year 12 - camden high school...year 12 camden high school tradition opportunity innovation success...

Year 12

Camden High School

Tradition Opportunity Innovation Success

Higher School Certificate Assessment Information

2019

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Contents

Introduction 3

Year 12 Subjects 4

HSC Assessment and Results 5

Achieving the HSC 7

School Assessments 9

Camden High School Assessment Procedures 10

Senior Examination Policy 11

Senior Assessment Policy 12

Assessment Task Notification Template 14

Disability Provisions 15

Reviews and Appeals 16

Other Appeals Available to Students (and associated forms) 17

Year 12 HSC Calendar 2018-2019 23

Assessment Schedules by Subjects 27

Vocational Education and Training (VET) 61

VET Assessment Schedules 68

HSC Directional Verbs 73

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Camden High School

INTRODUCTION

Congratulations on entering Year 12 at Camden High School. The transition into senior school means that you now commence stage 6 work and the Higher School Certificate (HSC) program. The HSC commences with the Preliminary Course (Term 1-3 of Year 11) and is followed by the HSC Course from Term 4 of Year 11 until the completion of a state-wide HSC Examination in Term 4 of Year 12 (for the majority of subjects).

This Assessment Booklet is designed to provide students and their families, carers and supporters, as well as school staff, with a ready reference to the key elements of the Preliminary and HSC courses as well as general details about assessment rules, procedures, weighting and timetables throughout the relevant course of study. In particular, this booklet focuses on the HSC Internal School Assessment Program, which must be successfully completed prior to students entering the final HSC course.

Much of the information contained in this booklet has been extracted from the NSW Educational Standards Authority (NESA), being the controlling authority for the NSW education assessment program. Camden High School processes and policies have been constructed in-line with the NESA guidelines.

HSC References

The primary reference for all policies relating to the HSC can be viewed on the NESA website via the Assessment Certification Examination (ACE) website at: https://ace.nesa.nsw.edu.au ACE references in this booklet are acknowledged in paragraph titles with the ACE reference number e.g. (ACE 8020).

Additional information, including HSC and Preliminary syllabi, previous examinations for study purposes and general supporting material is available on the NESA main website at: http://educationstandards.nsw.edu.au/wps/portal/nesa/home Students are strongly encouraged to use the material on these websites to support their progression towards the award of the HSC.

In addition to the websites above, all students undertaking the Preliminary and HSC programs have been enrolled in NSW Students Online: https://studentsonline.nesa.nsw.edu.au. Students Online is your source for information about your senior school study, from Year 10 to the HSC. You can find information about school-based assessment, HSC exams and results, including grades, how the HSC works, preparing for exams and more. You can log in with your Student Number and PIN to access your personal study details. Your Year Adviser or Schools Online Coordinator can assist you with this if required.

https://ace.nesa.nsw.edu.au/

http://educationstandards.nsw.edu.au/wps/portal/nesa/home

https://studentsonline.nesa.nsw.edu.au/

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YEAR 12 SUBJECTS Agriculture

Ancient History Biology

Business Studies Chemistry

Community and Family Studies Design and Technology

English Studies English Standard English Advanced English Extension

Exploring Early Childhood Food Technology History Extension

Industrial Technology Legal Studies

Mathematics Standard 1 (NON ATAR) Mathematics Standard 2 (ATAR)

Mathematics Mathematics Extension 1 Mathematics Extension 2

Modern History Music 1

Personal Development, Health and Physical Education Photography , Video and Digital Media

Physics Society and Culture

Sports, Lifestyle and Recreation Visual Arts

Work Studies Ancient History – Life Skills

Mathematics – Life Skills VET Construction- Elderslie High School

VET Entertainment VET Hospitality

VET Primary Industries

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HSC ASSESSMENT AND RESULTS

HSC Assessment

The HSC is the highest educational award in secondary education in New South Wales. It is awarded to students who have satisfactorily completed Years 11 and 12 at secondary school. To be eligible, students must meet HSC course requirements and sit for the state-wide HSC examinations.

Students will complete school-based assessments as part of their HSC, which together contribute 50% of their final HSC mark for a course (except VET courses). Assessment tasks allow students to show what they know, understand and can do in ways that may not be possible in a written examination.

Understanding HSC Results

Achieving the HSC is different to getting a driver’s license. A student does not receive a simple ‘pass’ or ‘fail’, nor do they get a single rank or mark for all courses. The HSC results are a detailed package showing each student the level of knowledge and skills that they achieved in each course.

How the HSC mark is calculated

The HSC mark is a 50:50 combination of a student’s examination mark and school-based assessment mark for each course.

Assessment mark

School-based assessment tasks measure performance in a wider range of course outcomes than can be tested in an external examination. Students are required to complete a number of assessment tasks for their courses. This may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark for every student in every course. NESA puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Examination mark

The examination mark for each course shows the student's performance in the HSC examination for that course, which was set and marked by NESA. The examination consists of a written paper and, for some courses, speaking and listening examinations, practical examinations, or major works that are submitted for external marking. Each student's achievement is assessed and reported against set standards of performance.

A unique part of the standards approach is a special procedure called 'judging'. Judging means a student’s raw exam marks can be matched to the standards and the reporting scale used by NESA. It means a student is rewarded for their performance with the mark they deserve, no matter how many other people performed at a similar, higher, or lower level.

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Performance Bands

Student performance in each HSC course is measured against defined standards. HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. The performance bands and descriptions give meaning to the HSC mark. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard expected is 50.

• Band 6 = 90 - 100 marks

• Band 5 = 80 - 89 marks

• Band 4 = 70 - 79 marks

• Band 3 = 60 - 69 marks

• Band 2 = 50 - 59 marks

• Band 1 = 0 - 49 marks

Each band is aligned to what a student at that level of performance typically knows, understands and can do. The 'average' performance in most courses is usually a mark in the mid-70s (Band 4). Band 1 indicates that a student has not met enough of the course outcomes for a report to be made. Band 1 includes marks ranging from 0 to 49. For an Extension course, the bands are E4 (highest level of performance) to E1.

Australian Tertiary Admission Rank (ATAR)

The HSC results are used by the Universities Admissions Centre (UAC) to calculate a rank order of students known as the Australian Tertiary Admission Rank (ATAR). The ATAR is not a mark, nor is it a summary of the HSC. It is a ranking system used to allocate university placements.

The UAC releases the ATAR the day after NESA releases the HSC results. The UAC calculates the university admission ranks each year using students’:

• moderated assessment marks (before alignment with the standards), and • total exam marks (before alignment with the standards).

HSC students may indicate that they wish to have an ATAR calculated. However, calculation of an ATAR is optional. For example, many students who do not wish to gain entry to university the following year do not request calculation of an ATAR. To be eligible for an ATAR, students must satisfactorily complete at least 10 units of certain Board Developed Courses for which formal examinations are conducted by the NESA NSW. Visit the UAC website for further information.

Leaving School Prior to Completing the HSC Program

If you decide to leave school before receiving your HSC, you may be eligible to receive a Record of School Achievement (RoSA). The RoSA will show your Year 10 and 11 grades, and will also reflect any participation in HSC courses. Normally you will have successfully completed Year 10 to be eligible for a RoSA. Students leaving school before receiving their HSC are also able to sit online Literacy and Numeracy tests.

If you are thinking about leaving school before receiving your HSC, talk to your Year Adviser about the RoSA, and the Literacy and Numeracy tests.

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ACHIEVING THE HSC

Pattern of study for the Higher School Certificate (ACE 8005)

To qualify for the Higher School Certificate students must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:

• at least six units from Board Developed Courses (BDC) - English Studies and Mathematics Standard 1 are BDC although considered Category B along with all the Board Developed VET courses.

• at least two units of a Board Developed Course in English

• at least three courses of two units value or greater (either Board Developed or Board Endorsed Courses

• at least four subjects

• no more than six units of Science

The full list of Board Developed Courses is available on the ACE website.

Satisfactory Completion of a Preliminary or Higher School Certificate Course: Course Completion Criteria and HSC Assessment (ACE 8019 and 8020)

The following course completion criteria refer to both Preliminary and HSC courses.

A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has:

• followed the course developed or endorsed by the Board; and

• applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and

• achieved some or all of the course outcomes.

In addition to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50 percent of available marks in courses where internal assessment marks are submitted.

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Satisfactory completion of an HSC course (ACE 8026)

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

For courses where internal assessment marks are submitted, students must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 percent is not sufficient; tasks worth in excess of 50 percent must be attempted. Furthermore, the student must fulfil the course completion criteria.

A course will not be listed on the Record of Achievement unless both of these conditions are met.

In the case of competency-based courses, where a student has not successfully completed any units of competency, it is a matter for the teacher’s professional judgement to determine whether the attempts made by the student to complete the course are genuine.

Where students are studying an HSC course that includes a requisite examination, students must sit for and make a genuine attempt at the examination.

If it is determined that a student has not made a genuine attempt to complete the course requirements, the principal must indicate on the appropriate documentation that the course has not been satisfactorily completed.

Students studying VET Industry Curriculum Framework courses must complete the mandatory work placement hours in order to be deemed satisfactory.

Until a student presenting for a Higher School Certificate has satisfactorily completed courses totalling at least 12 units of Preliminary courses and 10 units of HSC courses that satisfy the Board’s pattern of study requirements, the student will not be eligible to receive the award of a Higher School Certificate.

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SCHOOL ASSESSMENTS

HSC internal assessment (ACE 8069)

The assessment marks submitted by a school for each course are intended to indicate students' achievements at the end of the HSC course.

The assessment marks are based on: • a wider range of syllabus outcomes than can be measured by the external examination • multiple measures and observations made throughout the HSC course rather than a single assessment

event. Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final assessment event.

Multiple measures also cater for any knowledge and skills outcomes that are better assessed in specific settings or at specific times (eg research, fieldwork or practical skills).

The assessment marks submitted by the school reflect the knowledge and skills objectives of the course and the related outcomes.

Completion of HSC internal assessment tasks (ACE 8073)

NESA expects students to attempt all assessment tasks set.

For all Board Developed Courses (except VET courses and Life Skills courses) the Board requires all students to follow an assessment program and have an assessment mark submitted.

The minimum requirement is that the student must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of available marks in the course.

A student who does not comply with the assessment requirements and receives a non-completion determination in a course will have neither an assessment mark nor an examination mark awarded for that course.

In the case of Extension courses, students who do not comply with the minimum assessment requirements for any co-requisite course will not receive a result in either course.

Non-completion of HSC internal assessment: failure to submit tasks (ACE 8078)

If a student fails to complete a task specified in the assessment program and the teacher considers the student has a valid reason (eg illness or endorsed leave), the principal may decide that, in accordance with the school's assessment policy, an extension of time may be granted or a mark may be awarded based on a substitute task.

