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Year 11 Assessment Schedule – 2018

Term Week Commencing Assessment tasks due per subject area

1

1 Jan 29

2 Feb 5

3 Feb 12

4 Feb 19

5 Feb 26

6 Mar 5 CAFS 30%

7 Mar 12 Bio 30%, Music 25%, PDHPE 30%

8 Mar 19 Chem 30%, Eng Stand 40%, Eng Adv 30%, Mod Hist 35%

9 Mar 26 Phys 30%, Drama 30%, Dance 30%

10 Apr 2 Maths ext 1 30%, IPT 25%, Art 30%, Bus 30%, Maths stand 30%, Mathematics 20%

11 Apr 9 Eng Ext 1 30%, Geog 30%, Eng Stud 40%

2

1 Apr 30 D&T 30%

2 May 7 Anc Hist 30%

3 May 14

4 May 21

5 May 28 Art 40%

6 Jun 4 Work placement (VET students only)

7 Jun 11 Eng Stud 30%, Mod Hist 25%, Dance 30%, Music 40%, CAFS 35%

8 Jun 18 Agric 30%, Bio 30%, Chem 30%, Phys 30%, PDHPE 35%

9 Jun 25 IPT 40%, Bus 30%

10 Jul 2 Maths Ext 1 30%, Anc Hist 30%, Eng Ext 1 40%, Maths Stand 30%, Eng Adv 30%, Mathematics 30%

3

1 Jul 23

2 Jul 30 Drama 40%

3 Aug 6

4 Aug 13 D&T 40%

5 Aug 20 Work placement (VET students only)

6 Aug 27 Geog 40%

7 Sep 3 Eng Adv 40%

8 Sep 10 Assessment-free week

9 Sep 17 Yearly Exams

10 Sep 24 Yearly Exams

Year 11 Assessment Booklet

A Note to Students Foreword Dear Year 11 Student It is important for you to read and understand this comprehensive description of Assessments for each HSC subject. At the end of your reading you should understand fully what Assessment Tasks you are required to complete for each subject that you are studying in the Higher School Certificate. You can then use this detail provided in this booklet as the basis of your planning and your scheduling of tasks for your subjects throughout the year. The number of tasks for each subject is clearly set out. For each of your Higher School Certificate subjects you should clearly understand the sequence, approximate time of the task, the relative value of the task and the outcomes to be assessed. From these descriptions you can draw up your own calendar of assessments with all tasks from all of the subjects you are studying. This will enable you to identify times of heavier demands and workload and times where fewer tasks are planned and adapt your planning to complete all tasks on time.

This information is extremely important for you in planning effectively, organising your time and scheduling your effort to meet these demands. You will consequently be better prepared by knowing what tasks are still ahead.

Please remember, if some of your subjects are VET subjects, the assessment for each module in these is based on you achieving a range of competencies and completing the required number of hours of work placement. At different times through the course, your skills and knowledge will be assessed at times that are appropriate and relevant to your own development. This is a matter to be determined by you and your teacher.

This Year 11 Subject Assessment Schedule is critical to your future, so it is also important for you to develop a close, working relationship with each of your teachers. You should immediately contact them when you have problems; you should use the positive feedback they give you as an extremely important means of improving your results.

Finally, the contents of this Assessment Booklet will enable you to be better organised and prepared. consequently this will help to minimise the stress and pressure you put on yourself. Use this booklet wisely in your final year of schooling. A Forrester

(Principal)

Year 11 Assessment 2018 Assessment – The Basics

Assessment in Year 11 is based on your individual Subject Assessment Advice (see below), issued by your subject teacher.

Whilst your final assessment rank position will be made available to you, you will not be informed of your final assessment mark.

Your ATAR is calculated differently and separately.

For each subject there will be approximately three to six tasks; any individual task is not normally worth less than 10%, or more than 40% of the total weighted mark.

You will receive clear feedback on your performance in each task- using this feedback is a major way to improve your results.

A marking guide will be provided for each task.

Besides describing the strengths and weaknesses of your task, teacher feedback should also indicate:

the student’s attainment in the task relative to the outcomes.

the student’s relative position within the group.

the cumulative rank at the current time.

At the end of Year 11 & 12 you only receive your final assessment rank order ONLY in each subject.

Assessment Advice You will be provided with written advice about the assessment generally (this policy) and assessment in each course (subject) from your teacher. This advice will include:

Assessment components and their weightings (important)

the general nature of each assessment task.

a schedule of when assessment tasks are planned; there must be provision for adequate notice of the precise timing of each assessment task.

the weight value of each task in relation to the total weighted mark for the course.

details of administrative arrangements associated with each task (eg the school will deal with absence, late submission of tasks, illness during the tasks etc)

details on the school’s policy on malpractice (see later) in the assessment tasks.

Details of procedures to be implemented if tasks produce individual or unreliable results.

o Note: that the results of assessment tasks that have been completed by students generally cannot be discarded.

Details of procedures for dealing with student appeals arising from assessment tasks.

Assessment marks must not be modified to take into account possible effects of illness or domestic situation. We may offer you a substitute task or, in exceptional circumstances, an estimate based on other tasks.

Important rules you should remember 1) You must hand in your assessment task in at the beginning of the period when you have that

subject or by the nominated due time to your teacher or head teacher of the faculty if you do not have the subject that day.

2) Your teacher will give you at least 10 school days notice in writing, before any assessment task is due, and the precise time required for it to be handed in.

3) You will also be told of the nature of the task, the topic area, outcomes to be assessed and relative importance of the task.

4) Your teacher will usually mark and return the task within 10 school days after the task is due – this may be delayed through student absences and other interruptions.

5) You will receive your mark/grade and your rank (where you came in that subject compared to all other students) and your cumulative rank, after every assessment task. You will not be informed of your final assessment mark.

