assessment policy hsc year 12 - corrimal high · pdf file2017 hsc assessment policy booklet 1...

CORRIMAL HIGH SCHOOL

ASSESSMENT POLICY

2017 – HSC Year 12

2017 HSC Assessment Policy Booklet

1

INDEX & COURSE TITLES BOS TYPE PAGE NO

Assessment & Reporting in the HSC

Standards Referenced Approach & Internal Assessment

Internal & External Mark – HSC

Reporting the HSC

Assessment Overview

Process of Assessment in each course

Provisions for Illness & Misadventure

Non Completion of Assessment Tasks

Malpractice During Assessment Tasks /

Student Responsibilities / Advice / Course & Details

Official Assessment Task – Accident, Illness or Misadventure Request

VET Courses

2

2

2

2

3

4

4

5

5

6

7

8 - 9

Life Skills 9

Agriculture BDC 10

Ancient History BDC 11

Biology BDC 12

Chemistry BDC 13

Community & Family Studies BDC 14

English Advanced BDC 15

English Standard BDC 16

English Studies CEC 17

Exploring Early Childhood CEC 18

Industrial Technology – Timber Products & Furniture Industries BDC 19

Legal Studies BDC 20

Mathematics BDC 21

Mathematics Extension BDC 22

Mathematics General 2 BDC 23

Mathematics General 1 CEC 24

Music BDC 25

Personal Development/Health/Physical Education BDC 26

Physics BDC 27

Senior Science BDC 28

Sport Lifestyle & Recreation CEC 29

Visual Art BDC 30

Visual Design BDC 31

Personal HSC Assessment Timetable 2016/2017 32


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HIGHER SCHOOL CERTIFICATE ASSESSMENT

ASSESSMENT AND REPORTING IN THE HIGHER SCHOOL CERTIFICATE

Standard Referenced Approach

The Higher School Certificate uses a standards referenced approach to assessment and reporting.

In a standards referenced approach, the achievements of a student are assessed and reported against specified standards of

performance that are established for each course. Once established these standards remain constant.

Students benefit from a standards reference approach to the HSC as:

the marks students gain in a subject will be aligned with descriptions of what they know, understand and can do.

marks will reflect the standards actually achieved by students rather than just indicating a position in a predetermined

distribution

there will be more meaningful and detailed reports with clear descriptions of the different standards of performance

students who meet or exceed the minimum standard of performance expected will receive a mark of 50 or more in a 2 Unit

course

Standards Referenced Approach and Internal Assessment

The HSC has both internal and external assessment for Board Developed Courses.

At the end of the HSC course, schools will provide the Board with a mark only. This mark will be calculated in accordance with the

Board’s requirements. Schools will not be required to submit descriptions of student performance or indicate a performance band.

The marks submitted will reflect the rank order and relative differences between student achievements. With a standards

referenced approach, it is the differing achievement of the standards that provides the comparisons between students.

Internal and External Mark – HSC

The internal assessment and the external examination will carry an equal weighting in the determination of the student’s HSC

performance in the course.

The internal assessment marks and the marks on the external examination will be treated as follows:

the course assessment marks submitted by the school will be moderated by the examination performance of the school

group

the moderated assessment and the examination mark will be averaged to provide a composite mark

experienced markers will follow a structured procedure employing professional judgment to determine what composite

marks will correspond to the borderline between each performance band. This step provides a set of ‘mapping points’ that

enable student marks to be aligned with the performance scale

each student’s moderated assessment mark and examination mark are then separately aligned to the performance scale

the average of a student’s assessment mark and examination mark, after alignment to the performance scale, is then

reported as the student’s HSC mark

Reporting the HSC

Student achievement in a course will be reported on a performance scale consisting of:

a scale of marks from 0 – 100 accompanied by 6 bands or levels of achievement

specific descriptions of what student performance typically involves in each of the different bands

The scales report the performance standards for each course by describing:

the range of achievement of the outcomes

typical performance demonstrated by students in each band

the difference in performance from band to band

a minimum standard expected


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HSC Assessment program will begin at the commencement of the HSC course at the start of Term 4, unless otherwise

notified.


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ASSESSMENT OVERVIEW

Assessment (Internal and External Assessment)

Moderation by Board of Studies – statistical procedures of

aligning internal assessment so that student’s results across

the state can be compared accurately and fairly.

Internal Assessment (School Based)

Students undertake HSC assessment tasks that are set by the school based on:

syllabus outcomes and content

assessment components and weightings

Internal marking

Processing and recording marks

Assessment mark

Moderated assessment mark

External Assessment (State Wide Examination)

Both marks

are aligned to

the

performance

scale and

their average

is reported as

the HSC

mark

Students present for external examinations that are set by the Board and based on

syllabus outcomes and content. External assessment includes:

* written examinations * projects

* major works * performances

External Marking – standards referenced marking guidelines

are used to mark student responses

Processing and recording marks


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Process of Assessment in Each Course

The assessment submitted by the school (to the Board) for a particular course will be a measure of student achievement relative to

the other students by the end of the course in Year 12. The assessment will be based on achievements measured during the

course.

The assessment program for each course will involve a number of tasks including both formal test situations and less formal, but

nonetheless, systematic observation of student performance. eg

Written, practical and/or aural/oral tests

Class and/or home assignments, including essays and practical tasks

Projects

Oral presentation

Observations of the participation in individual and group activities relating to the courses, including class discussions and

fieldwork

In each course a mark will be determined for each student. This mark is derived by combining weighted marks for various

components, eg 25% practical, 50% writing, 10% speaking, 15% assignments. The weights for each course are determined by the

Board and are mandatory. They cannot be altered. However, the weights for any possible sub-components in a course are

determined by the school. In the example above, 50% of total assessed mark derives from writing, but the writing tasks will not

necessarily have equal value.