In exceptional circumstances (eg where undertaking a substitute task is not feasible or reasonable, or where the missed task is difficult to duplicate), the principal should authorise the use of an estimate based on other appropriate evidence.

If there is no valid reason for failing to complete an assessment task, a zero mark must be recorded for that task.

If a student's attempt at a particular task scores zero, the question of whether the attempt was a genuine one is a matter for the teacher's professional judgement.

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CAMDEN HIGH SCHOOL

ASSESSMENT PROCEDURES

What is assessment?

Assessments represent an integral part of the teaching and learning process and as such all assessments that are set must be completed. Assessment is a process which is used to measure the achievement of students in attaining course outcomes. A range of formal and informal assessments will be used to determine satisfactory student progress. Informal tasks and class work not included in the formal assessment schedule are of significance as they:

• assist in skill and knowledge development. • identify areas for extension or remediation for the teacher and student. • provide opportunities for students to consolidate conceptual understanding. • provide evidence of sustained and diligent effort.

Why is there school assessment?

• It allows the student to be given credit for developing skills and knowledge over a period of time. • It allows for evaluation of student achievement in those parts of courses, such as field and practical work, which

are difficult to examine formally. • It increases the accuracy of a student’s final mark by using multiple assessment tasks, rather than a single

examination to determine an appropriate result. • The school assessment will form 50% of a student’s HSC mark.

What will assessment tasks look like?

Some or all of the following, may form the assessment program: • Oral/aural tests • Reports • Essays • Assignments • Research • Submitted practical work • Field work • Oral presentations • Practical performance • Formal examinations

How often will assessment tasks occur?

Assessment tasks will occur regularly throughout every Preliminary and HSC course. The schedule of Year 12 assessment tasks is set out in this booklet.

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Rationale: Examinations are an important part of the teaching and learning process. It is appropriate that processes are implemented in order to meet the standards set by the NSW Education Standards Authority (NESA) and the Department of Education to establish acceptable codes of conduct for these examinations.

Aim: • To ensure that all examinations meet the requirements of the NESA. • To provide examinations that are fair and meaningful for all students. • To ensure the examination environment is conducive to high student achievement.

Procedures: • All students must wear full school uniform when sitting for an examination. • Students should not talk once they enter the examination room. • All mobile phones and electronic devices must be switched off and left in bags in the designated area. • According to the NESA guidelines, students must remove wristwatches at the start of an examination and leave the watch on

their desk in full view of the examination supervisors. • Upon entering the examination room, all equipment required for the examination must be removed from bags before they are

placed in the designated bag storage area. Under no circumstances will students be able to keep their bags with them or access them during the exam.

• No equipment may be borrowed from or shared between students during an exam, and any additional equipment required must be obtained from an exam supervisor.

• Students must complete examinations in black or blue pen only. Pencil cases must remain in student bags and no white out is allowed to be brought into the exam room.

• Students are permitted to bring a bottle containing water into the exam room, however the bottle must be completely clear – no labels or non-transparent containers.

• Students who talk or disrupt others during an examination will have their names and the nature of the incident recorded by the examination supervisor and may potentially receive a mark of zero for the examination.

• Any student who creates a major disturbance during an exam will be removed from the exam room and sent to a Deputy for disciplinary action. Then they will receive a mark of zero for that particular examination.

• If a student needs to use the toilet they must raise their hand and obtain permission from the examination supervisors before leaving their seat after the first 30 minutes and before the last 30 minutes of the examination.

• Students in Years 11 & 12 are only permitted to leave the examination room after the first 30 minutes and before the last 30 minutes of the examination.

• If a student cannot attend an examination due to illness or misadventure, that student needs to obtain appropriate documentation such as a medical certificate, a subpoena from a court or a death certificate. This documentation must be submitted to the Head Teacher Administration who coordinates the exams so that a re-scheduled examination can be arranged.

• Please Note: Family holidays and other non-emergencies are not justifiable reasons for being absent from an examination and will result in a zero mark being recorded along with an N Warning Notification.

• There should be an interruption free period prior to every structured senior exam session. This interruption free period will be placed on the school timetable for the week prior to both the half yearly exams and the yearly exams (or Trial HSC exams, where applicable).

• No assessment tasks should be handed out or be expected to be completed during this interruption free time. • No student should be expected to attend excursions, out of class events, complete work placement or work experience during

this interruption free period. • Students should expect to receive their marks and written feedback about their performance in the exam within 3 weeks of the

examination being completed.

Evaluation: This policy will be reviewed as part of the school’s three year review cycle.

October 2019

CAMDEN HIGH SCHOOL Tradition Opportunity Innovation Success

Senior Examination Policy

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Rationale: Camden High School ensures that the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate assessments meet NSW Educational Standards Authority (NESA) requirements. Aim: Every student will be made fully aware of the NESA, School and KLA requirements for the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate Assessment.

Procedures: • Students will receive a written notification of an Assessment Task at least 2 weeks prior to the submission date. Assessment

notifications will also be published on the school’s website. • Students are expected to submit tasks by the due date with the Assessment Cover Sheet attached to the front of the task. • Upon submission of a task, a student will be issued with a receipt, which is to be retained as proof of submission. • An assessment task not submitted on time will be given a zero mark along with an N Warning Notification. • All in-class assessment tasks must be completed on the designated day. Students are to attend school and all timetabled

lessons on the day the task is due. Failure to do so will result in a zero mark being awarded. • Acceptable reasons for the late submission or absence from an assessment task include illness, accident or misadventure. If

a student cannot attend an exam or submit a task on time, that student needs to obtain documentation such as a medical certificate, a subpoena from a court or a death certificate, and submit that documentation, along with the Illness and Misadventure Form to the Faculty Head Teacher immediately upon returning to school. The Head Teacher will determine if the reason is acceptable and will advise the student of the appropriate opportunities to re-sit or resubmit the assessment.

• Technological issues, workplacement, family holidays and other non-emergencies are not justifiable reasons for submitting an assessment task after the due date; or for being absent from an exam; and will result in a zero mark being awarded.

• Students who are deemed to make a non-serious attempt at any assessment task will be awarded zero. This includes only completing one section of the examination or not making a genuine attempt to complete all sections of an assessment task.

• When a student fails to submit an assessment task by the due date, an official warning letter will be sent home informing the student and parents of the missing task and the impact of non-completion of this task on the course completion.

• Even though a student fails to submit an assessment task by the due date, that task must still be submitted. Failure to complete a task may be used as evidence that a student has not applied themselves with diligence and sustained effort and may have ramifications for course eligibility.

• Year 10 students- need to successfully satisfy all assessment requirements for all courses. Students who are presented with 2 or more official warning letters in any one subject, will be deemed as ‘causing concern’ and may risk achieving a ROSA and progressing into the preliminary course.

• Year 11 students- need to successfully satisfy all of the assessment requirements for all preliminary courses (a total of 12 units of study) to be eligible to move on to the HSC course work. Students who are presented with 2 or more official warning letters in any one subject, will be deemed as ‘causing concern’ and appropriate interventions with the senior review panel will be applied.

• Year 12 students- that fail to complete tasks whose weightings total more than 50% of the total assessment mark in a particular subject, without a valid reason, could be issued with an ‘N’ determination in that subject in the HSC. This could deem a student ineligible to receive a HSC.

• Work submitted must be only that of the student. If a child plagiarises part or all of a task then they will be given a zero mark, a warning letter will be issued and the task will need to be re-submitted.

• If a student is concerned with the result following the marking of a task, then they have a right of appeal. An appeal must be lodged as soon as possible after the return of the task using the appropriate appeal form and submitted to the Head Teacher of the appropriate KLA for review.

• All assessment tasks should be marked and written feedback provided to the students within 3 weeks of the submission date.

Evaluation: This policy will be reviewed as part of the school’s three year review cycle.

October 2019


Senior Assessment Policy

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ADDITIONAL INFORMATION

Further to the Senior Examination Policy and Senior Assessment Policy detailed above, the following information is provided:

Satisfactory Completion of Courses

A Course has been satisfactorily completed, when the student has:- • followed the course developed/endorsed by NESA • applied himself/herself with diligence and sustained effort to the set tasks and experiences provided in the

course. • achieved some or all of the course outcomes.

Students must satisfactorily complete the Preliminary component of a Course to be eligible to proceed into the HSC component in Year 12. Where a student is at risk of a Non-completion determination, the school will warn the student and advise the parent in writing. In the case where a student is awarded a zero in an assessment task, this warning and advice will be given. Students whose attendance is poor may not satisfy course completion criteria. The Principal is the final arbiter on any matters that arise regarding the final assessments.

N Determinations

Such determinations will be made by the Principal on advice from the Deputy Principal and relevant Head Teacher. All staff are expected to follow the appropriate warning procedures as outlined below. This process typically involves considerable documentation reflecting lack of academic progress. An example of this process is as follows

• Student academic report reflect non-achievement of course outcomes • N Warning Letter 1 and follow up phone call • N Warning Letter 2 and follow up phone call • N Warning Letter 3 and follow up phone call • Offers of support from teachers to catch up on missed work • Discussions with student about progress concerns • Senior Review Meeting • N Determination- Interview with Senior Executive, Student, and Parent

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TOPIC: Task Name MARKS: /

SUBMISSION REQUIREMENTS: Day, date, week and method for task submission e.g. email, a specific time

WEIGHTING: %

OUTCOMES TO BE ASSESSED:

Syllabus outcomes listed with number/code and description, with directional verb included in bold type.

DIRECTIONAL VERBS:

For example:

Explain – show cause and effect or how and why

TASK DESCRIPTION:

This will explain what the student is expected to do. All directional verbs being assessed will be used in the task description.

For example: You are to write a report that describes…

ASSESSMENT CRITERIA:

This will include a breakdown of marks for each part of the task e.g. Part A out of 10, Part B out of 20. This is where students will receive instruction in plain language exactly what is expected of them to complete the task.

For instance, you need to interview 10 people and represent this interview in both graphical form and a written analysis of the interviews findings.

ASSESSMENT MARKING CRITERIA

Detailed, levels of achievement breakdown of marking benchmarks which deals specifically with each task component and syllabus outcome being assessed. Includes rubric for assessment (e.g. you will be assessed on how well you...) Provides a mechanism for giving constructive feedback to students.

Mark Grade


(Year and Course name) Assessment Task 2019

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DISABILITY PROVISIONS

Practical Support for Higher School Certificate Examinations Information for Students and Parents

NESA has a program to help students with practical support in their Higher School Certificate examinations. This practical support, known as provisions, assists students to read examination questions and to write their answers. Provisions include rest breaks and extra time. The use of any provision is not written on the student’s results. Students may need provisions for:

• a permanent condition, such as diabetes or reading difficulty • a temporary condition, such as a broken arm, or • an intermittent condition, such as back pain when sitting for long periods.