6) The teacher will also provide you with meaningful feedback about how you went in the task – strengths and weaknesses in your performance. Using this feedback, you can make significant improvement in your results.

7) You can always obtain access to your marks/ranks from your teacher at mutually convenient times (with the exception of the final assessment mark).

8) There will be no assessment tasks in the five school days before your Half Yearly and Yearly examinations and no assessment tasks (other than examinations) during the exam period, although some tasks, such as major projects for the Board of Studies, may fall during formal examinations.

What to do when things go wrong! (1) If you do not hand in an assessment task before the nominated due time/absent from school on the day of the assessable:

On your first day back you must approach the Head Teacher of the faculty, prior to 9 am, and obtain, fill in and return an Appendix A Form as soon as possible.

You should also include with your APPENDIX A, a Doctor’s Certificate (when sick) and/or note from your mother/father/caregiver explaining your justified absence.

Note: A note from home may not be sufficient to prevent you from receiving 0 for a task.

The Head Teacher/Principal will decide what happens.

Possibilities include: receiving zero for the task do the task at a later (mutually convenient) date. do a substitute task in extreme cases – receive an estimate for the task based on your current rank order.

Students using “Appendix A’s” will be monitored and interviewed by the Principal when more than one Appendix A is used by a student.(recorded in First Class Welfare)

If you receive a zero for any assessment task: You should seek immediate help/support from your teacher and ensure that this serious

problem will not arise again. This is your responsibility. Your Year Adviser may also be able to help you.

You will have a letter sent home advising your parents/caregivers of the circumstances and warning them of possible future repercussions. You will receive a copy of this letter, as well as digital advice, to sign and return the “receipt” at the end of the letter proving that you have received it. The record in the schools postal book of the despatch of this letter will be considered proof of both the dispatch and receipt of this correspondence.

(2) If you receive another zero in that subject: In addition to (2), you will also be interviewed by the Deputy Principal and Head Teacher. In

this interview you will have the process of an “N” determination, possibilities of expulsion and the seriousness of the situation explained.

You will also receive a copy of your second official warning.

Your parents/caregivers will be asked to come to school by the Deputy Principal and Head Teacher, for an interview; you will attend that interview.

Even though you have received a zero, you will still have to submit a task to satisfy BOS course requirements.

(2) If you receive another Zero – but in a different subject

In addition to (2) you may be interviewed by the Head Teacher/Deputy Principal.

Your parents/caregivers will be invited to come to the school for an interview by the Deputy Principal and / or Head Teacher – with you in attendance.

Board of Studies HSC Rules The HSC rules state that you must make a genuine attempt to complete tasks to the value of

more than 50% of the assessment tasks marks in each subject.

You must work in each subject with “diligence and sustained effort”. You are expected therefore, to work every period in each subject and attend school regularly.

“Diligence and sustained effort” is also important for assessing students for “Principal’s Recommendations” for University entrance and also critical aspects of any character reference for a student.

Generally you must attend school for at least 85% of school time. Students who have high levels of absence from school may be in danger of being given an “N” determination in that subject. The best results in subjects are more often than not, from students who have high levels of attendance. Warning letters will be sent home and interviews (with parents/caregivers) will occur.

Malpractice and breaches of examination rules Students who do not comply with the Board of Studies examination rules for a course may have their paper cancelled for that course. This may render the student ineligible for the Record of Achievement and/or the HSC

During the school formal examinations, student malpractice/breaches of the examination rules may have their papers cancelled. In some subjects this may mean students have not completed at least 50% of assessment task marks and this would result in an “N” determination in that subject. Such breaches would also have to be judged as to whether they constitute a “non-serious attempt”.

“N” Determinations An “N” determination decided by the Principal means that you have “failed” that subject. These determinations are given to students who do not meet course requirements after support and assistance. This may be due to a failure to meet the (85%) attendance requirements or failure to completed at least 51% of assessment tasks’ marks.

A Course where the Principal gives an “N” determination will not be included on the student’s Record of Achievement.

Sometimes an “N” determination may mean that the student is also ineligible for the Award of Year 11 HSC and therefore ineligible for the HSC unless the entire Year 11 Subject is re-sat successfully. Even if that subject is dropped, the Year 11 year must be successfully completed for that subject

“Students studying a Year 11 HSC course must make a genuine attempt to complete course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these course requirements”.

This decision would be made after discussions with the Head Teacher and Principal.

“Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of the available marks”.

“Where students are studying VET Framework courses, they must also complete the mandatory work placement hours in order to be deemed satisfactory.”

The Board of Studies will withhold a course if a student is found to have engaged in malpractice or a non-serious attempt at the examination(s). If a student is found to have engaged in malpractice in the examinations for more than one course in any single year, then all courses attempted in that year will be withheld by the Board.”

Expulsion of Students A post-compulsory aged student may be expelled from school for: “Unsatisfactory participation in learning, eg a documented pattern of non-satisfactory completion, non-serious attempts to meet course objectives and/or compliance with the Board of Studies requirements for the award of a Higher School Certificate”.

“Prior to making a decision to expel… the student must receive at least one formal written warning that such action is being contemplated. A program of improvement should be developed in conjunction with the student. The student must also be provided with a reasonable period in which to demonstrate an improvement in his or her participation”.

Mandatory work placement An “N” determination may be given to a student who has not undertaken or completed the compulsory work placement – the student has not made a “genuine attempt” to complete course requirements. Organising this work placement is your responsibility (with the support/advice of your teacher and the Workplace Coordinator).

Invalid/unreliable assessment results If the assessment task is deemed to have produced invalid or unreliable results, the assessment task will not be included in the final compilation of final assessment marks. After discussions with the Head Teacher and students, the teacher will decide to: (a) use a substitute, re-scheduled task or (b) given the number of assessment tasks remaining, omit the task in question entirely Where more than one class undertakes the assessment task, the teachers will make the final decision after negotiations and advice from the Head Teacher and students.

