assessment policy preliminary year 11 - corrimal high · pdf file2017 hsc assessment policy...

CORRIMAL HIGH SCHOOL

ASSESSMENT POLICY

2017 – Preliminary Year 11

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

Ancient History BDC 10

Biology BDC 11

Business Studies BDC 12

Chemistry BDC 13

English Advanced BDC 14

English Standard BDC 15

English Studies CEC 16

Exploring Early Childhood CEC 17

Industrial Technology – Wood BDC 18

Mathematics BDC 19

Mathematics Extension BDC 20

Mathematics General 2 BDC 21

Personal Development/Health/Physical Education BDC 22

Physics BDC 23

Society & Culture BDC 24

Sport Lifestyle & Recreation CEC 25

Visual Art BDC 26

Personal HSC Assessment Timetable 2016/2017 27


2

ASSESSMENT OVERVIEW

(School Based) Assessment

Students undertake Preliminary 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 grade

Yearly Report


3

Process of Assessment in Each Course

The Preliminary HSC Course assessment will be based on achievements measured during the course in Terms 1, 2 and 3

2017.

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

formal, systematic observation of student performance e.g.

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, they should check with their teachers what work has been missed and if

any assessment information has been given out. No student is to complete more than three (3) assessment tasks in any one

week. This includes assessment tasks which have a progressive mark component. Students should receive no less than

fourteen (14) days notice of the day (date) and period for which the task is scheduled for completion. This must include a

detailed hand out 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.

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

circumstances. Students should 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 the entire task for assessment,

the faculty involved may use a mark based on a substitute task or, in exceptional circumstances, and estimate based on other

evidence. Invalid reasons for absence should result in a mark of zero for that task. Non Completion of Assessment Tasks

In order to have studied a Preliminary HSC course satisfactorily, the school expects each candidate to have completed

all assessment tasks.


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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 of Studies

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. 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. A doctor’s certificate will be

required in cases of illness. 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.

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 the examinations.

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

of absence, the course completion criteria, 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/Carers 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 and completed.

If a student fails to satisfactorily complete a Preliminary/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

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 aforementioned, 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. Where an illegality has taken

place, the police will be informed.


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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. Parents/carers will be advised in

writing and a receipt for such correspondence obtained.

Student Responsibilities

Be present for and on hand in all assessment tasks on the due date, or 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. Tasks

submitted later in the day will be considered as not being satisfactorily completed by the due date.

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

Be present for and hand in all assessment tasks on the due date or 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

Students who are absent from classes before the subject period on the day the task is due must complete a

Misadventure Form and provide a doctors certificate. Staying at home or going to the library to complete a task on

the due date is not acceptable.

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

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 Preliminary HSC assessment task. If a student presents non original work or is

caught cheating, a mark of zero will be awarded. The parents/Carers 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:

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

assessment

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

assessment tasks

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

prospective employer

Advice

Parents/Carers who would like more advice or information on the Preliminary 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.


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7

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 only

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.

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.


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ANCIENT HISTORY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4

Due Dates Week 8 Term 1

Week 6 Term 2

Week 5 Term 2

Week 2 Term 3

Topics Ancient Human Remains

Tutankhamun Student Choice All topics

Type of Task Video Analysis Research Task & Essay

Historical Investigation

Yearly Examination

Course Outcomes (H) P5.1, P5.2, P6.1,

P6.2

P1.1, P3.1, P4.2,

P5.1, P5.2, P6.1

P3.1, P6.1, P6.2 P3.1, P5.1, P5.2

Totals 100 20 20 30 30

ANCIENT HISTORY - OUTCOMES

P1.1 describes and explains the contribution of key people, groups, events, institutions, societies and sites within the historical context;

P2.1 identifies historical factors and explains their significance in contributing to change and continuity in the ancient world;

P3.1 locates, selects and organises relevant information from a variety of sources;

P3.2 identifies relevant problems of sources in reconstructing the past;

P3.3 comprehends sources and analyses them for their usefulness and reliability;

P3.4 identifies and accounts for differing perspectives and interpretations of the past;

P3.5 discusses issues relating to ownership and custodianship of the past;

P3.6 plans and presents the findings of historical investigations, analysing and synthesising information from a range of sources;

P4.1 uses historical terms and concepts appropriately;

P4.2 communicates knowledge and understanding of historical features and issues using appropriate oral and written forms.


