hsc term 2, 2020 task notifications · 2020. 5. 24. · term 2, 2020 task notifications . term 2,...

HSC Term 2, 2020

Task Notifications

Term 2, 2019

This booklet contains information about the regulations governing the award of the Higher SchoolCertificate, as well as the assessment schedule for subjects offered at Narromine High School for theHigher School Certificate for the 2019 and 2020 HSC course.Students will receive on their HSC two distinct marks for each course. One will be a scaled examination mark, the other a moderated School Assessment Mark, compiled from achievement in a number of set assessment tasks in the HSC year. The two marks contribute equally to the Australian Tertiary Admission Ranking (ATAR), which determines entry to courses at universities. The Australian Tertiary Admission Ranking (ATAR) is based on the aggregate of scaled marks in ten eligible units ofsatisfactorily completed NSW Education Standards Authority (NESA) developed courses comprising:● your 2 units of English● your next best 8 remaining eligible unitsThis handbook outlines the general principles, purposes and rules of the assessment scheme, anditemises subject by subject, more specific requirements.

Rules for the Award of the HSC Pattern of StudyTo qualify for the HSC, students must follow a pattern of study which includes:● at least 10 units of which 6 units must be from NESA developed courses in the HSC year● at least two units from a NESA developed course in English● three courses of 2 units value or greater (either NESA- developed or NESA - endorsed courses) at least 4 subjects● No more than 6 units of courses in Science can contribute to the 10 HSC units requiredfor the award of the Higher School Certificate.

Satisfactory Completetion of a CourseA student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:(a) followed the course developed or endorsed by the NSW Education Standards Authority (NESA);(b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school;(c) achieved some or all of the course outcomes.

Attendance and ApplicationStudents whose work is affected as a result of poor attendance will be required to prove to the Principal’s satisfaction, following a review of their performance, that they are meeting the course completion criteria.The Principal will warn students if they are in danger of not meeting course requirements.

AssessmentsNarromine High Schools HSC Assessment procedures are in line with those detailed by NESA.Students are required to complete school-based assessment tasks for each NESA developed HSC

Higher School Certificate

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Course studied. This applies to all school and TAFE students, regardless of the number of units attempted.School-based assessment counts for 50% of the overall mark in each course, and is reported on theHigher School Certificate Record of Achievement. School-based assessment tasks are designed to measure performance in a wider range of objectives than may be tested in an examination. Assessment tasks may include tests, written or oral assignments, practical activities, fieldwork and projects.The assessment requirements for each NESA - developed course are set out in each syllabus.

How the Assessment Program is Determined at Narromine High School1. The assessment program encompasses all syllabus objectives other than those relating to the development of subjective values, attitudes and interests. It will include that content and those objectives currently measured by the external examination, as well as others which are inappropriate for testing at such an examination.2. NESA has developed syllabuses for each of its courses. These guides specify the components and/or aspects of the course which will count towards each student’s assessment in that subject. The syllabus also outlines the weightings given to each of the components. These specifications for each subject are mandatory requirements to be fulfilled by all schools in the state.3. The school determines its assessment program for each subject, in accordance with the guidelines from NESA.4. It is a mandatory requirement that students know:- what is to be assessed- how it will be assessed- when it will be assessed- the relative value of each task.5. Appropriate detailed information relating to assessment tasks in each subject will be given to students in written form at least two weeks prior to the due date.6. Assessment schedules for all HSC courses are set out at the end of this policy statement. Each schedule indicates the number and broad nature of tasks set, the relative value of each task and the approximate dates on which the tasks will be due.

Assessment Task Notification Students will be provided with a written assessment notice containing information on the nature of the task and the outcomes to be assessed, at least two weeks prior to an assessment task.Tasks reflect the weightings and components specified in the relevant syllabus.Each Year 12 task should contribute not less than 10% and not more than 40% of the final mark and if the task does not discriminate between students, it may be followed by a similar task, but marks cannot be discarded.

Absence when an Assessment Task is NotifiedWhenever a student is absent from school, it is their responsibility to ensure that they find out what work has been missed and to catch up on that work. The same conditions apply if the student is

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absent when an assessment task is notified.Students are not entitled to any automatic extension of time for the task.However, if a student has a prolonged absence, they may submit to the subject Head Teacher an Illness/Misadventure Form. This form can be acquired through the school’s website, or at the end of this booklet.

Assessment PeriodThe assessment period begins in Week 5 of Term 1 and ends in Week 9 of Term 3.Completion of over 50% of the total assessment within a subjectStudents studying a Year 12 course must complete and make a genuine attempt to complete all assessment tasks (including examinations). Students must attempt tasks. As a minimum, students must attempt tasks that make up more than 50% of the total marks for the course.If this is not the case, the Principal must certify that the course has not been satisfactorily completed. The Principal will warn the student (and their parents/caregivers) in advance if they are in danger of not meeting the assessment requirements of the course.A zero mark is awarded for a task submitted after the due date with no approved reason, not submitting a task at all, a non-serious attempt or malpractice.

ExcursionsExcursions will not be scheduled for the week before the examinations.Requirements for the submission of Assessment Tasks and Penalties● Students will present the task to their class teacher either by email, or in person by 9am on the DUE DATE or in the period nominated if it is a presentation task. Tasks may be handed in to the front office.● Students will sign/record their task on the Assessment Register at the office and leave the task in the tray. Teachers are to collect tasks and sign that they have been collected. ● If the class teacher is absent the Head Teacher of the subject will manage the collection of tasks.● Any student not in the lesson to hand in or complete the task will need to complete an Illness/Misadventure Form within THREE calendar days of the due date to be eligible for full marks, otherwise penalties will apply.● Students absent for an in class task or presentation must complete the task at the earliest opportunity upon their return to school. This should be organised by the classroom teacher.● N Award letters will be sent home within five days for students who have not completed an Illness/Misadventure Form.

Penalties● A late penalty of 10% of the awarded/final mark per calendar day late will apply to assessment tasks across Years 7 - 12 up to a maximum of FIVE days.● This ONLY applies to students who fail to submit tasks on time without an Illness/Misadventure Form.● If a task is not submitted by the FIFTH calendar day, a mark of ‘0’ is awarded and an N-warning letter is generated via Sentral.● Students MUST still complete the task to provide evidence of course outcomes.

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● It is the classroom teacher’s responsibility to keep assessment records, including the date of submission of tasks.

Illness or MisadventureIf a student is sick, will be away from school because of a school related reason like sport or debating or they have a significant reason why they cannot do their best in an assessment task he or she can ask for special consideration. This is called an illness or misadventure claim.If a student attempts an assessment task, the mark obtained in that task will stand until the matter is resolved. If a student does not attempt an assessment, he/she must contact the Deputy Principal or the head teacher of the subject as soon as possible if he/she wishes to be considered for an illness or misadventure claim.

An application form is available at the back of this booklet and on the school website.

The application form asks students to provide independent evidence of illness or misadventure. The student must return that documentation (e.g. medical certificate) to the Head Teacher of the subject on the first day of their return to school. The Deputy Principal will determine the validity of each illness/misadventure application.If the school accepts the illness or misadventure claim, the student through the Head Teacher or teacher of the subject must arrange a new time for an alternative task. Every student is expected to sit for every assessment task. Alternative tasks must be arranged as soon as possible after the student has returned to school.

Only in exceptional circumstances will a student be granted an estimate rather than completing an alternative task. In this circumstance the Deputy Principal will determine if, after consultation with the Head Teacher of the subject, the student is unable to complete another appropriate task. The Head Teacher of the subject will provide a mark that supports the student’s current rank in that subject.

In the case of an illness or misadventure occurring during the course of an assessment, the student should immediately notify the Head Teacher of the subject and obtain a doctor’s certificate as soon as possible after the assessment. The certificate needs to be handed to the Deputy Principal on the day the student returns to school. Other appropriate documentation needs to be supplied in the case of misadventure.Illness or misadventure protocols apply to all assessment tasks including oral presentations, vivas, exams, individual and group performances.

Illness or Misadventure ChecklistIf a student has a valid reason for not submitting an assessment task on the due date he/she should:Follow these steps● If a student knows that they will not be able to complete the task on the due date they or their parent/caregiver MUST notify the school on or before the due date in writing/in person and go to the doctor for a doctor’s certificate

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OR

● If a student cannot attend school on the day of the task due to sudden changes or misfortune they or their parent/caregiver MUST phone the school on 6889 1499 and leave a message for the teacher, Head Teacher of the subject or the Year Adviser. The staff member will inform all parties involved in the assessment task.The parent/caregiver should provide the following information.● Student name, assessment task/s details (including subject) and details of the illness/misadventure and possible return date.● The parent/caregiver should note who they spoke to and the time they contacted the school.● The parent/caregiver should also obtain a medical certificate or other appropriate documentation which clearly states that the student is unfit to attend school for assessment task/examination.On the day the student returns to school the student must:1. Report to the Head Teacher with a completed Illness/Misadventure form, available at the back of this booklet and on the NHS website.2. Work with the Head Teacher of the subject to arrange an alternative time for the task.3. The Head Teacher will retain the form and file in the subject folder for the course.4. The students will do the task or an alternative task as required by the Head Teacher. The Head Teacher will determine the most appropriate option.5. Concerns about the process should be referred to the Deputy Principal. It is the student’s responsibility to follow these procedures and to complete all assessment tasks. If a student is absent when information about an assessment task is given out, it is their responsibility to ask about the task notification information. Students have received prior information about the time an assessment task so they know when tasks are due.