Reviews The school sends the final assessment marks to the Board of Studies with a particular final rank order. Student marks remain confidential. The Board will send to the school, cards for each student,

detailing their rank order in each subject. It is the student’s responsibility to collect the card. A student may request an assessment review – based on their rank order placement.

The review will focus on the school’s procedures for determining the final assessment mark (not the teachers’ judgements of the worth of the individual performances in assessment tasks)

The marks and grades awarded will not be subject to review. Students may also seek a review of any “N” determination.

Any review is managed by the Principal. The Board of Studies– focusing on whether the school review was conducted properly, may make further reviews. The student will be advised of the outcome of the review.

Other Matters Incomplete Tasks – It is better for a student to submit an incomplete task than not to submit a task at all (you must attempt over 50% of assessment marks).

A Non-serious Attempt – student fails to seriously attempt all section/s of a task. A non-serious attempt means the task is not included as part of the individual students’ assessment.

Truanting – if a student truants from school to avoid an assessable task, a zero will be awarded, with the associated other repercussions.

More Help – contact your teacher, the Head Teacher, your Year Adviser, the Deputy Principal, the Principal or any other staff member.

Assessment tasks – absences on the day prior to an assessment task being due must have a justified reason for absence

S Way Principal

How Do You Receive an “N” Determination?

Students are issued with, and sign for an assessment schedule for course, beginning of course at P/T night (1.1)

Advice provided to student and parents /carers about ‘N’ award procedure – booklet and emailed digital copy to each student and copy on “S” drive(1.2)

Teacher identifies student not meeting -course completion criteria or “zero” for a task by letter and informs HT. -student has missed an assessment event or Failing to meet course outcomes for classwork or -work placement with reason explanation (1.3)

Parent /carer and student is advised in writing by mail and email, by Head teacher of tasks or actions needed to correct problem in ‘N’ Award warning letter. HT maintains records (1.4)

Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date. New due date assigned. (1.5)

N Award resolved (1.6) – receiving a zero mark but course outcomes satisfied

Task or action completed as

serious attempt

Yes

No

Parent /carer and student is advised in writing by mail and email by Head teacher of tasks or actions needed to correct problem in 2

nd ‘N’ Award warning letter

Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date New due date assigned. (1.7)

Faculty Head Teacher interview with student and parent carers (1.8)

N Award resolved (1.6) receiving a zero mark but course outcomes satisfied

Task or action completed as

serious attempt completed as

serious attempt

Yes

No

‘N’ Award remains unresolved. Student awarded (1.9)

Student has completed less than 51% of assessment marks‘ (1.10)

Student has completed more than 51% of assessment marks‘ (1.10)

Expulsion

Continues with studies

Under post compulsory age

Post compulsory age

Repeat that course

No

“N” Determination Key roles Act No.

Staff member

Activity Description

1.1 Teacher Issue assessment schedule

Assessment schedule with dates and weightings of assessment tasks issued to students – mail, email & “s” drive.

Assessment task schedule should be in assessment handbook issued to students

1.2 Teacher Student and Parent / Carer provided information on N Award procedure

Advice provided to student and parents /carers about N award procedure for

- Year 10 courses

-Year 11 HSC

-Higher School Certificate (HSC)

1.3 Teacher Identifying failure of student to meet course criteria

Student to meet course completion must have

-Followed the course developed by the NSW Board of Studies

-Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course

-Achieved some or all of the course outcomes

-Where appropriate, made a genuine effort at assessment tasks that contribute in excess of 50% of available marks

-Completed the mandatory work placement component for Industry Curriculum Framework courses.

-Although attendance itself is not a criterion for the completion of a course, it is possible that a student with irregular attendance may not course completion criteria

1.4 Head Teacher

Inform student about N Award

Head Teacher informs student, parent / carer in writing about N award in N award notification letter

Action to rectify problem noted in N Award notification letter N

1.5 Head Teacher

N Award warning letter

Award warning letter must be receipted by student

2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem

N due date for task must be stated

A copy of N Award letter provided to Faculty Head teacher

A copy of N Award letter in student file

1.6 Head Teacher

Task completed

N Award resolved for assessment task or action

Faculty Head Teacher informed of N Award completion

1.7 Head Teacher

2nd

N Award letter for non-completion of 1

st N Award

warning letter

Teacher informs student, parent / carer in writing about N award in N award notification letter

Action to rectify problem noted in N Award notification letter N Award warning letter must be receipted by student

2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem

N due date for task must be stated

A copy of N Award letter provided to Faculty Head teacher

A copy of N Award letter in student file

1.8 Faculty Head Teacher and Deputy Principal

Faculty Head Teacher to interview student and parent carer. All parties are advised of consequences of failure to resolve N Award

Faculty Head Teacher to liaise with Deputy Principal

Record of interview copy to student file

Record of interview to be placed on First Class Welfare by Head Teacher

1.9 Head Teacher

Unresolved N Award

Head Teacher record that the student has unresolved N Award

Parent / Carer Student sent a copy of the unresolved N Award

A copy of unresolved N Award to Faculty Head Teacher

A copy of unresolved N Award letter in student file

A copy of unresolved N Award letter to Year Level Head teacher

1.10 Head Teacher, Deputy Principal

Resolution Student if more than post compulsory age – leave the course

Student if younger than post compulsory age – repeat the course

Student may continue if assessment tasks completed are above 51%

Glossary of key words Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

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

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

Apply Use, utilise, and employ in a particular situation

Appreciate Make a judgement 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 Add a degree or level of accuracy depth, knowledge and understanding, logic,

(analysis/ questioning, reflection and quality to (analyse/evaluation)

evaluate)

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 between

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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 reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