Not every task given to students will be used in the assessment scheme for the course. Students will receive a schedule for

assessment tasks for all subjects. All other tasks are required to be completed as part of the normal course requirements. If a

student is absent from school, he/she should check with his/her teachers what work has been missed and if any assessment

information has been given out. This includes assessment tasks which have a progressive mark component. In general, students

will receive no less than fourteen (14) days notice of the day (date) and period for which the task is scheduled for completion. This

should include a detailed handout which informs each student of:

Date of issue

Date for submission

Weightings involved in the task

Outcomes to be assessed as stated in the syllabus

Assessment criteria to be used for the task

The task description

Students are expected to work steadily towards future submission dates.

No assessment tasks will be scheduled for the two weeks prior to the Semester 1 examination and the Trial HSC

examinations. Any changes to this schedule due to exceptional circumstances must be negotiated with the students involved and

ratified by the Principal.

It is permissible for a Head Teacher to vary the outcomes previously assigned to a task only under exceptional circumstances.

Students must be informed within fourteen (14) days of the submission of the task.

Provisions for Illness and Misadventure

No compensation will be made for factors such as extended illness, misadventure or domestic problems affecting the preparation or

performance of a student throughout the course. However, where the result of an assessment task was affected for a valid reason

by absence or other misadventure preventing presentation of part or all of the task for assessment, the faculty involved may use a

mark based on a substitute task or, in exceptional circumstances, an estimate based on other evidence. For example, where all or

part of an exam is missed, previous exam performance will be used as the basis of an estimate. Invalid reasons for absence

should result in a mark of zero for that task.

Examination mark


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Non Completion of Assessment Tasks

In order to have studied a HSC course satisfactorily, the school expects each candidate to have completed all assessment tasks.

The satisfactory completion of a course requires Principals to have sufficient evidence that the student has:

followed the course developed or endorsed by the Board

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

by the school

achieved some or all of the course outcomes

Tasks which are incomplete or not submitted on time will be awarded a zero mark unless the student’s explanation is

accepted by the Principal as valid. A doctor’s certificate will be required in cases of illness. Even though a zero mark has

been awarded the task must be completed. All students must do their own work and not copy or plagiarise other people’s

work. The student may be required to attempt an alternate task or, in exceptional circumstances, may be assessed on the basis of

other evidence. It is the student’s responsibility to approach the teacher to make arrangements to undertake a similar test or task

as soon as possible.

In the case of students missing an exam at the Half Yearly or Trial HSC students will be required to sit an exam at the earliest

opportunity determined by the Head Teacher. This is important because the exam experience itself enhances students skills

essential for HSC success.

Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of available marks, completion of

tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. In the case of competency based

courses, it is a matter for the Principal to determine whether the attempts made by the student to complete the course are genuine.

Where students are studying for a course that includes a requisite examination, students must sit for and make a genuine attempt

at such examinations.

Whilst the Board of Studies does not determine attendance requirements, Principals may determine that, as a result of absence, the

course completion criteria, as detailed above have not been met. All such warnings must relate the absences to specific

unsatisfactory completion of course requirements. Students missing more than 15% of available instruction would have difficulty

demonstrating satisfactory attainment of course outcomes.

Parents will be advised in writing when a zero mark is awarded. If a student fails to complete assessment tasks worth 20% of the

total mark for any subject, parents will be invited to discuss the matter with a school. A similar discussion would be scheduled if

40% of the total mark was not reached.

When zero marks for non attempts are awarded for 50% of the total assessment mark, the Principal cannot certify that the course

has been satisfactorily studied.

If a student fails to satisfactorily complete a HSC course in spite of receiving two written warnings outlining specific areas of

concern, then an ‘N’ determination will be given.

Malpractice During Assessment Tasks and Non Serious Attempts

Students are subject to normal school rules during assessment tasks. During assessment tasks being completed at school,

students are not permitted to:

eat or chew gum

speak to any person other than the supervisor

behave in any way likely to disturb the work of any other student or upset the conduct of the assessment task

attend a task while under the influence of alcohol or illegal drugs

use any notes, books or aids not specified as allowable by the supervisor


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remove from a room in which a task has been held all or any part of an answer (any answer or part of an answer

removed is not to be considered for assessment)

cheat in any way

commit any illegal act

have mobile phones or any ear phones connected to electronic devices

Breaches of the above mentioned, in proven cases, will result in the student being awarded a zero mark. All such cases will be

reported to parents and the student will be disciplined under existing school procedures.

For tasks completed in the student’s own time, where allegations of dishonesty are made, the Principal will conduct an enquiry.

Students not making a serious attempt at an assessment task will also be awarded a zero mark. The parents will be advised in

writing and receipt of such correspondence obtained.

Student Responsibilities

Know when assessment tasks are due. If absent when you return check which tasks have been set.

Be present and hand in all assessment tasks on the due date and time. If you are absent provide a valid excuse the next

day you attend school as per the rules outlined in the booklet. Failure to do so will see a mark of zero being awarded.