It is not embarrassing to apply for or use provisions. More than 5000 HSC students apply for provisions each year. Provisions help students to show the markers what they know and can do. To apply for provisions, the school submits an online application to the NESA. This application tells us which provisions the student is requesting and includes recent evidence. Evidence may include medical reports, reading results, spelling results, writing samples and teacher comments. Much of the evidence can be collected by the school, but the parents’ role is welcome and needed. Parents help by talking with the school, describing the student’s needs, and providing the school with medical or other reports. Applications for provisions should be submitted by the school to NESA by the end of Term 1. Late applications are accepted for an emergency, such as a broken arm, until the time of the examinations. Once the NESA has made a decision about which provisions are approved or declined, a decision letter is provided to the school. The school will provide the student with a copy of the letter. If you or the school are not satisfied with the NESA’s decision, it is possible for the school to lodge an appeal. Appeals must state why NESA’s decision is unsuitable and must include new evidence to support the appeal. If you think that you or your child may require support in completing the Higher School Certificate examinations, please discuss the matter with the Learning and Support Teacher, Year Adviser, School Counsellor or Class Teacher. Additional information on HSC Disability Provisions is available at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

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REVIEWS AND APPEALS

Schools and students may appeal against decisions concerning aspects of the award of the Higher School Certificate and Record(s) of Achievement. These are summarised as follows: 1. Individual Assessment Tasks

When a student feels that a decision applied to their work is not consistent with the school’s assessment policy and procedures, they may appeal.

2. Assessment Ranking Students can request a review of their assessment ranking if they consider that the school’s order-of-merit for a particular course is not consistent with their expectations on the basis of their performance on assessment tasks.

School reviews are limited to ensuring that: In conducting an “Individual assessment task” review, it is necessary for the school to ascertain whether:

(a) the weightings specified by the school in its assessment program conform with the requirements detailed in the syllabus packages;

(b) the procedures used by the school for determining the assessment mark conform with its stated assessment program – in particular, the weightings used for the various assessment tasks should be consistent with those specified in the assessment program, and;

(c) there are any computational or other clerical errors in the determination of the assessment mark.

Appeal process for an Individual Assessment Task The first appeal must be to the class teacher. Where a student feels that the appeal to the course teacher has not been heard in accordance with the school’s policy and procedures, the student may appeal to the Head Teacher responsible for the course. This appeal is to be completed in writing on the school’s appeal application form (a copy is included in the Assessment handbook) Where a student feels that the appeal to the Head Teacher has not been heard appropriately, they may appeal to the Deputy Principal who will consult with the Principal. If a student is not satisfied with the outcome of a review (communicated in writing to the student by the Assessment Review Appeal Form), the student may appeal to NESA. In dealing with appeals, NESA will consider only whether the process was adequate for determining these matters, and whether the conduct of the review was proper in all respects.

THERE IS NO APPEAL AGAINST THE MARKS AWARDED FOR ASSESSMENT TASKS What does the NESA do with an appeal regarding assessment rankings? Since the appeal is directed to the assessment process, NESA will not itself revise assessment marks or the order of merit. If the appeal is upheld, NESA will refer the matter back to the school for a further review. The result of that review may affect the student’s assessment and/or those of other students at the school, and will be reflected in the moderated assessment marks for all candidates so affected. NESA will not consider further appeals from other candidates whose assessments or ranking may be affected by reviews or appeals. The reason is that although initiated by individual candidates, the reviews and appeals relate to the assessment process and are designed to correct any errors affecting the assessments for the entire school group.

FOR FURTHER ADVICE CONTACT THE DEPUTY PRINCIPAL OR THE PRINCIPAL.

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OTHER APPEALS AVAILABLE TO STUDENTS

‘N’ determination in one or more courses Students can appeal against ‘N’ determinations in particular courses. In the first instance, students make their appeal directly to the school Principal. If the Appeal is not upheld at the school level the student can appeal to the NESA. The NESA decision is final. Illness / Misadventure in the HSC examinations In all cases of illness students are strongly advised to seek medical attention immediately. A student can appeal on the grounds of illness/misadventure in the Higher School Certificate Examinations. This appeal is considered and the outcome is determined by the NESA. The appropriate documentation can be obtained from the Head Teacher Administration. It must be completed by yourself and an independent third party with attached supporting evidence (such as a medical report from a doctor or a police report number from a police officer) and submitted to the Head Teacher Administration within one week of the examination. Note: Medical Certificates submitted without the correctly completed documentation from a third party will not be accepted by the NESA.

You should make every effort to attend all examinations.

DO NOT ASSUME YOUR APPEAL WILL BE UPHELD.

Flow Chart of the Appeals Process

Individual Assessment Tasks

Student wishes to appeal the

assessment procedure for an individual assessment task

Written application is made to the Faculty Head Teacher who, in

consultation with the class teacher, makes a decision

Written application is made to the Deputy Principal of the Year Group in

consultation with the Principal

Written application to NESA

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Procedures for Student Appeals against Assessment Rankings in HSC Courses

Student views Rank Order Notices via Students Online

or requests Rank Order Notice from school

Student requests review of assessment rank

School Review Panel considers evidence

Principal advises student and parents of school decision and if declined the right to appeal to NESA

Review Panel declines appeal and confirms original assessment mark Review Panel upholds appeal and

revises assessment mark

Principal advises student and parent and provides revised assessment mark to the Office of NESA on written schedule or school letterhead

Principal advises student and parents

Student makes no appeal to NESA Student appeals

All documentation kept at school

No further action

Principal considers any additional documentation provided by the student and then notifies Office of the NESA and sends in documentation

NESA conducts review of student appeal NESA makes decision

Office of NESA notifies student

Office of NESA notifies Principal

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Procedures for Appeals against

‘N’ Determinations

Principal warns student in writing. Written warning provides opportunity for student to redeem the situation. Principal issues further written warning(s)

Principal/Review Panel considers student’s appeal and reviews determination

Where a student has not met the (NESA) Course Completion

Requirements, Principal makes ‘N’ determination and completes Principal’s Determination Form

Principal advises student and records ‘N’ determination via Schools Online. Student and parent/guardian (if student under 18) sign Principal’s Determination Form.

Principal provides the student with a copy of Principal’s Determination Form and Student Appeal Form

Student makes no appeal. All related documentation kept at school. Student appeals.

No further action Student completes Student Appeal Form and submits it to the principal

Principal/Review Panel declines student appeal. Advises student.

Student signs appropriate student declaration(s) on School Review – Principal’s Report Form

Student makes no appeal to NESA. Student requests NESA review of appeal.

All documentation kept at school. Principal submits documentation to the NSW Standards Education Authority (NESA)

No further action NESA conducts review of student appeal. A decision is made.

NESA notifies student & the principal

Principal/Review Panel upholds student appeal. Advises student.

Adjusts student’s record via Schools Online No further action

20

EXAMINATION INSTRUCTIONS

Absent If you are absent on the day of an examination you need to notify the Head Teacher Administration at school within 24 hours. A doctor’s certificate then needs to be provided to them upon your immediate return to school. Unable to sit an exam due to a clash If for whatever reason there is a clash with the examination timetable due to TAFE or another examination clash, you must notify Head Teacher Administration in person, at least 48 hours prior to the scheduled examination. Important examination tips to remember

• Make sure you turn up to your scheduled exam at least 20 minutes prior to the commencement time.

• All examinations are in the school hall unless you are notified otherwise. • No phones or iPods are allowed on you or at your desk. They must be switched off and in

your bag. • All bags are to be left at the back of the hall during the examinations. • Only water bottles with no labels are allowed at your desk and must be clear. • No examination book or writing book is allowed to leave the room.

………………………………………………………………………………………………………… Change of examination date: Student Name: ___________________________________________________________

Examination Subject Original Date New Date Reason Subject HT

Signature

Head Teacher Administration Signature: _____________________________ Note that this form must be completed and submitted in person to the Head Teacher Administration a minimum of 48 hours prior to the start of the scheduled examination period.

Revised: September 2018

21

REQUEST FOR CHANGE OF DUE DATE FOR ASSESSMENT TASK

(This form is to be submitted a minimum of 1 week before the due date of the task)

Student’s Name: __________________________ Year: __________

Subject: __________________________________________________

Description of Task:

_____________________________________________________________

Due Date (As advertised): ________________________________________

REASON – For change from due date of assessment task:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________

SUPPORTING DOCUMENTS – Please identify and attach if applicable

_________________________________________________________

Student’s Signature: ___________________________________________

Parent’s Signature: ___________________________________________

To be completed by TEACHER:-

Name: ____________________ Faculty: ____________________

Alternative Arrangements: ________________________________________

___________________________________________________________________

_______________________________________________________

Teacher Signature: _______________________ Date: ___________

22

ASSESSMENT APPEAL FORM

Student’s Name: ___________________________________________

Date: ___________________________________________

Subject: ___________________________________________

Teacher’s Name: ___________________________________________

2. Please give details of the reason for the appeal: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. Action Taken: ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________

Name: _______________________________________________

Signed: _____________________ Date: ___________________

23

YEAR 12 – Term 4 Assessment Due Dates (2018)

SUBJECT WEEK 1A

WEEK 2B

WEEK 3A

WEEK 4B

WEEK 5A

WEEK 6B

WEEK 7A

WEEK 8B

WEEK 9A

WEEK 10B

AGRICULTURE X ANCIENT HISTORY X BIOLOGY X BUSINESS STUDIES X CHEMISTRY X COMMUNITY AND FAMILY STUDIES X DESIGN AND TECHNOLOGY X ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION 1 EXPLORING EARLY CHILDHOOD X FOOD TECHNOLOGY X HISTORY EXTENSION INDUSTRIAL TECHNOLOGY X LEGAL STUDIES X MATHEMATICS STANDARD 1 (NON ATAR)

X

MATHEMATICS STANDARD 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 X MATHEMATICS EXTENSION 2 X MODERN HISTORY X MUSIC 1 X PDHPE X PHOTOGRAPHY, VIDEO & DIGITAL IMAGING

X

PHYSICS X SOCIETY AND CULTURE X SPORT, LIFESTYLE AND RECREATION

X

VISUAL ARTS WORK STUDIES X ANCIENT HISTORY - LIFESKILLS X MATHEMATICS - LIFESKILLS X VET CONSTRUCTION – ELDERSLIE HIGH SCHOOL

