year 11 assessment policy 2020 - sydney secondary college · 2020-02-05 · introduction 4 sydney...

Year 11 Assessment Policy 2020

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Sydney Secondary College Blackwattle Bay Campus

Address for correspondence:

Blackwattle Bay Campus

Taylor Street, Glebe. NSW 2037

Telephone: (02) 96605688

Email: [email protected]

Website: http://www.sscbwattle-h.schools.nsw.edu.au

mailto:[email protected]

http://www.sscbwattle-h.schools.nsw.edu.au/

Introduction 4

Sydney Secondary College Assessment Policy 5

Blackwattle Bay Assessment Procedures 7

Communication of Results to Students and Parents 11

Failure to complete NESA requirements 11

Assessment Procedures Flow Chart 13

Formal Examination Periods and Absence 14

Year 11 Performance Descriptions/Grades 15

HSC All My Own Work (AMOW) 16

Aboriginal Studies 18 Modern History 49

Ancient History 19 Music 1 50 Biology 20 Music 2 51 Business Studies 21 Personal Development/Health/Physical Education 52

Chemistry 22 Photography, Video &Digital Imaging NEC 53

Chinese and Literature 23 Physics 54 Chinese in Context 24 Society and Culture 55 Community & Family Studies 25 Software Design and Technology 56 Design and Technology 26 Sport, Lifestyle and Recreation Studies NEC 57

Drama 27 Studies of Religion 58 Earth & Environmental Science 28 Textiles & Design 59 Economics 29 Visual Arts 60 Engineering Studies 30 Visual Design NEC 61

English- Advanced 31 English- Extension 1 32 Competency Based Assessment Information 62 English-Standard 33 Business Services VET 63 English EAL/D 34 Construction Pathways VET 64

English Studies 35 Entertainment Industry VET 65 Food Technology 36 Hospitality Kitchens Operations VET 67 French Continuers 37 Skills for Work and Vocational Pathways 68 Geography 38

Information Processes and Technology 39 Appendix 1 69

Investigating Science 40 Assessment Task Cover Sheet Industrial Technology/MM & Timber 41 Appendix 2 70 Italian Beginners 42 Illness/ Misadventure Application Form Japanese- Beginners 43 Appendix 3 72

Japanese- Continuers 44 Examination Procedures for all senior students Legal Studies 45 Appendix 4 73 Mathematics Advanced 46 Personal Year 11 Assessment Calendar Mathematics Extension 1 47 Appendix 5 74

Mathematics Standard 1 48 Glossary of Key Words

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BLACKWATTLE BAY CAMPUS INTRODUCTION

This handbook includes the assessment schedules for each course delivered at Blackwattle Bay Campus. It details the number tasks to be completed throughout the Year 11 academic year.

This booklet will inform you clearly of assessment tasks that must be completed to show that you have satisfied the requirements of each course. Student assessment provides evidence for making judgment about student achievement. The booklet is distributed during the Year 11 Assessment Workshop and there will be a number of mentoring sessions focused on “Assessments” where your Mentor Teacher will reinforce the main assessment procedures. Each student is required to complete a statement acknowledging they have received the booklet, attended the workshops and understand their rights and responsibilities.

The students must complete all course work to a satisfactory standard in order to meet the requirements of the Year 11 courses.

All staff at the school will provide support for students in their learning, and to help inform decisions and to overcome problems should they arise. It is important to keep your Year Advisers and Mentor teachers up to date if circumstances change in relation to your studies. Your Year Advisers for 2020-2021 are:

Mr. C Roberts Ms. J Su Ms. J Thompson

If you have any concerns or issues regarding any assessment task you should consult the Head Teacher of the faculty in which the course is delivered and the Deputy Principal responsible for Assessments, Ms. Jan Cuke.

In regard to Assessment procedures you may wish to contact any member of the Assessment Task Team:

Ms. Denise Nicola Head Teacher CAPA Ms Hatzi Mathematics Faculty Ms. Khodragha Science Faculty

Leiza Lewis Jan Cuke Principal Deputy Principal

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SYDNEY SECONDARY COLLEGE ASSESSMENT POLICY

Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment can be used to:

• assist student learning• evaluate and improve teaching and learning programs• provide information on student learning and progress in a course in relation to the syllabus

outcomes• provide evidence of satisfactory completion of a course• report on the achievement by each student at the end of a course.

Assessment of Learning (summative assessment) - assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment of learning:

• is used to plan future learning goals and pathways for students• provides evidence of achievement to the wider community, including parents, educators,

the students themselves and outside groups• provides a transparent interpretation across all audiences

Assessment for Learning (formative assessment) involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment for learning:

• reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

• involves formal and informal assessment activities as part of learning and to inform theplanning of future learning

• includes clear goals for the learning activity• provides effective feedback that motivates the learner and can lead to improvement• reflects a belief that all students can improve• encourages self-assessment and peer assessment as part of the regular classroom routines• involves teachers, students and parents reflecting on evidence• is inclusive of all learners.

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Assessment as Learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. Assessment as learning:

• encourages students to take responsibility for their own learning • requires students to ask questions about their learning • involves teachers and students creating learning goals to encourage growth and

development • provides ways for students to use formal and informal feedback and self-assessment to help

them understand the next steps in learning • encourages peer assessment, self-assessment and reflection.

Sydney Secondary College Campuses are expected to: • conduct sound assessment programs that allow students to demonstrate the breadth and

depth of their knowledge, skills and understanding (level of achievement) of the outcomes in a range of different task types

• develop quality assessment tasks and well-constructed marking guidelines • provide effective feedback to students in relation to their strengths and weaknesses and areas

for improvement • encourage students to take greater responsibility for their own learning • evaluate and refine teaching programs in response to student performance • report student achievement to various audiences including parents, employers and others, in

ways that meet their needs • report assessments (marks for the HSC except for VET curriculum frameworks, satisfactorily

completion and grades for Year 11, grades for Year 10 to NSW Education Standards Authority (NESA)

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YEAR 11 ASSESSMENT PROCEDURES

• The assessment mark for each course is a measure of achievement throughout the courseincluding that, which cannot be tested at a final examination (e.g. practical work, oral skills,research tasks, project-based tasks, portfolios, journals, process diaries multimodal etc).

• Each Faculty will follow policy as laid down by the NSW Education Standards Authority(NESA) and set tasks and the marks to be awarded for each task in accordance with syllabusdocuments.

• The Year 11 assessment period starts in Week 1 of Term 1 2020 and finishes in Week 10 ofTerm 3 2020.

• The NSW Education Standards Authority (NESA) advises that in individual courses thenumber of formal assessment tasks be limited to 3.

• Tasks are scheduled by week and term, with students given a minimum of two weekswritten notice of:

• the exact date the task is to be submitted• the exact time and venue the task is to be submitted• nature of the task• task description• marking guidelines• outcomes to be assessed

The course scaffolds contained within this booklet specifies the term and week in which each assessment task is scheduled. Class teachers will advise in writing of the precise timing of each task at least two weeks prior to the due date. A term calendar will be issued each term with specific dates/times for all tasks. These dates will be published on the Blackwattle Bay Campus website and on the Sentral Student Portal.

• Changes to the stated assessment task schedule must be communicated to students inwriting with two weeks’ notice. Students are required to sign an Assessment TaskDistribution Sheet indicating they have received the variations. Changes to any assessment task must have the approval of the Deputy Principal.

• Procedures for disability provisionsPrincipals have the authority to decide on, and to implement, disability provisions forschool-based assessment tasks including examinations. Provisions are provided to ensurestudents with a disability are able to access and respond to a task. Implementing disabilityprovisions is based on the recommendations from the Learning Support Team. Disabilityconditions can include, but are not limited to, anxiety, autism spectrum disorder-severe,back injury, broken arm, and vision impairment/low vision.

• Students seeking Disability Provisions for assessment tasks are to communicate with theirCourse Teacher and Head Teacher at least two weeks prior to the date of the assessment

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task. The Head Teacher will inform students seeking disability provisions of the exact venue and details for the task.

• Disability Provisions must be applied for and approved by NESA for the Higher School Certificate examinations. Parents and students should contact Ms Denise Mroz for assistance in applying. Applications must be lodged with NESA by the end of term one, for Year 12, 2021.

• VET Courses are based on Industry Training Packages and teach industry specific skills. These are competency based and allow a student to gain both HSC qualifications and Australian Qualification Framework (AQF) accreditation. Students work to develop the competencies, skills and knowledge described in each Unit of Competency. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out the various tasks and combinations of tasks listed to the standard required in the appropriate industry. Units of competency are assessed holistically as cluster tasks and students are assessed as either “competent” or “not yet competent” for individual units of competency. Students are given the opportunity to develop skills over time and have multiple opportunities to demonstrate competence to qualified assessors. Evidence of competence will be gathered on an ongoing basis as well as at specific assessment events. Evidence will be collected through a range of assessment activities using direct, indirect and supplementary methods. The achievement of units of competency by students determines the final vocational qualification that a student will achieve. Students may choose to undertake the optional HSC exam for a VET course for Australian Tertiary Admission Rank (ATAR) purposes. Schools must determine a HSC examination estimate which should be based on two formal examinations during the 240 hour course. Therefore, in addition to competency assessment, students in VET courses must undertake preliminary yearly exams, HSC mid-course and HSC trial exams to be used for this purpose. Students are also required to complete a minimum of 35 hours of mandatory work placement for each 2 units of a VET Curriculum Framework course studied.