Information and advice about assessmentAdvice about assessment tasks is available from:● The class teacher.● The Head Teacher of the faculty concerned.● The Deputy Principal for information about NHS procedures.● The Learning Centre for assistance. Access the Learning Centre well before the task is due.● The Library. Access the Library well before the task is due.● The NESA website for information about how the RoSA assessment program must be delivered in schools.Students requiring adjustments and accommodations to the assessment task should approach the Learning Centre for advice and help.

Notification of Assessment TaskNHS will provide students with:● An assessment booklet at the beginning of each term.● Assessment notifications at least two weeks before an assessment task is due.● Students will sign a form to show they have received the assessment task notification.

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LeaveExtended leave from school can only be granted by the Principal. Students must make written application to the Principal stating the nature and duration of the leave to be taken. Only in exceptional circumstances will leave be granted during an assessment week or when a task is due.If leave is granted by the Principal, class teachers, Year Adviser and the Deputy Principal will be notified prior to the leave. The assessment task, in most cases, will be due on the day prior to the leave. The granting of leave and a possible concession is always at the discretion of the Principal.If a family wishes to apply for extended leave the Department of Education form is available from:https://www.det.nsw.edu.au/policies/student_admin/attendance/sch_polproc/app-extl.pdf

Notification of Assessment ResultsStudents are provided with information on their performance in each task through feedback and a mark or grade.

‘N’ DeterminationsStudents and their parents/guardians will be notified when students are in danger of receiving an ‘N’ determination. Official warnings will be issued when students have not:a) Followed the course developed or endorsed by NESA.b) Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school.c) Achieved some or all of the course outcomes.d) Made a genuine attempt at assessment tasks.e) Handed the task in on time, consequently being awarded zero.Official warnings are issued to give students the opportunity to redeem themselves. Official warnings are course specific not task specific.

“N” Determinations and award of zero marksStudents and their parents/guardians will be notified when students are in danger of receiving an “N” determination through non-completion of course criteria in a subject. Official warnings will be issued when students have not:● Handed the task in on time, consequently being awarded zero.● Official warnings are issued to give students the opportunity to redeem themselves.If a student is sick or has a reason for not completing the task it is their responsibility to complete an illness or misadventure form and hand it to the Head Teacher of the subject as soon as they return to schoolA zero mark is awarded for a task submitted after the due date, not submitting a task at all, a non-serious attempt or plagiarism.Note: to complete more than 50% of the course all students will complete assessment tasks even if they miss the due date without explanation.

AppealsStudents may request an appeal if they believe the school/faculty did not follow the procedures stated in the assessment program for that subject.

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Please note marks awarded by the teacher for assessment tasks will not be subject to review.The school review panel will consist of the Deputy Principal, the Head Teacher concerned and the Year Adviser. The Year Adviser will act as student advocate.

Malpractice● Malpractice is ‘dishonest behaviour carried out for the purpose of gaining unfair advantage’.● Plagiarism is ‘the wrongful attempt to pass off another’s work as one’s own’ or ‘the act of copying without permission or acknowledgement’.● Cheating is deliberately copying someone else’s work and claiming it as one’s own.● Giving work to other people to copy and claim as their own is also malpractice.Proven plagiarism or cheating may incur the following penalties when any student:1. Deliberately plagiarises someone else’s work, the student/s may receive a mark of zero for the assessment task.2. Cheats in an examination or in any other assessment situation, may receive a mark of zero.3. Gives their work from an assessment task or knowingly allows their work to be copied, may receive a mark of zero.Any student who feels that he/she has been wrongly accused of plagiarism or cheating may appeal against the zero assessment allocated by writing a full account to the Principal, who will decide on the merits of the appeal.Students who attempt to gain unfair advantage over other students by actions such as plagiarism or cheating, or who abet such activities will be subject to disciplinary action. This may take the form of:i. A written reprimand, providing the student does not gain any unfair advantage;ii. Making alternative arrangements for assessment;iii. Cancellation of the result in the particular component of the assessment concerned.Any action taken will relate only to the particular assessment item concerned.The penalty will be determined the Deputy Principal in consultation by the Head Teacher of the subject.The Year Adviser and Principal will be informed of the offence and the action taken. The parent/caregiver of the student must also be advised and the incident entered into the student’s record on SENTRAL.Subsequent or more serious breaches of discipline such as an attempt to gain access to, or alter, computer records of student assessments, may lead to:i. Cancellation of the total assessment in the unit or course concerned;ii. Cancellation of all the candidate’s results for a period of study, with that period of time being determined by the school.All instances of alleged malpractice will be reported to the Deputy Principal. Where the Deputy Principal is satisfied there is clear evidence of malpractice, the award of zero (0) will be recorded for the assessment task.The outcome in such cases will be conveyed in writing to parents. Year 10 RoSA, Year 11 and HSC candidates will be issued a warning letter after the Deputy Principal consults with the Principal.

Subject Assessment ProgramsSubjects develop an assessment program for each course. This means the teacher will:

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● Identify the student tasks, which best measure, each component of the syllabus.● Specify values to be applied to each of the tasks to maintain the relative importance of each of the components. These are the weightings included in the booklet.● Schedule the various tasks throughout the course. There can be no more than 5 tasks for English and four tasks for two unit courses. Any one unit course will have a maximum of three tasks.● Prepare a statement for students showing the requirements in each course, before the commencement of the assessment program. This is why NHS has developed this assessment booklet.Assessment advice must include:● The type of task.● The components and weights for each course.● The week the tasks are due.Any changes to assessment dates must be given in writing and with two weeks notice approved by the Principal except where an extension of time is notified.If the task does not discriminate between students, it may be followed by a similar task. The rank from the first task will be skewed to balance the second task. If the task is declared invalid then the same process will apply.

Submission of TasksAll hand-in tasks, major works and assessments must be given to the class teacher in the lesson at the specified time and date. If the teacher is absent on the due date, the Head Teacher of the subject will collect the assessment task.If the class teacher is away for an in-class task the Head Teacher will make arrangements for the task to be done at the set time.Late submissions submitted without a satisfactory explanation will result in a zero mark.Note: students who do not attend school on the due date in order to complete a task may also be given a mark of zero.

Technology and assessment tasksSome assessment tasks will require students to use technology while others may require tasks to be submitted in electronic form, and this will be specified when the task is set. All other tasks must be submitted in hard-copy format. It is the responsibility of the student to ensure the handing in of a task by the due date.Technology failure is NOT, in itself, a valid reason for failure to submit a task on time.To minimise problems in relation to technology, students should adhere to the following protocols:● When working at home, continually back up all work on the hard drive of their computer and on an external storage device such as a flash drive or email.● When working at school, save the latest version of their work to their personal file on the school server whenever possible.Note: students should keep all notes and rough drafts of assessment tasks.

Examination RulesThe day-to-day rules of the school apply during all examinations. Failure to comply can result in

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exclusion from the exam and zero marks. Students are expected to be in the correct uniform and behave in a polite and courteous manner towards exam supervisors and other students at all times.Students are also expected:● to be seated in the examination room five minutes before the start of the examination.● Have no phones, smartwatches, bags or notes in the exam room – students must hand● it to staff to be collected at the end of the exam. ● Students must leave all bags and notes outside the door.● Only clear water bottles, pencil cases or plastic bags with pens, pencils etc are to be brought into the exam room. Students need to provide their own calculator and ruler for all exams. They may not borrow equipment from other students during the exam. They cannot have geometry sets in a tin. No correction tape is allowed.● Students must use pen and the provided examination booklets. They should not write outside the lines on each page of the writing booklet.● Students must make a serious attempt at the examination. Simply attempting multiple-choice questions is not sufficient for an attempt to be considered serious.● Toilet breaks – NESA permits toilet breaks only in an emergency. A staff member will accompany students to the staff bathroom and wait outside for the student.● No student is allowed to leave the examination room. Students are expected to remain for the duration of the exam. Students with Disability Provisions may leave before the end of their extra time.Any breaches of examination rules MUST be reported to the Deputy Principal. Students may receive zero for the examination and the offence recorded on the school’s Malpractice Register.

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Examination Equipment ListYou should write in black pen. Make sure you bring spare pens to each exam. You may also bring a ruler, highlighters, pencils (should be at least 2B) and a sharpener, and a bottle of water in a clear bottle. You can wear your watch to your exams, but once you sit down you will have to take it off and place it in clear view on your desk. Programmable watches, including smart watches, will not be allowed in the exam room. All equipment you bring is subject to inspection on entry. Make sure any equipment you are allowed to bring, such as a calculator, is in good working order because an appeal under misadventure provisions for equipment failure will not be upheld.

