mt st patrick college · date. contact the school by 9.00am and advise that you are absent and...

2

MT ST PATRICK COLLEGE

PRELIMINARY COURSE

ASSESSMENT INFORMATION

INTRODUCTION

Preliminary courses will run for the first three terms. HSC courses will commence at the

beginning of Term 4. Preliminary course work is regarded as assumed knowledge for

the HSC course, which must be covered by all candidates. Students must achieve a

satisfactory completion in each Preliminary course by meeting guidelines and

completing a series of assessment tasks before commencing the HSC course.

At Mt St Patrick College students enrolled in Preliminary courses follow very similar

guidelines to those outlined for HSC courses. This provides students with the opportunity

to learn about, and learn from, experiences in preparation for the HSC course

assessment.

To satisfactorily complete a Preliminary course a student must -

a) Complete the requirements of the course as specified by the syllabus. This

includes mandatory oral, practical and project work.

b) Make a serious attempt at 'assessment tasks which contribute in excess of 50% of

the available school assessment marks.

c) Have a satisfactory record of attendance. As a general rule a student who has

missed in excess of 15% of the available class time for that course is not likely to

have achieved course outcomes.

d) Apply themselves with diligence and sustained effort in set tasks and course

experiences.

The information contained in this booklet is designed to advise students of the

requirements and procedures in place at Mt St Patrick College for Preliminary course

assessment. It is important that this booklet is read carefully and that the student ask

the Leader of Curriculum, Year Co-ordinator or Careers Adviser for advice if there is

any uncertainty regarding the information presented. This booklet should be read in

conjunction with the Senior Information Booklet.

All the best for a productive and worthwhile study of the Preliminary courses you have

chosen.

3

QUESTIONS YOU MIGHT ASK ABOUT

PRELIMINARY COURSE ASSESSMENT

1. What is assessment?

Assessment is a mark calculated by the school which compares your performance on

assessment tasks that you have completed, with all other students in your school doing

the same course. Assessment tasks will be spread through the Preliminary course.

2. Why do we have assessments?

Firstly, it may not be possible to test everything you do in a course in an examination.

For example, oral work in English, practical work in Science. Preliminary Assessment will

allow you to be given credit for your performance in these areas.

3. Which tasks count towards my assessment?

Only some of the tasks you are given throughout the Preliminary Course will count

towards your assessment. You will be told clearly which ones count. It does not follow

that the others are unimportant. All work set is important in the general learning

process and therefore must be completed. Therefore, your parents will be informed if

you fail to complete set work as students must fulfil the course completion criteria.

4. Do I have to complete the assessment tasks?

Yes. Students must make a genuine attempt at assessment tasks that contribute in

excess of 50% of the available course assessment marks, for the Principal to certify that

the course has been studied satisfactorily. Unsatisfactory completion could mean that

you become ineligible to proceed to the HSC course and indeed sit for the HSC if it

causes you to have less than 10 units.

5. Will my parents be informed if I default in assessment tasks?

Yes. A letter will be sent home if you fail to hand in an assessment task, or get zero

marks for some other reasons such as cheating, copying., plagiarism etc. Such a letter

provides opportunity for you to redress the situation and to avoid a "N" determination.

If after two letters in a course, you have not addressed the problem a letter will be sent

to inform your parents that the Principal is required to certify that the course has not

been satisfactorily studied, and that you may not be allowed to proceed to the HSC

course.

Independent students (living away from home) will also be advised in writing of these

consequences.

6. When will Preliminary Assessment begin?

Assessment will commence Term 1 Year 11.

7. When will Preliminary Assessment conclude'?

The end of course Preliminary exam is the last task.

8. How much notice will I get of assessment tasks?

Teachers will advise you, at least two weeks in advance, of the exact date and

topic to be covered, the components being assessed and the weighting of the

task. In some circumstances a shorter time may be agreed on after discussion

between the teacher and the class. Use the Personal Assessment Task Planner

to record your tasks. An Assessment Calendar will be issued at the start of each

term.