• Students must demonstrate they are serious candidates for the Higher School Certificate by

their regular attendance at school and in lessons and through their satisfactory performance in assessment tasks. They must present themselves on time at the place specified for each assessment task. Take home tasks must be submitted on the due date, time and location, as specified on the assessment notification.

• Students must attend all classes on the day prior to the due date of all assessment tasks. Students must also attend all classes on the due date of all assessment tasks. Medical certificates will be required where a student is absent due to illness.

• Students must keep a copy of all their completed assessment tasks. Students are expected

to have a back-up digital copy of any work created digitally. Technology failure is not an acceptable excuse for missing an assessment due date.

• All assessment tasks must be submitted with a cover sheet with a completed declaration of All My Own Work statement (Appendix 1). Copies of the Year 11 cover sheets are available at Student Administration.

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• Students who do not complete/submit an assessment task will be awarded zero. A NESA “N” determination warning letter will automatically be sent. Students have the opportunity to submit the task and receive feedback.

• Students absent from an assessment task need to inform the school before 8.30am on the

day of the task. They must provide a medical certificate to the Deputy Principal and/or Head Teacher on the first day they return to school. The medical certificate must be the original on letterhead, cannot be post-dated and must include date/s of the assessment task. The doctor’s certificate must state a detailed reason for inability to attend and/or complete the task. The student must attach this medical certificate to the Illness/Misadventure Application Form and submit it to the Deputy Principal and/or Head Teacher on the day they return to school. (Appendix 2). Spare copies of this form are available from Student Administration and can be found on the school’s website under the link Assessment. The Head Teacher of the subject will determine what action will be taken, for example, to sit for the assessment task, to arrange an alternative task, to provide an estimate mark or other requirement.

• Late submission of an assessment task. Students are required to submit work by the due date, as these are known in advance. If there is evidence of illness/misadventure, students are to complete the Illness/misadventure application form and submit it to the Deputy Principal and/or Head Teacher. Students who submit a task after the due date/time may be awarded a zero.

• In some exceptional occasions, a student’s inability to meet assessment dates can be foreseen prior to the deadline. Examples include emerging clashes with major sporting events, student leadership events and IMP and Performing Arts events or designated overseas school travel (e.g. Timor Leste Sister School Program, European Tour). If this occurs it is the student’s responsibility to immediately contact the Deputy Principal and/or the Head Teacher of the course concerned before the date of the task. An Illness Misadventure Application form must be completed. The outcome will be decided by the Deputy Principal and Head Teacher after considering the information provided.

• Extended leave will not be granted during Formal Examinations. Final decisions will be

made at the discretion of the Principal.

• Students absent from an examination (Year 11 Final examinations) must ring the school before 8.30am. Students need to provide a medical certificate for the day of the missed examination and attach it to the Illness/Misadventure Application Form. It must be handed to the Deputy Principal on the first day they return to school. Students should be familiar with the Examination Procedures (Appendix 3). The exam will be rescheduled only within the exam period. The Deputy Principal and/or the Head Teacher will determine what action will be taken if rescheduling is not possible.

• A zero mark is noted as a non-attempt. If a student does not attempt tasks worth more than 50% of the total assessment marks in that course, the Principal will not certify that the course has been satisfactorily studied.

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• Non- Serious or Non-Attempts. Students should enter a formal examination or complete an assessment task knowing they MUST make a genuine effort at the assessment task or examination. NESA Rules and Procedures describe the requirements that students make a serious attempt to answer the examination questions. Failure to do so is called a non-serious attempt. A student’s task or exam is considered a non-attempt if there is no evidence of academic engagement with the task or exam. Students are required to attempt a range of question types throughout the examination paper or assessment task. It is not sufficient to answer multiple choice questions only. Merely rewriting the question is NOT considered to be an adequate attempt at the paper. A non-serious attempt is where students write frivolous or objectionable material in response to the question. If a student is identified as providing non-serious or non-attempts they will be asked to justify why they should receive a result in the task or exam. The consequences may be significant and may include not receiving an award in that course and/or the award of Year 11 and the HSC.

• Malpractice is any activity undertaken by a student that allows them to gain an unfair

advantage over others. It includes plagiarism (to pass off words or ideas of another as one’s own OR to use another’s work without crediting source), or copying (using the work of another person and submitting it as your own), but is not limited to:

o copying someone else's work in part or in whole, and presenting it as their own o using material directly from books, journals, CDs or the internet without reference to

the source o building on the ideas of another person without reference to the source o buying, stealing or borrowing another person's work and presenting it as their own o submitting work to which another person such as a parent, coach or subject expert

has contributed substantially o using words, ideas, designs or the workmanship of others in practical and

performance tasks without appropriate acknowledgement o paying someone to write or prepare material o breaching school examination rules o using non-approved aides during an assessment task o contriving false explanations to explain work not handed in by the due date o assisting another student to engage in malpractice.

• Malpractice. Any student found to have plagiarised or to be guilty of any malpractice will be awarded zero. Malpractice of any sort will be dealt with according to the school’s discipline procedures. All students have completed the NESA course- All My Own Work at the start of 2020. Students should refer to the NESA website for further details on cheating and malpractice and its consequences. Schools are required to complete a Malpractice Register on the NESA site for all incidences of malpractice.

• For students enrolling in the school or a course after 30 January 2020 (for example, at the

beginning of term 2 2020) the following applies: The student’s ranking in the course based on assessment tasks will be obtained by measuring the student’s performance in each task against the whole cohort and using that performance to calculate a mark for the missing assessment task(s). Final decisions will be made at the discretion of the Principal.

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• Students who are studying a subject at NSW School of Languages, Distance Education or

Saturday School of Community Languages will be issued with separate Year 11 assessment policies from these institutions. They should check with the supervising teacher(s) regularly to ensure any information regarding assessment is received. All General Information on assessment policy stated in this book still applies. Students of NSW School of Languages must ensure their study days and exam days are registered with the Rolls Administration.

COMMUNICATION OF RESULTS TO STUDENTS AND PARENTS

Individual Tasks

• Each student should be given the raw mark for each task.

• Results of Assessment Tasks, i.e. marks, can be queried only at the time the tasks are returned. Student should refer to the Marking Criteria. Objections raised after the task has left the classroom will not be considered. In the case of tests/assignments/essays etc., time will be given in class for students to check additions of marks and read comments to make an informed query. Should the query not be resolved in class, the task should be collected and referred to the Head Teacher.

• Invalid or Non-Discriminating Tasks. If there are problems associated with the

administration of an assessment task or if the task is for an appropriate reason not deemed to be valid, an additional task may be allowed provided sufficient notice is given and the weightings may be adjusted accordingly.

Cumulative Progress (rank only) will be made available to students in each course after

each assessment task. FAILURE TO COMPLETE NESA REQUIREMENTS

NSW Education Standards Authority requires all students to: - follow the course set - apply themselves with diligence and sustained effort - achieve some or all of the course outcomes

The non-completion of a course procedures commences when the student has not followed one of the above.

The first official warning letter is issued indicating the area(s) of concern. The Head Teacher

of the faculty interviews the student in danger of not satisfactorily completing a course. The Head Teacher documents the interview and the record of interview is completed which outlines what action the student needs to take in order to redress the situation. It will also specify the time frame.

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The second official warning letter will be issued for completely different reasons as outlined in the first official warning. In other words, s student cannot receive two letters for the same task. A pattern of indiscretions which illustrate the course completion criteria (a), (b) and/ or (c) has not been met needs to be established. Once the second official warning letter is issued, an interview with a Deputy Principal and the student will be organised to discuss all outstanding and current concerns. At the interview a plan for improvement will be negotiated and be implemented over and agreed time. The outcome is recorded in Sentral.

Receipt of the third official warning letter for any one further indiscretion or a series of indiscretions will result in an interview with Deputy Principal, parent/carer and the student. At this interview the Deputy Principal will make a determination, which may include a formal Deputy Principal program of improvement. The outcome is recorded in Sentral.

Receipt of further official warning letters and /or unsuccessful completion of a formal Deputy Principal program of improvement will result in an interview with the Principal who will make a determination regarding an “Determination.

NESA states that students who have received a minimum of two official warning letters in a single course and who have not completed the requirements detailed on these letters are at risk of receiving an N determination for that course. If that is the case, that subject will not count towards the satisfactory completion of 12 units of Year 11 courses. This will mean a student will not be able to progress to Year 12 in that course. Please refer to the flow chart on the following page.

Procedures for ‘N’ determinations for Non-completion of HSC course requirements, and Appeals.