What you cannot bring into your exam room • A mobile phone. Mobile phones are not permitted in an exam room under any circumstances • A programmable watch, eg a smart watch• Any electronic device (except a calculator where permitted). This includes mobile phones or other communication devices, organisers, tablets (eg iPads), music players or electronic dictionaries• Paper or any printed or written material. You can ask your presiding officer for working paper. • Print dictionaries, except where permitted in language exams• Correction fluid

You are NOT allowed to borrow equipment during exams

Appendix:• Havard Style Referencing Guide• Tips and Tricks• HSC Verbs• Helpful Websites• Study Planner• Illness/Misadventure Form

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AGRICULTURETask Type: Research Report/Hand InWeighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Friday 3rd April - Week 10

Task Description:You are to prepare a research report that display a knowledge of, and skills in, decision-making and the evaluation of technology. The report will also include management techniques used in sustainable agricultural production and marketing in regards to ONE specific Farm Product.

The farm product can be of your own choosing as long as it is produced here in Australia. Examples include, but are not limited to prime lamb production, sugarcane and pork.

You are to answer the questions provided by your teacher. A draft is to be submitted by Week 8 to your teacher to provide feedback to maximise your marks before submission.

1. FARM AS A BUSINESS a. Draw a diagram to represent where the farm sits in relation to the wider agribusiness sector. (1 page) b. Describe the following market strategies. (750 words)i. Vertical integrationii. Contract sellingiii. Direct marketingiv. Co-operativesv. Marketing boards c. Discuss how governments may intervene in agricultural production and marketing. (500 words) d. Draw a marketing chain to show how the farm and market interact. (1 page)

2. MARKETING YOUR PRODUCT a. Describe the quality criteria for your product (250 words)b. Assess the importance of product specification in marketing your product? (400 words)c. Describe the processing of your product from a raw commodity to the product that the consumer purchases. (500 words)d. Assess the success of an advertising campaign in relation to your chosen product. (500 words)e. How can your product be value added? (500 words)

Rebecca SmythHT TAS/PDHPE

Signed: Date:

This assessment task has been reviewed by the responsible Head Teacher and bears the endorsement of that Head Teacher.

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19/02/2020


AGRICULTURE


Signed: Date:

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Syllabus Outcomes: • H3.1 - assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm product• H3.2 - critically assesses the marketing of a plant OR animal product• H3.3 - critically examines the technologies and technological innovations employed in the production and marketing of agricultural products• H3.4 - evaluates the management of the processes in agricultural systems

3. DECISION MAKING PROCESS AND MANAGEMENT STrATEGIESa. How is the performance of your product measured? (250 words)b. What on farm decisions may be made from the performance measures? ( 250 words)c. Describe how the following financial factors have an impact on farmers ( 750 words)i. Irregular nature of incomeii. High expenditure on inputsiii. Dynamic nature of marketsiv. Interest ratesv. Risk managementd. What problems may a farmer experience in trying to meet market specifications? (250 words)

4. AGRICULTURAL TECHNOLOGYEvaluate the impact of research and technology can have on agricultural production and marketing using examples. ( 500 words)

5. BIBLIOGRAPHYInclude all your reference sources.

19/02/2020

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exa

mpl

es/3

c. D

escr

ibe

how

the

follo

win

g fa

ctor

s hav

e an

impa

ct o

n fa

rmer

s:i.

irreg

ular

nat

ure

of in

com

eAb

sent

Adeq

uate

des

crip

-tio

nGo

od d

escr

iptio

n/2

ii.

high

exp

endi

ture

on

inpu

tsAb

sent

Adeq

uate

des

crip

-tio

nGo

od d

escr

iptio

n/2

iii.

dyna

mic

nat

ure

of m

arke

tsAb

sent

Adeq

uate

des

crip

-tio

nGo

od d

escr

iptio

n/2

iv.

inte

rest

rate

sAb

sent

Adeq

uate

des

crip

-tio

nGo

od d

escr

iptio

n/2

vi.

risk

man

agem

ent

Abse

ntAd

equa

te d

escr

ip-

tion

Good

des

crip

tion

/2

d. W

hat p

robl

ems m

ay a

farm

er e

xper

ienc

e in

tryi

ng to

mee

t mar

ket s

peci

ficati

ons?

Abse

ntAd

equa

te su

gges

-tio

nsGo

od S

ugge

stion

sEx

celle

nt S

ugge

s-tio

ns/3

4.

AGRI

CULT

URA

L TE

CHN

OLO

GY

a .E

valu

ate

the

impa

ct re

sear

ch a

nd te

chno

logy

hav

e on

agr

icul

tura

l pro

ducti

on a

nd

mar

ketin

g us

ing

exam

ples

Abse

ntBa

sic

Eval

uatio

n

Adeq

uate

Eval

uatio

n

Good

Eval

uatio

n

Deta

iled

Eval

uatio

nVe

ry d

etai

led

Eval

uatio

n/5

5.

BIBL

IOGR

APHY

Abse

ntBa

sicDe

taile

d

/3

Term 2, 2020


BIOLOGYTask Type: Depth Study/Hand InWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Thursday 19th March - Week 8

Task Description:Perform a first hand investigation, conducted at home or at school, to demonstrate the effects of an environmental factor such as a form of mutation on a phenotype (physical appearance), and present your findings in a scientific report.It is recommended that students study the effect of a mutation of environmental conditions (soil type, nutrient levels, and seeds) on a quick growing plant (radish, lettuce).

All necessary work should be typed on A4 paper and presented in a folder or on a science boardMarks will be given for the following sections:AimBackground InformationHypothesisVariables and controlsMaterials and MethodResults including photographic evidence and measurement of change over timeDiscussionConclusion BibliographyLog Sheet (a record of your experimental data and procedure)

Syllabus Outcomes: • BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation• BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media• BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes• BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose• BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change

Christopher SchubertHT Mathematics/Science/Library

Signed: Date:


Term 2, 2020

19/02/2020

Term 2, 2020 Se

ctio

n Re

port

Outc

ome

High

Ach

ievem

ent

Medi

um A

chiev

emen

tLo

w Ac

hiev

emen

tAi

mBa

ckgr

ound

inf

orm

ation

Hypo

thes

is

BIO1

1/12-

1 dev

elops

and

evalu

ates q

uesti

ons a

nd

hypo

these

s for

scien

tific

inves

tigati

on

•Ai

m of

the ex

perim

ent id

entifi

ed an

d stat

ed su

ccinc

tly as

a sta

temen

t•

Detai

led ba

ckgr

ound

infor

matio

n use

d to j

ustify

expe

rimen

t and

ex

plains

mec

hanis

ms of

muta

tion

•Ba

ckgr

ound

infor

matio

n us

es an

exam

ple of

an en

viron

menta

l co

nditio

n and

/or m

utatio

ns ca

n affe

cts ph

enoty

pe•

Back

grou

nd in

forma

tion c

orre

ctly r

efere

nce (

intex

t) an

d link

ed

to bib

liogr

aphy

•Hy

pothe

sis w

ritten

in co

rrect

forma

t and

pred

icts t

he ou

tcome

of

the ex

perim

ent

•Re

ason

s for

the p

redic

tion g

iven

•Ai

m of

the ex

perim

ent id

entifi

ed bu

t not

stated

succ

inctly

state

d as

a qu

estio

n•

Back

grou

nd in

forma

tion l

isted

-rela

tes to

but d

oes n

ot jus

tify

expe

rimen

t, list

s ide

as of

muta

tions

•

Back

grou

nd in

forma

tion

uses

an ex

ample

of an

envir

onme

ntal

cond

ition o

r muta

tion t

hat a

ffects

phen

otype

•Ba

ckgr

ound

infor

matio

n refe

renc

ing pr

esen

t no l

inks t

o bib

liogr

aphy

•Hy

pothe

sis pr

edict

s the

outco

me of

the e

xper

imen

t – fo

rmat

mostl

y cor

rect

•So

me re

ason

s for

the p

redic

tion g

iven

•Ai

m of

expe

rimen

t not

clear

ly ide

ntifie

d or s

tated

– ca

n be

infer

red f

rom

title/h

ypoth

esis

•Lim

ited /

no ba

ckgr

ound

infor

matio

n pro

vided

– ex

perim

ent n

ot jus

tified

no m

entio

n of m

utatio

ns

•No

exam

ples o

f env

ironm

ent c

ondit

ions o

r muta

tions

tha

t affe

ct ph

enoty

pe.