X

VET ENTERTAINMENT VET HOSPITALITY VET PRIMARY INDUSTRIES X

X = FORMAL ASSESSMENTS, XX = FORMAL EXAMINATION

24


SUBJECT WEEK 1A

WEEK 2A

WEEK 3B

WEEK 4A

WEEK 5B

WEEK 6A

WEEK 7B

WEEK 8A

WEEK 9B

WEEK 10A

WEEK 11B

AGRICULTURE X ANCIENT HISTORY X BIOLOGY X BUSINESS STUDIES X CHEMISTRY X COMMUNITY AND FAMILY STUDIES

X

DESIGN AND TECHNOLOGY X ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION 1 X EXPLORING EARLY CHILDHOOD X FOOD TECHNOLOGY X HISTORY EXTENSION X INDUSTRIAL TECHNOLOGY X LEGAL STUDIES X MATHEMATICS STANDARD 1 (NON ATAR)

X

MATHEMATICS STANDARD 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 X MATHEMATICS EXTENSION 2 X MODERN HISTORY X MUSIC 1 X PDHPE X PHOTOGRAPHY, VIDEO & DIGITAL IMAGING

X

PHYSICS X SOCIETY AND CULTURE X SPORT, LIFESTYLE AND RECREATION

X

VISUAL ARTS X WORK STUDIES X ANCIENT HISTORY – LIFESKILLS X MATHEMATICS - LIFESKILLS X X VET CONSTRUCTION –

ELDERSLIE HIGH SCHOOL X

VET ENTERTAINMENT X VET HOSPITALITY X VET PRIMARY INDUSTRIES X


25


SUBJECT WEEK 1A

WEEK 2B

WEEK 3A

WEEK 4B

WEEK 5A

WEEK 6B

WEEK 7A

WEEK 8B

WEEK 9A

WEEK 10B

INTE

RUPT

ION

FRE

E W

EEK

AGRICULTURE X XX XX ANCIENT HISTORY XX XX BIOLOGY X XX XX BUSINESS STUDIES XX XX CHEMISTRY X XX XX COMMUNITY AND FAMILY STUDIES XX XX DESIGN AND TECHNOLOGY X XX XX ENGLISH STUDIES XX XX ENGLISH STANDARD XX XX ENGLISH ADVANCED XX XX ENGLISH EXTENSION 1 X XX XX EXPLORING EARLY CHILDHOOD FOOD TECHNOLOGY XX XX HISTORY EXTENSION X XX XX INDUSTRIAL TECHNOLOGY XX XX LEGAL STUDIES XX XX MATHEMATICS STANDARD 1 (NON ATAR) XX XX MATHEMATICS STANDARD 2 XX XX MATHEMATICS XX XX MATHEMATICS EXTENSION 1 XX XX MATHEMATICS EXTENSION 2 XX XX MODERN HISTORY XX XX MUSIC 1 X XX XX PDHPE X XX XX PHOTOGRAPHY, VIDEO & DIGITAL IMAGING

X

PHYSICS X XX XX SOCIETY AND CULTURE XX XX SPORT, LIFESTYLE AND RECREATION X VISUAL ARTS X XX XX WORK STUDIES X ANCIENT HISTORY - LIFESKILLS X MATHEMATICS - LIFESKILLS X VET CONSTRUCTION – ELDERSLIE HIGH SCHOOL

XX XX

VET ENTERTAINMENT XX XX VET HOSPITALITY XX XX VET PRIMARY INDUSTRIES X XX XX


26


SUBJECT WEEK 1A

WEEK 2B

WEEK 3A

WEEK 4B

WEEK 5A

WEEK 6B

WEEK 7A

WEEK 8B

WEEK 9A

WEEK 10B

AGRICULTURE ANCIENT HISTORY X BIOLOGY BUSINESS STUDIES X CHEMISTRY COMMUNITY AND FAMILY STUDIES X DESIGN AND TECHNOLOGY ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION 1 EXPLORING EARLY CHILDHOOD X FOOD TECHNOLOGY X HISTORY EXTENSION X INDUSTRIAL TECHNOLOGY LEGAL STUDIES X MATHEMATICS STANDARD 1 (NON ATAR) X MATHEMATICS STANDARD 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 X MATHEMATICS EXTENSION 2 X MODERN HISTORY X MUSIC 1 PDHPE PHOTOGRAPHY, VIDEO & DIGITAL IMAGING

X

PHYSICS SOCIETY AND CULTURE X SPORT, LIFE STYLE AND RECREATION

X

VISUAL ARTS X WORK STUDIES X ANCIENT HISTORY - LIFESKILLS X MATHEMATICS - LIFESKILLS X VET CONSTRUCTION – ELDERSLIE HIGH SCHOOL

X

VET ENTERTAINMENT X VET HOSPITALITY X VET PRIMARY INDUSTRIES X


27

ASSESSMENT SCHEDULES

BY

SUBJECTS

28

TASK SYLLABUS OUTCOMES 40% 40% 20%

DUE DATE

H1.1

H2.1

H2.2

H3.1

H3.2

H3.3

H3.4

H4.1

H5.1 KNOWLEDGE &

UNDERSTANDING

KNOWLEDGE UNDERSTANDING

& SKILLS

SKILLS IN EFFECTIVE RESEARCH

First-Hand Investigation- Plants vs Light

X X X 10 10 5 Term 4 Week 8

Soil: Data Analysis X X X X 10 10 Term 1 Week 5

Research Portfolio

Farming for the 21st Century

X X X 5 5 15 Term 2 Week 2

Trial Examination X X X X X X X X X 15 15 Term 2 Weeks 9-10

H1.1 Explains the influence of physical, biological, social, historical and economic factors on sustainable agricultural production. H2.1 Describes the inputs, processes and interactions of plant production systems. H2.2 Describes the inputs, processes and interactions of animal production systems. H3.1 Assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products. H3.2 Critically assesses the marketing of a plant OR animal product. H3.3 Critically examines the technologies and technological innovations employed in the production and marketing of agricultural products. H3.4 Evaluates the management of the processes in agricultural systems. H4.1 Justifies and applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural

problems and situations. H5.1 Evaluates the impact of innovation, ethics and current issues on Australian agricultural systems.

HSC ASSESSMENT TASK GRID

AGRICULTURE

29

TASK SYLLABUS OUTCOMES 40% 20% 20% 20%

DUE DATE AH12-

1 AH12-

2 AH12-

3 AH12-

4 AH12-

5 AH12-

6 AH12-

7 AH12-

8 AH12-

9 AH12-

10 KNOWLEDGE SOURCE BASED SKILLS

HISTORICAL INQUIRY & RESEARCH

COMMUNICATION

Pompeii and Herculaneum:

Multimedia presentation

X X 10 5 10 5 Term 4 Week 9

Ancient Society: Historical Analysis

X X 10 5 5 5 Term 1 Week 7

Trial HSC Examination X X X X 10 10 5 Term 2

Week 9-10

Historical Period: research and

written response X X 10 5 5 Term 3

Week 4

AH 12-1 Accounts for the nature of continuity and change in the ancient world. AH 12-2 Proposes arguments about the varying causes and effects of events and developments. AH 12-3 Evaluates the role of historical features, individuals and groups in shaping the past. AH 12-4 Analyses the different perspectives of individuals and groups in their historical context. AH 12-5 Assess the significance of historical features, people, places, events and developments of the ancient world. AH 12-6 Analyses and interprets different types of sources of evidence to support an historical account or argument. AH 12-7 Discusses and evaluates differing interpretations and representations of the past. AH 12-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources AH 12-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms. AH 12-10 Analyses issues relating to the ownership, custodianship and conservation of the ancient past.


ANCIENT HISTORY

30

TASK SYLLABUS OUTCOMES 40% 60% DUE DATE

BIO12-1 BIO12-2 BIO12-3 BIO12-4 BIO12-5 BIO12-6 BIO12-7 BIO12-

12 BIO12-

13 BIO12-

14 BIO12-

15 KNOWLEDGE & UNDERSTANDING

SKILLS IN WORKING

SCIENTIFICALLY

Depth Study - Hereditary X X X X X 5 20 Term 4 Week 10

Conceptual model - Mutations X X X X 10 15 Tem 1 Week 6

Data Analysis - Epidemiology X X X X 20 Term 2 Week 4

Trial Examination X X X X 25 5 Term 2 Weeks 9-10

Bio12-1 Develops and evaluates questions and hypotheses for scientific investigation.

Bio12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information.

Bio12-3 Conducts investigations to collect valid and reliable primary and secondary data and information.

Bio12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

Bio12-5 Analyses and evaluates primary and secondary data and information.

Bio12-6 Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

Bio12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

Bio12-12 Explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species.

Bio12-13 Explains natural genetic change and the use of genetic technologies to induce genetic change.

Bio12-14 Analyses infectious disease in terms of cause, transmission, management and the organism’s response, including the human immune system.

Bio12-15 Explains non-infectious disease and disorders and a range of technologies and methods used to assist, control, prevent and treat non-infectious disease.

Year 12 ASSESSMENT TASK GRID

BIOLOGY

31

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE

DATE H1

H2 H3 H4 H5 H6 H7 H8 H9 H10 KNOWLEDGE &

UNDERSTANDING STIMULUS BASED

SKILLS INQUIRY & RESEARCH

COMMUNICATION OF BUSINESS

IDEAS

Operations Business Report X X X 10 5 10 5 Term 4

Week 7

Finance Test X X 10 5 5 Term 1 Week 10

Trial HSC Examination X X X 15 10 5 Term 2

Week 9-10

Marketing and Research Written

Response X X X 5 10 5 Term 3

Week 4

H1 Critically analyses the role of business in Australia and globally. H2 Evaluates management strategies in response to changes in internal and external influences. H3 Discusses the social and ethical responsibilities of management. H4 Analyses business functions and processes in large and global businesses. H5 Explains management strategies and their impact on businesses. H6 Evaluates the effectiveness of management in the performance of businesses. H7 Plans and conducts investigations into contemporary business issues. H8 Organises and evaluates information for actual and hypothetical business situations. H9 Communicates business information, issues and concepts in appropriate formats. H10 Applies mathematical concepts appropriately in business situations.


BUSINESS STUDIES

32

TASK SYLLABUS OUTCOMES 40% 60%

DUE DATE CH12-1 CH12-2 CH12-3 CH12-4 CH12-5 CH12-6 CH12-7 CH12-12 CH12-13 CH12-14 CH12-15

KOWLEDGE & UNDERSTANDING

SKILLS IN WORKING

SCIENTIFICALLY

First-Hand Investigation -

Factors effecting equilibrium

X X X X 5 20 Term 4 Week 9

Depth Study - Acid and Bases X X X X X 10 15 Term 1 Week 5

Portfolio - Organic compound X X X X X 20 Term 2 Week 3

Trial Examination X X X X 25 5 Term 2 Week 9-10

CH12-1 Develops and evaluates questions and hypotheses for scientific investigation. CH12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information. CH12-3 Conducts investigations to collect valid and reliable primary and secondary data and information. CH12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media. CH12-5 Analyses and evaluates primary and secondary data and information. CH12-6 Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes. CH12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose. CH12-12 Explains the characteristics of equilibrium systems, and the factors that affect these systems. CH12-13 Describes, explains and quantitatively analyses acids and bases using contemporary models. CH12-14 Analyses the structure of, and predicts reactions involving, carbon compounds. CH12-15 Describes and evaluates chemical systems used to design and analyse chemical processes.