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FORMAL EXAMINATION SESSIONS FOR YEAR 11 2020

In 2020, Year 11 students will have ONE formal examination session. The exam timetable will be published for students and parents five weeks in advance. Each student receives a personalised timetable and students are encouraged to keep a digital copy as well as the hard copy provided by the school

The Formal Internal Examination Sessions for 2020:

Final Examinations 16 September – 27 September

A copy of the Examination Procedures is included in this booklet. (Appendix 3)

ABSENCE OR TRAVELLING FOR HOLIDAYS DURING EXAMINATIONS

Year 11 students are aware of the weeks for all assessment tasks and dates of formal examinations many months in advance. They are gazetted on the school’s website, and in the Sentral Portal and Students and their families must make sure holidays are not planned during these periods as rescheduling may not be possible due to time constraints of the assessment and reporting periods.

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YEAR 11 COURSE PERFORMANCE DESCRIPTORS/GRADES

Course performance descriptors have been developed for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course.

Students are assessed through a variety of tasks (which could include tests, assignments, research reports, practical activities etc.) during the year10 course. Teachers assign a grade (A, B, C, D or E) to summarise the level of a student's achievement in a course. As a guideline to interpreting grades the following General Performance Descriptors indicate what each grade signifies.

Common Grade Scale for Preliminary Courses The Common Grade Scale shown below should be used to report student achievement in the Preliminary Stage 6 year in all NSW schools. The Common Grade Scale describes performance at each of five grade levels.

A The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

B The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

C The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

D The student demonstrates a basic knowledge of content and understanding of course concepts, and applies skills and processes in some familiar contexts. In addition the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

E The student demonstrates an elementary knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition the student demonstrates elementary skills in recounting information and communicating ideas.

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HSC: All My Own Work

What is the AMOW program?

The HSC: All My Own Work program is designed to help Higher School Certificate students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies.

The HSC: All My Own Work consists of five modules:

1. Scholarship Principles and Practices2. Acknowledging Sources3. Plagiarism4. Copyright5. Working with others

All students entered for one or Year 11 courses will be required to have satisfactorily completed HSC: All My Own Work or its equivalent before they submit any work for Year 11, unless they are only entered for Year 11 Life Skills Course.

Use the link below to view the AMOW program details.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

The skills, knowledge and understandings that you are expected to acquire as a consequence of participating in the AMOW program and throughout the Preliminary and HSC years

Module Knowledge & Understanding Skills Module 1: Scholarship, Principles and Practices

• Principles & practices of good scholarship

• Honesty and integrity• Rights & responsibilities• Intellectual integrity • Intellectual property • What is Malpractice? – what are the

consequences.• What are the consequences of

cheating e.g. zero marks

• being an effective researcher (information process/guidedinquiry/Blooms etc)

• time management• apply effective study habits e.g. note

taking

Module 2: Acknowledging sources

• Responsibilities • Consequences• Why need to acknowledge sources

of information?• Moral right so authors/creators

• Writing a bibliography • Writing a reference list• Referencing in text• Harvard system of referencing• Footnotes and endnotes• Common knowledge (facts known by

most people)• Facts• Opinions

http://amow.boardofstudies.nsw.edu.au/module1/module1.html





https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

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• Identifying different sources ofinformation

• Copying maps, photographs etc.& citing these works

Module 3: Plagiarism

• What is plagiarism?• Common forms of plagiarism• Why plagiarism matters• How plagiarism can be detected?

• Paraphrasing• Summarising• Using quotes• note taking• Referencing in text• Harvard system of referencing• Footnotes and endnotes• Identifying different sources of

information• Copying maps, photographs etc. &

citing these works• Being an effective researcher

(information process/guidedinquiry/Blooms etc.)submitting drafts or process diaries

Module 4: Copyright

• What is copyright?• Copyright act• Copyright on – written material,

digital material, music, images, maps & graphs

• Copyright permission• What is intellectual property? • Responsibilities and consequences

• How to acknowledge the creator of a work – music/film etc.

• Effective searching and using materialfound on the Internet –includingmusic/film

Module: 5: Working with others

• Collaboration• Collusion• Copying• How to acknowledge the support of

others• Consequences and penalties

• Group work – equal participation and contribution

• Responsibilities • Group organisation & expectations• Being an effective researcher

(information process/guidedinquiry/Blooms etc.)

• time management• apply effective study habits

At Blackwattle Bay Campus these modules will be delivered in the first week of school.

Year 11 2020 Aboriginal Studies

Task number Task 1 Task 2 Task 3

Nature of task Research Report Multi Mo0dal Presentation Yearly Examination

Timing Term 2 Week 9 2020 Term 3 Week 5 2020 Term 3 Weeks 9 & 10

Outcomes assessed P2.1,P2.2,P4.1,P4.2,P4.3,P4.4 P2.1,P2.2,P3.3, ALL

Components Weighting %

Knowledge and understanding of course content

10 10 20 40

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

5 5 5 15

Research and inquiry methods, including aspects of the local community case study 10 5 5

20

Communication of information, ideas and issues in appropriate forms

5 10 10 25

Total % 30 30 40 100

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Year 11 2020 Ancient History Head Teacher: Mr Rob Bury


Nature of task Investigating Ancient History

Historical Investigation - PBL

Source Analysis – Case Study

Thera

Yearly Examination

Timing Term 1 Weeks 7, 8, 9 & 10 Term 2 Week 6 Term 3 Weeks 9 & 10

Outcomes assessed AH11-3, AH11-4, AH11-5, AH11-6, AH11-8, AH11-9

AH11-6, AH11-7, AH11-9, AH11-10 AH11-1, AH11-2, AH11-6, AH11-7, AH11-9


Knowledge and Understanding 5 5 30 40

Analysis & evaluation of sources and

interpretations 5 10 5 20

Historical inquiry & research 10 10 20

Communication of understanding in

appropriate forms 10 5 5 20

Total % 30 30 40

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Year 11 2020 Biology Head Teacher: Ms T Lewis


Nature of task

Depth Study - Data Analysis

Module 3: Biological Diversity

Collection of first-hand data, analysis of data and communicating scientifically.

Scientific Report

Module 1: Cells as the basis of life Perform an in-class practical investigation that explores osmosis and diffusion. Students to submit a scientific report based on their investigation.

Yearly Examination

All modules

Timing Week 7, Term 1 Due Week 9, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed BIO11/12-1, BIO11/12-3, BIO11/12-4, BIO11/12-5, BIO11/12-7, BIO11-11

BIO11/12-2, BIO11/12-3, BIO11/12-4, BIO11/12-7, BIO11-8

All outcomes


Skills in working scientifically 30 20 10 60

Knowledge and understanding 10 10 20 40

Total % 40 30 30 100

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Year 11 2020 Business Studies Head Teacher: Mr Rob Bury


Nature of task

Nature of Business

In Class Topic Test

Business Management

PBL Business Plan & Presentation

All Topics

Final

Examination

Timing Term 1

Week 8

Tern 3 Week 2

Term 3

Weeks 9/10

Outcomes assessed P1, P2, P6, P7, P8 P1, P4, P5, P6, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P7, P8, P9, P10



Stimulus Based Skills 5 15 20

Inquiry & research 5 15 20



Total % 20 40 40 100

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Year 11 2020 Chemistry Head Teacher: Ms T Lewis


Nature of task

Depth Study- Scientific Report

Module 1: Properties and Structure of Matter

Perform a first-hand investigation on purification and testing of polluted water. Students to submit a Scientific report based on their investigation

Skills Task

Module 2: Introduction to Quantitative Chemistry

In class skills task on calculations. incl

• Chemical reactions and Stoichiometry

• Mole concept • Concentration and molarity

Yearly Examination

All modules

Timing Week 6, Term 1 Week 9, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed CHE11/12-1, CHE11/12-2, CHE11/12-3, CHE11/12-5,

CHE11/12-7, CHE11-8

CHE11/12-4, CHE11/12-6, CHE11-9 All outcomes




Total % 40 30 30 100

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Year 11 Chinese and Literature 2020 Head Teacher: Rachael Alonso


Nature of task

Response to spoken and visual texts

Oral presentation and response to written texts

Yearly Examination

Timing Timing

Term 1, Week 8 Timing


Term 3 Exam period

Outcomes assessed

Outcomes assessed 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4,

3.1, 3.2, 3.5, 3.7, 3.8


3.5, 3.8

Outcomes assessed 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1,

4.2, 4.3


Listening 10 10 20

Reading 25 15 40

Speaking 10 10

Writing 15 15 30

Total 25 35 40 100

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Year 11 Chinese in Context 2020 Head Teacher: Rachael Alonso


Nature of task Multimodal presentation in

Chinese Response to spoken and visual

texts/Speech

Yearly Examination

Timing Timing



Term 3, Exam period

Outcomes assessed


2.2, 2.3, 2.4, 2.5


3.2, 3.3, 3.4

Outcomes assessed 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5,

3.6

Components

Listening 10 15 25

Reading 10 15 25

Speaking 20 10 30

Writing 10 10 20

Total 30 30 40 100

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Year 11 2020 Community & Family Studies Head Teacher: Ms L Jones


Nature of task

Critical analysis

Resource management

Research task

Individuals & groups Preliminary examination

Timing

Term 1

Week 9

2020

Term 2

Week 8

2020

Term 3

Week 9-10

2020

Outcomes assessed P4.2, P6.1 P2.4, P3.1, P1.1–P7.4


Knowledge and understanding of course

content 10 10 20 40

Skills in critical thinking, research methodology,

analysing and communicating

20 20 20 60

Total % 30% 30% 40% 100

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Year 11 2020 Design & Technology Head Teacher: Ms J McBride


Nature of tasks Preliminary Project 1 Preliminary Project 2 Yearly Examination

Timing Term 2, Week 5 Term 3, Week 7 Term 3, Week 9-10

Outcomes assessed P4.1, P4.3, P5.1, P6.1 P3.1, P5.2, P5.3, P6.2 P2.2, P3.1, P4.1,

P4.3, P5.2, P5.3

Component Weighting %

Knowledge and understanding of course content 10 10 20 40

Knowledge and skills in designing, managing, producing and evaluating 20 30 10 60

Total % 40 30 30 100

26

Year 11 2020 Drama Head Teacher: Ms Denise Nicola


Nature of task

Presentation of Individual Performance

Individual performance presentation demonstrating exploration of role/character development, log book plus research informing refinement of dramatic action.