Where possible, notify your teacher of any problems with an assessment task in advance

Ensure that you hand tasks directly to your teacher, if a task is lost and there is no record of it being handed in, a mark of zero

will be awarded

Check the marking of tasks and assessment rankings immediately these are given to you

At the time of return of an assessment students must:

(a) do a clerical check to ensure all marks are added correctly

(b) raise any issues re the marks provided at this time

Attend all timetabled lessons on the day of assessment tasks otherwise a medical certificate or other suitable explanation will

be required, no student should gain an unfair advantage over other students

Make a serious attempt at every HSC assessment task. If a student presents non original work or is caught cheating, a mark

of zero will be awarded. The parents of students found guilty of any malpractice will be notified and further action will be at the

discretion of the subject Head Teacher in consultation with the Principal

Complete 50% of the available marks in a subject otherwise an Unsatisfactory Completion will be submitted for that subject

Students should:

- allocate time to prepare for every test and assignment even though they may not count towards their final assessment

- realise that all work done contributes to their skills and knowledge of the course which will help in assessment tasks

- realise that good assessments may indicate that they are a reliable and/or conscientious student to a

prospective employer

Participation in and completion of course activities are prerequisites for satisfactory completion of a course. It is expected

that in order to meet all course outcomes, students shall attend a minimum of 85% of timetabled lessons.

All written assessment tasks must be submitted in printed form on or before the due date. Computer disks containing an

assessment task will not be accepted without an accompanying hard copy. Problems with technology will not be accepted

as a valid excuse for failure to submit an assessment task by the due date.

Advice

Parents who would like more advice or information on the Higher School Certificate assessment are invited to contact the school for

an appointment to meet with the most appropriate teacher. Perhaps the Careers Adviser or the Year Adviser or the Head Teacher

of a subject may be of assistance.

Course and Details

On the following pages you will find assessment details for the courses taken at Corrimal High School by students in Year 12

(2016).

These details do not constitute a comprehensive assessment program, but are rather, the mandatory basis from which each course

has its program planned. Details of the program of assessment for each course will be given to students as the course progresses.

A link to this Assessment Booklet can be found on the school’s website


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VET COURSES

Construction

Hospitality Operations

Information Technology

Metal & Engineering

Retail

This section should be read in conjunction with the school’s overall HSC Course Assessment Policy. As with all other HSC courses,

students undertaking vocational educational courses may be deemed either satisfactory or unsatisfactory.

SATISFACTORY COMPLETION OF A VOCATIONAL COURSE

A student has satisfactorily completed a course if, in the Principal’s and Vocational Education Teacher’s view there is sufficient

evidence that a student has:

followed the course developed by the Board of Studies

applied themselves with diligence and sustained effort to the set tasks and experiences provided in the

courses by the school

achieved some or all of the course outcomes

To satisfactorily complete a vocational education course in accordance with the requirements of the Board of Studies,

students must attend 2 (two) organised work placements totalling 70 hours. These work placements take place between

the preliminary Year 11 to the end of Year 12 HSC exam commencement. If an organised work placement is not completed

at the designated time an ‘N’ warning will be issued.

An ‘N’ determination will be issued, if any of the two work placement is not completed by the start of their HSC exams.

These can be combined together in exceptional circumstances.

UNSATISFACTORY COMPLETION OF A VOCATIONAL COURSE

If a student does not complete the mandatory work placement component of a vocational course, then the principal must deem that

the student has not made a genuine attempt to satisfactorily complete the course and therefore an ‘N’ award will be made. The

minimum mandatory time spent in a workplace setting is 70 hours in a 240 hour course.

If at any time it appears that a student is at risk of being given an ‘N’ determination in any vocational course, the Principal may follow

the same procedure as for any other preliminary course. The student will be given written warning in sufficient time to correct any

problems regarding the completion of course requirements.

Where a student receives an ‘N’ determination in a vocational course, that course will not appear on the student’s record of

achievement. No Vocational Certificate or Statement of Attainment will be issued to students who receive an ‘N’ determination. In

such cases, the completed student Record of Competency Book will serve as the student’s only official record and will show on ly

the Units of Competency satisfactorily demonstrated during the course.

ASSESSMENT IN VOCATIONAL COURSES

A student’s assessment within vocational courses is based on whether they have satisfactorily completed competency based tasks

which are related to industry recognised skills, identified in the syllabus for the course.

A variety of assessment strategies will be employed by the VET staff to assess the competence of students. Competency

standards are the benchmarks for this assessment.

Some forms of assessment will be ongoing. Evidence will be gathered on an on going basis. Other evidence will be collected

through specific assessment tasks and events such as projects and assignments, written and practical tests, role plays and

simulations.


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RE-ATTEMPTING COMPETENCIES

As assessment of competencies is ongoing, a student who fails to reach a satisfactory standard within a specific assessment task

or event may reattempt the same or similar task, to prove competence. Students re-attempting a set assessment task are

responsible for negotiating a suitable time with their Vet teacher. An appointment to re-attempt a set assessment task will not

generally be during normal class time and should be after the student has completed additional revision and practice.

A student who fails to submit an assessment task on time or is absent without the necessary documentation will be deemed to have

failed the set assessment task and must re-attempt the competency.

Due to the expense and time required in setting up some set assessment tasks your Vet teacher may either limit the number of re-

attempts and/or charge you an additional fee for consumables. (To be paid before an appointment to re-attempt a competency will

be made).

It is the responsibility of students to arrange their re-attempt at competency assessment tasks. Teachers will not be

responsible for initiating a re-attempt of a competency.

Students who do not show competence within an Element of Competency will not be deemed to have satisfactorily passed the

associated Unit of Competency.

REPORTING COMPETENCIES

Students will be given a progress report sheet, mid course and at the end of the preliminary course. These will contain Units of

Competency that the student has:

achieved

continuing to achieve

more effort needed to achieve

not achieved

Units of Competency will also be recorded in student Competency Record Book.

LIFE SKILLS

Within the Stage 6 Life Skills course, the individual transition-planning process will determine the educational priorities for each

student, from which modules and outcomes are studied and content covered. The content points listed with each outcome not only

form the basis of the learning opportunities for students, but also provide examples of assessable activities on which teacher

judgement will be based.