•No

refer

encin

g of in

forma

tion

•Hy

pothe

sis m

akes

some

pred

iction

altho

ugh f

orma

t inc

orre

ct•

No re

ason

s for

pred

iction

give

n

Outst

andin

g

High

Soun

d

B

asic

Limite

d

N

Meth

od

Equip

men

tPr

oced

ure

Safe

ty ris

k as

sess

men

t

BIO1

2-13

expla

ins

natur

al ge

netic

chan

ge

and t

he us

e of g

eneti

c tec

hnolo

gies t

o ind

uce

gene

tic ch

ange

•Te

sted t

he st

ated a

im•

All a

moun

ts an

d mea

sure

ments

of m

ateria

ls an

d sub

stanc

es

includ

ed•

Clea

r num

bere

d step

s in c

orre

ct or

der

•Re

petiti

on (a

t leas

t 4-5

trial

s)•

All v

ariab

les co

ntroll

ed•

All p

ossib

le ris

ks id

entifi

ed•

Stra

tegies

to m

inimi

se th

ese r

isks

•Pa

rtly te

sted t

he st

ated a

im•

Some

amou

nts/m

easu

reme

nts of

mate

rials/

subs

tance

s may

not

be pr

esen

t•

Some

numb

ered

step

s in m

ostly

corre

ct or

der

•Lim

ited r

epeti

tion (

2-3 t

rials)

•So

me va

riable

s con

trolle

d•

Some

poss

ible r

isks i

denti

fied

•St

rateg

ies to

mini

mise

some

state

d risk

s

•Inv

estig

ation

did n

ot ma

tched

the s

tated

aim

•Fe

w am

ounts

/mea

sure

ments

of m

ateria

ls an

d su

bstan

ces g

iven

•No

numb

ered

step

s or s

teps i

n inc

orre

ct or

der

•No

repe

tition

•Fe

w va

riable

s con

trolle

d•

Limite

d pos

sible

risks

iden

tified

•St

rateg

ies to

mini

mise

few

stated

risks

Outst

andin

g

High

Soun

d

B

asic

Limite

d

N

Resu

ltsTa

bulat

ed

and g

raph

ed

resu

lts th

at ar

e gen

uine

and r

epea

ted

BIO1

1/12-

4 sele

cts an

d pr

oces

ses a

ppro

priat

e qu

alitat

ive an

d qu

antita

tive d

ata an

d inf

orma

tion u

sing a

rang

e of

appr

opria

te me

dia

•2-

3 vali

d for

mats

used

to di

splay

data

•Ty

pe of

grap

h app

ropr

iate f

or da

ta wi

th lab

els•

Resu

lts ar

e reli

able

and g

enuin

e•

Log s

heet

is pr

esen

t and

accu

rate

show

ing co

nsist

ent w

ork

over

time

•On

ly on

e vali

d for

mat u

sed t

o disp

lay da

ta•

Type

of gr

aph a

ppro

priat

e for

data

some

labe

ls sh

own

•Re

sults

are g

enuin

e•

Log s

heet

is pr

esen

t sho

wing

wor

k com

pleted

•Da

ta is

desc

ribed

, not

displa

yed

•inc

orre

ct gr

aph u

sed

•Re

sults

may

not b

e gen

uine

•Lo

g she

et is

abse

nt or

secti

ons o

f wor

k miss

ing.

Outst

andin

g

High

Soun

d

B

asic

Limite

d

N

Disc

ussio

nSu

ppor

t of

aim

/ hy

poth

esis

Impo

rtanc

e or

re

levan

ce o

f re

sults

BIO1

1/12-

6 solv

es

scien

tific p

roble

ms us

ing

prim

ary a

nd se

cond

ary

data,

critic

al thi

nking

skills

an

d scie

ntific

proc

esse

s

•Al

l tren

ds or

patte

rns i

n data

iden

tified

•Va

lid re

ason

s for

tren

ds &

patte

rns e

xplai

ned

•Im

porta

nce o

f gath

ered

expe

rimen

tal in

forma

tion e

xplai

ned

in de

tail a

nd w

ith re

feren

ce to

envir

onme

ntal fa

ctors

affec

ting

phen

otype

by m

utatio

ns

•Di

recti

ons f

or fu

ture s

tudy p

ropo

sed i

n deta

il

•So

me tr

ends

or pa

ttern

s in t

he da

ta ide

ntifie

d•

Valid

reas

ons f

or tr

ends

and p

atter

ns lis

ted•

Impo

rtanc

e of g

ather

ed ex

perim

ental

infor

matio

n stat

ed w

ith

refer

ence

to en

viron

menta

l facto

rs aff

ectin

g phe

notyp

e. So

me

menti

ons o

f muta

tions

•

Dire

ction

s for

futur

e stud

y pro

pose

d

•Lim

ited t

rend

s or p

atter

ns id

entifi

ed•

Valid

reas

ons f

or tr

ends

and p

atter

ns no

t liste

d•

Impo

rtanc

e of g

ather

ed ex

perim

ental

infor

matio

n not

expla

ined.

No m

entio

n of m

utatio

n •

No di

recti

ons f

or fu

ture s

tudy g

iven

Outst

andin

g

High

Soun

d

B

asic

Limite

d

N

Conc

lusio

n S

afet

yEr

ror

Prob

lems a

nd

difficulties

BIO1

1/12-

7 co

mmun

icates

scien

tific

unde

rstan

ding u

sing

suita

ble la

ngua

ge an

d ter

mino

logy f

or a

spec

ific

audie

nce o

r pur

pose

•Se

vera

l pos

sible

caus

es of

erro

r in m

ethod

ology

and

equip

ment

identi

fied

•3 i

mpro

veme

nts to

expe

rimen

tal de

sign p

ropo

sed

•Da

ted re

cord

s of m

easu

reme

nts•

Calcu

lation

s and

draft

repo

rt sh

own t

o tea

cher

•Ph

otogr

aphic

evide

nce o

f exp

erim

ent b

eing c

ondu

cted

•So

me po

ssibl

e cau

ses o

f erro

r in m

ethod

ology

and

equip

ment

identi

fied

•2 i

mpro

veme

nts to

expe

rimen

tal de

sign p

ropo

sed

•Re

cord

s of m

easu

reme

nts no

t date

d•

Calcu

lation

s or d

raft r

epor

t sho

wn to

teac

her

•Lim

ited p

hotog

raph

ic ev

idenc

e of e

xper

imen

t bein

g con

ducte

d

•So

me po

ssibl

e cau

ses o

f erro

r in m

ethod

ology

or

equip

ment

or hu

man e

rror id

entifi

ed•

1 or n

o imp

rove

ment

prop

osed

•So

me da

ta mi

ssing

•No

Calc

ulatio

ns or

draft

repo

rt sh

own t

o tea

cher

•

No ph

otogr

aphic

evide

nce o

f exp

erim

ent b

eing

cond

ucted

Outst

andin

g

High

Soun

d

B

asic

Limite

d

N

Over

all G

rade

A

(26

– 30

B

(20

- 25)

C

(15

-19)

D

(9 -

14)

E (1

– 8

)

N

(0)


ENGLISH ADVANCEDTask Type: In Class TaskWeighting: 25%Feedback: Feedback is to be given within two weeks of submission


Task Description:To what extent can textual conversations reveal the relationship between context and key values?

In your response, make detailed reference to the extracts below and your pair of prescribed texts:Virginia Woolf, Mrs Dalloway and – Stephen Daldry, The Hours

There was nobody. Her words faded. So a rocket fades. Its sparks, having grazed their way into the night, surrender to it, dark descends, pours over the outlines of houses and towers; bleak hill-sides soften and fall in. But though they are gone, the night is full of them; robbed of colour, blank of win-dows, they exist more ponderously, give out what the frank daylight fails to transmit – … I am alone; I am alone (from Mrs Dalloway)

(from The Hours) Courtesy of Miramax, LLC

Syllabus Outcomes: • EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure • EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning • EA12-6 investigates and evaluates the relationships between texts • EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued

Cathy ReynoldsHT ENGLISH/HSIE/CAPA

Signed: Date:


Term 2, 2020

19/02/2020


ENGLISH ADVANCED


Signed: Date:

Term 2, 2020

Student Demonstates: Mark

21 - 25

• Discusses effectively ‘an exploration of textual conversations reveals the relationship between context and key values• Demonstrates effectively an understanding of the relationship between texts and contexts using relevant, detailed textual references from the prescribed texts including the extracts provided • Composes an effective response using language appropriate to audience, purpose and form

16 - 20

• Discusses the view that ‘an exploration of textual conversations reveals the relationship between context and key values’• Demonstrates an understanding of the relationship between texts and contexts using some relevant textual references from the prescribed texts including the extracts provided • Composes a sound response using language appropriate to audience, purpose and form

11 - 15

• Discusses some aspects of context and key values• Demonstrates some understanding of the relationship between texts and contexts using textual references from the prescribed texts including the extracts provided • Composes a limited response

7 - 10

• Describes aspects of the texts using elementary knowledge • May attempt to describe aspects of texts and contexts • Attempts to compose a response 1 - 5

• Discusses skilfully ‘an exploration of textual conversations reveals the relationship between context and key values’• Demonstrates skilfully an understanding of the relationship between texts and contexts using well-selected and detailed textual references from the prescribed texts including the extracts provided• Composes a thoughtful response using language appropriate to audience, purpose and form

19/02/2020


ENGLISH STANDARDTask Type: In Class TaskWeighting: 30%Feedback: Feedback is to be given within two weeks of submission


Task Description:Module A: Language, Identity and Culture

“Film relies primarily on dialogue to create cultural tension.”