Presentation of Group Performance: Drama Night

Performance of Group playbuilding task, logbook analysis of improvisation, research,

evaluation of ideas and application of elements of drama.

Yearly Exam: Acting skills, Improvisation, Movement, Class

Workshops, Theatrical Theorists/Practitioners, Theatrical

Styles, Elements of Production

Exam: Two Essay questions based on a choice from the above topics.

Timing Term 1, Week 10

(All week) 30 March – 3 April

Term 2, Week 8

17 June

Term 3, Weeks 9, 10

Outcomes assessed P1.1, P1.4, P2.3, P2.4 P1.1, P1.3, P1.5 P1.6, P2.2, P2.3, P3.2, P3.3


Making 20 10 10 40

Performing 10 20 30

Critically Studying 10 20 30

Total % 30 40 30 100

27

Year 11 2020 Earth and Environmental Science Head Teacher: Ms T Lewis


Nature of task

Depth study

Module 4: Human Impacts

Data collection in the field, research and analysis

Skills task

Modules 1: Earth’s resources and Module 2: Plate Tectonics

Data analysis, interpreting diagrams, tables and graphs, tabulating and

graphing, experimental skills

Yearly Examination

All modules

Timing Week 10, Term 1 Week 8, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed EES11/12-1, EES11/12-3, EES11/12-4, EES11/12-5, EES11/12-6, EES11/12-7, EES11-11

EES11/12-3, EES11/12-4, EES11/12-5, EES11/12-6, EES11/12-7 EES11-8, EES11-9

All outcomes




Total % 35 30 35 100

28

Year 11 2020 Economics Head Teacher: Mr Rob Bury


Nature of task

Labour Markets

Research Report

Economic Issues; Markets;

Government and the Economy

Annotated Media File and Extended Response

Introduction to Economics;

Consumers and Business; Markets; Labour Markets; Financial Markets;

Government and the Economy

Final Examination

Timing Term 2 Week 3

2019

Term 3 Week 1

2019

Term 3 Weeks 9/10

2019

Outcomes assessed P1, P2, P3, P5, P6, P8, P9, P10, P12

P1, P6, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P7, P8, P10, P11



Stimulus Based Skills 10 10 20

Inquiry & research 10 10 20



Total % 25 35 40 100

29

Year 11 2020 Engineering Studies Head Teacher: Ms J McBride


Nature of task Engineered Product Analysis

Engineering Solution and Report

Yearly Examination

Timing Term 2, Week 4 Term 3, Week 2 Term 3, Weeks 9 - 10

Outcomes assessed P1.2, P2.1, P4.1, P4.2

P1.1, P2.2, P3.2, P6.1 P3.1, P3.3, P4.2, P4.3, P6.2



10 10 40 60

Knowledge and skills in research, problem solving and communication related to engineering practice

20 20 40

Total % 30 30 40 100

30

Year 11 2020 Advanced English Head Teacher: Ms Kerry Foulkes


Nature of task

Common Module

Reading to Write

Imaginative text with reflection- submission

Module B

Critical Study of Literature

Multimodal presentation

Module A

Narratives that Shape Our World

Yearly examination

Timing Term 1, Week 10 Term 2, commencing first lesson week 8

Term 3 weeks 9 and 10

Outcomes assessed EA11-2, EA11-3, EA11-4, EA11-5, EA11-9

EA11-2, EA11-3, EA11-5,

EA11-7, EA11-8, EA11-9

EA11-1, EA11-3, EA11-5, EA11-6,



Skil ls in responding to texts & communication of ideas appropriate to audience, purpose and context across all modes

15 20 15 50

Total % 30 40 30 100

31

Year 11 2020 Extension 1 English Head Teacher: Ms Kerry Foulkes


Nature of task

Imaginative response/

reflection

Multimodal presentation

Yearly Examination

Timing Term 1, Week 11 Term 2 Weeks 9- 10 Term 3 Weeks 9 and 10

Outcomes assessed EE11-2, EE11-3, EE11-6 EE11-1, EE11-2, EE11-3, EE11-4,

EE11-5, EE11-6

EE11-1,EE11-2, EE11-3, EE11-5



15 20 15 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

15 20 15 50

Total % 30 40 30 100

32

Year 11 2020 Standard English Head Teacher: Ms Kerry Foulkes


Nature of task

Common Module

Reading to Write

Imaginative text with reflection

submission

Module B

Close Study of Literature

multimodal presentation

Module A

Contemporary Possibilities

Yearly examination

Timing Term 1, Week 10 Term 2, commencing first lesson week 8

Term 3 weeks 9 and 10

Outcomes assessed EN11-1, EN11-3, EN11-5, EN11-9

EN11-1, EN11-2, EN11-6, EN11-7 EN11-1, EN11-4, EN11-5, EN11-8



15 20 15 50


15 20 15 50

Total % 30 40 30 100

33

Year 11 2020 EAL/D English Head Teacher: MS Kerry Foulkes


Nature of task

Module A: Language and Texts in Context

A range of texts are studied

Reading and Writing Task

Module C: Texts and Society

A range of texts are studied

Multi Modal Presentation

(including Listening)

Module B: Close Study of Text

Novel

Yearly examination

Timing Term 1, Week 10 Term 2, Week 9 Term 3, Weeks 9-10

Outcomes assessed EAL11-1A, EAL11-4, EAL11-7, EAL11-8, EAL11-9

EAL11-2, EAL11-3, EA11-6, EAL11-7, EAL11-9

EAL11-1B, EAL11-3, EAL11-4, EAL11-5, EAL11-7



15 20 15 50


15 20 15 50

Total % 30 40 30 100

34

Year 11 2020 English Studies Head Teacher: Ms Kerry Foulkes


Nature of task

Mandatory Module A: Achieving Through English

Written submission

Module N

The Way We Were

Multi Modal Presentation

Module K

The Big Screen

Collection of Classwork

(from Modules A, K and N)

Timing Term 1 week 10 Term 2 Week 8 Term 3 Week 8

Outcomes assessed ES11-1, ES11-4, ES11-5, ES11-6 ES11-2, ES11-6, ES11-7, ES11-8 ES11-3, ES11-4, ES11-7, ES11-9, ES11-10


15 20 15

50

15 20

15 50

Total % 30 40 30 100

35

Year 11 2020 Food Technology Head Teacher: Ms J McBride


Nature of task Food Quality Experiment and Preparation Nutrition Investigation Yearly

Examination

Timing Term 2, Week 2 Term 3, Week 2 Term 3, Weeks 9–10

Outcomes assessed P2.2, P4.4 P2.1, P3.1, P4.3 P1.1, P1.2, P2.1, P2.2, P3.1



10 30 40

Knowledge and skills in designing, researching, analysing and evaluating

10 10 10 30

Skills in experimenting with and preparing food by applying theoretical concepts

20 10 30

Total % 30 30 40 100

36

Year 11 French Continuers 2020 Head Teacher: Rachael Alonso


Nature of task

In-class Reading and Responding Task

The Individual

The French-speaking Communities

Questions and answers with teacher / Writing task

The Individual


Preliminary Examination

The Individual



Outcomes assessed

2.1,2.2,2.3

4.1,4.2,4.3

1.1,1.2,1.3,1.4

2.1,2.2,2.3

4.1,4.2,4.3

2.1,2.2,2.3

3.1,3.2,3.3,3.4,3.5,3.6

4.2

Components

Listening 30 30

Reading 30 30

Speaking 20 20

Writing 10 10 20

Total 30 30 40 100

37

Year 11 2020 Geography Head Teacher: Mr Rob Bury


Nature of task Research Task

Biophysical Interactions Senior Geography Project

Yearly Examination

Timing Term 1, Week 6 Term 3, Week 2 Term 3, Week 9

Outcomes assessed P1, P2, P3, P7, P8 P7, P8, P9, P10, P11, P12 P1, P3, P4, P5, P6, P12



content 10 10 20 40

Geographical tools and skills 5 10 5 20

Geographical inquiry and research, including

fieldwork 5 10 5 20

Communication of geographical information,

ideas and issues in appropriate forms

10 10 20

20 40 40 100

38

Year 11 2020 Information Processes and Technology Head Teacher: Ms J McBride


Nature of task Case Study - Individual Group Pokemon Project Yearly Examination


Outcomes assessed P1.1, P1.2, P2.1, P3.1 P6.1, P6.2, P7.1, P7.2 P1.1, P2.2, P3.1,