Assessment should take account of the individual ways that students demonstrate achievement of syllabus objectives and

outcomes based on the content covered in the course. To cater for such individuality, a range of assessment materials should be

used, appropriate for the outcomes to be measured, and relevant to students' capabilities, such assessment instruments may

include:

observation of participation

observation of performance of practical activities

work experience reports

oral reports and presentations

group work

journal writing

written tasks

Evidence of achievement of module outcomes can be based on ongoing observations during teaching and learning or from

assessment tasks specifically designed to assess achievement at particular points.


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Students may demonstrate achievement of outcomes across a range of situations or environments including the school, home,

community and workplace. Assessment should reflect the student's ability to generalise the knowledge, skills, and values and

attitudes to a range of adult environments.

AGRICULTURE

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4

Due Dates Term 4 – 2016 Week 7

Term 1 – 2017 Week 9/10

Term 2 – 2017 Week 3


Topics Animal/Plant Production

Elective

Type of Task Oral Presentation/Ex

perimental Design & Analysis

Half Yearly Examination

Research Trial HSC Examination

Course Outcomes (H) 1.1, 2.1, 2.2 1.1, 2.1, 2.2, 3.4,

5.1

3.4, 4.1, 5.1 1.1, 2.1, 2.2, 3.4,

5.1

Knowledge and understanding of:

the physical, chemical, biological,

social, historical and economical

factors that interact in agricultural

production systems.

The impact of innovation, ethics

and current issues on Australian

agricultural systems.

40

5

10

10

15

Knowledge, understanding and

skills required to manage

agricultural production systems in

a socially and environmentally

responsible manner.

Knowledge of, and skills in,

decision-making and the

evaluation of technology and

management techniques used in

sustainable agricultural

production and marketing.

40

5

15

10

10

Skills in effective research,

experimentation and communication

20

15

5

Totals 100 25 25 25 25

AGRICULTURE - OUTCOMES

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


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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 Australia agricultural systems


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ANCIENT HISTORY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Topics Pompeii & Hercelaneum

New Kingdom of the Hyksos to the death of Thutmose IV

Type of Task Source Based Task


Essay Trial HSC Examination

Course Outcomes (H) H1.1, H2.1, H3.6,

H4.1, H4.2

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

H4.2

H3.2, H3.3, H3.4 H1.1, H3.3, H4.1,

H4.2

Knowledge and understanding of

content

50 10 10 10 20

Source based skills

20 5 5 5 5

Historical inquiry and research

10 5 5

Communication of historical

understanding in appropriate terms

20 5 5 5 5

Totals 100 20 20 25 35

ANCIENT HISTORY - OUTCOMES

H1.1 Describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context

H2.1 Explain historical factors and assess their significance in contributing to change and continuity in the ancient world

H3.1 Locate, select and organise relevant information from a variety of sources

H3.2 Discuss relevant problems of sources for reconstructing the past

H3.3 Analyse and evaluate sources for their usefulness and reliability

H3.4 Explain and evaluate differing perspectives and interpretations of the past

H3.5 Analyse issues relating to ownership and custodianship of the past

H3.6 Plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

H4.1 Use historical terms and concepts appropriately

H4.2 Communicate knowledge and understanding of historical features and issues using appropriate oral and written forms


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BIOLOGY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 9-10


Term 3 – 2017 Week 1-2

Topics Maintaining a Balance

Maintain a Balance &

Blueprint of Life

The Search for Better Health

All Topics

Type of Task Practical Assessment


Research Task

Trial HSC Examination

Course Outcomes (H) 4, 5, 6, 11, 12,

13, 14, 15, 16

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

7, 8, 9, 10, 11,

12, 13, 14, 15,

16

4, 5, 6, 11, 12,

13, 14, 15, 16

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

7, 8, 10, 11,

12, 13, 14, 15,

16

Exams, Topic Tests 50 20 30

Knowledge and Understanding 45 10 10 10 15

First-Hand Investigating 20 10 5 5

Scientific Thinking, Problem Solving and

Communication

35 5 5 15 10

Totals 100 25 20 25 30

BIOLOGY - OUTCOMES

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

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

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

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

H5 identifies possible future directions of biological research

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

H7 analyses the impact of natural and human processes on biodiversity

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

H9 describes the mechanisms of inheritance in molecular terms

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

H11 justifies the appropriateness of a particular investigation plan

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

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

H14 assesses the validity of conclusions from gathered data and information

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

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour

and a desire for a critical evaluation of the consequences of the applications of science


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CHEMISTRY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Topics Production of Materials

Topics 1 & 2 Acidic Environment

All Topics

Type of Task Research Half Yearly Examination

Open Ended Investigation


Course Outcomes (H) 1, 3, 5, 2, 6, 8,

10, 12, 13, 14

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

7, 9, 10, 12,

13, 14

6, 8, 10, 12,

13, 14

1, 2, 3, 4, 6, 8,

10, 12, 13, 14


Knowledge and Understanding 38 8 7 3 20

First-Hand Investigating 37 7 5 15 10


Communication

25 10 3 7 5

Totals 100 25 15 25 35

Practical work is a mandatory part of all Science courses. This includes:

Actively participating in all practical work

Recording relevant information from the practical

Submitting a written report of the practical when required

Failure to complete set practical work will mean that students will not satisfy Board of Studies requirements for this course. CHEMISTRY - OUTCOMES

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

H2 analyses the ways in which models, theories and laws in chemistry have been tested and validated

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

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

H5 describes possible future directions of chemical research

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

H7 describes the chemical basis of energy transformations in chemical reactions

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

H9 describes and predicts reactions involving carbon compounds

H10 analyses stoichiometric relationships

H11 justifies the appropriateness of a particular investigation plan

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

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

H14 assesses the validity of conclusions from gathered data and information

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

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


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COMMUNITY AND FAMILY STUDIES