CHEMISTRY

33


DUE DATE H1.1 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H4.1 H4.2 H5.1 H5.2 H6.1 H6.2

KNOWLEDGE & UNDERSTANDING OF COURSE CONTENT

SKILLS IN CRITICAL THINKING, RESEARCH

METHODOLOGY, ANALYSING and

COMMUNICATING

Independent Research Written

Task X X X X 20 Term 4 Week 10

Groups in Context Research Written

Task X X X 10 15 Term 1 Week 6

Trial HSC Examination X X X X X X X X 20 10 Term 2 Weeks 9-10

Technology Written Response/Report X X X 10 15 Term 3 Week 3

H1.1 Analyses the effects of resource management on the wellbeing of individuals, groups, families & communities. H2.1 Analyses different approaches to parenting & caring relationship. H2.2 Evaluates strategies to contribution to positive relationship & wellbeing of individuals, groups, families & communities. H2.3 Critically examine how individual’s rights & responsibilities in various environments contribute to wellbeing. H3.1 Analyses the sociocultural factors that lead to special needs of individuals in groups. H3.2 Evaluates networks available to individuals, groups & families within communities. H3.3 Critically analyses the role of policy & community structures in supporting diversity. H3.4 Critically evaluates the impact of social, legal & technological change in individuals, groups, families & communities. H4.1 Justifies and applies appropriate research methodologies. H4.2 Communicates ideas, debates issues & justifies opinions. H5.1 Proposes management strategies to enable individuals to satisfy their specific needs & to ensure equitable access to resources. H5.2 Develops strategies for managing multiple roles and demands of family, work and other environments H6.1 Distinguishes those actions that enhance wellbeing. H6.2 Analyses how the empowerment of women & men influences the way they function within society.


COMMUNITY AND FAMILY STUDIES

34


DUE DATE H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2

KNOWLEDGE and UNDERSTANDING

EVALUATIING and MDP

Innovation & Emerging

Technology Case Study

X X X X X 20 Term 4 Week 9

Design Task (in class) X X X X X X 20 Term 1 Week 6

Oral Presentation Major Design

Project X X X X X X 30 Term 2 Week 5

Trial HSC Examination X X X X X X 20 10 Term 2 Weeks 9-10

H1.1 Critically analyses the factors affecting design and the development and success of design projects. H1.2 Relates the practices and processes of designers and producers to the major design project. H2.1 Explains the influence of trends in society on design and production. H2.2 Evaluates the impact of design and innovation on society and the environment. H3.1 Analyses the factors that influence innovation and the success of innovation. H3.2 Uses creative and innovative approaches in designing and producing. H4.1 Identifies a need or opportunity and researches and explores ideas for design development and production of the major design project. H4.2 Selects and uses resources responsibly and safely to realise a quality major design project. H4.3 Evaluates the processes undertaken and the impacts of the major design project. H5.1 Manages the development of a quality major design project. H5.2 Selects and uses appropriate research methods and communication techniques. H6.1 Justifies technological activities undertaken in the major design project through the study of industrial and commercial practices. H6.2 Critically assesses the emergence and impact of new technologies, and the factors affecting their development.


DESIGN AND TECHNOLOGY

35


DUE DATE ES12-1

ES12-2

ES12-3

ES12-4

ES12-5

ES12-6

ES12-7

ES12-8

ES12-9

ES12-10

Knowledge and understanding of course

content

Skills in: • comprehending texts • communicating ideas

• using language accurately, appropriately and effectively

Task 1: Texts and Human Experience

Multi-Modal Presentation

X X X X 10 10 Term 4 Week 8 2018

Task 2: On The Road Written

Research Task X X X X 15 10 Term 1 Week 9

Task 3: Trial Examination X X X X X 15 15 Term 2

Weeks 9-10

Task 4: Digital Worlds

Portfolio X X X 10 15 Term 3 Week 5

ES12-1 comprehends and responds analytically and imaginatively 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 ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal and digital texts that have been

composed for different purposes and contexts ES12-3 accesses, comprehends and uses information to communicate in a variety of ways ES12-4 composes proficient texts in different forms ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey

meaning to different audiences ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-7 represents own ideas in critical, interpretive and imaginative texts ES12-8 understands and explains the relationships between texts ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts may influence, engage and persuade different

audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner


ENGLISH STUDIES

36

TASK SYLLABUS OUTCOMES

50% 50%

DUE DATE EN12-1 EN12 -2 EN12-3 EN12-4 EN12-5 EN12-6 EN12-7 EN12-8 EN12-9

Knowledge and understanding of

the course content

Skills in responding to texts and communication of ideas

appropriate to audience, purpose& context across all

modes Task 1: Texts &

Human Experiences Multi-Modal Task

X X X 10 10 Term 4 Week 8

2018

Task 2: Language Identity & Culture

Analytical Written Task


Task 3: Trial Exam X X X 15 15 Term 2

Weeks 9-10

Task 4: Craft of Writing Creative Task X X X 10 15 Term 3 Week 5

EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and

technologies EN12-3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains

effects on meaning EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed

information, ideas and arguments EN12-6 investigates and explains the relationships between texts EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner


ENGLISH STANDARD

37


DUE DATE EA12-1 EA12-2 EA12-3 EA12-4 EA12-5 EA12-6 EA12-7 EA12-8 EA12-9

Knowledge and understanding of

the course content

Skills in responding to texts and communication of ideas

appropriate to audience, purpose & context across all modes

Task 1: Texts and the Human

Experience Multi-Modal Task

X X 10 10 Term 4 Week 8 2018

Task 2: Module A- Textual

Conversations Analytical Written Task

X X 15 10 Term 1 Week 9

Task 3: Trial Exam X X X 15 15

Term 2 Weeks 9-10

Task 4: Module C – The Craft

of Writing Creative Task


EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their

effects on meaning EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and

arguments EA12-6 investigates and evaluates the relationships between texts EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner


ENGLISH ADVANCED

38

NOTE: As this is an extension course the final HSC mark submitted to the NESA will be out of 50 and not 100 like all other courses.


DUE DATE EE12-1 EE12-2 EE12-3 EE12-4 EE12-5

Knowledge and understanding of texts and

why they are valued

Skills in complex analysis, composition and

investigation

Task 1: Creative Written response

and reflection X X X 10 20 Term 1

Week 3

Task 2: Analytical Written task on set and related

texts


Task 3: Trial HSC Examination X X X X 20 10 Term 2

Weeks 9-10

EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies

EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts

EE12-3 independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts

EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes


ENGLISH EXTENSION 1

39


DUE DATE

1.3 1.4 1.5 2.1 2.2 2.3 2.4 5.1 6.1 6.2

KNOWLEDGE &

UNDERSTANDING

DEVELOPMENT SKILLS IN

READING, LISTENING & REPRESENTING

Child’s recipe/practical and nutritional report X X X X 20 10

Term 4 Week 5

Gender and impact of

change on children report


Services for special needs case study X X X 20 20

Term 3 Week 3

1.3 Examines the nature of different periods in childhood – infant, toddler, preschool and the early years. 1.4 Analyses the way in which family, community and culture influence the growth and development of young children. 1.5 Examines the implications for growth and development when a child has special needs. 2.1 Analyses issues relating to the appropriateness of a range of services for different families. 2.2 Critically examines factors that influence the social world of young children. 2.3 Explains the importance of diversity as a positive issue for children and their families. 2.4 Analyses the role of a range of environmental factors that have an impact on the lives of young children. 5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development. 6.1 Demonstrates an understanding of decision making processes. 6.2 Critically examines all issues including beliefs and values that may influence interactions with others.


EXPLORING EARLY CHILDHOOD

40


DUE DATE H1.1 H1.2 H1.3 H1.4 H2.1 H3.1 H3.2 H4.1 H4.2 H5.1

KNOWLEDGE & UNDERSTANDING

KNOWLEDGE & SKILLS

SKILLS

Report on one Australian owned and operated organisation with Australian food Industry

X X X 20

Term 4 Week 10

Food Manufacture Research Task X 10 5

Term 1 Week 5

Trial HSC Examination

X X X 30 Term 2

Weeks 9-10

Food Product Development Design Project

X X X 5

30 Term 3 Week 4

H1.1 Explains manufacturing processes and technologies used in the production of food products H1.2 Examines the nature and extent of the Australian food industry H1.3 Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations H1.4 Evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society and environment H2.1 Evaluates the relationship between food, its production, consumption, promotion and health H3.1 Investigates operations of one organisation within the Australian food industry H3.2 Independently investigates contemporary nutrition issues H4.1 Develops, prepares and presents food using product development processes H4.2 Applies principles of food preservation to extend the life of food and maintain safety H5.1 Develops, realises and evaluates solutions to a range of food situations


FOOD TECHNOLOGY

41



DUE DATE HE12. 1 HE12. 2 HE12. 3 HE12. 4

SKILLS IN DESIGNING UNDERTAKING AND COMMUNICATING HISTORICAL

INQUIRY and ANALYSIS

KNOWLEDGE AND UNDERSTANDING OF

SIGNIFICANT HISTORICAL IDEAS AND PROCESSES

History Project process : proposal,

process log and annotated sources


Trial HSC Examination X X 10 20 Term 2

Week 9-10

History Project : Written Response X X X X 30 10 Term 3

Weeks 3

HE12-1 analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations

HE12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

HE12-4 constructs an historical position about an area of historical inquiry, and discusses and challenges other positions


HISTORY EXTENSION

42


DUE DATE H1.1 H1.2 H1.3 H2.1 H3.1 H3.2 H3.3 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2 H7.1 H7.2

KNOWLEDGE and UNDERSTANDING

COURSE CONTENT

KNOLWEDGE and SKILLS

IN DESIGN COMMUNICATION and PRODUCTION MAJOR

PROJECT

Timber Industry Study X X X X X X X 20 Term 4

Week 8 Manufacturing

Practical Examination

X X X X X X X 30 Term 1 Week 4

Major Project/ Management Folio X X X X X X X X 20 Term 2

Week 5

Trial HSC X X X X X X X 20 10 Term 2 Weeks 9-10

H1.1 Investigates industry through the study of business in one focus area. H1.2 Identifies appropriate equipment, production and manufacturing techniques, and describes the impact of new and developing technologies in industry. H1.3 Identifies important historical developments in the focus area industry. H2.1 Demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques. H3.1 Demonstrates skills in sketching, producing and interpreting drawings. H3.2 Selects and applies appropriate research and problem-solving skills. H3.3 Applies and justifies design principles through production of a Major Project. H4.1 Demonstrates a range of practical skills in the production of A Major Project. H4.2 Demonstrates competency in a range of practical skills appropriate to the Major Project. H4.3 Critically applies knowledge and skills related to properties and characteristics of materials/components. H5.1 Selects and uses communication and information processing skills. H5.2 Examines and applies appropriate documentation techniques related to the management of projects. H6.1 Evaluates the characteristics of quality manufactured products. H6.2 Applies the principles of quality and quality control. H7.1 Explains the impact of the focus area industry on the social and physical environment. H7.2 Analyses the impact of existing, new and emerging technologies of one related industry on society and the environment.