10

BIOLOGY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 4 or 5 Term 2

Week 4 Term 3

Week 9 or 10 Term 3

Topics Local Ecosystem

Patterns in Nature

Life on Earth

Evolution of the Australian

Biota

All topics

Type of Task Practical/Field Work

Half Yearly Examination

Practical Investigation

and Processing Information

Yearly Examination

Course Outcomes (H) P11, P12, P13,

P14, P15, P16,

P7, P8

P1, P2, P3, P4,

P5, P6, P7, P8,

P14, P16

P6, P11, P12,

P13, P14, P15,

P16

P1, P2, P3, P4,

P5, P6, P7, P8,

P9, P10, P14,

P16

Totals 100 25 20 25 30

BIOLOGY - OUTCOMES

P1 Outlines the historical development of major biological principles, concepts and ideas

P2 Applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand

investigations in biology

P3 Assesses the impact of particular technological advances on understanding in biology

P4 Describes application of biology which affect society or the environment

P5 Describes the scientific principles employed in particular areas of biological research

P6 Explains how cell ultra structure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in

organisms

P7 Describes the range of organisms in terms of specialisation for habitat

P8 Analyses the interrelationships of organisms with the ecosystem

P9 Explains how processes of reproduction ensure continuity of species

P10 Identifies and describes the evidence for evolution

P11 Identifies and implements improvements to investigation plans

P12 Discusses the validity and reliability of data gathered from first-hand investigations and secondary sources;

P13 Identifies appropriate terminology and reporting styles to communicate information and understanding of biology

P14 Draws valid conclusions from gathered data and information

P15 Implements strategies to work effectively as an individual or as a team member

P16 Demonstrates 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 consequence of application of science


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BUSINESS STUDIES

Course Components Task 1

Task 3

Task 4

Task 5

Due Dates Week __ Term 1

Week __ Term 2

Week __ Term 3

Week __ Term 3

Topics Nature of Business Nature of Business & Business

Management

Business Planning All topics

Type of Task Media File & Business Report

Half Yearly Exams Research Task Yearly Exam

Course Outcomes P1, P2, P7, P9 P1, P2, P3, P4, P7,

P8, P9, P10

P1-P10 P1-P10

Knowledge & Understanding 5 10 10 20

Stimulus based skills 10 5 5

Inquiry & Research 10

Communication 5 5 10

Totals 20 25 25 30

BUSINESS STUDIES – OUTCOMES

P1 discusses the nature of business, its role in society and types of business structure

P2 explains the internal and external influences on businesses

P3 described the factors contributing to the success or failure of small to medium business

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 Applies mathematical concepts appropriately in business situations


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CHEMISTRY

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 7 Term 2

Week 9 Term 3

Topics Chemical Earth Metals All Topics

Type of Task Research Half Yearly Examination

First Hand Investigation

Trial HSC Examination

Course Outcomes (H) P4, P5, P12,

P13, P14, P15,

P16

P1, P2, P3, P4,

P5, P6, P7, P8,

P9, P10, P11,

P12, P13, P14,

P16

P2, P5, P10,

P11, P12, P13,

P14, P15

P1, P2, P3, P4,

P5, P6, P7, P8,

P9, P10, P11,

P12, P13, P14,

P16

Totals 100 25 20 25 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. CHEMISTRY – OUTCOMES

P1 Outlines the historical development of major principles, concepts and ideas in chemistry

P2 Applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand

investigations in chemistry

P3 Assesses the impact of particular technological advances on understanding in chemistry