Course Components Syllabus Weightings

%

Task 1

Task 2

Task 3

Task 4





Topics Research Methodologies

Groups in Context

Parenting and Caring

All

Type of Task Independent Research Project

Case study of Community Group and

Exam

Presentation on support

agency/service


Course Outcomes (H) 4.1, 4.2

1.1, 2.2, 2.3, 3.1,

3.3, 5.1, 7.1, 7.2

1.1, 2.2, 4.2, 5.1,

5.2, 7.3, 7.4

1.1 to 6.2

Knowledge and understanding 10 10 20

Skills 5 10 10

Knowledge and understanding 20 5 5 5

Totals 100 20 20 25 35

COMMUNITY AND FAMILY STUDIES - OUTCOMES

1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

2.1 analyses different approaches to parenting and caring relationships

2.2 Evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communiti es

2.3 Critically examines how individual rights and responsibilities in various environments contribute to wellbeing

3.1 Analyses the socio-cultural factors that lead to special needs of individuals in groups

3.2 Evaluates networks available to individuals, groups and families within communities

3.3 Critically analyses the role of policy and community structures in supporting diversity

3.4 Critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

4.1 Justifies and applies appropriate research methodologies

4.2 Communicates ideas, debates issues and justifies opinions

5.1 Proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to

resources

5.2 Develops strategies for managing multiple roles and demands of family, work and other environments

6.1 Analyses how the empowerment of women and men influences the way they function within society

6.2 Formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive

social environments

7.1 Appreciates differences among individuals, groups and famiiles within communities and values their contributions to society

7.2 Develops a sense of responsibility for the wellbeing of themselves and others

7.3 Appreciates the value of resource management in response to change

7.4 Values the place of management in coping with a variety of role expectations


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ENGLISH (ADVANCED)

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Course Outcomes (H) 1, 2, 3, 6, 7, 8, 9,

11, 12, 12A

1, 2, 2A, 3, 5, 6,

7, 8, 10, 11

1, 3, 4, 6, 7, 10,

12A, 13

1, 2, 6, 7, 8, 10,

11, 12

Components Viewing & Representing /

Listening

Reading & Writing

Speaking & Listening

Reading & Writing

Area of Study: Discovery

Non Fiction

The Motorcycle Diaries

‘Che’ Ernesto Guevara

40 Listening Task

Poster / Essay

30

Trial Exam

10

Module A

Comparative Study

Nineteen Eighty-Four / Metropolis

Orwell / Lang

20 Half Yearly Exam

15

Trial Exam

5

Module B

Critical Study

Hamlet

Shakespeare

20 Speech

15

Trial Exam

5

Module C

Representation and Text

Selected Poetry

Auden

20 Trial Exam

20

Totals 100 30 15 15 40

ENGLISH (ADVANCED) - OUTCOMES

1 A student demonstrations understanding of how relationships between composer, responder, text and context shape meaning.

2 A student demonstrates understanding of the relationships among texts

2A Advanced only A student recognises different ways in which particular texts are valued

3 A student develops language relevant to study of English

4 A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence

responses

5 A student analyses the effect of technology and medium on meaning

6 A student engages with the details of text in order to respond critically and personally

7 A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a

variety of purposes, audiences and contexts

8 A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives

9 A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of

information and ideas

10 A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and

audiences

11 A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language

12 A student reflects on own processes of responding and composing

12A Advanced only A student explains and evaluates different was of responding to and composing text

13 A student reflects on own processes of learning


18


19

ENGLISH (STANDARD)

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Course Outcomes (H) 1, 2, 3, 4, 6, 7, 8,

10, 11, 12

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

10

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

9, 10

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

10, 11, 12


Listening

Reading & Writing


Reading & Writing

Area of Study: Discovery

Media

Go Back to Where you Came From

Ivan O’Mahoney

40 Listening Task

Poster / Essay

30

Trial Exam

10

Module A

Prose Fiction

Selected Short Stories

Henry Lawson

20 Half Yearly Exam

15

Trial Exam

5

Module B

Poetry

Selected Poems

Wilfred Owen

20 Speech

15

Trial Exam

5

Module C

Drama

Educating Rita

Willy Russell

20 Trial Exam

20

Totals 100 30 15 15 40


1 A student demonstrations understanding of how relationships between composer, responder, text and context shape meaning.

2 A student demonstrates understanding of the relationships among texts

3 A student develops language relevant to study of English

4 A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence

responses

5 A student analyses the effect of technology and medium on meaning

6 A student engages with the details of text in order to respond critically and personally

7 A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a

variety of purposes, audiences and contexts

8 A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives

9 A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of

information and ideas

10 A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and

audiences

11 A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language

12 A student reflects on own processes of responding and composing

13 A student reflects on own processes of learning


20

ENGLISH STUDIES

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Course Outcomes (H) 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4


Listening

Reading & Writing


Reading & Writing

Elective Module (HSC):

Part of the Family – English and family

life

30 Speaking &

Representation


Playing the Game 30 Speaking &

Listening


The Big Screen 20 Viewing & Writing


We are Australian 20 Writing

Totals 100 30 15 15 40

ENGLISH STUDIES - OUTCOMES

1 Students will experience and develop knowledge, understanding and appreciation of various forms of texts, exploring the ideas and

values of those texts and how language and other techniques are used in the texts to convey meaning

2 Students will develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives

and to consolidate a sound basis for current and future education, careers and citizenship

3 Students will develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of

purposes, audiences and contexts

4 Students will develop skills in planning and working independently and collaboratively and reflect on learning


21

EXPLORING EARLY CHILDHOOD

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Topics Play and the Developing Child