INDUSTRIAL TECHNOLOGY

43


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

KNOWLEDGE &

UNDERSTANDING

INQUIRY & RESEARCH

COMMUNICATION

Crime Research

Task

X X 15 5 5 Term 4 Week 10

Human Rights

Written Research Task

X X 15 5 5 Term 1 Week 6

Trial HSC examination X X X X 20 5 Term 2

Weeks 9-10

Family Writing Task X X X 10 10 5 Term 3 Week 3

H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and international law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international

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


LEGAL STUDIES

44


DUE DATE 1 2 3 4 5 6 7 8 9 10

UNDERSTANDING FLUENCY AND

COMMUNICATION

PROBLEM SOLVING, REASONING and

JUSTIFICATION

Written Test with questions issued 2

weeks prior X X X 10 10 Term 4 Week 8

Portfolio with Written Test X X X 10 10 Term 1 Week 11

Trial Examination X X X X X X X X X X 15 15 Term 2 Weeks 9-10

Investigative project with Written Component


MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts MS1-12-2 analyses representations of data in order to make predictions and draw conclusions MS1-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms MS1-12-7 solves problems requiring statistical processes MS1-12-8 applies network techniques to solve network problems MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others


MATHEMATICS STANDARD 1 HSC (optional HSC exam and ATAR)

45


DUE DATE 1 2 3 4 5 6 7 8 9 10

UNDERSTANDING, FLUENCY

and COMMUNICATION

PROBLEM SOLVING, REASONING

and JUSTIFICATION

Written Test with questions issued 2

weeks prior X X X 10 10 Term 4 Week 7

Investigative project with written

component - Test X X X 15 15 Term 1 Week 7

Trial Examination X X X X X X X X X X 15 15 Term 2 Weeks 9-10

Written Test with a summary sheet permitted in task

X X 10 10 Term 3 Week 5

MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions MS2-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness, including the degree of accuracy and the

conversion of units where appropriate MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical problems MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data MS2-12-8 solves problems using networks to model decision-making in practical problems MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for

such use MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response


MATHEMATICS STANDARD 2 HSC (ATAR)

46


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9

CONCEPTS, SKILLS &

TECHNOLOGIES

REASONING &

COMMUNICATION

Written Test with questions provided

2 prior X X X 10 10 Term 4 Week 7

Written Test X X X 15 15 Term 1 Week 7



H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts. H2 Constructs arguments to prove and justify results. H3 Manipulates algebraic expressions involving logarithmic and exponential functions. H4 Expresses practical problems in mathematical terms based on simple given models. H5 Applies appropriate techniques from study of calculus, geometry, probability, trigonometry and series to solve problems. H6 Uses derivative to determine the features of the graph of a function. H7 Uses the features of a graph to calculate areas and volumes. H8 Uses techniques of integration to calculate areas and volumes. H9 Communicates using mathematical language, notion, diagrams and graphs.


MATHEMATICS

47



DUE DATE HE1 HE2 HE3 HE4 HE5 HE6 HE7

CONCEPTS, SKILLS AND

TECHNOLOGIES

REASONING AND COMMUNICATION


2 weeks prior X X X 10 10 Term 4 Week 8


Trial Examination X X X X X X X 15 15 Term 2 Weeks 9-10


HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics. HE2 Uses inductive reasoning in the construction of proofs. HE3

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

HE4 Uses the relationship between functions, inverse functions and their derivatives. HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement. HE6 Determines integrals buy reduction to a standard form through a given substitution. HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form.


MATHEMATICS EXTENSION 1

48



DUE DATE E1 E2 E3 E4 E5 E6 E7 E8 E9

CONCEPTS, SKILLS AND

TECHNOLOGIES

REASONING AND COMMUNICATION


2 weeks prior X X 5 5 Term 4 Week 9

Written Test X X X 15 15 Term 1 Weeks 9



E1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems E2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings E3 Uses the relationship between algebraic and geometric representations of complex numbers and conic sections E4 Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials E5 Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion E6 Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions E7 Uses the techniques of slicing and cylindrical shells to determine volumes E8 Applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems E9 Communicates abstract ideas and relationships using appropriate notation and logical argument


MATHEMATICS EXTENSION 2

49

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE

DATE

MH12-1

MH12-2

MH12-3

MH12-4

MH12-5

MH12-6

MH12-7

MH12-8

MH12-9

KNOWLEDGE

SOURCE BASED

SKILLS

HISTORICAL INQUIRY & RESEARCH

COMMUNICATION

Core: Power and Authority in the

Modern World 1919- 1946 Historical

Analysis

X X 10 10 5 5 Term 4 Week 8

National Study Extended Response X X 10 5 10 5 Term 1

Week 10

Trial HSC Examination X X X 15 5 5

Term 2 Week 9-10

Peace and Conflict : Research and

Extended Response X X 5 5 5

Term 3 Week 4

MH21-1 Accounts for the nature of continuity and change in the modern world MH12-2 Proposes arguments about the varying causes and effects of events and developments. MH12-3 Evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 Analyse the different perspectives of individuals and groups in their historical context MH12-5 Assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-6 Analyses and interprets different types of sources for evidence to support an historical account or argument MH12-7 Discusses and evaluates differing interpretations and representations of the past MH12-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms


MODERN HISTORY

50

TASK SYLLABUS OUTCOMES 10% 10% 10% 25% 15% 15% 15% DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11

PERFORMAN

CE CORE

COMPOSITIO

N CORE

MUSICOLOGY

CORE

AURAL CORE

ELECTIVE

1

ELECTIVE

2

ELECTIVE

3

Theory - Composition and

Viva Voice

X X X X X 10 10 Term 4 Week 9

Elective Practical Performance X X X X X 15 Term 1

Week 5

Theory - Aural Exam X X X X 25 Term 2

Week 5

HSC Trial - Practical

Performance, Theory Aural Exam, and Elective Choice

X X X X X X 10 15 15 Term 2 Weeks 9-10

H1 Performs stylistically, music that is characteristic of the topics studied, both as a soloist and a member of an ensemble. H2 Reads, interprets, discusses and analyses simple musical scores that are characteristic of topics studied. H3 Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied. H4 Articulates and aural understanding of musical concepts and their relationships in a wide variety of musical styles. H5 Critically evaluates and discusses performances and compositions. H6 Critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening. H7 Understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied. H8 Identifies, recognises, experiments with and discusses the use of technology in music. H9 Performs as a means of self-expression and communication. H10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities. H11 Demonstrates a willingness to accept and use constructive criticism.


MUSIC 1

51


DUE DATE H1 H2 H3 H4 H5 H7 H8 H9 H10 H11 H13 H14 H15 H16 H17 Knowledge and

understanding

Skills in critical thinking, research, analysis and

communication

Health Promotion Analysis X X X 10 15 Term 4 Week 9

Factors Affecting Performance Video

Evaluation X X X 10 15 Term 1 Week 11

Applying Sports Medicine Test X X X 5 15 Term 2 Week 5

Trial Examination X X X X X X X X X X X X 15 15 Term 2 Week 9-10

H1 Describes the nature and justifies the choice of Australia’s health priorities. H2 Analyses and explains the health status of Australians in terms of current trends and groups most at risk. H3 Analyses the determinants of health and health inequities. H4 Argues the case for health promotion based on the Ottawa Charter H5 Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities. H7 Explains the relationship between physiology and movement. H8 Explains how a variety of training approaches and other interventions enhance performance and safety in physical activity. H9 Explains how movement skill is acquired and appraised. H10 Designs and implements training plans to improve performance H11 Design psychological strategies and nutritional plans in response to individual performance needs. H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity. H14 Argues the benefits of health-promoting actions and choices that promote social justice. H15 Critically analyses the key issues affecting the health of Australians and proposes ways of working towards better health for all. H16 Devises methods of gathering, interpreting and communicating information about health and physical activity concepts. H17 Selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation.


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

52

TASK

SYLLABUS OUTCOMES 70% 30%

DUE DATE M1 M2 M3 M4 M5 M6 CH1 CH2 CH3 CH4 CH5 Making Critical

Historical

For a Cause Process Diary X X X 15 5

Term 4 Week 7

For a Cause Portfolio X X X X 15 15

Term 1 Week 6

Independent Project Process Diary X X 10

Term 2 Week 5

Independent Project X X X 40

Term 3, Week 5


PHOTOGRAPHY VIDEO AND DIGITAL IMAGING

M1 generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response, in their making of still and/or moving works M3 investigates different points of view in the making of photographs and/or videos and/or digital images M4 generates images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images M5 develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or digital images M6 takes into account issues of Work Health and Safety in the making of photographs and/or videos and/or digital works CH1 generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital imaging CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in critical and historical investigations CH3 distinguishes between different points of view and offers interpretive accounts in critical and historical studies CH4 explores ways in which histories, narratives & other accounts can be built to explain practices & interests in the fields of photography &/or video &/or digital imaging CH5 recognises how photography and/or video and/or digital imaging are used in various fields of cultural production

53


DUE DATE PH12-1 PH12-2 PH12-3 PH12-4 PH12-5 PH12-6 PH12-7 PH12-12 PH12-13 PH12-14 PH12-15 KNOWLEDG &

UNDERSTANDING

SKILSS IN WORKING

SCIENTIFICALLY

First-Hand Investigation -

Mechanics of projectiles X X X X 5 20 Term 4

Week 8

Depth Study - Electromagnetism X X X X X 10 15 Term 1

Week 7

Data analysis - Nature of Light X X X X 20 Term 2

Week 5

Trial Examination X X X X 25 5 Term 2 Week 9-10

PH12-1 Develops and evaluates questions and hypotheses for scientific investigation.

PH12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information.

PH12-3 Conducts investigations to collect valid and reliable primary and secondary data and information.

PH12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

PH12-5 Analyses and evaluates primary and secondary data and information.