Appendix A

LATE SUBMISSION OF / OR ABSENCE ON DUE DATE OF AN ASSESSMENT TASK Student Name: _________________________________________________________ Subject: ______________________________________________________________ Teacher: _________________________ Date of Task: ____________________ Reason: _____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supporting Evidence: _____________________________________________________ In applying for this special consideration I assure the Principal that I am not seeking unfair advantage over other students in this course Student Signature: ______________________________ Recommendation of Head Teacher: Supported Not Supported ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Head Teacher Signature: ____________________________ I have noted the above request and have taken the following action: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Principal's Signature: ____________________________

Using computers to prepare assessments Students using computers to prepare assessments must have:

A back-up disk

A printout of progressive hard copies, as they work through their assignment

Kept all rough notes during the preparation of the assignment

These excuses are not acceptable: My disk or USB is corrupt

My printer ran out of paper

The files were lost

When situations like these arise it your responsibility to submit at least one of the following:

rough notes

Back-up disk which the student can print from later in the day using the school facilities. Students are to be aware of incompatibility regarding software used and the school structures.

progressive hardcopies

In the event that TECHNOLOGY is a necessary component of an assignment, it is essential that satisfactory in class access is given to students to use this technology in either the library or computer rooms. The marking guidelines must be structured in such a way that the content of the assignment not the presentation generated by the use of the technology carries the majority of the weighting for marks. It is not satisfactory for a fully programmed POWERPOINT DISPLAY to be presented as a student’s oral presentation. The student must speak and only use the PowerPoint display to visually enhance their presentation.

Group work Group work needs to be thoroughly planned to ensure no student is at a disadvantage. At the School when a Group work task is issued it is mandatory that an INDIVIDUAL ASSIGNMENT is completed for submission by each student in the group.

Responsibility of students in examinations Full school uniform must be worn to all examinations. Prepare yourself properly for the

examination

Be outside the examination room at least 10 minutes prior to the examination starting time

Have pencils, pens, calculator etc in a clear plastic sleeve – pencil cases are not permitted in the examination room

Leave all books, paper, study notes in your bag outside the examination room

No paper is to be brought into the examination room – writing paper will be supplied

Respond properly to all directions given by the supervisor

Use the full time allocated for an examination – no student will be permitted to leave the examination room early

There is to be no borrowing of equipment during the examination

Put your hand up to ask a question

Do not disturb any person during the time you are in an examination room

Put up your hand and ask permission if you need to go to the toilet

Mobile phones and IPods are not permitted in the examination room Senior students who are unable to attend a scheduled examination due to illness must notify the School Office prior to the commencement of the examination and provide a medical certificate on their return to school. Students who are unable to attend the scheduled time for examinations due to an important appointment or commitment must see the subject Head Teacher prior to the examination period.

Depending on the situation the student may sit the paper at alternate time OR an estimate will be given based on the student’s previous standard of performance. This will be at the discretion of the Head Teacher and Principal.

Plagiarism What is plagiarism? In recent years a small number of students have found themselves in difficulties as they result of submitting assessment tasks which have been copied in whole or in part, from the intellectual work of others. On occasion this has been done innocently, the student not realising they were doing anything wrong. However, whether innocent or not, the presentation of someone’s work as your own (plagiarism) is against the rules of Glen Innes High School, and is not acceptable. It is likely to result in severe penalties, depending on the extent of the plagiarism. Generally, a percentage calculation of the proportion of the assessment that has been plagiarised is completed and this proportion of the mark is awarded zero. If students are copying work from other students, then in this instance both students will be penalised.

What do I need to do to avoid plagiarism? 1) Have a BIBLIOGRAPHY?

A Bibliography is a list of books and publications you have used in your research. 2) HOW DO I SET OUT A BIBLIOGRAPHY?

See your class teacher for examples. There are also samples available in the Library:

Assessment Schedule Agriculture– Year 11

Component

Task 1 Task 2 Task 3 Weighting %

Farm Case Study

Module 1 Overview and the Farm as a system

Module 2

Farm Planning

Animal/Plant Production

Investigation

Module 3 Plant Production

Module 4

Animal Production

Yearly Examination

Module 1 Overview and the Farm

as a system

Module 2 Farm Planning

Module 3

Plant Production

Module 4 Animal Production

Term 1, Week 10 Term 2, Week 8 Term 3, Week 10

Outcomes assessed P1.1 P1.2 P2.3 P5.1

Outcomes assessed P2.1 P2.2 P2.3 P3.1 P4.1

Outcomes assessed P1.1 P1.2 P2.1 P2.2 P2.3 P4.1 P5.1

Skills in Working Scientifically

20 20 20 60

Knowledge and Understanding

10 10 20 40

Total % 30 30 40 100

Aim The Agriculture Stage 6 Syllabus is designed to develop students’ knowledge and understanding about the production and marketing of both animal and plant products. Students should also develop the associated skills and responsible attitudes that are necessary to manage and market these products in a sustainable manner. Objectives Students will develop: 1. Knowledge and understanding of the physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems 2. Knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner 3. Knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing 4. Skills in effective research, experimentation and communication 5. Knowledge and understanding of the impact of innovation, ethics and current issues on Australian agricultural systems. Preliminary course 120 hours indicative time The Preliminary course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issues of sustainability of the farming system. This is an ‘on-farm’, environment-orientated course. Agriculture Stage 6 Syllabus

Overview (15%) o Agricultural systems o Agricultural history o Social aspects surrounding agriculture

The farm case study (25%)

o The farm as a unit of production o Farm management o Marketing o Farm technology o The agricultural workplace

Plant production (30%) o Plants and their commercial production o Animals, climate and resource interaction o Microbes, invertebrates and pests o Technology o Experimental design and research