To what extent do you agree with this statement? In your response, make detailed reference to your prescribed text.”

Prescribed text: ‘The Castle’ by Rob Sitch (film)

• Students will be allowed to bring in an A4 sheet of notes. • 800 - 1000 words

Syllabus Outcomes: • EN 12.3 analyses and uses language forms, features and structures of texts and justifies their appro-priateness for purpose, audience and context and explains effects on meaning• EN 12.6 investigates and explains the relationships between texts• EN 12.7 explains and evaluates the diverse ways texts can represent personal and public worlds• EN 12.8 explains and assesses cultural assumptions in texts and their effects on meaning• EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative pro-cesses as an independent learner


Signed: Date:


Term 2, 2020

19/02/2020


ENGLISH STANDARD


Signed: Date:

Term 2, 2020


17 - 20

• Evaluates competently the extent to which the statement accurately reflects the prescribed text• Presents a competent response using relevant textual knowledge • Organises, develops and expresses ideas competently using language appropriate to audience, purpose and form

13 - 16

• Explains the extent to which the statement accurately reflects the prescribed text• Presents a response using some textual knowledge • Organises and expresses ideas adequately using language appropriate to audience, purpose and form

9 - 12

• Describes aspects of the text with some reference to the statement • Presents a response using limited textual knowledge • Attempts to organise a response in a limited way

5 - 8

• Attempts to describe aspects of the text• Attempts to organise a response in an elementary way 1 - 4

• Evaluates effectively the extent to which the statement accurately reflects the prescribed text • Presents an effective response using relevant, detailed textual knowledge • Organises, develops and expresses ideas effectively using language appropriate to audience, purpose and form

19/02/2020


ENGLISH STUDIES

Task Description:

Part A: Conduct a fundraising event in coordination with the Year 12 fundraising plan. Submit a formal plan.

Part B: Write a report analysing the strengths and weaknesses of the fundraising event.

Syllabus Outcomes: • ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes • ES12-3 accesses, comprehends and uses information to communicate in a variety of ways • ES12-4 composes proficient texts in different forms • ES12-7 represents own ideas in critical, interpretive and imaginative texts • ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts may influence, engage and persuade different audiences


Signed: Date:


Term 2, 2020

Task Type: In Class TaskWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Friday 27th March - Week 9

19/02/2020


ENGLISH STUDIES


Signed: Date:

Term 2, 2020


17 - 20

• Effectively plans and organises to complete tasks or projects, both individually and collaboratively• Works effectively, either as an individual or within a group, to locate and communicate information and ideas • Provides a high level of enrichment in their participation as aCitizen• Submits a well-developed report on the fundraiser

13 - 16

• Adequately plans and organises to complete tasks or projects, both individually and collaboratively• Works competently, either as an individual or within a group, to locate and communicate information and ideas• Provides an adequate level of enrichment in their participation as aCitizen• Soundly written fundraising report.

9 - 12

• Some evidence of planning & organisation in completing task• Works with some competence, either as an individual or within a group• Provides some enrichment in their participation as a citizen• Basic detail in the fundraising report.

5 - 8

• Little evidence of planning• Works with limited competence, either as an individual or within a group• Provides little enrichment in their participation as a citizen. • Limited fundraising report.

1 - 4

• Skilfully plans and organises to complete tasks or projects, both individually and collaboratively• Works in a highly effective manner, either as an individual or within a group, to locate and communicate information and ideas• Provides a substantial level of enrichment in their participation as aCitizen• Submits a highly sophisticated fundraising report.

19/02/2020


HOSPITALITY - CERTIFICATE II - VET


Signed: Date:

Term 2, 2020

Assessment Summary for SIT20416 Certificate II in Kitchen Operations Requirements for HSC purposes DatesWork Placement (compulsory for the HSC) 70 hours in total TBATrial HSC exam - Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial HSC exam.

Week 4 Term 3 2020

Cluster 1 Getting Along

BSBWOR203 Work effec-tively with others

Cluster 2 Safe and hygienic food preparation

Part A Hygienic Food PreparationSITXFSA001 Use hygienic practices for food safetyPart B Safe Food Prepa-rationSITHCCC001 Use food preparation equipmentSITXFSA002 Participate in safe food handling prac-tices

Cluster 3 Safe and sustainable work practices

BSBSUS201 Participate in environmentally sustain-able work practicesSITXWHS001 Participate in safe work practices

Cluster 4 Preparing quality simple dishes

SITHCCC002 Prepare and present simple dishesSITXINV002 Maintain the quality of perishable items

Cluster 5 Producing menu Items

SITHCCC005 Prepare dishes using basic meth-ods of cookery

Cluster 6 Cleaning the kitchen

SITHKOP001 Clean kitch-en premises and equip-ment

Cluster 7 Preparing appetisers and salads

SITHCCC006 Prepare appetisers and salads

Cluster 8 Sandwich preparation

SITHCCC003 Prepare and present sandwiches

Cluster 9 Keeping up to date with industry

SITHIND002 Source and use information on the hospitality industry

Cluster 10 Use cookery skills effectively SITHCCC011 Use cookery skills effectively (holistic)

19/02/2020


INDUSTRIAL TECHNOLOGY - TIMBERTask Type: Report/Hand InWeighting: 20%Feedback: Feedback is to be given within two weeks of submission


Task Description:Write a report on the Furnishings Industry by addressing the following sections. You will be provided with a booklet of notes that will help you to answer some of the sections. For other sections, you will need to research information using the Internet.

1. Historical Background to the Industry: (15 Marks)• Give a brief historical background to the furnishings industry in Australia.• Identify the significant developments of the industry in Australia to the present regarding current and emerging trends.• What do you see as the future for the industry particularly in relation to employment and imports?

2. Structural Factors: (http://australianfurniture.org.au/) (15 Marks)● What is the role of the Australian Furniture Association (AFA) and from what occupations do their members come?● What is the mission of the AFA?● Provide a brief industry overview regarding the contribution the industry makes to the Australian economy.● What are some of the services the AFA provides to its members?● List the traditional vocational areas (e.g.: trades) involved in the Industry.● Use a flowchart to show the general hierarchical structure of business in the furnishings industry. (hint: 3 tier model)

3. Technical Factors: (15 Marks)● Briefly describe the significance that the various technical factors (mechanisation, specialisation, mass production, automation and emerging technologies) have in the efficiency of the industries studied.

4. Environmental and Sociological Factors: (15 Marks)● What is an environmental impact statement?● List some of the environmental concerns a typical business in this industry would need to address in


Signed: Date:


Term 2, 2020

19/02/2020

Syllabus Outcomes: • H1.1 investigates industry through the study of businesses in one focus area• H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry• H5.1 selects and uses communication and information processing skills• H7.1 explains the impact of the focus area industry on the social and physical environment.• H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on soci-ety and the environment.


INDUSTRIAL TECHNOLOGY - TIMBER


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an E.I.S. if they were going to relocate to a bigger factory and site.● Describe are some of the sociological factors of the industry? E.g.: economy, employment, etc.… see AFA. Website)● Why is sustainable development important to the industry? Give an example of how this can be achieved.

5. Personnel Issues: (15 Marks)● Identify government legislation and policies that ensures the rights and protection for employees.● Identify which union employees in this industry would belong to and outline the role of the union.● Describe the personnel issues (multi-skilling, retraining, industrial relations, equity and equal employment opportunities) businesses must address in their organisations.

6. Occupational Health and Safety: (15 Marks)● Identify significant government legislation and industry requirements (standards) that ensure a safe working environment.● Discuss the importance of OH&S factors in a successful business. E.g.: first aid, safety training, materials handling, workplace culture, workplace communications.

7. Conclusion: complete your task with a concluding paragraph about your findings on the industry. Also, include a bibliography with this task on a separate page.

Other Helpful links: http://timbernsw.com.au/, https://timbertech.wikispaces.comPresentation: Report should be typed and handed in electronically or in a clear plastic sleeve or folder.

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Part 1: Historical Background to the Industry:

Outcome H1.1, H7.1, H3.2, H5.1 MarkProvides a comprehensive and detailed historical account of the Timber Furnishing Industry. Identifies and outlines the significant developments within the industry through to the present day. Describes in detail several current and emerging technologies within the industry. Demonstrates a detailed understanding of the future of the industry and the directions in employment and imports.

10-15

Provides a broad historical account of the Timber Furnishing Industry. Identifies some of the significant devel-opments within the industry through to the present day. Identifies several current and emerging technologies within the industry. Discusses the future of the industry regarding employment and imports.