P4 Describes applications of chemistry which affect society or the environment

P5 Describes the scientific principles employed in particular areas of research in chemistry

P6 Explains trends and relationships between elements in terms of atomic structure and bonding

P7 Describes chemical changes in terms of energy inputs and outputs

P8 Describes factors that influence the type and rate of chemical reactions

P9 Relates the uses of carbon to the unique nature of carbon chemistry

P10 Applies simple stoichiometric relationships

P11 Identifies and implements improvements to investigation plans

P12 Discusses the validity and reliability of data gathered from first-hand investigations;

P13 Identifies appropriate terminology and reporting styles to communicate information

P14 Draws valid conclusions from gathered data

P15 Implements strategies to work effectively as an individual and team member

P16 Demonstrates positive values about, and attitudes towards, both the living and non-living components


13

ENGINEERING STUDIES

Course Components

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 5 Term 3

Week 9 Term 3

Topics Engineering Report Engineering Report

Type of Task Research Half Yearly Examination

First Hand Investigation

Trial HSC Examination

Task Description Analysis and

experimentation of

engineering

principles related to a

braking system

Examination of the

knowledge and

skills developed to

date

Development of a

design problem

related to Bio

Engineering

Examination of the

knowledge and

skills developed


P3.1, P3.2, P3.3,

P4.1, P4.2, P4.3,

P5.1, P5.2, P6.1,

P6.2

P1.1, P1.2, P2.1,

P2.2, P3.1, P3.3,

P4.1, P4.2, P4.3,

P6.1, P6.2

P1.1, P2.2, P3.2,

P4.1, P4.2, P5.1,

P5.2, P6.1

P1.1, P1.2, P2.1,

P2.2, P3.1, P3.3,

P4.1, P4.2, P4.3,

P6.1, P6.2

Knowledge and understanding of engineering

principles and developments in technology

10 10 15 15

Skills in research, problem solving and

communication related to engineering

10 5 5 10

Understanding of the scope and role of

engineering including management and problem

solving

10 5 5

Totals 30 20 20 30

ENGINEERING STUDIES – OUTCOMES

P1.1 identifies the scope of engineering and recognises current innovations

P1.2 explains the relationship between properties, structure, uses and applications of materials in engineering

P2.1 describes the types of materials, components and processes and explains their implications for engineering development

P2.2 describes the nature of engineering in specific fields and its importance to society

P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering practice

P3.2 develops written, oral and presentation skills and applies these to engineering reports

P3.3 applies graphics as a communication tool

P4.1 describes developments in technology and their impact on engineering products

P4.2 describes the influence of technological change on engineering and its effect on people

P4.3 identifies the social, environmental and cultural implications of technological change in engineering

P5.1 demonstrates the ability to work both individually and in teams

P5.2 applies management and planning skills related to engineering

P6.1 applies knowledge and skills in research and problem-solving related to engineering

P6.2 applies skills in analysis, synthesis and experimentation related to engineering


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ENGLISH (ADVANCED)

Course Components

Syllabus Weightings

%

Task 1

Task 2

Task 3

Task 4

Due Dates Week 5/6 Term 2

Week 8 Term 2

Week 6 Term 3

Week 9 Term 3

Course Outcomes (H) 1, 3, 4, 6, 7, 8, 10 1, 2, 3, 4, 6, 7,

11, 12, 12A, 13

1, 3, 4, 5, 7, 9,

10, 12A

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

8, 9, 10, 11, 12,

12A, 13

Components Half Yearly Speaking & Listening

Viewing & Representating

Reading & Writing

Area of Study:

Belonging 40 20 20

Module A

Comparative Study 30 5 15 10

Module B

Critical Study 30 20 10

Totals 100 25 15 20 40

ENGLISH (ADVANCED) – OUTCOMES

1 A student describes and explains the relationships between composer, responder, text and context in particular texts

2 A student describes and explains relationships among texts.

3 A student develops language relevant to the study of English.

4 A student describes and explains the ways in which language forms and features and structures of particular texts shape meaning

and influence responses.