Animal production (30%) o Animals and their commercial production o Plants, climate and resource interaction o Microbes, invertebrates and pests

o Technology Experimental design and research

Ancient History

Component Task 1 Task 2 Task 3 Weighting %

Source analysis and research

Investigating Ancient History

Research essay and presentation

Historical Investigation

Yearly Examination

Features of Ancient Societies


Outcomes assessed AH11-6 AH11-7

AH11-9 AH11-10

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

Outcomes assessed AH11-1 AH11-2 AH11-6 AH11-7

AH11-9

Knowledge and understanding of course content

10 20 10 40

Historical skills in the analysis and evaluation of sources and interpretations

5 5 10 20

Historical inquiry and research

10 10 20

Communication of historical understanding in appropriate forms

5 5 10 20

Total % 30 30 40 100

Biology

Task 1

First Hand Investigation

Term 1, Week 7

Task 2

Depth Study

Term 2, Week 8

Task 3

Yearly Exam

Term 3 Week 8

Outcomes BIO11-1, BIO11-2, BIO11-3, BIO11-4, BIO11-5, BIO11-6, BIO1-7

BIO11-1, BIO11-2, BIO11-3, BIO11-4, BIO11-5, BIO11-6, BIO1-7, BIO11-10, BIO11-11

BIO11-8, BIO11-9, BIO11-10, BIO11-11

Cells as the Basis of Life

30 10

Organisation of Living Things

10 10

Biological Diversity 10 10

Ecosystem Dynamics 10 10

Weighting 30 30 40

A student:

develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1

designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-2

conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-3

analyses and evaluates primary and secondary data and information BIO11/12-5

selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-4

solves scientific problems using primary and secondary data, critical thinking skills and scientific processes. BIO11/12-5

solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11/12-6

communicates scientific understanding using suitable language and terminology for a specific audience or purpose BIO11/12-7

KNOWLEDGE AND UNDERSTANDING

Students:

Develop knowledge and understanding of the structure and function of organisms. Course Outcomes BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms Course Outcomes Students: Develop knowledge and understanding of the Earth’s biodiversity and the effect of evolution. BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species BIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem

SKILLS

Students: develop skills in applying the processes of Working Scientifically

http://syllabus.nesa.nsw.edu.au/chemistry-stage6/outcomes/outcomes-content/2003/






Business Studies

ASSESSMENT COMPONENTS

SYLLABUS WEIGHT

TASK 1 TASK 2 TASK 3

Week 9, Term 1 Week 9, Term 2

Weeks 9/10,Term 3

Type of Task

Media File analysis (Nature of Business)

Business Report for SME (Nature of Business,

Business Management)

Yearly Exam (All Topics)

Outcomes

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


40%

15%

10%

15%

Stimulus-based skills

20%

5%

15%

Inquiry and research

20%

10%

10%

Communication of business

information, ideas and issues in

appropriate forms

20%

5%

5%

10%

Totals

100% 30% 30% 40%

Preliminary Course Outcomes Business Studies: A student: P1 discusses the nature of business, its role in society and types of business structure P2 explains the internal and external influences on businesses P3 describes the factors contributing to the success or failure of small-medium enterprises P4 assesses the processes and interdependence of key business functions P5 evaluates the application of management theories and strategies P6 analyses the responsibilities of business to internal and external stakeholders P7 plans and conducts investigations into contemporary business issues P8 evaluates information for actual and hypothetical business situations P9 communicates business information and issues in appropriate formats P10 applies mathematical concepts appropriately in business situations

Chemistry

Task 1 Task 2 Task 3

Component

Practical Test

Module 1 Properties and

Structure of Matter

Depth Study Report

Module 2 Quantitative

Chemistry

Module 3 Reactive Chemistry

Yearly Examination

Module 1 Properties and

Structure of Matter

Module 2 Quantitative Chemistry

Module 3

Reactive Chemistry

Module 4 Drivers of Reactions

Weighting %


Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-4 CH11/12-7

CH11-8

Outcomes assessed CH11/12-1 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7

CH11-9

Outcomes assessed CH11/12-1 to CH11/12-

7 and

CH11-8 to CH11-11


20 20 20 60


10 10 20 40

Total % 30 30 40 100

develop skills in applying the processes of Working Scientifically

A student: develops and evaluates questions and hypotheses for scientific investigation CH11/12-1

designs and evaluates investigations in order to obtain primary and secondary data and information CH11/12-2

conducts investigations to collect valid and reliable primary and secondary data and information CH11/12-3

analyses and evaluates primary and secondary data and information CH11/12-5

selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media CH11/12-4

solves scientific problems using primary and secondary data, critical thinking skills and scientific processes CH11/12-6

communicates scientific understanding using suitable language and terminology for a specific audience or purpose CH11/12-7

OUTCOMES AND CONTENT

Students:

develop knowledge and understanding of the fundamentals of chemistry

explores the properties and trends in the physical, structural and chemical aspects of matter. CH11-8

describes, applies and quantitatively analyses the mole concept and stoichiometric relationships. CH11-9

explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactions. CH11-10

analyses the energy considerations in the driving force for chemical reactions. CH11-11

SKILLS Students:











Community and Family Studies

Task number Task 1 Task 2 Task 3

Nature of task Interview Design, conduct and analyse an interview

Observation Conflict within Groups

Yearly Exam

Timing Term 1, Week 6 Term 2, Week 7 Term 3, Week 8

Outcomes assessed P1.1, P1.2, P4.2, P5.1, P6.1

P2.1, P2.3, P4.1, P4.2 P1.1–P6.2

Component Weighting %


10 15 15 40

Skills in critical thinking, research methodology, analysing and communicating

20 20 20 60

Total % 30 35 35 100

Training and Assessment Strategy – Standard Program Approved by: RTO Manager Date of Approval: 28/11/17

Delivery Site: Glen Innes High School Names of VET Teachers: Mr Chris Mathews

Course Duration: 2 years

Date of commencement: 28/01/2018

Date of conclusion: October 2019

Qualification Code and Title: CPC20211 Certificate II in Construction Pathways_R4