5-9

Provides a basic historical account of the Timber Furnishing Industry. Limited understanding and identification of significant developments within the industry through to the present day. Demonstrates a limited understanding of current and emerging technologies and their effect on the future of the industry regarding employment and imports.

0-4

Part 2: Structural Factors

Outcome H1.1, H7.1, H3.2, H5.1 MarkDemonstrates a comprehensive knowledge of the structural and organisational factors relating to the selected focus area industry including the Australian Furniture Association(AFA). Provides detailed information related to vocations involved in the industry and a detailed diagram of a typical business structure.

10-15

Demonstrates a broad understanding of the structural and organisational factors relating to the selected focus area industry including the Australian Furniture Association(AFA). Provides a sound level of information related to the vocations involved in the industry and an appropriate diagram of a typical business structure.

5-9

Demonstrates a basic understanding of the structural and organisational factors relating to the selected focus area industry including the Australian Furniture Association(AFA). Provides limited information of vocations involved in the industry and basic diagram of a typical business structure.

0-4

Part 3: Technical Factors

Outcome H1.1, H1.2, H7.1, H3.2, H5.1 Mark

Demonstrates a comprehensive knowledge and understanding of the technical factors involved in the selected focus area industry. Has demonstrated an in-depth knowledge and understanding of the significance and impact of the identified technical factors on efficiency within the industry identified.

10-15

Demonstrates a broad understanding of the technical factors involved in the selected focus area industry. Has demonstrated a sound knowledge and understanding of the significance and impact of the identified technical factors on efficiency within the industry identified.

5-9

Demonstrates a basic knowledge of the technical factors involved in the selected focus area industry. Has demonstrated a limited knowledge and understanding of the significance and impact of the identified technical factors on efficiency within the industry identified.

0-4

Part 4: Environmental and Sociological Factors

Outcome H1.1, H7.1, H3.2, H5.1 MarkProvides a comprehensive description of an environmental impact statement and highlights in detail what is in-volved. Has demonstrated an in-depth knowledge and understanding of the sociological factors involved within the industry. Outlines why sustainable development is important to the industry and discusses how it can be achieved in detail with an example provided.

10-15

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Provides a broad description of an environmental impact statement and identifies what is involved. Has demon-strated a sound knowledge and understanding of the sociological factors involved within the industry. Identifies why sustainable development is important to the industry and discusses how it can be achieved with an example provided.

5-9

Provides a basic description of an environmental impact statement and identifies some areas that should be addressed. Has demonstrated limited knowledge and understanding of the sociological factors involved within the industry. Basic explanation of sustainable development is provided.

0-4

Part 5: Personnel Issues

Outcome H1.1, H7.1, H3.2, H5.1 MarkDemonstrates a comprehensive knowledge and understanding of government legislation and policies that relate to the selected focus area industry. Provides a detailed explanation of the role of employee unions and the rights and protections in place for employees. Identifies and describes in detail the personnel issues that must be ad-dressed by businesses within their organisations.

10-15

Demonstrates a broad understanding of government legislation and policies that relate to the selected focus area industry. Provides a sound explanation of the role of employee unions and the rights and protections in place for employees. Identifies and describes some of the personnel issues that must be addressed by businesses within their organisations.

5-9

Demonstrates a limited understanding of government legislation and policies that relate to the selected focus area industry. Provides a basic explanation of the role of employee unions and the rights and protections in place for employees. Can identify some of the personnel issues that must be addressed by businesses within their organisations.

0-4

Part 6: Occupational Health and Safety


Demonstrates a comprehensive knowledge and understanding of government legislation and industry require-ments that ensure a safe working environment within the selected focus area industry. Provides a detailed expla-nation of the importance of OH&S and identifies and discusses a range of factors involved and how they relate to safety in the workplace.

10-15

Demonstrates a Broad knowledge and understanding of government legislation and industry requirements that ensure a safe working environment within the selected focus area industry. Provides a sound explanation of the importance of OH&S and identifies and discusses a some of the factors involved and how they relate to safety in the workplace.

5-9

Demonstrates a limited understanding of government legislation and industry requirements that ensure a safe working environment within the selected focus area industry. Provides a basic explanation of the importance of OH&S and can identify some of the factors that relate to safety in the workplace.

0-4

Part 7: Conclusion/Bibliography


Comprehensive concluding paragraph provided that discusses findings from this report. Detailed and complete bibliography provided. 8-10

Sound concluding paragraph that outlines findings from this report provided. Sound bibliography provided. 4-7Basic concluding paragraph provided identifies limited findings from this report. Incomplete bibliography provid-ed. 0-3

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INVESTIGATING SCIENCETask Type: Practical InvestigationWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Thursday 19th March

Task Description:You will be required to conduct a practical investigation in class. This task will assess your ability to conduct practical investigations in order to collect reliable and valid data. Students will have one hour to complete this task.

You are expected to know the following parts of a scientific method:• Aim• Hypothesis• Variables• Risk Assessment• Experimental design• Data collection

Syllabus Outcomes: • INS11/12-1 develops and evaluates questions and hypotheses for scientific investigation• INS11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information• INS11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information• INS12/12 develops and evaluates the process of undertaking scientific investigations


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More information regarding this assessment will be provided in class

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INVESTIGATING SCIENCE


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Outcome Outstanding Sound LimitedINS11/12-1 develops and evaluates questions and hypotheses for scientific

investigation

•Hypothesis is written in the correct format, including the independent and dependent variable.

•Hypothesis is written in the correct format, including the independent or the dependent variable.

•Hypothesis is not written in the correct format, does not include the independent and dependent variable.

INS11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and

information

•Experimental design accurately addresses the aim.

•Evaluates the experimental design, with several errors and improvements identified

•Experimental design addresses the aim

•Evaluates the experimental design, with one error and one improvement identified

•Experimental design does not accurately addresses the aim.

•Limited evaluation of the experimental design, no errors or improvements identified

INS11/12-3 conducts investigations to collect

valid and reliable primary and secondary data and

information

•Scientific method is followed accurately.

•Data is reliable and valid for the experimental design

•Scientific method is mostly followed accurately.

• Data is mostly reliable, some outliers present

•Scientific method is not followed accurately.

•Data is not reliable

INS11/12-4 selects and processes appropriate

qualitative and quantitative data and information using a range of appropriate media

•Student is able to recognize qualitative and quantitative observations

•Correct graph is drawn with axis labeled and accurate scale

•Student is able to recognize qualitative or quantitative observations

•Correct graph is drawn with some axis labeled. Scale is drawn but is incorrect

•Student is able not able to recognize qualitative and quantitative observations

•Incorrect graph is drawn, axis are not labeled and scale is inaccurate

INS11/12-5 analyses and evaluates primary

and secondary data and information

•All trends or patterns in data identified

•Valid reasons for trends and patterns explained

•Some trends or patterns in data identified

•Valid reasons for trends and patterns listed

•Limited trends or patterns in data identified

•No valid reasons for trends and patterns explained

INS11/12-7 communicates scientific understanding

using suitable language and terminology for a specific

audience or purpose

•Scientific terminology is used throughout the scientific report

•Scientific terminology is mostly used throughout the scientific report

•Language is descriptive rather than scientific

INS11-8 identifies that the collection of primary and secondary data initiates scientific investigations

•Student is able to relate the results of the experiment to everyday situations that rely on scientific knowledge

•Student is able to make some connections between the results of the experiment and everyday situations. Sound understanding of the application of scientific knowledge.

•Student makes limited connections between the results of the experiment and everyday situations. Limited understanding of the application of scientific knowledge.

GRADE A (18-20) B (14-17) C (10-13) D (6-9) E (1-5) N (0)

19/02/2020


MATHEMATICS ADVANCEDTask Type: Open TaskWeighting: 20%Feedback: Feedback is to be given within two weeks of submission


Task Description:Students will be completing an open research task on Calculus.

Further Instructions:• Students can create their own study notes to use during the in-class test. The study notes must be submitted at the conclusion of the test however it does not form part of the assessment.• The in-class test is the only assessable component.

Syllabus Outcomes: • MA12-1: Uses detailed algebraic and graphical techniques to critically construct, model and evaluate arguments in a range of familiar and unfamiliar contexts• MA12-3: Applies calculus techniques to model and solve problems• MA12-5: Applies the concepts and techniques of periodic functions in the solution of problems involving trigonometric graphs• MA12-6: Applies appropriate differentiation methods to solve problems• MA12-7: Applies the concepts and techniques of indefinite and definite integrals in the solution of problems• MA12-9: Chooses and uses appropriate technology effectively in a range of contexts, models and applies critical thinking to recognise appropriate times for such use • MA12-10: Constructs arguments to prove and justify results and provides reasoning to support conclusions which are appropriate to the context


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19/02/2020


MATHEMATICS STANDARD 1Task Type: Statistical InvestigationWeighting: 30%Feedback: Feedback is to be given within two weeks of submission


Task Description:Students will be completing a Statistical Investigation on a suitable topic of their choosing. Students will have one hour to complete this task.