P4.1, P6.1, P7.1



Knowledge and skills in the design and development of information systems 10 10 20 40

Total % 30 30 40 100

39

Year 11 2020 Investigating Science Head Teacher: Ms T Lewis


Nature of task

Depth Study - Module 1: Cause and Effect – Observing and

Module2: Cause and Effect – Inferences and Generalisations

First hand data collection, observations, inferences

qualitative and quantitative data

Depth Study - Module 3 : Scientific Models

Research, Presentation and simulation

Yearly Examination

All modules

Timing Term 1, Week 10 Term2, Week 10 Term 3, Week 9

Outcomes assessed

INS11/12-1, INS11/12-3, INS11/12-4, INS11/12-5, INS11/12-6, INS11/12-7,

INS11/12-9

INS11/12-1, INS, 11/12-5, INS11/12-6

INS11-7, INS11-10 All outcomes




Total % 40 30 30 100

40

Year 11 2020

Industrial Technology- Multi Media Technologies and Timber Products Head Teacher: Ms J McBride


Nature of task Industry Case Study Preliminary Project Yearly Examination


Outcomes assessed P1.1, P1.2, P5.1, P6.2, P2.1, P3.1, P4.1, P4.2, P5.2 P1.1, P1.2, P2.1, P7.1



Knowledge and skills in the management, communication and production of projects

10 30 20 60

Total % 20

40 40 100

41

Year 11 Italian Beginners 2020 Head Teacher: Rachael Alonso


Nature of task

In-class Reading Task

The Personal World

The Italian-speaking Communities

Questions and answers with teacher / Writing task

The Personal World


The Personal World

The Italian-speaking Communities


Outcomes assessed 2.1,2.2,2.3,2.4,2.5,2.6

1.1,1.2,1.3,1.4

3.1,3.2,3.3,3.4

2.1,2.2,2.3,2.4,2.5,2.6

3.1,3.2,3.3,3.4

Components

Listening 30 30

Reading 30 30

Speaking 20 20

Writing 10 10 20

Total 30 30 40 100

42

Year 11 Japanese Beginners 2020 Head Teacher: Rachael Alonso


Nature of task

Questions and answers in Japanese with teacher

Take home reading task

Family life

In class reading and writing task

Friends, recreation and pastimes



Outcomes assessed 1.1, 1.2, 1.3, 1.4, 2.1,

2.2, 2.3, 2.4, 2.5, 2.6

2.1, 2.2, 2.3, 2.4, 2.5,

2.6, 3.1, 3.2, 3.3, 3.4

2.1, 2.2, 2.3, 2.4, 2.5,

2.6, 3.1, 3.2, 3.3, 3.4


Speaking (Interacting) 20 20

Listening (Understanding texts) 30 30

Reading (Understanding texts) 10 20 30

Writing (Producing texts) 10 10 20

Total % 30 30 40 100

43

Year 11 Japanese Continuers 2020 Head Teacher: Rachael Alonso


Nature of task

Prepared oral task

In class writing in Japanese

The Individual

Reading task requiring responses in English and/or Japanese

The Individual

The Japanese-speaking communities


7-10 Japanese aural texts with a range of question types requiring responses in English or Japanese

Writing tasks requiring extended responses in Japanese & specific text types

Timing Term 1, Weeks 9-10 Term 2, Week 7 Term 3, Weeks 9-10

Outcomes assessed 1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3

3.1, 3.2, 3.3, 3.4, 3.5, 3.6 2.1, 2.2, 2.3, 3.1, 3.2, 3.3,

3.4, 3.5, 3.6, 4.1, 4.2, 4.3


Speaking 20 20

Listening and responding 30 30

Reading and responding 30 30

Writing in Japanese 10 10 20

Total % 30 30 40 100

44

Year 11 2020 Legal Studies Head Teacher: Mr Rob Bury


Nature of task Media File and Report The Legal System

Project Based Learning task (PBL) The Individual and the Law

Yearly exam All topics

Timing Term 1, Week 9 Term 3, Week 1 Term 3, Weeks 9/10

Outcomes assessed P1, P2, P4, P6 P1, P3, P4, P5 P1, P2, P3, P4, P5, P6



content

10 10 20 40

Analysis and evaluation 5 10 5 20

Inquiry and research 10 10 0 20

Communication of legal information, issues and

ideas in appropriate forms

5 10 5 20

Total % 30 40 30 100

45

Year 11 2020 Mathematics Advanced

Head Teacher: Mrs Mervat Rafla

Task Number Task 1 Task 2 Task 3

Nature of Task

Open Book Test

Investigative Task

Year 11 Examination

Timing Term 1 Week 10 Term 2 Week 9 Term 3 Weeks 9-10

Outcomes Assessed MA11-1, MA11-2 MA11-8, MA11-9

MA11-3, MA11-8, MA11-9

MA11-2, MA11-2, MA11-3, MA11-4, MA11-5, MA11-6, MA11-7,

MA11-8, MA11-9


Concepts, Skills and Techniques

15 15 20 50

Reasoning and Communication

15 15 20 50

Total % 30 30 40 100

46

Year 11 2020 Mathematics Extension 1 Head Teacher: Mrs Mervat Rafla


Nature of Task

Open Book Test

Investigative Task

Year 11 Examination


Outcomes Assessed

Relevant Advanced outcomes are assumed knowledge and

may be examined

ME11-1, ME11-2, ME11-3, ME11-5, ME11-6, ME11-7

ME11-1, ME11-4, ME11-3, ME11-6, ME11-7

ME11-1, ME11-2, ME11-3, ME11-4, ME11-5, ME11-6, ME11-7


Concepts, Skills and Techniques

15 15 20 50

Reasoning and Communication

15 15 20 50

Total % 30 30 40 100

47

Year 11 2020 Mathematics Standard Head Teacher: Mrs Mervat Rafla


Nature of Task

Open Book Test

Investigative Task

Year 11 Examination


Outcomes Assessed MS11-1, MS11-3, MS11-4, MS11-

6, MS11-9, MS11-10 MS11-2, MS11-3, MS11-4, MS11-5,

MS11-6, MS11-9, MS11-10 MS11-1, MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-7, MS11-8,

MS11-9, MS11-10


Understanding, Fluency and Communication

15 15 20 50

Problem Solving, Reasoning and Justification

15 15 20 50

Total %

30 30 40 100

48

Year 11 2019 Modern History Head Teacher: Mr Rob Bury


Nature of task

Source Analysis – Case Study

The Cuban Revolution

Investigating Modern History Historical Investigation - PBL

Yearly Examination

Timing Term 1 Week 7 Term 2 Weeks 6, 7, 8 & 9 Term 3 Weeks 9 & 10

Outcomes assessed MH11-6, MH11-7, MH11-9,

MH11-10

MH11-2, MH11-4, MH11-6, MH11-8, MH-11-9

MH11-1, MH11-3, MH11-5, MH11-9


Knowledge & Understanding 5 10 25 40

Analysis & evaluation of sources & interpretations 10 10 20

Historical inquiry & research 10 10 20


appropriate forms

5 10 5 20

Total % 30 30 40

49

Year 11 2020 Music 1 Head Teacher: Ms Denise Nicola


Nature of task

Composition and portfolio with aural analysis

Jazz

Submission of composition. Logbook with reference to the concepts of music relevant to the chosen topic. Accompanying aural analysis using the concepts of music on artist of influence

Performance and viva voce discussion of selected piece

Music for Radio, Film, Television and Multimedia

Solo or ensemble evening performance and in class viva voce on

performance repertoire demonstrating an understanding of

compositional techniques and concepts of music

Preliminary Written Examination and Performance

Music for Small Ensembles Listening examination based on

discussion of the concepts of music in unprepared examples.

Small ensemble performance

demonstrating understanding of performance technique and expression

Timing Term 1, Week 9 Term 2, Week 6

Performance: Evening Concert Viva Voce: In Class

Term 3 Performance: Week 4

Exam: Week 9-10

Outcomes assessed P2, P3, P4, P5, P6, P7, P8, P10, P11 P1, P4, P5, P9, P10, P11 P1, P4, P5, P6, P9, P10, P11


Performance 10 15 25

Composition 25 25

Musicology 25 25

Aural 10 15 25

Total % 35 35 30 100

50

Year 11 2020 Music 2 Head Teacher: Ms Denise Nicola


Nature of task

Musicology Analysis

Mandatory Topic Music 1600-1900

Analysis of two contrasting works with score and aural excerpts and reference

to stylistic features and concepts of music

Composition and Portfolio with Score Analysis

Mandatory Topic Music 1600-1900

Submission of composition and portfolio with score analysis of ONE

work with reference to compositional techniques and stylistic features

Presentation of Performance and Aural Analysis

Mandatory Topic Music 1600-1900 and

Additional Topic

Performance of two pieces (one from the Mandatory Topic and one from the

Additional Topic)

Musicology and Aural Examination

Timing Term 1, Week 8 Term 2, Week 8 Term 3, Week 7 Exam Week 9-10

Outcomes assessed P2, P5, P7, P11 P3, P4, P5, P8 P1, P5, P7, P10, P11, P12


Performance 25 25

Composition 25 25

Musicology 15 10 25

Aural 15 10 25

Total % 30 35 35 100

51

Year 11 2020 PDHPE Head Teacher: Ms L Jones


Nature of task

Practical workshop

Application of anatomy and physiology concepts to

movement

Critical analysis

Influences on the health of individuals.