Food and Nutrition

Young Children with Special

Needs

Children’s Literature

Type of Task Practical & Research Task


Research Report Practical Task

Course Outcomes (H) 1.3, 1.4, 2.1, 2.2,

2.3

1.3, 1.4, 1.5, 6.1,

6.2

1.1, 1.4, 1.5, 2.1,

2.3

1.2, 1.3, 1.4,

4.1

Knowledge and Understanding

50 10 10 20 10

Practical Skills

50 20 20 10

Totals 100 30 30 20 20


1.1 Analyses prenatal issues that have an impact on development

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

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

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

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

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

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

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

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

2.5 Examines strategies that promote safe environments

3.1 Evaluates strategies that encourage positive behaviour in young children

4.1 Demonstrates appropriate communication skill with children and/or adults

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

4.3 Demonstrates appropriate strategies to resolve group conflict

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

6.1 Demonstrates an understanding of decision making processes

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

Objectives Outcomes

Students will develop: A student:

V1 a respect for the individuality and uniqueness of young

children and their families

V1.1 displays a willingness to respond to the individual needs

of young children and families

V1.2 interacts with children and adults in a positive non-

judgemental and accepting manner


22

V2 an appreciation of the value and importance of

supportive and responsible relationships with young

children

V2.1 Appreciates the importance of facilitating responsible and

supportive interactions with young children


23

INDUSTRIAL TECHNOLOGY

During the course, students learn to:

Source, select and sequence information about issues in a selected industry, developing competence in collecting, analysing, and

organising information;

Debate, describe discuss and explain issues in written, graphic and oral form, developing competence in communicating ideas and

information;

Plan, prepare and present project work and planning folio to meet a range of needs, developing competence in planning and organising

activities;

Cooperate with individuals and groups, developing competence in working with others and teams;

Design, implement and evaluate solutions to practical situations in a specific focus industry, developing competence in using mathematical

ideas and techniques;

Experiment with and prepare practical projects using appropriate materials and equipment, developing competence in using technology.


%

Task 1

Task 2

Task 3

Task 4





Type of Task Industry Studies Half Yearly Examination


Practical/Folio for Major Project

Course Outcomes (H) 1.1, 1.2, 1.3, 5.1 1.1, 1.2, 1.3, 3.1,

4.3, 6.1, 7.1, 7.2

1.1, 1.2, 1.3, 3.1,

4.3, 6.1, 7.1, 7.2

2.1, 3.13.2, 3.3,

4.1, 4.2, 5.1, 5.2,

6.2

Knowledge and understanding

40

10

10

20

Knowledge, skills and understanding

60

60

Totals 100 10 10 20 60

INDUSTRIAL TECHNOLOGY - OUTCOMES

1.1 Investigates industry through the study of businesses in one focus area

1.2 Identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing

technologies in industry

2.1 Demonstrates proficiency in the use of safe working practices and workshop equipment maintenance

3.1 Is skilled in sketching, producing and interpreting drawings

3.2 Selects and applies appropriate research and problem-solving skills

3.3 Applies design principles effectively through the production of projects

4.1 Demonstrates competency in practical skills appropriate to the major project

4.2 Explores the need to outsource appropriate expertise where necessary to complement personal practical skills

4.3 Critically applies knowledge and skills related to properties and characteristics of materials/components

5.1 Selects and uses communication and information processing skills

5.2 Selects and applies appropriate documentation techniques to project management

6.1 Evaluates the characteristics of quality manufactured products

6.2 Applies the principles of quality and quality control

7.1 Evaluates the impact of the focus area industry


24

LEGAL STUDIES

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10

Term 2 – 2017 Week 10


Topics Crime: Case Study

Crime Human Rights

Crime, Human rights, Family world order

Type of Task written Half Yearly Examination

Focus Study Research Task

and in class test


Course Outcomes (H) H1, H2, H4, H5,

H6, H7, H8, H9

H1, H2, H3, H4,

H5, H6, H7, H9,

H10

H1, H2, H4, H5,

H6, H7, H8, H9,

H10

H1, H2, H3, H4,

H5, H6, H7, H9,

H10

Knowledge and understanding of

course content

60 10 20 15 30

Inquiry/Research

20 5 10

Communication

20 5 5

Totals 100

LEGAL STUDIES - OUTCOMES

H1 Identifies and applies legal concepts and terminology

H2 Describes and explains key features of and the relationship between Australia 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


25

MATHEMATICS

A. Course Components

Component A is a measure of the level of a student’s understanding and skills in each of the content areas of the syllabus

together with the ability to apply these skills in appropriate settings.

Component B is a measure of a student’s achievement in:

Comprehension of situations expressed in a variety of ways with the ability to re-state situations in different ways.

Analysis of situations.

Reasoning in the construction of solutions.

Communication of solutions using a variety of forms.

B. Assessment

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Topics Series Locus and the

Parabola

Everything except

probability

Probability Applications of

Calculus Trig Functions

All Topics

Type of Task Written test Half Yearly Examination

Written test Trial HSC Examination

Course Outcomes (H)

H1, H4, H5, H6,

H7, H9

H1, H2, H4, H5,

H6, H7, H9

H1, H2, H4, H5,

H8, H9

HE1, HE2, HE3,

HE4, HE5, HE6,

HE7

Concepts, skills and techniques

50

7.5

15

7.5

20

Reasoning and communication

50

7.5

15

7.5

20

Totals 100 15 30 15 40

MATHEMATICS – OUTCOME

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 the study of calculus, geometry, probability, trigonometry and series to solve problems

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

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

H8 Uses techniques of integration to calculate areas and volumes

H9 Communicates using mathematical language, notation, diagrams and graphs


26

MATHEMATICS EXTENSION 1

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Topics Polynomials Trig Equations