5 A student demonstrates and understanding of the ways various textual forms, technologies and their media of production affect

meaning.

6 A student engages with a wide range of texts to develop a considered and informed personal response.

7 A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

8 A student articulates and represents own ideas in critical, interpretive and imaginative texts.

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 from a range of texts for a variety of purposes, audiences and contexts.

11 A student draws upon the imagination to transform experience into text.

12 A student reflects on own processes of responding and composing.

12A A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts

13 A student reflects on own processes of learning


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ENGLISH (STANDARD)

Course Components

Syllabus Weightings

%

Task 1

Task 2

Task 3

Task 4


Week 4 Term 2

Week 6 Term 3

Week 9 Term 3

Course Outcomes (H) 1, 2, 3, 4, 5, 6, 7, 8,

10, 11, 12

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

9, 10, 11, 12, 13

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

10

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

10, 11, 12, 13

Components Half Yearly Speaking & Listening

Viewing & Representing

Reading & Writing

Area of Study:

Belonging 40 20 20

Module B

Close Study of Text 30 5 15 10

Module B

Distinctively Visual 30 20 10

Totals 100 25 15 20 40

ENGLISH (STANDARD) – OUTCOMES

1 A student demonstrates understanding of the relationships between composer, responder, text and context.

2 A student identifies and describes relationships among texts.

3 A student develops language relevant to the study of English.

4 A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence

responses.

5 A student describes the ways different technologies and media of production affect the language and structure of particular texts.

6 A student engages with a wide range of texts to develop a considered and informed personal response.

7 A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

8 A student articulates and represents own ideas in critical, interpretive and imaginative texts.

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 from a range of texts for a variety of purposes, audiences and contexts.

11 A student draws upon the imagination to transform experience into text.

12 A student reflects on own processes of responding and composing.

13 A student reflects on own processes of learning


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ENGLISH STUDIES

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 9 Term 2

Week 8 Term 3

Week 9/10 Term 3

Course Outcomes (H) P4.1, P4.2 P2.1, P3.1, P3.2 P1.1, P2.1, P1.4,

P1.2, P1.3, P2.2

P1.1, P1.2, P1.3,

P2.3

Components Viewing & Representing /

Listening

Reading & Writing

Speaking & Listening

Reading & Writing

Part of the Family 25 Writing Portfolio

On the Road 25 Visual

Representation

(Brochure) & Oral

task

English Work & the Community 25 Interview

Yearly Examination 25 Reading Task

Writing Task

Totals 100 25 25 25 25

ENGLISH STUDIES - OUTCOMES

P1.1 has experience of extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is

used to convey meaning

P1.2 explores the ideas and values of the texts

P1.3 identifies how language and other techniques are used to convey meaning in extended and short texts in a range of forms

P1.4 produces a range of texts in different forms

P2.1 comprehends written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound

basis for current and future education, careers and citizenship

P2.2 demonstrates skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to

provide a sound basis for current and future education, careers and citizenship

P2.3 demonstrates familiarity with the language conventions of a variety of textual forms, including literary texts, informative texts and

texts used in vocational contexts

P3.1 recognises a range of purposes for and contexts in which language is used and the appropriate text forms, vocabulary, style and

tone when writing and speaking for those purposes

P3.2 recognises a range of audiences and the appropriate text forms, vocabulary, style and tone when writing and speaking for those

audiences

P4.1 plans and organises, with teacher support to complete tasks or projects, both individually and collaborative