Yearly Examination

Timing Term 1 Week 7 Term 2 Week 6 Term 3 Weeks 9/10

Outcomes assessed P7, P8,P11,P16

P2, P3,P4,P16 P1-P12



10 10 20 40

Skills in critical thinking, research, analysing and communication.

20 20 20 60

Total 30 30 40 100

52

Year 11 2020Photography, Video and Digital Imaging Head Teacher: Ms Denise Nicola


Nature of task

Exploring Photography

Photo Diary and portfolio of work.

Research Case Study

Written up study of photographer and their practice through chosen

examples of their work.

Portfolio of Work

Exhibition of work, Portfolio and Photo Diary/ theory work

Timing Term 1 Week 8 Term 3 Week 3 Term 3 Week 8

Outcomes assessed M1,M2, M3, M4, M5, M6 CH1, CH2, CH3, CH4, CH5 M1, M2, M3, M4, M5, M6


Making 30 40 70

Critical and Historical Studies. 30 30

Total % 30 30 40 100

53

Year 11 2020 Physics Head Teacher: Ms T Lewis


Nature of task

Depth Study- Scientific analysis

Module 2: Dynamics

Interaction of forces in sports. Examples: Collisions in body

contact sport ie. Rugby league, catching a cricket ball and car

collision in motor racing. Analysis of data and

communicating scientifically.

Depth Study weeks -6-7

Skills Task

Module 3: Waves and Thermodynamics

In class skills task on calculations including:

• Interpret graphs of displacement as afunction of time

• Interpret graphs as a position oftransverse and longitudinal waves

• Snells law• Specific heat capacity of a substance

Yearly Examination

All modules

Timing Week 8, Term 1 Due Week 8, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed

PHY11/12-1, PHY11/12-2, PHY11/12-3, PHY11/12-4, PHY11/12-5, PHY11/12-7,

PHY11-9

PHY11/12-4, PHY11/12-6, PHY11-10 All outcomes




Total % 40 30 30 100

54

Year 11 2020 Society and Culture Head Teacher: Mr Rob Bury


Nature of task Research Task Social and Cultural World

Project Based Learning task (PBL) Personal and Social Identity

Yearly exam (all topics)

Timing Term 1, Week 5 Term 2, Week 8 Term 3, Weeks 9/10

Outcomes assessed P1, P3, P4, P9, P10 P1, P2, P4, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P9, P10



concepts

10 20 20 50

Application and evaluation of social and cultural

research methods

15 5 10 30

Communication of information, ideas and

issues in appropriate forms

5 5 10 20

Total % 30 30 40

55

Year 11 2020 Software, Design and Development Head Teacher: Ms J McBride


Nature of task Project – Coding an Application Group Project - Testing Yearly Examination

Timing Term 1, Week 8 Term 2, Week 5 Term 3, Week 9–10

Outcomes assessed P1.2, P1.3, 3.1, P4.1 P5.1, P5.2, P6.2, P6.3 P1.1, P2.1, P2.2, P3.1,

P4.3, P5.2, P6.1



10 10 30 50

Knowledge and skills in the design and development of software solutions

20 20 10 50

Total % 30 30 40 100

56

Year 11 2020 Sports, Lifestyle & Recreation Head Teacher: Ms L Jones


Nature of task

Performance measures

Sport In Focus

Sports Coaching


Outcomes assessed 3.3 4.4 5.5

1.1 1.4 1.6 3.2 4.2 4.4 5.4



10 10 20 40

Skills in critical thinking, research, analysing and communication.

20 20 20 60

Total 30 30 40 100

57

Year 11 2020 Studies of Religion Head Teacher: Mr Rob Bury


Nature of task Case Study and Presentation

Religion of Ancient Origin

Research and Essay Religious Tradition Study

Yearly Examination

Timing Term 1, Week 7 Term 2, Week 8 Term 3, Week 9 / 10

Outcomes assessed P3, P4, P5, P6, P7, P8 P1, P2, P6, P8 P1, P2, P5, P6, P8, P9



10 10 20 40

Source-based skills 10 5 5 20

Investigation and research 10 10 20

Communication of information, ideas and issues in appropriate forms

5 15 20

Total % 30 30 40 100

58

Year 11 2020 Textiles and Design Head Teacher: Ms J McBride


Nature of task Practical Project 1

Design

Practical Project 2

Properties and Performance Yearly Examination


Outcomes assessed P1.1, P1.2, P2.1,

P2.2, P2.3

P2.1, P2.2, P2.3,

P3.1, P3.2, P4.1

P1.1, P1.2, P3.1,

P5.1, P5.2, P6.1



Skills and knowledge in the design, manufacture and management of textiles projects

20 30 50

Total % 30 40 30 100

59

Year 11 2020 Visual Arts Head Teacher: Ms Denise Nicola


Nature of task

Exploring Representation

Documentary analysis of selected artist’s practice through the

frames.

Submission of a Painting.

VAPD record of the development of a research based on practice

and frames.

Developing a Contemporary Practice

Submission of a series of artworks evidencing two or more expressive

forms.

Review of HSC Visual Arts Exhibition

Yearly Examination

Art Criticism and Art History

Written Examination

Timing Term 1 Week 10

Monday 30 March

Term 3 Week 6

Monday 24 August

Term 3 Week 9-10

Outcomes assessed P1, P3, P4, P7, P9

P1, P2, P3, P4, P5, P6,

P7,P8, P9

P7, P8, P9, P10


Artmaking 20 30 50

Art Criticism and Art History

10 10 30 50

Total % 30 40 30 100

60

Year 11 2020 Visual Design Head Teacher: Ms Denise Nicola


Nature of task

Portfolio of Works & Diary

Submission of a series of design exercises

Portfolio of Works

Extended written Response

Case Study - cultural traditions in publication, design and

production

Portfolio of Work

Submission of a series of design projects

Analysis of Design


Outcomes assessed DM1,DM2,DM3,DM4,DM5,DM6 DM1,DM2, DM3, DM4, DM5, DM6

CH1, CH2, CH3, CH4 DM1, DM2, DM3, DM4, DM5. DM6

CH1,CH2,CH3


Designing and Making 30 20 20 70

Critical and Historical Studies

20 10 30

Total % 30 40 30 100

61

RTO 90072 Assessment Schedules 2020 - 2021 Published November 2019

ULTIMO RTO 90072 VET COURSE ASSESSMENT SCHEDULES

Preliminary 2020 – HSC 2021 Vocational Education and Training (VET) Courses Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by the NSW Education Standards Authority (NESA) and are based on national training packages. VET courses allow students to gain both HSC or RoSA qualifications and a qualification recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers e.g. TAFENSW and Universities and will assist students to move easily between various education and training sectors and employment. Public Schools NSW, Ultimo operates as a Registered Training Organisation (RTO 90072) to deliver and assess VET qualifications to secondary students. It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students will require a form of identification, such as a Medicare Card, Birth Certificate, Driver’s License or a valid passport for the creation of the USI. Board Developed VET courses are classified as Category B subjects and ONLY ONE may contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination. Board Developed VET courses have specified workplace requirements and include industry specific mandatory work placement (35 hours per 120 hours of delivery) or occasionally simulated workplace hours at school. Board Endorsed VET courses do count towards the HSC or RoSA but do not have HSC examinations therefore do not count in the calculation of the ATAR. Board Endorsed VET Courses have either mandatory or recommended industry specific work placement. Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge they need to complete workplace activities in a range of different situations and environments, to an industry standard of performance that is expected in the workplace. Competency-based training is based on performance standards that have been set by industry. Competency-based assessment materials are designed to determine if each learner has achieved all the outcomes (skills and knowledge). Students will receive documentation showing the competencies achieved for the VET course undertaken. Students in VET courses must be able to demonstrate competence regardless of disability. The principles of HSC: All My Own Work apply to all Stage 6 VET courses, including early commencement in Stage 5. If the student has already completed part of the course elsewhere, or have previous life or work experience in the relevant industry, he or she may be eligible for Recognition of Prior Learning (RPL) for part of the course, or for 35 Hours work placement in the HSC course. The student does not have to repeat the training or assessment but must produce evidence of competence (which may be demonstrated during a skills and knowledge assessment). The VET committee consisting of the VET teacher, VET Coordinator and a member of the senior executive will determine if the student is eligible. If a student has completed a unit of competency with another RTO and the student can supply evidence of the same or an equivalent competency, credit transfer is awarded (common examples include a white card course, first aid certificate or a barista course). Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements.