4

9. What if I hand in a task late?

Students, in all instances, are strongly advised to hand in work by the due date,

even if it is incomplete. Day, date and time due will be written on task. Late

submissions will incur the following penalties:

1 day after due date deduct 20% of marks awarded

2 days after due date deduct 40% of marks awarded

3 days after due date deduct 60% of marks awarded

Work not handed in after 3 days will receive zero marks. Extensions will only be

granted by the Leader of Curriculum in exceptional circumstances and must be

arranged prior to the date of the task. Written evidence must be provided.

10. What if I am absent from an assessment task?

You must phone before 9.00am (penalty of 10% deduction for failing to ‘phone)

and you will be required to supply a doctor's certificate for illness. For other

reasons supporting evidence must be supplied with a parental note.

Independent students should ensure they have a doctor's certificate. The Leader

of Curriculum will then establish that you were absent for a legitimate reason. If

the Leader of Curriculum considers that your absence was not for a legitimate

reason you will receive zero for that task.

Where possible arrange for the task to be delivered to the school on the due

date. Contact the school by 9.00am and advise that you are absent and advise

how you will deliver the task. It must be delivered to your teacher no later than

the first day you return to school.

For an in class task, you will need to make a request on your first school day

following your absence, to do a substitute task or (in exceptional cases ONLY)

your teacher will give you an estimate for the task based on other information. It

is your responsibility to report to the subject teacher as soon as you return to

school.

11. What if I am absent for an examination?

Make sure the Year Co-ordinator and Leader of Curriculum are advised prior to

the examination, indicating your anticipated return to school date. On your

return to school provide the Leader of Curriculum with a Doctor's certificate or

other supportive evidence. Failure to do so could lead to a zero being awarded.

Up to one week after the exam date, you will be required to sit for the exam.

Only in extenuating circumstances will you be given an estimate. The exam

should be completed in the next available time slot.

12. What about students who cheat (or copy from another student) in assessment

tasks or truant on the day/lesson a task is to be completed?

If the Leader of Learning is aware that you cheated in any assessment task or

truanted on the day or Period of the task, a zero award will be made.

13. What about a suspended student?

The student must arrange for the task to be submitted to the school on the due

date indicating the teacher to whom the task must be delivered. Late submission

will incur the penalties outlined in point 9.

For an in class task, the student must make contact with the KLA Co-ordinator

who will advise whether you will be required to:

5

a) attend school for the duration of the task. You will be advised of the

scheduled time, location and supervision details.

OR

b) sit for an alternate task on the first day at school following your suspension.

14. What if I feel overloaded with work for assessments?

You will receive an assessment schedule for each term. Teachers will record their

assessment due dates onto the calendar in this schedule to avoid a number of

clashes.

However, if you feel tasks are piling up at once, talk to your teachers, your Year

Co-ordinator or the Leader of Curriculum as soon as possible.

15. What if I disagree with the teacher's assessment?

If you are concerned about the mark given for a particular task you need to

discuss this with your teacher when the work is returned.

16. Does preliminary course performance affect the HSC?

No, the HSC is a new course. Students start a new set of assessment tasks and

most HSC exams only test the content of the HSC course. However, HSC course

content builds on knowledge gained during the preliminary course. So you may

need to draw on this knowledge during the HSC examination.

SCHOOL PROCEDURES FOR MONITORING STUDENT

ATTENDANCE AND APPLICATION TO STUDIES

RECORD OF SCHOOL ACHIEVEMENT (ROSA)

From 2012 eligible students who leave school before receiving their HSC will receive a

Record of School Achievement (ROSA).

The ROSA is a cumulative credential that allows students to accumulate their academic

results until they leave school. The ROSA includes Stage 5 and 6 results prior to the High

School Certificate. At any time a student can receive a snapshot of their results.

Students who go onto the HSC will receive their Year 11 and Year 12 results on their High

School Certificate.

