HSC VET Courses

Formal Assessment

Assessment in VET courses is competency based. This means that you need to demonstrate that you have gained, and can apply the specific knowledge and skills for the unit of competency to be deemed competent in that unit. Evidence of competence will be collected in a variety of ways e.g. written tasks, practical demonstration, portfolio or assignment. (See following tables) You may be deemed ‘Competent’ if performance in all required assessment activities is satisfactory OR ‘Not Yet Competent if you are still developing skills and/or your performance is at an unsatisfactory level. There is no pass or fail. This means that a course mark is not allocated. For this reason, the assessment schedule for HSC VET courses is in a different format to other Board Developed Courses. Formal Assessment will be scheduled only when you have developed the necessary skills, and underpinning knowledge to demonstrate competency. Your trainer will keep a record of units of competency achieved. You may request to see this record at any time to determine your progress. Alternately you will be supplied with a competency log for maintaining a record of units achieved. You are entitled to seek advice about options for further training and assessment for competencies ‘not yet achieved’. You will also receive a report from the school each semester indicating competencies achieved to date. The achievement of units of competency, will lead to a Certificate at AQF level I, II or III or a Statement of Attainment (SOA) towards the AQF qualification. A transcript will be issued by the NSW Board of Studies on behalf of Public Schools NSW – Wagga Wagga, Registered Training Organisation (RTO) 90333 for successful completion. Recognition of Prior Learning (RPL) RPL is available by submitting evidence of skills and knowledge relevant to the unit/s of competency for assessment by your trainer. Credit Transfer

Credit Transfer will be given for units of competency previously achieved with another RTO. Refer to RTO Student Guide for further information and process. Work placement Work Placement is a mandatory HSC component. A minimum of 70 hours must be completed during a 240 hour course. Note that:

- you will not be permitted to participate in a work placement if you are not deemed ‘work ready’ by your trainer.

- an ‘N’ determination will be issued if work placement is not satisfactorily completed. This means that the course will not count towards your HSC pattern of study. However, you will still receive a Statement of Attainment which indicates the units of competency achieved towards the qualification.

- the scheduled date for work placement is shown in the assessment summary The Optional HSC Examination is:

- independent of the competency based assessment requirements for the Australian Qualifications Framework (AQF) VET qualification

- optional for students completing the 240 hour course and is intended for Australian Tertiary Admissions Rank (ATAR) purposes only.

- The satisfactory completion of the course will still appear on your HSC if the optional exam is not undertaken.

If you intend to use your VET course towards the calculation of the ATAR, the school must submit an estimated mark of your likely performance in the HSC. This will only be used in the case of an illness/misadventure appeal. You will be asked to complete a trial examination to practice appropriate written tasks under examination conditions to determine the estimated mark.

48

Assessment Summaries for VET Courses HSC CPC20211 Certificate II in Construction Pathways

Assessment Plan Evidence gathering techniques

Competency codes

Units of competency

Ob

serv

atio

n o

f

pra

ctic

al w

ork

Pro

du

ct a

sses

smen

t

Ora

l qu

esti

on

ing

Wri

tten

assi

gnm

ent,

Tes

t,

Qu

iz

Ro

le p

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

Oth

er

CPCCOHS1001A Work safely in the construction industry (white card)

Cluster 1:Getting Started in the Construction Industry

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CPCCCA2011A Handle carpentry materials