62


ULTIMO 90072 BUSINESS SERVICES CATEGORY B BOARD DEVELOPED COURSE ASSESSMENT SCHEDULE

Preliminary Year 2020 - HSC 2021 QUALIFICATION: BSB20115 Certificate II in Business Training Package: BSB Business Services (version 3)

NESA Course Code:2 U X 2 YR - 26101 2021 HSC Exam: 26199 LMBR UI Code: (11 OR 12) BSB20115226101B

TERM UOC CODE Unit of Competency AQF

Core

/Elec

tiv

HSC

STAT

US

HSC

INDI

CATI

VE

Assessment Task Cluster & Methods of Assessment

HSC requirements Exam estimate mark & weighting to total 100%

Term 1 7 PRELIMINARY UOCs 240 Indicative Hours

over 2 yrs

35 hrs Work placement

40% Preliminary Exam

BSBWHS201 BSBWOR204 Contribute to health and safety of self and others

Use business technology C E

M E

15 15

Cluster A: At the Office Written task, scenario, observation of practical work, risk assessment

Term 2 BSBCUS201 BSBCMM201

Deliver a service to customers Communicate in the workplace

E E

M E

15 15

Cluster B: Service with a Smile Scenario, written task, presentation, role play

Term 3 BSBSUS201 BSBINM202 BSBWOR202

Participate in environmentally sustainable work practices Handle mail Organise and complete daily work activities

E E E

M E E

15 10 15

Cluster C: It’s in the PostScenario, written task, case studies, self-assessment

Term 3-4

7 HSC UOCs BSBITU307 BSBITU211

Develop keyboarding speed and accuracy Produce digital text documents

E E

E E

25 20

Cluster D: Fast and On Task Written task, teacher observation, portfolio of evidence, product assessment

35 hrs Work placement 60% Trial HSC Exam The final estimate exam mark will only be used as the optional HSC exam mark in the event of misadventure. This mark should be derived from either one or two formal exams. The calculation of the estimate is a school decision.

Term 5-6 BSBITU212 BSBINM201 TLIP2029

Create and use spread sheets Process and maintain workplace information Prepare and process financial documents

E E

E

E M

M

15 20

20

Cluster E: Minding Your Own Business Written task, scenario, observation of practical work, portfolio of evidence

Term 7 BSBINN201 BSBIND201

Contribute to workplace innovation Work effectively in a business environment

E E

M M

15 25

Cluster F: Back to the Future Written task, case study, scenario

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements.

Total hours 240 Units of competency from the HSC focus areas will be included in the optional HSC examination.

63


ULTIMO 90072CONSTRUCTION CATEGORY B BOARD DEVELOPED COURSE ASSESSMENT SCHEDULE

Preliminary Year 2020 - HSC 2021 QUALIFICATION: CPC20211 Certificate II in Construction Pathways

Training Package: CPC08 Construction, Plumbing and Services (version 9.5)

NESA course code 2 U X 2 YR - 26201 2021 HSC Exam: 26299 LMBR UI Code: (11 OR 12) CPC20211426201B

TERM Unit Code Units Of Competency AQ

F C

OR

E /

ELEC

TIVE

HSC

STAT

US

HSC

IN

DIC

ATI

VE

Hrs

. Assessment Task Cluster & Method of Assessment


Term 1

7 PRELIMINARY UOCs

240 Indicative Hours over 2 years


35 hrs. Work placement

CPCCWHS1001 Prepare to work safely in the construction industry C M 10 Cluster A – SafeWork NSW WHS Induction Written Test

Term 1/2 CPCCCM1013A CPCCOHS2001A

Plan and organise work Apply OHS requirements, policies and procedures in the construction industry

C C

M M

10 15

Cluster B - Small project, Oil Stone Case or Concrete Float Practical, Teacher observations and written test.

Term 2/3 CPCCCA2002B CPCCCA2011A

Use carpentry tools and equipment Handle carpentry materials

E E

M E

20 20

Cluster C - Tool box, Saw Horse or BBQ table Practical, Teacher observations and written test.

Term 2/3 Work

placement

CPCCCM1014A CPCCCM1012A

Conduct workplace communication Work effectively and sustainably in the construction industry

C C

E M

10 25

Cluster D – Skills in Action Observations, portfolio and written test

Terms 4/5

7 HSC UOCs 35 hrs. Work placement 60% Trial HSC Exam

The final estimate exam mark will only be used as the optional HSC exam mark in the event of misadventure. This mark should be derived from either one or two formal exams. The calculation of the estimate is a school decision.

CPCCCA2003A

CPCCCM2006B CPCCCM1015A CPCCCO2013A CPCCCM2001A

Erect and dismantle formwork for footings and slabs on ground Apply basic levelling procedures Carry out measurements and calculations Carry out concreting to simple forms Read and interpret plans and specifications

E

E C E C

E

E M E M

25

15 20 20 20

Cluster E - School Project – Concreting Practical, Teacher observations and written test.

* Training can be undertaken from term 1 onwardsto develop student skills and collect evidence tocontribute to assessment

Terms 6/7

CPCCJN2001A CPCCJN2002A

Assemble components Prepare for off-site manufacturing process

E E

E E

15 10

Cluster F – Joinery Practical, Teacher observations and written test.

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements.

Total hours

235-245

Units of competency from the HSC focus areas will be included in the optional HSC examination.

64


ULTIMO 90072 ENTERTAINMENT INDUSTRY CATEGORY B BOARD DEVELOPED COURSE ASSESSMENT SCHEDULE

Preliminary Year 2020 - HSC 2021 QUALIFICATION: Statement of Attainment towards CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture (version 4)

NESA code 2 U X 2 YR - 26401 2021 HSC Exam: 26499 LMBR UI Code: (11 OR 12) CUA30415226401B

TERM Unit Code Units Of Competency AQF

CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE

Hrs.



Term 1 6 PRELIMINARY UOCs 240 Indicative Hours over

2 years



CPCCOHS1001A Work safely in the construction industry C M 10 Cluster A – Work Safely Written Test, Structured Activity Site Inspection and Oral Report

Term 1/2

CUAWHS302 CUASOU301

Apply work health and safety practices Undertake live audio operations

C E

M M

15 25

Cluster B – Safe and Sound Audio Practical and Portfolio and Written Task

Term 3 SITXCCS303 CUAVSS302 CUAIND301

Provide services to customers Operate vision systems Work effectively in the creative arts industry

C E C

M M M

20 25 20

Cluster C – Let’s See It! Written Questioning, Direct Observation of Practical Work and Evaluation, Portfolio of Evidence and Research Task

Term 4/5 6 HSC UOCs

CUASOU306 CUASTA301 CUALGT301

Operate sound reinforcement systems Assist with production operations for live performances Operate basic lighting

E E E

E M M

20 25 25

Cluster D – Setting the Scene Written Questioning, Direct Observation of Practical Work, Portfolio of Evidence


60% Trial HSC Exam


Term 6/7 CUASTA202 CUASMT301 BSBCMM201

Assist with bump in and bump out of shows Work effectively backstage during performances Communicate in the workplace

E E E

E E E

20 25 15

Cluster E – Behind the Scenes Written Questioning, Portfolio of Evidence, Direct Observation of Practical Work

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 245 Units of competency from the HSC focus areas will be included

in the optional HSC examination.

65

http://training.gov.au/Training/Details/CUE30203


ULTIMO 90072 ENTERTAINMENT INDUSTRY SPECIALISATION STUDY (60 Indicative hours) ASSESSMENT SCHEDULE

Preliminary Year 2020 or HSC 2021 QUALIFICATION: Statement of Attainment towards CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture (version 4)

NESA code 1 U X 1 YR - 26403 LMBR UI Code: (11 OR 12) CUA30415226403B


CORE

/ ELE

CTIV

E

HSC

STAT

US

HSC

INDI

CATI

VE H

rs.


HSC requirements

Term 4-7

3 HSC UOCs

Students enrolled in the 60 hour specialisation course must also be enrolled in the 240 hour course. The HSCexamination is based on content from the 240 hour course

No additional work placement is required.

BSBWOR301 Organise personal work priorities and development C E 20 Cluster F: The Event

Practical Observation, Son Et Lumière, Written Questioning, Evaluations and Portfolio

CUAPPR304 Participate in collaborative creative projects C E 20

CUALGT304 Install and operate follow spots E E 20

NESA requires students to study a minimum of 60 hours to meet HSC requirements. Total Hours 60 No Units of Competency from the 60 hour specialisation study are examinable in the HSC exam. The HSC examination will be based on the 240 hour course only.

66

http://training.gov.au/Training/Details/CUE30203


ULTIMO 90072 HOSPITALITY- KITCHEN OPERATIONS CATEGORY B BOARD DEVELOPED COURSE ASSESSMENT SCHEDULE

Preliminary Year 2020 - HSC 2021 QUALIFICATION: SIT20416 Certificate II in Kitchen Operations

Training Package: SIT Tourism, Travel and Hospitality (Release 1.2)

NESA course code 2 U X 2 YR - 26511 HSC Exam: 26587 LMBR code (11 OR 12) SIT20416126511B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

Hrs

.