P4.2 works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety

of topics


17

EXPLORING EARLY CHILDHOOD

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 8 Term 2

Week 8 Term 3

Term 3

Topics Pregnancy & Childbirth

Child Growth & Development

Play & Developing

Child – Promoting

Positive Behaviour

Yearly Exam

Type of Task Investigation Research Task & Presentation

Course Outcomes (H) 1.1, 2.1, 6.2 1.2, 1.3, 5.2 1.3, 2.1, 2.2, 2.3 All Outcomes

Totals 100 25 25 25 25

EXPLORING EARLY CHILDHOOD - OUTCOMES

1.1 Analyses prenatal issues that have an impact on development

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

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

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

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

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

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

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

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

2.5 Examines strategies that promote safe environments

3.1 Evaluates strategies that encourage positive behaviour in young children

4.1 Demonstrates appropriate communication skills with children and/or adults

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

4.3 Demonstrates appropriate strategies to resolve group conflict

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

6.1 Demonstrates an understanding of decision making processes

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


18

INDUSTRIAL TECHNOLOGY (WOOD)

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.

Course Components Syllabus Weightings

%

Task 1

Task 2

Task 3

Task 4


Week 9 Term 1

Week 7 Term 3

Week 9 Term 3

Type of Task Industry Report Practical Skills Test

Practical/Folio Project

Yearly Exam


P7.1, P7.2

P1.2, P2.1, P2.2,

P4.1, P4.2

P2.2, P3.1, P3.2,

P3.3, P4.1, P4.2,

P5.1, P5.2

P1.1, P2.1, P3.2,

P4.3, P5.1, P6.1,

P6.2, P7.1

Totals 100 20 10 50 20

INDUSTRIAL TECHNOLOGY (WOOD) - OUTCOMES

P1.1 describes the organisation and management of an individual business within the focus area industry;

P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologies;

P2.1 describes and uses safe working practices and correct workshop equipment maintenance techniques;

P2.2 works effectively in team situations;

P3.1 sketches, produces and interprets drawings in the production of projects;

P3.2 applies research and problem-solving skills;

P3.3 demonstrates appropriate design principles in the production of projects

P4.1 demonstrates a range of practical skills in the production of projects;

P4.2 demonstrates competency in using relevant equipment, machinery and processes;

P4.3 identifies and explains the properties and characteristics of materials/components through the production of projects;

P5.1 uses communication and information processing skills;

P5.2 uses appropriate documentation techniques related to the management of projects;

P6.1 identifies the characteristics of quality manufactured products;

P6.2 identifies and explains the principles of quality and quality control;

P7.1 explains the impact of one related industry on the social and physical environment.


19

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


Week 5 Term 2

Week 2 Term 3

Week 9 Term 3

Type of Task Written test and/or

investigation


Written test and/or

investigation

Yearly Exam

Course Outcomes (H)

P1, P2, P3 P1, P2, P3, P4,

P5

P1, P2, P3, P4,

P5, P6

P1, P2, P3, P4,

P5, P6, P7, P8

Totals 100 15 20 25 40

MATHEMATICS – OUTCOME

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems;

P2 provides reasoning to support conclusions which are appropriate to the context;

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

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques;

P5 understands the concept of a function and the relationship between a function and its graph;

P6 relates the derivative of a function to the slope of its graph;

P7 determines the derivative of a function through routine application of the rules of differentiation;

P8 understands and uses the language and notation of calculus.


20

MATHEMATICS EXTENSION 1

Course Components

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 2 Term 3

Week 9 Term 3

Type of Task Written test and/or investigation


Written test and/or research project

Yearly Exam

Course Outcomes

P1, P2, P3, P4, PE1,

PE2

P1, P2, P3, P4, P5,

PE1, PE2, PE5

P1, P2, P3, P4, P5,

P6, P7, P8, PE1, PE2,

PE5

P1, P2, P3, P4, P5,

P6, P7, P8, PE1, PE2,

PE4, PE5, PE6

Totals 15 20 25 40

MATHEMATICS EXTENSION 1 – OUTCOMES

PE1 appreciates the role of mathematics in the solution of practical problems;

PE2 uses multi-step deductive reasoning in a variety of contexts;

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric

representations;

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas;

PE5 determines derivatives which require the application of more than one rule of differentiation;

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations;

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems;

P2 provides reasoning to support conclusions which are appropriate to the context;

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

identities;

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques;

P5 understands the concept of a function and the relationship between a function and its graph;

P6 relates the derivative of a function to the slope of its graph;

P7 determines the derivative of a function through routine application of the rules of differentiation;

P8 understands and uses the language and notation of calculus.