PH12-6 Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

PH12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

PH12-12 Describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles

PH12-13 Explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively.

PH12-14 Describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world.

PH12-15 Explains and analyses the evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and relates these to the development of the current model of the atom.


PHYSICS

54

TASK SYLLABUS OUTCOMES 50% 30% 20% DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

KNOWLEDGE

SOCIAL AND CULTURAL

RESEARCH

COMMUNICATION

Core: Personal Interest Project

Proposal

X X X X 10 10 5 Term 4 Week 9

Core: Social and

Cultural Continuity and Change Test

X X X X 10 10 5 Term 1 Week 7

Trial HSC Examination X X X 20 5 5 Term 2

Week 9-10

Depth Study: Inclusion and

Exclusion X X X 10 5 5 Term 3

Weeks 4

H1 Evaluates and effectively applies social and cultural concepts. H2 Explains the development of personal, social and cultural identity. H3 Analyses relationships and interactions within and between social and cultural groups. H4 Assesses the interaction of personal experience and public knowledge in the development of social and cultural literacy. H5 Analyses continuity and change and their influence on personal and social futures H6 Evaluates social and cultural research methods for appropriateness to specific research tasks. H7 Selects, organise, synthesis and analyses information from a variety of sources for usefulness, validity and bias. H8 Uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complex. H9 Applies complex course language and concepts appropriate for a range of audiences and contexts. H10 Communicates complex information, ideas and issues using appropriate written, oral and graphic forms


SOCIETY AND CULTURE

55


DUE DATE H1.1 H1.3 H1.6 H2.1 H2.2 H2.3 H2.5 H3.1 H3.2 H3.3 H3.6 H4.1 H4.2 H4.4

KNOWLEDGE &

UNDERSTANDING

SKILLS

Aquatics Practical Examination +

Emergency Care X X X 10 15 Term 4

Week 7

Athletics Discipline Presentation X X X X 10 15 Term 1

Weeks 8

Resistance Training Test X X X 20 5 Term 2

Week 7

Coaching Presentation

Games Application X X X X X 10 15 Term 3

Week 3

H1.1 Applies the rules and conventions that relate to participation in a range of physical activities. H1.2 Explains the relationship between physical activity, fitness and healthy lifestyle. H1.3 Demonstrates ways to enhance safety in physical activity. H1.6 Describes administrative procedures that support successful performance outcomes. H2.1 Explains the principles of skill development and training. H2.2 Analyses the fitness requirements of specific activities. H2.3 Selects and participates in physical activities that meet individual needs, interests and abilities. H2.5 Describes the relationship between anatomy, physiology and performance. H3.1 Selects appropriate strategies and tactics for success in a range of movement contexts. H3.2 Designs programs that respond to performance needs. H3.3 Measures and evaluates physical performance. H3.6 Assesses and responds appropriately to emergency care situations. H4.1 Plan strategies to achieve performance goals. H4.2 Demonstrates leadership skills and a capacity to work cooperatively in movement context H4.4 Demonstrates competence and confidence in movement contexts.


SPORT, LIFESTYLE AND RECREATION

56


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

MAKING

ART CRITICISM & ART

HISTORY

Artmaking – VAPD & BoW

Progress 1 X X X X 25

Term 1 Week 7

Historical and Contemporary

Artists Research & Written Response

X X 25 Term 2 Week 5

Trial HSC Examination X X X 25 Term 2 Weeks 9-10

Artmaking – VAPD & BoW

Progress 2 X X X 25

Term 3, Week 5

H1 Initiates and organises art making practice that sustained, reflective and adapted to suit particular conditions. H2 Applies their understanding of the relationship among the artist, artwork, world and audience through the making of a body of work. H3 Demonstrates an understanding of the frames when working independently in the making of art. H4 Selects and develops subject matter and forms in particular ways as representations in art making. H5 Demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways. H6 Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work. H7 Applies their understanding of practice in art criticism and art history. H8 Applies their understanding of the relationships among the artist, artwork, world and audience. H9 Demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art. H10 Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.


VISUAL ARTS

57


DUE DATE 1 2 3 4 5 6 7 8 9

KNOWLEDGE &

UNDERSTANDING

SKILLS

My Working Life : Research Rask X X X 10 10 Term 4

Week 10

In the Workplace : Work experience

report and PowerPoint presentation

X X X X 25 Term 1 Week 8

Workplace issues : Investigation and

report X X X 10 25 Term 2

Week 7

Personal Finance : Travel plan X X X 10 10 Term 3

Week 3

1 Investigates a range of work environments. 2 Examines different types of work and skills for employment. 3 Analyses employment options and strategies for career management. 4 Assesses pathways for further education, training and life planning. 5 Communicates and uses technology effectively. 6 Applies self-management and teamwork skills. 7 Utilises strategies to plan, organise and solve problems. 8 Assesses influences on people’s working lives. 9 Evaluates personal and social influences on individuals and groups.


WORK STUDIES

58


DUE DATE

AHLS6-1

AHLS6-2

AHLS6-3

AHLS6-4

AHLS6-5

AHLS6-6

AHLS6-7

AHLS6-8

AHLS6-9

AHLS6-10

AHLS6-11

AHLS6-12

Pompeii and Herculaneum

Presentation: Ongoing assessment of work in

class

X X X X X X Term 4 Week 9

Ancient Society: Ongoing assessment

of work in class X X X X X X Term 1

Week 6

Personalities in their Time: Ongoing

assessment of work in class

X X X X X Term 2 Week 7

Historical periods: Ongoing assessment

of work in class X X X X X X Term 3

Week 5

AHLS6-1 Engages with personal connections to history AHLS6-2 Engages with the concepts of time and chronology AHLS6-3 Explores continuity and change in the ancient world AHLS6-4 Explores events and developments of the ancient world AHLS6-5 Investigates features, people, places and societies in the ancient world AHLS6-6 Engages with perspectives of the past AHLS6-7 Investigates a range of historical aspects in understanding the past AHLS6-8 Engages with a variety of sources to investigate the past AHLS6-9 Engages with differing interpretations and representations of the past AHLS6-10 Investigates the past using a variety of strategies to locate, select and organise information AJLS6-11 Communicates information about the past using historical terms and concepts AHLS6-12 Engages with the investigation of ancient history


ANCIENT HISTORY – Life Skills

59


DUE DATE MALS6-

1 MALS6-

2 MALS6-

3 MALS6-

4 MALS6-

5 MALS6-

6 MALS6-

7 MALS6-

8 MALS6-

9 MALS-

10 MALS6-

11 MALS6-

12 MALS6-

13 MALS6-

14

In class topic Test Written X X X X X X Term 4 Week9

Financial Mathematics Test

Written X X X X Term 1 Week 6

In class topic Test Written X X X

Term 2 Week 7

In class topic Test Written X X X X X X X

Term3 Week 5

MALS6-1 MALS6-2 MALS6-3 MALS6-4 MALS6-5 MALS6-6 MALS6-7 MALS6-8 MALS6-9 MALS6-10 MALS6-11 MALS6-12 MALS6-13 MALS6-14

explores mathematical concepts, reasoning and language to solve problems engages with mathematical symbols, diagrams, graphs and tables to represent information accurately engages with appropriate tools, units and levels of accuracy in measurement explores contexts of everyday measurement demonstrates understanding of money explores money management and financial decision-making demonstrates understanding of number and patterns in a range of contexts solves problems using number and patterns in real-life situations uses data in a range of contexts explores probability in a range of contexts explores plans, maps, networks and timetables engages with plans, maps, networks and timetables effectively in a range of everyday contexts and situations engages with mathematical skills and techniques, including technology, to investigate, explain and organise information communicates mathematical ideas and relationships using a variety of strategies


Mathematics – Life Skills

61

VOCATIONAL EDUCATION AND TRAINING (VET)

62


Assessment 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 Educational 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 and Universities and will assist students to move to various education and training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students.

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 requirement and include industry specific mandatory work placement (70 hours) or simulated workplace hours at school as specified by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have 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 to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry.

Students will receive documentation showing the competencies achieved for the VET course undertaken.

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.

63

Mandatory Work Placement Work placement is a mandatory HSC requirement and failure to attend does not impact on the AQF qualification.

Students who do not complete at least 70 hours of work placement over the two years will not have the course recognised by the NESA. This might mean that students will receive an N award determination for the Preliminary Course or the HSC.

Work placement requires students to participate in relevant industry placement for up to one week of both years. During work placement students are expected to practise and develop the competencies that are part of the course. Teacher and/or workplace supervisor will assess your performance on the job.

Work Placement is a privilege offered by employers in the community. Employers are under no obligation to assist in work placement.

Some students have gained employment or improved their employment chances due to work placement. It is expected that students will make the most of the opportunity given to you.

Students who do not undertake Work Placement at the prescribed venue as organised the school will receive a Non-Completion of Work Placement warning letter which will jeopardise the satisfactory requirements for work placement.

Work Placement Organisation for Camden High School

Students undertaking a VET Course at Camden High School will be participating in their mandatory 35 hours work placement at a venue organised through the school and MWLP. Students wishing to complete mandatory work placement at another workplace venue are to see their teacher as soon as possible. Work placement in a VET course, will be in a one-week block per year. It is the students’ responsibility to catch up on missed class work.

NB: It is each student’s responsibility to submit assessment tasks on time. Negotiation between student and subject teacher/ Head Teacher will be required for any assessment tasks scheduled during the work placement week. Students will be required to hand in the completed task before you commence Work Placement. Alternate arrangements for any in-class assessment tasks must also be negotiated with your teacher BEFORE Work Placement. Work Placement is not a reason for non-completion of assessment tasks

Work Placement and student responsibilities

All students going on Work Placement are required to complete a journal, which will be available from the VET teacher. These are to be completed and returned to the teacher immediately after work placement. This forms part of the evidence required for completion of mandatory work hours

64


Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is the acknowledgement of skills and/or knowledge you may have obtained through one or more of the following acceptable methods:

1. Formal Training - which has been provided by another training company or educational institution.

2. Work Experience - skills/knowledge you have gained while actively working in the position.

3. Life Experience

Industry Curriculum Framework Courses have units of competency, which are uniform and nationally recognised outcomes. Students who have learned a skill or outcome which are linked to a unit of competency may apply for RPL through the Vocational Education Coordinator at Camden High School.

The RTO RPL process is detailed in the flow chart below. An application form for Recognition of Prior Learning can be obtained from the VET Coordinator.

A student who is applying for RPL must be able to demonstrate that they have already gained the skill or learning outcome for one or more competencies and therefore will not have to redo the relevant module / competency. Acceptable forms of evidence include:

• relevant documentation from a recognised RTO e.g. competency records • references from previous employers • work samples • RPL may also be assisted by the administration of challenge tests which suit the task being considered.