Induction

Parametric Parabola

Integration Binomial Theorem

Probability

Inverse Functions Integration

Applications of Calculus

All topics



Course Outcomes (H)

HE1, HE2, HE7 HE1, HE2, HE3,

HE6, HE7

HE1, HE4, HE7 HE1, HE2, HE3,

HE4, HE5, HE6,

HE7

Concepts, skills and techniques

50

7.5

15

7.5

20

Reasoning and communication

50

7.5

15

7.5

20

Totals 100 15 30 15 40

MATHEMATICS EXTENSION 1 – OUTCOMES

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 by reduction to a standard form through a given substitution

HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form


27

GENERAL 2 MATHEMATICS

A. Course Components

Component A is a measure of the level of a student’s understanding and skills in each of the content areas of the syllabus.

Component B is a measure of a student’s ability to apply these skills in appropriate settings

B. Assessment

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Topics Measurement

Algebra Finance

Data Probability All Topics



Course Outcomes (H)

MGP-1,MGP-4,

MGP-5

MG2H–1,MG2H-

3, MG2H-6,

MG2H-9, MG2H-

10

MG2H–1, MG2H-

2, MG2H-8,

MG2H-9, MG2H-

10

All Outcomes

Knowledge Understanding

50

7.5

15

7.5

20

Skills

50

7.5

15

7.5

20

Totals 100 15 30 15 40

GENERAL 2 MATHEMATICS – OUTCOMES

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

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

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

functions

MG2H-4 Analyses two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non-

right-angled triangles

MG2H-5 Interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of

accuracy of measurements and calculations and the conversation to appropriate units

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

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

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

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

MG2H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly

to others, and justifies a response

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


28

GENERAL 1 MATHEMATICS

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10



Topics Measurement

Data Probability Probability Design

Household

TBA


Written test Take home task

Course Outcomes (H)

MGP–1, MGP-4,

MGP-5

MG1H–1, MG1H-

2, MG1H-3,

MG1H-8, MG1H-

VA

All Outcomes

(except MG1H-7)

MG1H–1,

MG1H–3,

MG1H–4,

MG1H–5,

MG1H–6,

MG1H–9,

MG1H–10

Knowledge Understanding

50

7.5

15

7.5

20

Skills

50

7.5

15

7.5

20

Totals 100 15 30 15 40

GENERAL MATHEMATICS – OUTCOME

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

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

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

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

MG1H-5 Interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion

to appropriate units

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

MG1H-7 Develops and carries out simple statistical processes to answer questions posed

MG1H-8 Solves problems involving uncertainty using basic counting techniques

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

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

to others

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


29

MUSIC

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week

Term 2 – 2017 Week


Topics

Varied Choice

Type of Task Musicology Viva Voce

Composition Performance Trial HSC Examination

Aural Examination

Course Outcomes (H)

H2, H4, H6, H10 H3, H5, H7, H8,

H10

H1, H3, H7, H9,

H10

H4, H6, H10

Knowledge & understanding 50 15 15 15 15

Performance 50 10 10 10 10

Totals 100 25 25 25 25

MUSIC – OUTCOMES

H1 Performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2 Reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studies

H3 Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical context

studied

H4 Articulates an 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 Identified, recognises, experiments with, and discusses the use and effects 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

HEMATIC


30

PERSONAL DEVELOPMENT, HEALTH

AND PHYSICAL EDUCATION

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Topics Sports Medicine Option

Core 1 & Sports Medicine

Core 2 All topics

Type of Task In Class Task Half Yearly Examination

In Class Task Trial HSC Examination

Course Outcomes (H) 8, 13, 16, 17

2, 4, 5, 7, 9, 11,

14, 15, 17

7, 8, 10, 16 1, 3, 4, 5, 6, 7, 8,

9, 11, 12, 15, 16,

17

Knowledge and understanding of:

Factors that affect health.

The way the body moves.

40 10 10 10 10

Skills in:

Influencing personal and

community health.

Taking action to improve

participation and performance in

physical activity.

30 5 10 5 10

Skills in critical thinking, research and

analysis:

30 5 5 10 10

Totals 100 20 25 25 30

Please note that the above assessment tasks may be subject to change. You will be given sufficient notice, in writing, of any assessment task change.

PERSONAL DEVELOPMENT/HEALTH AND PHYSICAL EDUCATION - OUTCOME

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 Ottowa 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 potential

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 designs 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 (Option 3)

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

H15 critically analyses 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


31

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe

participation


32

PHYSICS

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 9-10


Term 3 – 2017

Week 1-2

Topics Space Space Motors &

Generators

From Ideas to Implementation

All Topics

Type of Task Practical Assessment


Second-Hand Investigation



13, 14, 15, 16

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

7, 8, 9, 10, 11,

12, 13, 14, 15,

16

4, 5, 6, 11, 12,

13, 14, 15, 16

1, 2, 3, 4, 5,

6, 7, 8, 9, 10

11, 12, 13,

14, 15, 16


Knowledge and Understanding 31 5 6 20

First-Hand Investigating 29 10 4 15


Communication

40 5 10 15 10

Totals 100 20 20 30 30

Practical work is a mandatory part of all Science courses. This includes:

Actively participating in all practical work

Recording relevant information from the practical

Submitting a written report of the practical when required

Failure to complete set practical work will mean that students will not satisfy Board of Studies requirements for this course. PHYSICS – OUTCOMES