21

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

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 2 Term 3

Week 9 Term 3

Type of Task Written test and/or investigation


Written test and practical task

Yearly Exam

Course Outcomes

MGP-1, MGP-2, MGP-

3, MGP-9, MGP-10,

MGP-VA

MGP-1, MGP-2, MGP-

3, MGP-6, MGP-7,

MGP-9, MGP-10,

MGP-VA

MGP-8, MGP-9 MGP-1, MGP-2, MGP-

3, MGP-4, MGP-5,

MGP-6, MGP-7,,

MGP-8, MGP-9, MGP-

10, MGP-VA

Totals 15 30 15 40

GENERAL 2 MATHEMATICS – OUTCOMES

MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems;

MGP-2 represents information in symbolic, graphical and tabular form;

MGP-3 represents the relationships between changing quantities in algebraic and graphical form;

MGP-4 performs calculations in relation to two-dimensional and three-dimensional figures;

MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units;

MGP-6 models financial situations relevant to the student’s current life using appropriate tools;

MGP-7 determines an appropriate form of organisation and representation of collected data;

MGP-8 performs simple calculations in relation to the likelihood of familiar events;

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

MGP-10 justifies a response to a given problem using appropriate mathematical terminology

MGP-VA develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation


22

PERSONAL DEVELOPMENT, HEALTH

AND PHYSICAL EDUCATION

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 9 Term 2

Week 10 Term 3

Type of Task Core 1 In Class Task


Core 2 In Class Task

Yearly Exam

Course Outcomes P5, P6, P15, P16

P1, P2, P3, P4,

P6, P10, P15,

P17

P7, P9, P16, P17 P2, P3, P4, P5,

P6, P7, P8, P10,

P11, P12, P15,

P17

Knowledge and understanding of:

Factors that affect health.

The way the body moves.

35 5 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 10 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

P1 Identifies and examines why individuals give different meanings to health

P2 Explains how a range of heath behaviours affect an individual’s health

P3 Describes how an individual’s health is determined by a range of factors

P4 Evaluates aspects of health over which individuals can exert some control

P5 Describes factors that contribute to effective health promotion

P6 Proposes actions that can improve and maintain an individual’s health

P7 Explains how body systems influence the way the body moves

P8 Describes the components of physical fitness and explains how they are monitored

P9 Describes biomechanical factors that influence the efficiency of the body in motion

P10 Plans for participation in physical activity to satisfy a range of individual needs

P11 Assesses and monitors physical fitness levels and physical activity patterns

P12 Demonstrates strategies for the assessment, management and prevention of injuries in first aid settings (Option 1)

P13 Develops, refines and performs movement compositions in order to achieve a specific purpose (Option 2)

P14 Demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities (Option 4)

P15 Forms opinions about health-promoting actions based on a critical examination of relevant information

P16 Uses a range of sources to draw conclusions about health and physical activity concepts

P17 Analyses factors influencing movement and patterns of participation


23

PHYSICS

Course Components

Task 1

Task 2

Task 3

Task 4


Week 5 Term 2

Week 2 Term 3

Week 9 Term 3

Type of Task Practical Investigation and

Processing Information


Investigation Skills

Yearly Exam

Course Outcomes P11.1, P11.2, P11.3

P12.1, P12.2, P13.1

P14

P12.3, P12.4, P14 P12.3, P12.4, P13.1 P1 to P16

Totals 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

P1 outlines the historical development of major principles, concepts and ideas in physics;

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand

investigations in physics;

P3 assesses the impact of particular technological advances on understanding in physics;

P4 describes applications of physics which affect society or the environment;

P5 describes the scientific principles employed in particular areas of research in physics;

P6 describes the forces acting on an object which causes changes in its motion;

P7 describes the effects of energy transfers and energy transformations;

P8 explains wave motions in terms of energy sources and the oscillations produced;

P9 describes the relationship between force and potential energy in fields;

P10 describes theories and models in relation to the origins of matter and relates these to the forces involved;

P11 identifies and implements improvements to investigation plans;

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources;

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics;

P14 draws valid conclusions from gathered data and information;

P15 implements strategies to work effectively as an individual or as a member of a team;

P16 demonstrates positive values about, and attitude 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.