The ROSA is an exit certificate hence will only receive the certificate when they leave

school.

Grades

ROSA will report Grades A – E for each subject completed by the student in Stage 5 and

6.

Literacy and Numeracy Tests

Students intending to leave school before the HSC can take an optional Literacy and

Numeracy online. These tests are offered twice a year in May and October.

These tests contain 60 multiple choice questions and are reported separately to the

ROSA. They are not a requirement of the ROSA.

Recording Extracurricular Achievement “Up To Now”

Students can complete an online portfolio of their extracurricular achievements such

as first aid qualifications and volunteer work.

6

Using “Up 2 Now” provides students with the opportunity to develop skills, describing,

organising and presenting their broader learning, community service and volunteering

involvement and other awards and achievements. This information can be shared with

prospective employers or used to access other education or training pathways.

REPORTING STUDENT PROGRESS

Formal, written school reports are issued following the Year 11 Half Yearly and

Preliminary Final examinations. These reports are designed to reflect the work

achieved by the student in all aspects of their work, not just in assessment tasks. A

progress report is issued at the conclusion to Term 1.

Students are meant to complete all work given so that they are adequately prepared

for the Preliminary examination at the end of Year 11.

Unsatisfactory progress through incompletion of homework, absence from lessons,

poor effort, etc. will be reported to parents as soon as possible. Students are reminded

that failure to complete both assessable and non-assessable tasks will contribute to

their not having met the requirements for the award of the Higher School Certificate.

‘N’ DETERMINATION

If a student is to be given a ‘N’ determination because of failure to complete

assessment tasks which contribute in excess of 50% of the final assessment marks in that

course, adequate warning will be given.

The warning process:

FIRST WARNING:

The student will be interviewed by the Leader of Curriculum. The student is informed of

the need to fulfil his/her responsibilities as a senior student. The student may seek

guidance from the Year Co-ordinator, Careers Adviser, Counsellor, Teacher etc. to

assist in the successful resolution of the situation. There is opportunity for the student to

rectify the situation. A warning letter is issued.

SECOND WARNING:

An interview with parents of students under 18 years is essential. Consequences of a

N-determination are discussed including implications for HSC entrance and Austudy

eligibility. The school's support structure is available to the student. The student still has

opportunity to rectify the situation. A second warning letter is issued.

If a N-Grade is assigned in one or more courses, the following will occur:

1 Enrolment in the course concerned may be cancelled or conditional HSC

enrolment procedures implemented.

2 The Board of Studies will be notified.

3 The course will not be printed on the Record of Achievement.

4 Students may not meet the 12 units requirement of the Preliminary pattern of

study course which is likely to affect progress into the HSC year.

A ‘N’ warning letter will be issued for the Following reasons:

7

(a) If a student misses an assessment task or makes a non-serious effort attempt, a

written warning will be issued by the Leader of Learning after notification from

the teacher or Year Co-ordinator.

The student must make a genuine attempt at completing the task or alternative

task by the date outlined on the warning letter. The BOS requires the student be

provided with opportunity to redress the situation. A 0 (zero) mark will apply.

Failure to resubmit the task is cause for concern and a parent interview will be

necessary.

(b) Every 4 weeks staff identify to the Leader of Curriculum any student who is not

making a serious attempt at general school work and therefore placing

themselves in a situation where they will not be deemed to have satisfactorily

completed the course.

The Leader of Curriculum will interview all students identified by their teacher as

not making a serious attempt. A written warning will be issued by the, school. If

the student does not complete the work as required, a parent interview may be

required.

(c) Every 4 weeks staff identify any students whose absences from class are of

concern.

Students who do not attend regularly, or who miss class, cannot be making a

serious effort. As a general rule a student who has missed in excess of 15% of the

available lesson time and has not completed any work missed, would be a

potential ‘N’ candidate. Student records will be checked so that relevant details

can be considered. Where necessary, the student will be interviewed and a

warning letter issued. Students must complete all set class work.