Cluster 2: Measure up

CPCCCM1015A Carry out measurements & calculations

CPCCCA2002B Use carpentry tools and equipment

Cluster 3:Reading plans and levelling

CPCCCM2001A Read and interpret plans and specifications

CPCCCM2006B Apply basic levelling procedures

Cluster 4: Prepare to Concrete

CPCCO2021A* Handle concreting materials

CPCCCM2004A Handle construction materials

Cluster 5: Group Project

CPCCCM1013A Plan and organise work

CPCCCM2005B Use construction tools and equipment

Cluster 6-Working Effectively

CPCCCM1012A Work effectively and sustainably in the construction Industry

CPCCCM1014A Conduct workplace communication

Cluster 7: Option 1-Joinery

CPCCJN2001A Assemble components

CPCCJN2002B Prepare for off-site manufacturing process

Cluster 7: Option-2 - Brick and block laying-

CPCCBL 2001 A Handle and prepare brick laying material

CPCCBL 2002 A Use bricklaying and block laying tools and equipment

The proposed date for work placement is Term 1, Week 7 (pending host availability). Depending on the achievement of units of competency; the possible AQF qualification outcome is Certificate II in Construction Pathways CPC20211 or a Statement of Attainment towards Certificate II in Construction Pathways CPC20211

49

HSC SIT20213 Certificate II in Hospitality


Competency codes

Units of competency

Ob

serv

atio

n o

f p

ract

ical

w

ork

Pro

du

ct a

sses

smen

t

Ora

l qu

esti

on

ing

Wri

tten

ass

ign

men

t, T

est,

Qu

iz

Ro

le p

lay,

ora

l pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

Oth

er in

clu

de

the

Ass

essm

ent

even

t ti

tle/

n

um

ber

if a

pp

licab

le

Cluster 1: Getting along

BSBWOR203 Work effectively with others Goal setting

Cluster 2: Safe and hygienic food preparation

SITXFSA101 Use hygienic practices for food safety

Workflow

CCP SITHCCC101 Use food preparation equipment

Cluster 3: Café skills

SITHFAB204 Prepare and serve espresso coffee

SITHFAB203 Prepare and serve non-alcoholic beverages

Cluster 4: Safe work practices

SITXWHS101 Participate in safe work practices Structured activity

Cluster 5: Interacting with diverse customers

SITXCCS202 Interact with customers

PPT

SITXCOM201 Show social and cultural sensitivity

Cluster 6: Safely serving food and beverages

SITHFAB206 Serve food and beverage

HACCP SITXFSA201 Participate in safe food handling practices

Cluster 7: Environmental practices

BSBSUS201 Participate in environmentally sustainable work practices

Audit

Cluster 8: Keeping up to date with industry

SITHIND201 Source and use information on the hospitality industry

Cluster 9: Preparing sandwiches and maintaining premises

SITHCCC103 Prepare sandwiches

SITHACS101 Clean premises and equipment

Cluster 10: Use hospitality skills effectively

SITHIND202 Use hospitality skills effectively (holistic) Portfolio

The proposed date for work placement is Term 2, Week 4 (pending host availability). Depending on the achievement of units of competency; the possible AQF qualification outcome is SIT20213 Certificate II in Hospitality or a Statement of Attainment towards SIT20213 Certificate II in Hospitality

50

HSC MEM10105 Certificate I in Engineering


Competency codes

Units of competency

Ob

serv

atio

n o

f

pra

ctic

al w

ork

Pro

du

ct

asse

ssm

ent

Ora

l qu

esti

on

ing

Wri

tten

assi

gnm

ent,

Tes

t,

Qu

iz

Ro

le p

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

ess

men

t

Oth

er

Cluster 1-Working Safely

Prerequisite Manufacturing, engineering and related services industries induction

MEM13014A

Apply principles of occupational health and safety in the work environment

MEM 11011B Undertake manual handling

Cluster 2-Using Hand Tools

MEM14004A Plan to undertake a routine task

MEM18001C Use hand tools

Cluster 3-Using Power Tools

MEM18002B Use power tools/hand held operations

MEM12023A Perform engineering measurements

Cluster 4-Calculating and Cutting

MEM05005B Carry out mechanical cutting

MEM12024A Perform computations

Cluster 5-Major Project

MEM15002A Apply quality systems

MEM15024A Apply quality procedures

MEM16007A Work with others in a manufacturing, engineering or related environment

Cluster 6-Welding

MEM05012C Perform routine manual metal arc welding

MEM07032A Use workshop machines for basic operations

Cluster 7-Interpret Technical Drawing (HSC unit only)