24

SOCIETY & CULTURE

Course Components

Syllabus

Weightings %

Task 1

Task 2

Task 3

Task 4


Week 5/6 Term 2

Week 8 Term 3

Week 9 Term3

Type of Task Research Task Half Yearly Examination

Oral Presentation and Research

Task

Yearly Exam

Course Outcomes P1, P3, P6, P9,

P10

P1, P2, P3, P5,

P8, P10

P1, P3, P4, P7,

P8, P9

P1, P2, P3, P4,

P5, P6, P7, P8,

P9, P10

Depth Study:

The Social and Cultural World

30 10 10 10

Depth Study:

Personal and Social Identity

40 20 20

Depth Study:

Intercultural Communication

30 20

Totals 100 10 30 20 40

SOCIETY & CULTURE – OUTCOMES

P1 Identifies and applies social and cultural concepts

P2 Describes personal, social and cultural identity

P3 Identifies and describes relationships and interactions within and between social and cultural groups

P4 Identifies the features of social and cultural literacy and how it develops

P5 Explains continuity and change and their implications for societies and cultures

P6 Differentiates between social and cultural research methods

P7 Selects, organises and considers information from a variety of sources for usefulness, validity and bias

P8 Plans and conducts ethical social and cultural research

P9 Uses appropriate course language and concepts suitable for different audiences and contexts

P10 Communicates information, ideas and issues using appropriate written, oral and graphic forms


25

SPORT LIFESTYLE AND RECREATION


Task 2

Task 3

Task 4


Week 5 Term2

Week 9 Term 2

Week 7 Term 3

Topics Sports Administration Games & Sport Application

First Aid & Sports Injuries

Resistance Training

Type of Task Theory Task Practical Task Theory Task Practical Task

Course Outcomes (H) 1.3, 1.6, 4.5 1.1, 1.2, 1.3, 3.2, 4.4 3.5, 3.6, 4.5 2.1, 2.2, 2.5, 3.2, 4.1

Totals 20 30 25 25

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

4.1 plans strategies to achieve performance goal;

4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context;

4.3 makes strategic plans to overcome the barriers to personal and community health

4.4 demonstrates competence and confidence in movement contexts

4.5 Recognises the skill and abilities required to adopt roles that support health, safety and physical activity


26

VISUAL ARTS


Task 2

Task 3

Task 4


Week 8 Term 1

Week 2 Term 2

Week 5/6 Term 3

Topics Art criticism & history

Modern Artists Art criticism & history

Type of Task Portfolio Half Yearly Examination

Research Yearly Exam

Course Outcomes (H) P1, P2, P4, P5 All outcomes P5, P9 All outcomes

Totals 20 25 25 30

VISUAL ARTS - OUTCOMES

P1 Explores the conventions of practice in artmaking

P2 Explores the roles and relationships between the concepts of artist, artwork, world and audience

P3 Identifies the frames as the basis of understanding expressive representation through the making of art

P4 Investigates subject matter and forms as representations in artmaking

P5 Investigates ways of developing coherence and layers of meaning in the making of art

P6 Explores a range of material techniques in ways that support artistic intentions

P7 Explores the conventions of practice in art criticism and art history

P8 Explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations

of art

P9 Identifies the frames as the basis of exploring different orientations to critical and historical investigations of art

P10 Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed


27

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


28

T

ER

M 3

201

7 1

2

3

4

5

6

7

8

9

10

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