Further Instructions:All components of the statistical investigation must be submitted before 9am on the due date. This includes, a blank copy of the survey, all collected and completed copies of the surveys, as well as the data analysis and report.

Syllabus Outcomes: • MS1-12-2: Analyses representations of data in order to make predictions and draw conclusions• MS1-12-7: Solves problems requiring statistical processes• MS1-12-9: Chooses and uses appropriate technology effectively and recognises appropriate times for such use• MS1-12-10: Uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others


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19/02/2020


MATHEMATICS STANDARD 2Task Type: Topic TestWeighting: 30%Feedback: Feedback is to be given within two weeks of submission


Task Description:Students will be completing a one-hour in class topic test on the following topics:• Investments• Depreciation and LoansStudents will have one hour to complete this task.

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their absence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MS2-12-5: Makes informed decisions about financial situations, including annuities and loan repay-ments• MS2-12-9: Chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use• MS2-12-10: Uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response


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Term 2, 2020

19/02/2020


MUSICTask Type: Pop Composition PerformanceWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Tuesday 24th March - Week 9

Task Description:

Students will complete the following:1. Compose a 16 bar melody

2. This melody should include 4 x 4 bar phrases

3. The contour of the melody needs to be considered. A single contour or a combination of contours studied may be used.

4. Range of the melody needs to be considered

5. Melody should contain steps, leaps and repetition.

6. Melody should contain at least one sequence

7. Dynamic markings should be included.

You may use the computer program Finale to notate your composition.

Syllabus Outcomes:

H2 - reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3 - improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied


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MUSIC


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Student Demonstates: Grade

17 - 20

• Thorough use / development of contour in the melody• Thorough use / understanding of sequence • Thorough development of phrasing• Thorough use of skips, leaps, steps within melody• Thorough development of melody

13 - 16

• Sound use / development of contour in the melody• Sound use / understanding of sequence • Sound development of phrasing• Sound use of skips, leaps, steps within melody• Sound development of melody

9 - 12

• Basic use / development of contour in the melody• Basic use / understanding of sequence • Basic development of phrasing• Basic use of skips, leaps, steps within melody• Basic development of melody

4 - 8

• Elementary use / development of contour in the melody• Elementary use / understanding of sequence • Elementary development of phrasing• Elementary use of skips, leaps, steps within melody• Elementary development of melody

• Non-attempt or non-serious attempt of assessment task

1 - 3

0

• Outstanding use / development of contour in the melody• Outstanding use / understanding of sequence • Outstanding development of phrasing• Outstanding use of skips, leaps, steps within melody• Outstanding development of melody

19/02/2020


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Task Type: Performance Analysis and Plan/Hand InWeighting: 25% Feedback: Feedback is to be given within two weeks of submission


Task Description:Students are required to read a number of articles relating to sports performance and answer a series of questions.

Articles:PEAK 42.2K PLAN. Stulberg & Magness, published in Runners World, January 2018.The Lost Art of Fartlek. Greg McMillan, published at mcmillanrunning.com February 2, 2017 Year-Round Strength Training for Cyclists. Mike Schultz, published at trainingpeaks.com September 26, 2013I love proving people wrong. Maitlan Brown, published at playersvoice.com.au January 23, 2018

Question 1.Explain what motivates Maitlain Brown and how her source(s) of motivation may relate to you.

Question 2Read the PEAK 42.2K Plan and the Strength Training for Cyclists program Explain the physiological adaptations an athlete would experience when following these programs and demonstrate how the programs apply of the Principles of Training.

Question 3Read the Lost Art of Fartlek and use it’s suggestions about Fartlek Training to Assess the planned use of Fartlek training by the PEAK 42.2K Plan.

Question 4Design and justify a training program (between 16 and 52 weeks long) to develop either aerobic ca-pacity or muscular strength of a chosen athlete.

Use the articles provided and at least two more you find yourself to justify the plan you develop.


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You must provide an overview of your training program, an outline of how it is broken down into phases and cyclesan explanation of how it reflects the training principlesa justification of training types chosen by demonstrating clear links between your planned training program, the articles provided and the articles you find.A copy of the articles you find

It is not necessary to plan individual training sessions.



Syllabus Outcomes: • H1 – Describes the nature and justifies the choice of Australia’s health priorities• H2 – Analyses and explains the health status of Australians in terms of current trends and groups most at risk• H3 – Analyses the determinants of health and health inequities• H4 – Argues the case for health promotion based on the Ottawa Charter• H5 – Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities.


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Question One: Explain what motivates Maitlan Brown and how her source(s) of motivation may relate to you. 3 marks

The Student: MarksExplains the sources of motivation using correct syllabus terminology Relates these motivation sources to their motivation.

3

Explains the sources of motivation without using correct syllabus terminology 2Lists some sources of motivation 1Task not completed or not meeting minimum requirements 0

Question Two: Explain the physiological adaptations an athlete would experience when following these programs and demonstrate how the programs apply of the Principles of Training. 10 Marks

The StudentExplains in detail the physiological adaptations of aerobic training. Explains in detail the physiological adaptations of strength training.Clearly demonstrates how BOTH programs apply the principles of training.Uses correct Syllabus terminology.

9 -10

Explains in detail the physiological adaptations of aerobic training OR the physiological adaptations of strength training.Clearly demonstrates how BOTH programs apply the principles of training.

7 – 8

Explains the physiological adaptations of aerobic training OR the physiological adaptations of strength training.Clearly demonstrates how one of the programs apply the principles of training.

5 – 6

Outlines some of the physiological adaptations of aerobic training OR the physiological adaptations of strength training.Demonstrates some links between the programs and the principles of training.

3 - 4

Lists some physiological adaptations of training ANDLists some principles of training

2

Lists some physiological adaptations of training ORLists some principles of training

1

Task not completed or not meeting minimum requirements 0Question Three: Read the Lost Art of Fartlek and use it’s suggestions about Fartlek Training to Assess the planned use of Fartlek training by the PEAK 42.2K Plan. 10 marks

The StudentMakes a judgment about the PEAK 42.2K Plan.Clearly links article to training plan. Uses these links to assess plan.Demonstrates and understanding of the suggestions made about Fartlek training by the article.Presents information in a clear and logical manner.

9 -10

Makes a judgment about the PEAK 42.2K Plan.Links article to planDemonstrates and understanding of the suggestions made about Fartlek training by the article.

7 – 8

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Makes a judgment about the PEAK 42.2K Plan.Provides an explanation of Fartlek Training

5 – 6

Lists key features of the PEAK 42.2K Plan ANDProvides an explanation of Fartlek Training

3 - 4

Lists key features of the PEAK 42.2K Plan ORProvides some information about Fartlek Training

2

Task not completed or not meeting minimum requirements 1Question Four: Design and justify a training program to develop either aerobic capacity or muscular strength of a chosen ath-lete. 12 marks

The StudentClearly identifies the athlete/sport the program is for.Provides a clear overview of the training program Outlines how it is broken down into phases and cyclesJustifies the timeline of the training program using articles provided and articles found.Justifies the types of training used using articles provided and articles found. Demonstrates clear links between the planned training program, the articles provided and articles found.Explains how the training program reflects the training principles.Provides a copy of the articles foundUses correct Syllabus terminology.

10-12

Clearly identifies the athlete/sport the program is for.Provides an overview of the training program Outlines how it is broken down into phases and cyclesJustifies the timeline of the training program using articles provided and articles found.Justifies the types of training used using articles provided and articles found.Explains how the training program reflects the training principles.Provides a copy of the articles found

7 – 8

Identifies the athlete/sport the program is for.Provides an overview of the training program Explains the timeline of the training program using provided articles OR,Explains the types of training used using provided articlesProvides information about the training principles.

5 – 6

Identifies the athlete/sport the program is for.Provides an overview of the training program Explains the timeline of the training program OR,Explains the types of training usedProvides information about the training principles.

3 - 4

Provides an overview of the training program Provides information about the training principles

1 - 2

Task not completed or not meeting minimum requirements 0

19/02/2020



Signed: Date:

PRIMARY INDUSTRIES - CERTIFICATE II

Term 2, 2020

19/02/2020


SPORT, LIFESTYLE AND RECREATIONTask Type: Practical/Research TaskWeighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Monday 23rd March - Week 9

Task Description:You are required to attend and actively participate in SLR swimming sessions at the Narromine Community pool throughout term 1. Your teacher will notify you of these sessions according to the timetable. Part A: 15% During class time, you will be studying the various techniques and strokes used in swimming, water safety and survival techniques. Using your knowledge of this you are to practice these skills during the practical swimming sessions. Throughout these sessions you are required to demonstrate competency in the following: • Basic stroke techniques - Backstroke, freestyle, breaststroke, butterfly • Personal survival techniques – entries, survival swimming, floating, signaling for help • Swimming rescues – wade, tow, defensive position Part B: 10%You are to choose from one of the below population groups: - Toddlers - Elderly - Asthmatics You are to investigate the benefits of participation in aquatics recreation for your chosen population group. You are encouraged to use a range of websites, journals and books to help support your investigation.