MEM09002B Interpret technical drawing

Individual Units- Select a minimum of 4 units to qualify for Certificate 1

MEM03001B Perform sheet and plate assembly (4 units)

OR

MEM05007C Perform manual heating and thermal cutting (2 units)

MEM05004C Perform routine oxy acetylene welding (2 units)

The proposed date for work placement is Term 2, Week 5 (pending host availability). Depending on the achievement of units of competency; the possible AQF qualification outcome is MEM10105 Certificate I in Engineering or a Statement of Attainment towards MEM10105 Certificate I in Engineering

51

FSK20113 Certificate II in Skills for Work and Vocational Pathways


Competency codes Units of competency

Ob

serv

atio

n o

f

pra

ctic

al w

ork

Pro

du

ct a

sse

ssm

ent

Ora

l qu

esti

on

ing

Wri

tten

ass

ign

men

t,

Te

st, Q

uiz

Ro

le p

lay,

ora

l pre

sen

tati

on

Assessment Foundation skills Core 1

FSKDIG03

FSKWTG09

Use digital technology for routine workplace tasks Write routine workplace texts


FSKLRG09

FSKOCM07

Use strategies to respond to routine workplace problems Interact effectively with others at work


FSKRDG10

FSKNUM15

Read and respond to routine workplace information Estimate, measure and calculate routine metric measurements for work


FSKLRG11 FSKNUM14

Use routine strategies for work-related learning Calculate with whole numbers and familiar fractions, decimals and percentages for work

Assessment Foundation skills

FSKLRG10 Use routine strategies for career planning


FSKOCM04 Use oral communication skills to participate in workplace meetings


FSKRDG09 Read and respond to routine standard operating procedures


FSKWTG07 Write routine formal workplace texts

Assessment Business

BSBITU201A Produce simple word processed documents

Assessment Business

BSBWOR204 Use business technology

Assessment Financial services

FNSFLT202 Develop and use a saving plan

Note Additional elective units of competency are delivered and assessed in this course and details will be provided by the teacher. Depending on the achievement of units of competency the possible AQF qualification outcome is FSK20113 Certificate II in Skills for Work and Vocational Pathways or a Statement of Attainment towards FSK20113 Certificate II in Skills for Work and Vocational Pathways.

52

HSC SIS20513 Certificate II in Sport Coaching


Competency codes Units of competency

Ob

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atio

n o

f p

ract

ical

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ork

Pro

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ct a

sses

smen

t

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l qu

esti

on

ing

Wri

tten

ass

ign

men

t,

Test

, Qu

iz

Ro

le p

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

Oth

er

Assessment Package 1

SISXWHS101 Follow work health and safety policies


BSBWOR202A Organise and complete daily work activities

SISXIND211 Develop and update sport, fitness and recreation industry knowledge


SISSSCO101 Develop and update knowledge of coaching practices

ICPDMT263 Access and use the Internet

ICTICT203 Operate application software packages


HLTAID003 Provide First Aid Credit Transfer (evidence of unit attainment from another RTO)


SISSSCO202

Coach beginner or novice participants to develop fundamental motor skill

SISXCAI101A Provide equipment for activities

SISXCAI102A Assist in preparing and conducting sport and recreation sessions


SISSSPT201A Implement sport injury prevention

Assessment Sport Package 1 Athletics

SISSATH201A Teach the fundamental skills of Athletics

SISSSDE201 Communicate effectively with others in a sport environment

SISSSPT303A Conduct basic warm-up and cool-down programs

Assessment Sport Package 3 Rugby League

SISSRGL204A Teach the skills of rugby league for modified games

Depending on the achievement of units of competency; the possible AQF qualification outcome is SIS20513 Certificate II in Sport Coaching or a Statement of Attainment SIS20513 Certificate II in Sport Coaching.