Assessment Task Cluster &Methods of Assessment


Term 1

9 PRELIMINARY UOCs Evidence will be collected during Preliminary and HSC Course for the unit of competency SITHCCC011 Use cookery skills effectively

240 Indicative Hours over 2 years

40% Prelim Yearly Exam


60% Trial HSC Exam 35 hrs Work placement


SITXFSA001 SITXWHS001 SITHCCC003

Use hygienic practices for food safety Participate in safe work practices Prepare and present sandwiches

C C E

M M E

10 15 20

Cluster A: Getting Ready for Work Written task/scenario, case study & observation of practical work

Term 2

SITXFSA002 BSBSUS201

SITHCCC002

Participate in safe food handling practices Participate in environmentally sustainable work practices Prepare and present simple dishes

E E

E

S E

E

15 10

15

Cluster B: Sustainable Kitchen Practices Scenario, Written task, Observation of practical work

Term 3

SITHKOP001 SITHCCC001 SITXINV002

Clean kitchen premises and equipment Use food preparation equipment Maintain the quality of perishable items

C C C

S S E

10 20 5

Cluster C: Maintain a Clean & Safe Kitchen Written task, Observation of practical work including temperature checks & completion of HACCP documentation.

Terms 4 - 6

5 HSC UOCs SITHCCC005 SITHCCC006 SITHCCC011

Prepare dishes using basic methods of cookery Prepare appetisers and salads Use cookery skills effectively

C E C

S E E

40 25 20

Cluster D: Quality Meals Written task & observation of practical work Portfolio of evidence including service periods. NOTE: person with THREE years’ Industry Experience must be involved in assessment.

Terms 6 & 7

BSBWOR203 SITHIND002

Work effectively with others Source and use information on the hospitality industry

C E

M M

15 20

Cluster E: Working Effectively with Others Written task and reflection

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 240 Units of competency from the HSC focus areas will be included in the optional

HSC examination.

67


ULTIMO 90072 120hr SKILLS FOR WORK AND VOCATIONAL PATHWAYS ASSESSMENT SCHEDULE

Preliminary or HSC 2020 QUALIFICATION: Statement of Attainment towards FSK20113 Certificate II Skills for Work and Vocational Pathways

Training Package: FSK Foundation Skills (version 1.1)

NESA course code 65244 2U x 1 YR 120hrs (11or12) FSK20113565244B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE

Hrs.

Assessment Task Cluster & Method of Assessment

Mandatory HSC Requirements

11 Units of Competency (Preliminary or HSC)

120 Indicative Hours delivered over 1 year

Optional Work experience

Terms 1 - 3

FSKLRG09 Use strategies to respond to routine workplace problems C C 10 Cluster A – Getting Ready for Work or Further Study Written questioning, direct observation of practical skills, role play, scenarios, portfolio of evidence

FSKLRG11 Use routine strategies for work-related learning C C 10 FSKRDG09 Read and respond to routine standard operating procedures E E 10 FSKRDG10 Read and respond to routine workplace information C C 10 FSKWTG09 Write routine workplace texts C C 10

FSKOCM04 Use oral communication skills to participate in workplace meeting E E 5

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work C C 10

FSKNUM15 Estimate, measure and calculate with routine metric measurements for work. C C 10

FSKDIG03 Use digital technology for routine workplace tasks C C 10 BSBITU211 Produce digital text documents E-Voc E 20 BSBITU212 Create and use spreadsheets E-Voc E 20

* 120hr course must be delivered and assessed by Friday 13 November 2020.Total 125

68

https://training.gov.au/Training/Details/FSKLRG09

https://training.gov.au/Training/Details/FSKRDG09

https://training.gov.au/Training/Details/FSKRDG10

https://training.gov.au/Training/Details/FSKWTG09

https://training.gov.au/Training/Details/FSKOCM04

https://training.gov.au/Training/Details/FSKNUM14

https://training.gov.au/Training/Details/FSKNUM15

https://training.gov.au/Training/Details/FSKDIG03

https://training.gov.au/Training/Details/BSBITU201

https://training.gov.au/Training/Details/BSBITU202

Appendix 1 Blackwattle Bay Campus Assessment Task Cover Sheet

Please attach this signed cover sheet to every assessment task you submit

Surname: Given Name:

NESA Number: Subject:

Task Title: Teacher:

Due Date: Date Submitted:

ALL MY OWN WORK

1. Acknowledgement of Sources by compiling a bibliography

One of the most important elements of good practice involves careful acknowledgement of the ideas of others used in your response. This acknowledgement should occur in your answer at the point where you use another’s ideas(e.g. Jones, 2007 p 92 author’s surname, date of publication, page) and in the bibliography at the conclusion of your response.

2. Avoiding Plagiarism

Plagiarism involves using the work of another person and presenting it as your own. These are some ways you would be plagiarising, unless you have clearly acknowledged your source:

Copying out part(s) of any document from any source, including ten internet Using someone else’s ideas or conclusions, even if you have put them in your own words, and Copying out or taking ideas from the work of another student/tutor/other source, even if you

have reworded some parts

DECLARATION

I have read and understood the All My Own Work statements above. I certify that this task is entirely my own work and that I have fully referenced all my sources. Student

Signature/Confirmation…………………………………………… Date ………………………………

69

Appendix 2

Year 11 2020 Illness or Misadventure Application NESA Illness/Misadventure program assist students who:

• are prevented from attending an examination(including practical) or submitting a task due toillness or unforeseen misadventure, or

• consider their performance in an examination or task has been affected by illness ormisadventure immediately before or during the examination, or

• are applying for an extension for genuine reasons

This form must be submitted to Head Teacher or Deputy Principal for Yearly Examination

Student name _________________________

Year /Class _________________________ Teacher _________________

Are you seeking special consideration for?

Illness

Misadventure

Genuine Extension

Attach all necessary medical and other certificates

Medical certificate(s)

Other professional documents

Course Task No./Type

Due Date Details: Describe how illness or unforeseen misadventure affected your performance or prevented your attendance on day of task

Student’s signature ______________________ Parent/caregiver’s signature _________________

Date of Submission _______________________

Executive Use Only

70

Interview with student

Contact with Parent/Carer

Deputy Principal (Assessment) Comment and Decision

Head Teacher Comment and Decision

Follow Up

Student interviewed

Parent/Carer contacted

Decision

Extension Granted Date

Rescheduled Exam or In Class Task Date

Consideration pending Date

SENTRAL entry completed Date

ASSESSMENT SPREADSHEET entry completed Date

APPEALS COMMITTEE DECISION

Copy to student file Copy to faculty file Copy to Assessment file

71

SSC BLACKWATTLE BAY CAMPUS- GENERAL EXAMINATION PROCEDURES FOR 2020

1. Check your personalised exam timetable carefully. Ensure you transfer these dates to yourcalendar and diary. You need to arrive 20 minutes before the start of an exam.

2. Misreading the dates & times of any exam is not an excuse and NO exam will berescheduled.

3. If you are absent from an exam, you must notify the school before 8.30 am on the morningof the exam. In case of sickness or misadventure you must bring a doctor’s certificate on theday that you return, show it to the Deputy Principal and collect a misadventure form. Ifappropriate your exam will be rescheduled within the exam period.

4. Misreading of examination instructions is not an excuse and an Illness Misadventure form cannot be submitted

5. All students must show their School ID cards as they enter the exam room. ID cards must beplaced on the examination table for the duration of the exam. An attendance slip will beplaced on your table and is to be signed at the start of each exam. Your NESA number is tobe written on all writing booklets.

6. You must remove watches and place them in clear view on the examination table. You canbring water into the exam room in a clear bottle.

7. No student is to leave the examination room until the examination is officially ended.

8. Full school uniform is to be worn at all examinations. Students out of uniform may be senthome to change. No student is to wear a hat or a hood during the exam.

9. You must be prepared for each exam with your own equipment; you are not allowed to borrow during an exam. Bring your pens, pencils, and rulers in a clear pencil case or a clearplastic sleeve. Only NESA approved calculators can be used. NESA suggests you use a blackpen.

10. 11. What you cannot bring into your examination room

• A mobile phone. Mobile phones are not permitted in an examination room under anycircumstances.

• A programmable watch, eg an Apple Watch.• Any electronic device (except a calculator where permitted). This includes electronic

dictionaries.• Paper or any printed or written material (including your examination timetable).• Dictionaries, except where permitted in language examinations.• Correction fluid.

12. Students risk cancellation of their examination paper if there is a breach of any of theserules or where the student engages in any form of malpractice. The Principal is the finalarbitrator in these situations

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Appendix 3

Appendix 4 THE 2020 YEAR 11 ACADEMIC YEAR

2020 2020 2020 TERM 1 TERM 2 TERM 3

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8 Assessment Free Week

WEEK 9 Final Year 11 Exams

WEEK 10 Final Year 11 Exams

WEEK 11

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Appendix 5 NESA GLOSSARY OF KEY WORDS

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

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

Apply Use, util ise, and employ in a particular situation

Appreciate Make a judgment about the value of

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (Analyse/Evaluate) Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

Evaluate Make a judgment based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationship between things evident; provide why and/or how

Extract Choose relevant and /or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reason in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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year 11 assessment policy 2020 - sydney secondary college · 2020-02-05 · introduction 4 sydney...

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