Curriculum Framework 2Ux2yr 26201 Construction Syllabus

This course is from Training Package Construction, Plumbing & Services Release 9.4 http://training.gov.au/Training/Details/CPC08

Qualification Packaging Rules:

Core units - 6 Elective Units - 6 (minimum of 2 from at least 1 field of work)

Co

re U

nit

s

Code Unit of Competency Pre/Co-requisite

Units Qualification Status BOS Status

Indicative Hours

CPCCCM1012A Work effectively and sustainably in the construction industry - Core Compulsory 25

CPCCCM1013A Plan and organise work - Core Compulsory 10

CPCCCM1014A Conduct workplace communication - Core Compulsory 10

CPCCCM1015A Carry out measurements and calculations - Core Compulsory 20

CPCCCM2001A Read and interpret plans and specifications - Core Compulsory 20

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry CPCCOHS1001A Core Compulsory 15

CPCCWHS1001 Work safely in the construction industry - Course Prerequisite Compulsory 10

CPCCCM2005B Use construction tools and equipment - Nil for Qual Compulsory 20

Carpentry &

Joinery

CPCCCA2011A Handle carpentry materials CPCCOHS2001A Group B Elective Elective 20

CPCCCA2002B Use carpentry tools and equipment CPCCOHS2001A Group B Elective Elective 10

CPCCJN2001A Assemble components CPCCOHS2001A Group F Elective Elective 15

CPCCJN2002B Prepare for off-site manufacturing processes CPCCOHS2001A Group F Elective Elective 10

http://training.gov.au/Training/Details/CPC20211

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/construction.html

http://training.gov.au/Training/Details/CPC08

http://training.gov.au/Training/Details/CPCCCM1012A





http://training.gov.au/Training/Details/CPCCOHS2001A

https://training.gov.au/Training/Details/CPCCWHS1001

https://training.gov.au/Training/Details/CPCCCM2005B

http://training.gov.au/Training/Details/CPCCCA2011A

http://training.gov.au/Training/Details/CPCCCA2002B

http://training.gov.au/Training/Details/CPCCJN2001A

http://training.gov.au/Training/Details/CPCCJN2002B

Assessment Events Matrix – Construction – Standard Program

Code Cluster of units to be assessed Specific assessment tool/s Notes

SafeWork NSW General Induction Training

CPCCOHS1001A Work safely in the construction Industry SafeWork NSW Construction GIT Discrete course External RTO f2f Embedded Course External RTO Online

Literacy and Numeracy Skills Assessment

CPCCCM1015A Carry out measurements and calculations Literacy and Numeracy & the Construction Industry

Training tasks to develop proficiency in core numeracy skills related to construction

Event 1

Core Units+

CPCCCA2011A

CPCCCA2002B

CPCCJN2001A

CPCCJN2002B

Handle carpentry materials

Use carpentry tools and equipment

Assemble components

Prepare for off-site manufacturing processes

Framing joints Stud wall section Door and Jamb

Schools may choose to include an additional carpentry based training project for this unit. This should be contextualised to the individual site and is not considered an assessment task. Though may be used as supporting evidence if necessary RTO assessment

Event 2 CPCCCM1014A Conduct workplace communication RTO assessment Unit conducted and assessed on 2 Work placements

WP Core+

CPCCCM1014A

70 Hours Work Placement Student Placement Record Work Readiness activities

Student Placement Record form completed prior to placement

CPC20211 Certificate II in Construction Pathways

0-120hr Component 2018

Event Event Title Term 1 Term 2 Term 3

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

Course Prerequisite

GIT Whitecard * *

Event 0 Literacy & Numeracy Skills assessment

Event 1 Carpentry Field * * * *

Event 2 Workplace com.

Event 0 Pre-events Event 1 Event 2

Event 3 * Competency Assessment Revision Work Readiness and Placement

Dance

Components Task 1 Task 2 Task 3 Weighting %

Presentation of Dance Performance

Presentation of Solo Composition

Yearly Examination

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

Outcomes assessed

P1.1, P1.2, P2.1, P2.2, P2.3, P2.4, P2.5

Outcomes assessed

P1.2 P3.1, P3.2, P3.3, P3.4, P3.6, P4.4

Outcomes assessed

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

P2.5

Performance 20 20 40

Composition 10 20 30

Appreciation 10 20 30

Total % 30 30 40 100

P1.1 understands dance as the performance and communication of ideas through movement and in written and oral form

P1.2 understands the use of dance terminology relevant to the study of dance as an artform P1.3 develops the skills of dance through performing, composing and appreciating dance P1.4 values the diversity of dance as an artform and its inherent expressive qualities P2.1 identifies the physiology of the human body as it is relevant to the dancer P2.2 identifies the body’s capabilities and limitations P2.3 recognises the importance of the application of safe dance practice P2.4 demonstrates appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and

coordination P2.5 performs combinations, phrases and sequences with due consideration of safe dance practices P2.6 values self-discipline, commitment and consistency in technical skills and perform P3.1 identifies the elements of dance composition P3.2 understands the compositional process P3.3 understands the function of structure as it relates to dance composition P3.4 explores the elements of dance relating to dance composition P3.5 devises movement material in a personal style in response to creative problem-solving tasks in dance composition P3.6 structures movement devised in response to specific concept/intent P3.7 values their own and others’ dance activities as worthwhile P4.1 understands the socio-historic context in which dance exists P4.2 develops knowledge to critically appraise and evaluate dance P4.3 demonstrates the skills of gathering, classifying and recording information about dance P4.4 develops skills in critical appraisal and evaluation P4.5 values the diversity of dance from national and international perspectives

Design and Technology


Nature of task Designer Case Study and Mini Project

Preliminary Project Yearly Examination

Timing Term 2, Week 1 Term 3, Week 4 Term 3, Weeks 9–10

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

P5.1, P5.2, P5.3, P6.2 P1.1, P2.2, P5.1, P5.2, P5.3

Components Weighting %


10 10 20 40

Knowledge and skills in designing, managing, producing and evaluating design projects

20 30 10 60

Total % 30 40 30 100

Information Processes and Technology


Nature of task Research Project Preliminary Project Yearly Examination

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

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

P1.1, P2.2, P3.1, P4.1, P6.1, P7.1



10 30 20 60

Knowledge and skills in the design and development of information systems

15 10 15 40

Total % 25 40 35 100

Mathematics Standard

Year 11 Course Structure and Requirements The Year 11 course is organised in topics, with the topics divided into subtopics. The Year 11 course is undertaken by all students intending to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.