53

APPENDIX A

THE CANOBOLAS RURAL TECHNOLOGY HIGH SCHOOL

APPLICATION FOR ILLNESS / MISADVENTURE APPEAL – ASSESSMENT TASK

HSC PRELIMINARY YR 10 ROSA (Please tick the box)

STUDENT NAME: _____________________________ DATE:__________________

COURSE: ___________________________________ TEACHER: ______________________ DUE DATE OF TASK: ___________________________________ BRIEF DESCRIPTION OF TASK CONCERNED: _____________________________________________________________________________________ _____________________________________________________________________________________

I hereby lodge an Illness/Misadventure appeal as I feel that my performance on the task has been affected by factors outside my control eg. illness, accident or extenuating circumstance. The following factors have affected my performance or prevented me submitting this Assessment Task: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

(Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances.)

Student’s Signature: ______________________ Parent/Guardian: _____________________

Decision by Deputy Principal/Principal: Appeal Granted Appeal Declined Recommendation and Alternative Arrangements: _____________________________________________________________________________________ ________________________________________________________________________________

Deputy Principal / Principal Signature: __________________________Date: ________________ Copies to: Mr S Riles (DP) Head Teacher Student Student’s File

55

APPENDIX B


APPLICATION FOR AN EXTENSION FOR AN ASSESSMENT TASK

HSC PRELIMINARY YR 10 ROSA (Please tick the box)

STUDENT NAME: _____________________________ DATE:_______________________ COURSE: ___________________________________ TEACHER: _____________________ DATE OF TASK: ___________________________________ BRIEF DESCRIPTION OF TASK CONCERNED: ________________________________________________________________________________________ ________________________________________________________________________________________ I hereby apply for an extension based on consideration of the following facts which will prevent me submitting this Assessment Task by the due date or attending school on the scheduled date of a task. (Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances). Factors which will prevent me submitting this Assessment Task by the due date: ____________________________________________________________________________________________

________________________________________________________________________________________ (Documentary evidence from Parent/Doctor must be provided, except in exceptional circumstances.) Student’s Signature: ______________________ Parent/Guardian: ______________________ Negotiated New Date of Task: __________________________ Comment: __________________________________________________________________________

___________________________________________________________________________________ Head Teacher/Teacher’s Signature: _________________________ Date: ____________________ Recommendation: ____________________________________________________________________ ___________________________________________________________________________________

Extension Granted Application Declined Comment _____________________________________________________________________ Deputy Principal: ___________________________________ Date: ________________

Copies to: Mr S Riles (DP) Head Teacher Student Student’s File

57

HIGHER SCHOOL CERTIFICATE ASSESSMENT TASK YEAR PLANNER 2017/18 Students are advised to prepare a planner which lists their own assessment tasks

Week Term 4 2017 Term 1 2018 Term 2 - 2018 Term 3 - 2018

1

2

3

Assessment Free Week

4

HSC Trial Examinations

5

HSC Trial Examinations

6

7

8

9

Assessment Free Week

10

Half-Yearly Examinations

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Receipt of the HSC Assessment Policy

LETTER TO YEAR 12 STUDENTS AND PARENT/GUARDIANS

Please sign the statement below and return it to Mrs Williams, Year 12 Year Adviser, as soon as possible.

If you or your parent/carer wish to discuss any aspect of this statement before signing it please contact Mrs Williams who will arrange an appointment with the Head Teacher in charge of the subject.

The signing of this form indicates that you have understood the process of assessment for the award of the HSC 2018.

Please tear here and return section to Mrs Williams

..................................................................................................................................................................


HSC ASSESSMENT SCHEDULE 2018

NAME OF STUDENT: _____________________________________________________

NAME OF PARENT/GUARDIAN: __________________________________________

We have read and understood the assessment procedures for the HSC 2018

SIGNED: ________________________________________________________________

(Parent/Guardian)

SIGNED: ________________________________________________________________

the canobolas rural technology high school · 2019-10-25 · the submission of the task will be...

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