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

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

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

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

H5 Identifies possible future directions of physics research

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

H7 Explain the effects of energy transfers and energy transformations

H8 Analyses wave interactions and explains the effects of those interactions

H9 Explains the effects of electric, magnetic and gravitational fields

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

H11 Justifies the appropriateness of a particular investigation plan

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

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

H14 Assesses the validity of conclusions from gathered data and information

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

H16 Justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour

and a desire for critical evaluation of the consequences of the applications of science


33

IETY AND

SENIOR SCIENCE

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Term 1 – 2017 Week 10/11



Topics Lifestyle Chemistry

Lifestyle Chemistry and

Medical Technology

Information Systems

All Topics

Type of Task Practical Half Yearly Examination

Research Trial HSC Examination


14

2, 4, 6, 11, 12,

13, 14

3, 4, 5, 13, 14 1, 2, 4, 6, 7,

10, 11, 13, 14

Knowledge and understanding 40 15 25

Skills 30 15 15

Skills 30 15 5 5 5

Totals 100 30 20 20 30

SENIOR SCIENCE - OUTCOMES

H1 Discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking

H2 Applies the processes that are used to test and validate models, theories and laws, to investigations

H3 Assesses the contribution of scientific advances on the development of technologies

H4 Assesses the impacts of application of science on society and the environment

H5 Details possible future directions for scientific research

H6 Describes uses of the Earth’s resources

H7 Identifies effects of internal and external environment changes on the human body

H8 Relates the properties of chemicals to their use

H9 Relates the structure of body organs and systems to their function

H10 Discusses ways in which different forms of energy transfers and energy transformations are used

H11 Justifies the appropriateness of a particular investigation plan

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

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

H14 Assesses the validity of conclusions from gathered data and information

H15 Explains why an investigation is best individually or by a team

H16 Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical

behavious and a desire for critical evaluation of the consequences of the applications of science


34

SPORT LIFESTYLE AND RECREATION


%

Task 1

Task 2

Task 3

Task 4





Topics Outdoor Recreation Hike

Designing & Implementing a

Coaching Session

Movement Performance

Type of Task Practical Task Practical Task Yearly Exam Practical Task

Course Outcomes (H) 1.1, 1.3, 1.6, 2.3,

3.1, 3.6, 4.1, 4.2,

4.4

1.1, 1.3, 2.1, 2.2,

3.1, 3.2, 4.2, 4.4,

4.5

1.1, 1.2, 1.3, 1.6,

2.1, 2.2, 2.3, 3.1,

3.2, 3.3, 3.6, 4.1,

4.2, 4.4, 4.5

1.1, 1.3, 2.1, 3.1,

3.2, 4.1, 4.4

Outdoor Recreation

20 10

Sports Coaching & Training

30 10

Fitness – Resistance Training

5

Games & Sports Applications

5 20

Totals 100 20 30 30 20

SPORT LIFESTYLE AND RECREATION - OUTCOMES

1.1 applies the rules and conventions that relate to participation in a range of physical activities

1.2 Explains the relationship between physical activity, fitness and healthy lifestyle

1.3 Demonstrates ways to enhance safety in physical activity

1.4 Investigates and interprets the patterns of participation in sport and physical activity in Australia

1.5 Critically analyses the factors affecting lifestyle balance and their impact on health status

1.6 Describes administrative procedures that support successful performance outcomes

2.1 Explains the principles of skill development and training

2.2 Analyses the fitness requirements of specific activities

2.3 Selects and participates in physical activities that meet individual needs, interests and abilities

2.4 Describes how societal influences impact on the nature of sport in Australia

2.5 Describes the relationship between anatomy, physiology and performance

3.1 Selects appropriate strategies and tactics for success in a range of movement contexts

3.2 Designs programs that respond to performance needs

3.3 Measures and evaluates physical performance capacity

3.4 Composes, performs and appraises movement

3.5 Analyses personal health practices

3.6 Assesses and responds appropriately to emergency care situations

3.7 Analyses the impact of professionalism in sport


35

VISUAL ARTS

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Topics Proposal for body of work

Art criticism & history

Body of work progress

Art criticism & history

Type of Task Half Yearly Examination


Course Outcomes (H)

H1, H4, H5

H7, H8, H9

H1, H2, H3, H5,

H6

H7, H8, H9

Making Artworks

50 10 20 30

Studying Artworks

50 10 30

Totals 100

VISUAL ARTS - OUTCOMES

H1 Initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions

H2 Applies their understanding of the relationships 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 marking of art

H4 Selects and develops subject matter and forms in particular always as representation 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 accomplish, 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


36

VISUAL DESIGN

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4





Topics Wearable Design Module 1

Image

Product Design Module 3 Textiles

Interior Exterior Module 3

General Module Collaborative

Design Project

Type of Task Half Yearly Examination


Course Outcomes (H) DM1, DM2, DM3,

DM4, DM5,DM6

CH1,CH2,CH3,

CH4,DM2,DM3

DM1, DM2, DM3,

DM4, DM5,DM6

CH1,CH2,CH3,

CH4,DM2,DM3

Designing and making

70 15 15 15 15

Critical and historical studies

30 10 10 10 10

Totals 100 25 25 25 25

VISUAL DESIGN - OUTCOMES

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

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

making of designed works.

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

DM4 Generates images and ideas as representations/simulations

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

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

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

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

historical investigations

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

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

VISUAL ARTISUAL ARTS


37

HSC ASSESSMENT TIMETABLE 2016/2017

Week Date

TE

RM

4 2

016

1

2

3

4

5

6

7

8

9

10

TE

RM

1 2

017

1

2

3

4

5

6

7

8

9

11

TE

RM

2 2

017

1

2

3

4

5

6

7

8

9

10


38

TE

RM

3 2

017

1

2

3

4

5

6

7

8

9

10

assessment policy hsc year 12 - corrimal high · pdf file2017 hsc assessment policy booklet 1...

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