NOT MORE THAN 70HRS OF A 240HOUR COURSE CAN BE GRANTED RPL

See Camden High School’s VET Coordinator if you need a RPL/Credit Transfer Application

65

RECOGNITION OF PRIOR LEARNING (RPL)

Student applies for RPL to VET Teacher as per application form provided on NSW Education

Standards Authority website

Evidence assessed by school RPL panel including school VET Coordinator

Outcome of the RPL panel

Discussed with applicant

DEPARTMENT OF EDUCATION DECISION

FAVOURABLE DEPARTMENT OF EDUCATION DECISION

UNFAVOURABLE

RPL GRANTED

Appeal to School Executive

Further evidence collected and

application to be re-submitted

RPL NOT GRANTED

UPHELD

REJECTED

66

Appeals of Assessment for VET

In line with the NESA policy an assessment appeal or review may be made on the grounds of the decision applied to a student’s work not being consistent with the school’s assessment policy and procedures.

In Vocational Education courses you are able to make 3 attempts in order to prove competency for a module being assessed. If you are deemed “Not Yet Competent” you may:

1) Discuss why this decision was made with the classroom teacher. If necessary, discuss an appropriate alternative assessment with the Vocational Coordinator

2) Arrange further training in the area deemed “Not Yet Competent”

3) Repeat the assessment

From the Public Schools NSW, Ultimo 90072 VET Handbook Students have access to an appeals process if they feel in any way dissatisfied with the assessment process. Students have the right to lodge an appeal against the assessment of their competency on the following grounds:

The assessment process did not provide them with a fair and reasonable opportunity to demonstrate their competency

They were not informed in advance of the conditions and method of assessment The process used was discriminatory in some way They were ill or suffered misadventure at the time of assessment (must be supported

by a medical certificate)

Formal appeals need to be based on identified problems with the assessment process rather than an unsuccessful assessment result. The student lodges a formal appeal in writing to the Principal.

Appeals must be lodged within 5 days from the date of assessment. The school must deal with the appeal in ten working days. See flowchart on the following page.

See Camden High School’s VET Coordinator if you need an Appeal Application

PUBLIC SCHOOLS NSW, ULTIMO 90072 – VOCATIONAL EDUCATION AND TRAINING

67

APPEALS FLOWCHART School/delivering teachers explain rights of appeal to students at commencement

of course and assessment process

Teacher receives informal appeal

Appeal is resolved

YES

No Further

Action required

NO

Mediation by Teacher’s Direct

Supervisor

YES

No Further

Action required

NO

Formal appeals process initiated:

Student lodges formal appeal to principal within 5 working days

NO

upheld

School Appeal Panel convened with student and assessor input

(within 10 days)

rejected

Reassessment process by school

Student can lodge further

appeal to SPO

Who will convene an appeal panel

NO Student can lodge further

appeal to ASQA if required

68


ASSESSMENT SCHEDULES BY

SUBJECTS

69

ULTIMO 90072 ENTERTAINMENT INDUSTRY ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: Statement of attainment towards CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture

NESA code 2 U X 2 YR 26401 LMBR UI Code: 11CUA30415126401B

TERM Unit Code Units Of Competency AQF

CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE

Hrs. Assessment Task Cluster &

Methods of Assessment HSC requirements Exam estimate mark & weighting to total 100%

Term 1

6 PRELIMINARY UOCs 240 Indicative Hours over 2 years 30% Preliminary Exam 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

CUAWHS302 CUASOU301

Apply work health and safety practices Undertake live audio operations

C E

M M

15 25

Cluster B: Safe and Sound Observation, written, self- assessment

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! Observation, written, presentation, portfolio

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 Observation, self –assessment, written Week 10, Term 1, 2019

35 hrs Work placement 70% Trial HSC Exam Week 9-10 Term 2, 2019 The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. This mark should be derived from two exams.

Term 6/7 CUASTA202 CUASMT301 MEM18002B

Assist with bump in and bump out of shows Work effectively backstage during performances Use power tools or hand held operations

E E E

E E E

20 25 20

Cluster E: Behind the Scenes Observation, self –assessment, written Week 6, Term 3, 2019

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 250 Units of competency from the HSC focus areas will be included in the optional HSC examination.

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

70

ULTIMO 90072 CONSTRUCTION ASSESSMENT SCHEDULE – Delivered at Elderslie High School

Preliminary Year 2018 - HSC 2019 QUALIFICATION: CPC20211 Certificate II in Construction Pathways Training Package: CPC08 Construction and Property Services v 9.1

NESA course code 2 U X 2 YR 26201 LMBR UI Code: 11CPC20211326201B

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

HSC requirements Exam estimate mark & weighting to total 100%

Term 1

5 PRELIMINARY UOCs

240 Indicative Hours over 2 years 30% Preliminary Exam 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.

Terms 4/5

9 HSC UOCs 35 hrs. Work placement 70% Trial HSC Exam Week 9-10 Term 2, 2019 The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. It should be derived from a minimum of two exams.

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

Terms 6/7 CPCCJN2001A CPCCJN2002A

Assemble components Prepare for off-site manufacturing process

E E

E E

15 10

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

Terms 6/7 CPCCWF2001A CPCCWF2002A

Handle wall and floor tiling materials Use wall and floor tiling tools and equipment

E E

E E

25 10

Cluster E – Wall and Floor Tiling Practical, Teacher observations and written test

Terms 6/7 CPCCBL2001A CPCCBL2002A

Handle and prepare bricklaying and blocklaying materials Use bricklaying and blocklaying tools and equipment

E E

E E

20 10

Cluster E – Bricklaying (subject to teacher qual) Practical, teacher observation and written test

Work placement

CPCCCM1014A CPCCCM1012A

Conduct workplace communication Work effectively and sustainably in the construction industry

C C

E M

10 25

Cluster F - WPL Journal Teacher observations and Written test, Third party evidence

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.

71

ULTIMO 90072 HOSPITALITY- KITCHEN OPERATIONS ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: SIT20416 Certificate II in Kitchen Operations

Training Package: SIT Tourism, Travel and Hospitality V1.1

NESA course code 2 U X 2 YR 26511 LMBR code 11SIT20416126511B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

Hrs

.

Assessment Task Cluster & Methods of Assessment

HSC requirements Exam estimate mark & weighting to total 100%

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 30% Prelim Yearly Exam 35 hrs Work placement 70% Trial HSC Exam Week 9-10 Term 2, 2019 35 hrs Work placement The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. This mark should be derived from two exams.

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 10

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

Term 2 SITXFSA002 SITHCCC001

Participate in safe food handling practices Use food preparation

E C

S S

15 20

Cluster B: Introduction to the Commercial Kitchen Written task, Observation of practical work

Term 3 SITHKOP001 BSBWOR203 SITHCCC006

Clean kitchen premises and equipment equipment Work effectively with others Prepare appetisers and salads

C

C E

S

M* E

10

15 25

Cluster C: Prepare and Cook Food Safely Written task, Observation of practical work NOTE: person with THREE years’ Industry Experience must be involved in assessment.

Terms 4 & 5

5 HSC UOCs SITHCCC005 SITHCCC008

Prepare dishes using basic methods of cookery Prepare vegetable, fruit, eggs and farinaceous dishes

C E

S E

40 35

Cluster D: Quality Meals Case study, written task & observation of practical work including temperature checks & completion of HACCP documentation. NOTE: person with THREE years’ Industry Experience must be involved in assessment. Week 10, Term 1, 2019

Terms 6 & 7

SITHIND002 SITXINV002 SITHCCC011

Source and use information on the hospitality industry Maintain the quality of perishable items Use cookery skills effectively

C C C

M* E E

20 5

20

Cluster E: Written task Written task & observation of practical work; portfolio of evidence including service periods. NOTE: person with THREE years’ Industry Experience must be involved in assessment. Week 6, Term 3, 2019

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. Yellow highlight indicates assessment requires industry experience

72

ULTIMO 90072

PRIMARY INDUSTRIES ASSESSMENT SCHEDULE Preliminary Year 2018 - HSC 2019

QUALIFICATION: AHC20116 Certificate II in Agriculture Training Package: AHC Agriculture and Horticulture and Land Management R1

NESA course code 2 U X 2 YR 26810 LMBR UI Code: 11AHC20116126810B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE

Hrs. Assessment Task Cluster &

Method of Assessment HSC requirements - Exam estimate mark & weighting to total 100%

Term 1-2

7 PRELIMINARY UOCs 240 HSC Indicative Hours over 2 years 30% Preliminary Exam 35 hrs Work placement

AHCWHS201 AHCLSK205 AHCLSK204

Participate in work health and safety processes Handle livestock using basic techniques Carry out regular livestock observation

C E E

M E E

15 15 10

Cluster A: Livestock Written, Observation, Teacher Questioning

Terms 2-3

AHCLSK202 AHCLSK211 AHCLSK209 AHCLSK206

Care for health and welfare of livestock Provide feed for livestock Monitor water supplies Identify and mark livestock

S E E E

M E E E

20 10 10 10

Cluster B: Care for Livestock Research, Written, Presentation, Observation

Term 4

11 HSC UOCs

AHCCHM201 AHCPMG201 AHCPCM201

Apply chemicals under supervision Treat weeds Recognise plants

E E E

M E E

20 10 20

Cluster C: Chemicals Research, Written, Observation Week 10, Term 4, 2018

70% Trial HSC Exam Week 9-10 Term 2, 2019 35 hrs Work placement The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. This mark should be derived from two exams.

Term 5 AHCWRK201 AHCWRK209 AHCBIO201

Observe and report on weather Participate in environmentally sustainable work practices Inspect and clean machinery for plant, animal and soil materials

E C E

M M E

15 15 10

Cluster D: The Environment Research, Written, Observation Week 10, Term 1, 2019

Term 6

AHCNSY203 AHCMOM202 AHCSOL202

Undertake propagation activities Operate tractors Assist with soil or growing media sampling and testing

E E E

E E E

20 20 15

Cluster E: Machinery Research, Written, Observation Week 7, Term 2, 2019

Term 7

AHCWRK204 AHCINF202 AHCINF201

Work effectively in the industry Install, maintain and repair farm fencing OR Carry out basic electric fencing operations

C E E

M E E

20 10 10

Cluster F: Fencing Research, Written, Observation Third Party Evidence Week 6, Term 3, 2019

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total hours 265

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

73

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

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

Apply - Use, utilise, employ in a particular situation

Appreciate - Make a judgement about the value of

Assess - Make a judgement of value, quality, outcomes, results 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 (analyse/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

74

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, and 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

Note: There may be a number of other verbs used in your syllabus that isn’t listed above. If this is the case, then you will need to create a definition for that verb and provide it to the students to provide a shared understanding.

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