Year 11 course (120 hours)

Mathematics Standard

Topics Subtopics

Algebra MS-A1 Formulae and Equations MS-A2 Linear Relationships

Measurement MS-M1 Applications of Measurement MS-M2 Working with Time

Financial Mathematics MS-F1 Money Matters

Statistical Analysis MS-S1 Data Analysis MS-S2 Relative Frequency and Probability

Task 1

In class Test

T1 Week 10

Task 2

Assignment

T 2 Wk 10

Task 3

Yearly Examination

T3 Wk9/10

Outcomes Course Topics AM1, AM2, FM1, FM2, FM3 All Outcomes

Concepts, skills & techniques

15% 20% 15%

Reasoning & Communication

15% 20% 15%

Totals 30% 40% 30%

Mathematics

Preliminary Course Outcomes Mathematics:

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

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

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

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

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

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

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

P8 Understands and uses the language and notation of calculus

Task 1

T 1 Wk10

In Class Test

Task 2

T 2 Wk 10

Assignment

Task 3

T 3 Wk 9/10

Yearly Examination

Outcomes Topics covered All to date All


10% 15% 20%


10% 15% 20%

Totals 20% 30% 50%

Mathematics Extension 1

Preliminary Course Outcomes Mathematics Extension 1:

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

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

PE3 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

PE4 Solves problems involving permutations and combinations, inequalities, polynomials and circle geometry

PE5 Uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE6 Determines derivatives which require the application of more than one rule of differentiation

Task 1

T1 Wk 10

In class Test

Task 2

T 2 Wk 10

Assignment

Task3

T3 Wk 9/10

Yearly Examination

Outcomes Topics Covered Topics Covered All


15% 15% 20%


15% 15% 20%

Totals 30% 30% 40%

Music

Preliminary Course Outcomes Music:

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

P1 Performs music that is characteristic of the topics studied P2 Observes, reads, interprets and discusses simple musical scores characteristic of topics studied

P3 Improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied

P4 Recognises and identifies the concepts of music and discusses their use in a variety of musical styles

P5 Comments on and constructively discusses performances and compositions P6 Observes and discusses concepts of music in works representative of the topics studied P7 Understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied P8 Identifies, recognises, experiments with and discusses the use of technology in music P9 Performs as a means of self-expression and communication P10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities P11 Demonstrates a willingness to accept and use constructive criticism

Weightings

Task 1

T 1

Wk 7

Performance

Task 2

T2

Wk 7

Musicology & Composition

Task 3

T3

Wk 9/10

Yearly Exam

Outcomes

(see below)

P1.1, P1.2, P2.2, P2.3, P3.1, P4.1, P5.1

P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P4.1, P5.1

P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P4.1, P5.1

Components

Performance 25% 10% 15%

Composition 25% 25%

Musicology 25% 5% 10% 10%

Aural 25% 10% 5% 10%

Totals 100% 25% 40% 35%

Physics

Component

Task 1 Task 2 Task 3

Weighting %

Research and Presentation

Kinematics

Depth Study Practical

Investigation and Report

Dynamics

Yearly Examination


Outcomes assessed PH11-1 PH11-2 PH11-3 PH11-4 PH11-7 PH11-8

Outcomes assessed PH11-1 PH11-3 PH11-4 PH11-5 PH11-7 PH11-9

Outcomes assessed PH11-1 PH11-4 PH11-5 PH11-6 PH11-7 PH11-8 PH11-9

PH11-10 PH11-11


20 20 20 60


10 10 20 40

Total % 30 30 40 100

A student: develops and evaluates questions and hypotheses for scientific investigation PH11/12-1

designs and evaluates investigations in order to obtain primary and secondary data and information PH11/12-2

conducts investigations to collect valid and reliable primary and secondary data and information PH11/12-3

selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PH11/12-4

analyses and evaluates primary and secondary data and information PH11/12-5

solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PH11/12-6

communicates scientific understanding using suitable language and terminology for a specific audience or purpose PH11/12-7

KNOWLEDGE AND UNDERSTANDING Objective Students:

- develop knowledge and understanding of fundamental mechanics

Year 11 course outcomes - A student:

- PH11-8 describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes

quantitative measurements and calculations for distance, displacement, speed, velocity and acceleration

- PH11-9 describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of

momentum and the law of conservation of energy

Objective Students:

- develop knowledge and understanding of energy

Year 11 course outcomes

A student: develop skills in applying the processes of Working Scientifically - PH11-10 explains and analyses waves and the transfer of energy by sound, light and thermodynamic principles

- PH11-11 explains and quantitatively analyses electric fields, circuitry and magnetism











English Studies


Nature of task Mandatory Module: Achieving through

English

Written job folio

Module L: Who Do You Think I Am?