Syllabus Outcomes: • 1.1 applies the rules and conventions that relate to participation in a range of physical activities• 1.3 demonstrates ways to enhance safety in physical activity • 2.2 analyses the fitness requirements of specific activities • 3.1 selects appropriate strategies and tactics for success in a range of movement contexts • 3.6 assesses and responds appropriately to emergency care situations • 4.4 demonstrates competence and confidence in movement contexts • 4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity


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SPORT, LIFESTYLE AND RECREATION


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14 - 15

• Demonstrates excellent water survival and rescue techniques • Showcased proficient skills in application of basic stroke techniques • Consistent in actively participating in most practical lessons 11 - 13• Demonstrates sound water survival and rescue techniques • Showcased satisfactory skills in application of stroke techniques • Consistent in actively participating in some practical lessons 7 - 10

• Demonstrates basic water survival and rescue techniques • Showcased basic skills in application of stroke techniques • Inconsistent in actively participating in practical lessons 4 - 6

• Incomplete attempt to demonstrate water survival and rescue techniques • Unsatisfactory/non-attempt to demonstrate basic stroke techniques • Unsatisfactory/non-attempt to actively participate in practical sessions


1 - 3

0

• Demonstrates outstanding water survival and rescue techniques • Showcased great skills in application of basic stroke techniques • Consistent in actively participating in all practical lessons

19/02/2020


VISUAL ARTS


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Term 2, 2020

19/02/2020

Task Type: Report/Hand InWeighting: 20%Feedback: Feedback is to be given within two weeks of submission


Task Description:Using the notes, materials and discussions from class, you are to create a report on the English artist Damien Hirst.

You are to direct the report on the four works focused on in class and provide an opinion about Hirst’s motivation, artistic worth and your ideas about him.

There is a structure provided and class time will be allocated for research and development.

The report is to be completed on the class’ Google Classroom site.

Syllabus Outcomes: • 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

Student Demonstates: Grade

17 - 20

• A clear structure is used to make the report• Four Hirst works are discussed in a well-reasoned manner• Completed in the assigned Google classroom• Accompanying images that highlight the works• Presents a thorough and well-reasoned investigation• Explains examples to support most aspects of their ideas about Hirst• Presents accomplished and logical points of view that reveal a developed understanding of Hirst and his practice

13 - 16

• A common structure is used to make the report• Four or less Hirst works are discussed in a sound manner• Completed in the assigned Google classroom• Some accompanying images of the works• Presents a general investigation • Explains examples to support an investigation that addresses some aspects most aspects of their ideas about Hirst• Presents logical points of view that reflect some understanding of Hirst and his practice

9 - 12

• Some structure is used to make the report• At least THREE Hirst works are discussed in a basic manner• Completed in the assigned Google classroom• Some to little accompanying images of the works• Presents an uneven and superficial description• Describes examples in obvious ways to connect with some aspects of their ideas about Hirst• Presents inconsistent points of view that reflect a foundational understanding of Hirst and his practice

5 - 8

• An organised structure is used to make the report• Four or more Hirst works discussed in a sophisticated manner• Completed in the assigned Google classroom• Accompanying images that highlight and add to the understanding of the works• Presents a comprehensive and sustained investigation•Explains the significance of examples to strongly support their ideas about Hirst• Presents complex and logical points of view that reveal a highly developed understanding of Hirst and his practice


VISUAL ARTS


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Term 2, 2020

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VISUAL ARTS


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Term 2, 2020

19/02/2020

• Limited structure is used to make the report• Less than THREE Hirst works are discussed in a limited manner• Completed in the assigned Google classroom• Few if any accompanying images of the works• Attempts to explain some aspects• May offer examples that may not always be relevant or addressed about their ideas about Hirst• Presents unsupported points of view that reflect a limited understanding of Hirst and his practice


1 - 4

0

Assessment Advice for HSC VET Courses

Assessment in VET courses is competency based. This means that you need to demonstrate that you have gained, and can apply the specific knowledge and skills for the unit of competency to be deemed competent in that unit. Evidence of competence will be collected in a variety of ways including written tasks, practical demonstration, portfolio or assignments.

You may be deemed ‘Competent’ if performance in all required assessment activities is satisfactory or Not Yet Competent if you are still developing skills and/or your performance is at an unsatisfactory level. There is no pass or fail. This means that a course mark is not allocated. For this reason, the assessment schedule for HSC VET courses is in a different format to other Board Developed Courses. Formal assessment will be scheduled only when you have developed the necessary skills, and underpinning knowledge to demonstrate competency.

Your trainer will keep a record of units of competency achieved. You may request to see this record at any time to determine your progress. Alternately you will be supplied with a competency log for maintaining a record of units achieved. You are entitled to seek advice about options for further training and assessment for competencies ‘not yet achieved’. You will also receive a report from the school each semester indicating competencies achieved to date.

The achievement of units of competency, will lead to a Certificate at AQF level I, II or III or a Statement of Attainment (SOA) towards the AQF qualification. A transcript will be issued by the NSW Education Standards Authority (NESA) on behalf of Public Schools NSW Wagga Wagga, Registered Training Organisation (RTO) 90333 for successful completion.

Recognition of Prior Learning (RPL) is available by submitting evidence of skills and knowledge relevant to the unit/s of competency for assessment by your trainer.

Credit Transfer will be given for units of competency previously achieved with another RTO.

Work placement is a mandatory HSC component in some courses and must be completed during the course. (Refer to the specific course assessment summary for more detailed information). Note- you will not be permitted to participate in a work placement if you are not deemed ‘work


Date:

ready’ by your trainer.- an ‘N’ determination will be issued if work placement is not satisfactorily completed. This means that the course will not count towards your HSC pattern of study. However, you will still receive a Statement of Attainment which indicates the units of competency achieved towards the qualification.- the scheduled date for work placement is shown in the course assessment summary.

HSC Examination is only available in some VET courses. (Refer to the specific course assessment summary for more detailed information).- Optional for students completing the 240 hour course and is intended for Australian Tertiary Admissions Rank (ATAR) purposes only. (Refer to the specific course assessment summary for more detailed information). - Independent of the competency based assessment requirements for the Australian Qualifications Framework (AQF) VET qualification. The satisfactory completion of the course will still appear on your HSC if the optional exam is not undertaken.

If you intend to use your VET course towards the calculation of the ATAR, the school must submit an estimated mark of your likely performance in the HSC. This will only be used in the case of an illness/misadventure appeal. Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial exam.



How do I do it?

The Harvard System requires two elements: in-text citations throughout your assignment, and a list of references at the end.

1. In-text citations

Include three pieces of information about a source within the text of your work:- the name of the author or authors- the year of publication- the page number (when the information/idea can be located on a particular page, or when directly quoted)

Diagram of steps in in-text citation

2. List of references

At the end of your text, you must include a List of References, a list of all the sources of information you have used to research your assignment.

- Each list item requires specific information (details and exampes can be found on the next pages)

Harvard Style Referencing


- List each item in alphabetical order (by author surname).- Titles should be in italics.- Each item should have a hanging indent.

Citing electronic or online sources

What are electronic sources?An electronic source is any information source in digital format. The library subscribes to many electronic information resources in order to provide access for students.

Electronic sources can include: full-text journals, newspapers, company information, e-books, dictionaries, encyclopedias, economic data, digital images, industry profiles, market research etc.

Should I include extra information when I cite them?

Referencing electronic or online sources can be confusing - it’s difficult to know which information to include or where to find it. As a rule, provide as much information as possible concerning authorship, location and availability.

Electronic or online sources require much of the same information as print sources (author, year of publication, title, publisher). However, in some cases extra information may be required:

- the page, paragraph or section number (what you cite will depend on the information available; many electronic or online sources don’t have pages)


- identify the format you accessed the source in (for example, E-book, podcast)- provide an accurate access date for online sources (that is, identify when a source was viewed or downloaded)- provide the location of an online source (for example, a database or web address)Not all electronic sources will require all the items in the above list. For examples of what type of information to include for your sources, review the particular entry.

Here are some useful websites to help with Harvard Style Referencing:

https://student.unsw.edu.au/citing-different-sourceshttp://www.citethisforme.com/

Tips and Tricks for Smashing Your HSC

How to Study• Learn your syllabus for each subject.

• Practice past HSC papers – see Board of Studies Website: www.boardofstudies.nsw.gov.au

• Use Board of Studies ‘Test Yourself’ Multiple Choice questions.

• Know your Glossary of Terms

• Revise regularly – don’t leave it to the last minute

• Other points to note:

• study in a quiet environment

• break down the syllabus into manageable chunks

• use a variety of study techniques to help you prepare for different types of questions

• exercise regularly, eat a balanced diet and get sufficient sleep

• have regular breaks




Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

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

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

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

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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