Multimodal Presentation – Journal

entries

Lord of the Flies

Module F: MiTunes and Text:

Narrative

The Boat That Rocked


Outcomes assessed ES11-1, ES11-4, ES11-5

ES11-6 ES11-2, ES11-6, ES11-7,

ES11-8 ES11-1, ES11-3, ES11-4, ES11-5, ES11-7, ES11-9,

ES11-10


Knowledge and understanding of course

content 20 15 15 50

Skills in: • comprehending texts • communicating ideas

• using language accurately,

appropriately and effectively

20 15 15 50

Total % 40 30 30 100

Outcomes: ES11-1 comprehends and responds to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES11-2 identifies and uses strategies to comprehend written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts ES11-3 gains skills in accessing, comprehending and using information to communicate in a variety of ways ES11-4 composes a range of texts with increasing accuracy and clarity in different forms ES11-5 develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts ES11-6 uses appropriate strategies to compose texts for different modes, mediums, audiences, contexts and purposes ES11-7 represents own ideas in critical, interpretive and imaginative texts ES11-8 identifies and describes relationships between texts ES11-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and considers ways in which texts may influence, engage and persuade ES11-10 monitors and reflects on aspects of their individual and collaborative processes in order to plan for future learning

English Standard


Nature of task

Reading To Write

Writing folio

The Great Gatsby

Module A:

Contemporary Possibilities

Multimodal Presentation

Sherlock Holmes

Narratives that shape our world

Essay exam

Jasper Jones

Timing Term 1, Week 8 (Last Lesson)

Term 2, Week 10 (Lesson 2)

Term 3, Weeks 9

Outcomes assessed

En11-1, EN11-3, EN11-4, EN11-5, EN11-6, EN11-8, EN11-9

EN11-1, EN11-2 EN11-3, EN11-5, EN11-7

EN11-1, EN11-3, EN11-5, EN11-7, EN11-8

Components Weighting

%


20 15 15 50

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

20 15 15 50

Total % 40 30 30 100

Outcomes: EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments EN11-6 investigates and explains the relationships between texts EN11-7 understands and explains the diverse ways texts can represent personal and public worlds EN11-8 identifies and explains cultural assumptions in texts and their effects on meaning EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

English Advanced


Nature of task

Reading to Write Writing folio The Great Gatsby

Narratives that Shape our World Multimodal presentation

Othello

Close Study of Literature Analytical response Wilfred Owen

Timing Term 1, Week 8 Term 2, Week 10 T 3, Weeks 9-10

Outcomes assessed EA11-3, EA11-5, EA11-6, EA11-9

EA11-1, EA11-3, EA11-5, EA11-8

EA11-1, EA11-2 EA11-3, EA11-4, EA11-7

Components Weighting

%


15 15 20 50

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

15 15 20 50

Total % 30 30 40 100

Outcomes: EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments EA11-6 investigates and evaluates the relationships between texts EA11-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA11-8 explains and evaluates cultural assumptions and values in texts and their effects on meaning EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner

English Extension


Imaginative response Multimodal

Comparative essay

In exam?


Outcomes assessed

EE11-2, EE11-3, EE11-6

Outcomes assessed

EE11-1, EE11-2, EE11-3, EE11-4, EE11-5

Outcomes assessed

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

Knowledge and Understanding of texts

and why they are valued

15 20 15 50

Skills in complex analysis composition

and investigation

15 20 15 50

Total % 30 40 30 100

Outcomes: EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts EE11-4 develops skills in research methodology to undertake effective independent investigation EE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in a range of contexts EE11-6 reflects on and assesses the development of independent learning gained through the processes of research, writing and creativity

Geography


Nature of task

Research Task

Biophysical Interactions

Senior Geography Project

Yearly Examination

Timing Term 1, Week 11 Term 3, Week 6 Term 3, Week 9 - 10

Outcomes assessed P1, P2, P3, P7, P8 P7, P8, P9, P10, P11,

P12 P1, P3, P4, P5, P6, P12



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

Total % 20 40 40 100

Modern History


Source analysis and Fieldwork

Investigating Modern History

Research and essay with presentation

Historical Investigation

Yearly Examination


Outcomes assessed MH11-6 MH11-7

MH11-10

Outcomes assessed MH11-6 MH11-7 MH11-8 MH11-9

Outcomes assessed MH11-1 MH11-2 MH11-3 MH11-4 MH11-5 MH11-9


15 5 20 40

Historical skills in the analysis and evaluation of sources and interpretations

5 5 10 20

Historical inquiry and research

10 10 20

Communication of historical understanding in appropriate forms

5 5 10 20

Total % 35 25 40 100

MH11-1 describes the nature of continuity and change in the modern world MH11-2 proposes ideas about the varying causes and effects of events and developments MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the past MH11-4 accounts for the different perspectives of individuals and groups MH11-5 examines the significance of historical features, people, ideas, movements, events and developments of the modern world MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument MH11-7 discusses and evaluates differing interpretations and representations of the past MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms MH-10 discusses contemporary methods and issues involved in the investigation of modern history

Personal Development, Health and Physical Education


Nature of task

In Class Written Response Influences on the health of individuals

Practical Lab Application Workshop Anatomy, physical fitness, training and movement efficiency

Yearly Examination


Outcomes assessed P1, P2, P3, P4, P15, P16 P7, P8, P9, P10, P11,

P16, P17 P1–P12

Component Weighting %


15 15 10 40

Skills in critical thinking, research, analysing and communicating

20 20 20 60

Total % 30 35 35 100

Visual Arts


Nature of task

Exploring Representation

Body: Transformations

Submitted artwork(s) exploring historical and contemporary representations of the body

VAPD including the selection of 4–10 seminal artworks annotated to account for historical changes in the representation of the body over time

Developing a Contemporary Practice

Objects

Submitted Documented Forms: Installation/ Performance/Interactive/ Multimedia/BOW

VAPD record of the development of a research based practice

Yearly Examination

Art Criticism and Art History Written Examination


Outcomes assessed

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


Artmaking 20 30 50

Art Criticism and Art History

10 40 50

Total % 30 30 40 100

year 11 assessment schedule 2018 - glen innes …...year 11 assessment 2018 assessment – the...

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