8

SAMPLE WARNING LETTER

Date

Dear (Parent/Guardian)

Re: OFFICIAL WARNING – Non-completion of a Preliminary Course

I am writing to advise that your son/daughter ___________________ is in danger of name

not meeting the Course Completion Criteria for the Preliminary course in ___________________. course

The Board of Studies requires schools to issue students with official warnings in order to give them

the opportunity to redeem themselves. Please regard this letter as the _____ (eg 1st, 4th) official

warning we have issued concerning ________________. course name

A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion

of course) determination being made for a course.

Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the

student has:

a) followed the course developed or endorsed by the Board; and

b) applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and

c) achieved some or all of the course outcomes.

Where it is determined that a student has not met the Course Completion Criteria, they place

themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the

course will not be listed on the student’s Record of Achievement. It may also mean that the

student is unable to proceed to the Higher School Certificate course as he/she has not

satisfactorily completed the Preliminary Course.

To date, _______________________ has not satisfactorily met ____________________ of the student name indicate (a), (b) or (c)

Course Completion Criteria*.

The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved,

and/or for which a genuine attempt has not been made. In order for ______________________ Student name to satisfy the Course Completion Criteria, the following tasks, requirements or outcomes listed

overleaf need to be satisfactorily completed and/or achieved.

Please discuss this matter with ______________________________ and contact the College if Student name

further information or clarification is needed.

Yours sincerely,

______________________________ _______________________________

Class Teacher/Head Teacher Principal

/ / / /

9

To satisfy the course completion Criteria, the following tasks, requirements or outcomes need to

be satisfactorily completed by ____________________________. Student name

Task name(s) / Course

Requirement(s) /

Course Outcome(s)

Original Due

Date (if

applicable)

Action Required by student Revised date to

be completed

by (if

applicable)

……………………………………………………………………………………………………………..

please detach this section and return to the school

REQUIREMENTS FOR THE SATISFACTORY COMPLETION

OF A PRELIMINARY COURSE

I have received the letter dated ______________ indicating that __________________ Student name

is in danger of not having satisfactorily completed _______________________ course name

I am aware that this course may appear on his/her Record of Achievement.

I am also aware that the ‘N’ determination may make him/her ineligible to proceed to

the Higher School Certificate course.

I am also aware that the ‘N’ determination may make him/her ineligible for the award

of the Higher School Certificate.

Parent/Guardian’s signature: _______________________________ Date: ___________

Student’s signature: ______________________________________ Date: ___________

10

VET COURSES - COMPLAINTS AND APPEALS

(a) Assessment Appeals

Competency based assessment review policy and procedures must be a formal

part of school practice in the area of assessment. Competency based

assessment throughout the course, is the basis for award of industry qualifications.

Students have the right of appeal on matters of Assessment and Recognition of

Prior Learning. Students must be informed at the commencement of the course

of their right of appeal in these matters. Students should refer to the Appeals

section of their Senior Assessment Handbook. This must be in accordance with

the procedures outlined in the ACE Manual 11.13.16; 11.13.17.

If you disagree with the results of an assessment task or you believe the result is

unfair, you must ask for a review as soon as possible.

Speak to the teacher who assessed your work.

If you are not satisfied with your discussion with the teacher then make an

appointment to speak to the course (VET) co-ordinator.

The co-ordinator will discuss your concerns with you.

A joint meeting will be arranged between you, the teacher and the course

(VET) co-ordinator so that your concerns and those of the teacher can be

addressed.

The result of this meeting may be:

a revised assessment by the teacher;

a new assessment task for part of the disputed task;

a full assessment task to be completed in place of the disputed

task.

(b) Non-completion of assessment tasks

If it becomes apparent that a student is actively avoiding participation in

assessment tasks then the teacher will follow usual practices in determining the

reason and following informal or formal procedures to achieve a resolution of the

problem. If the problem persists and the student’s progress is of serious concern

then ACE Manual procedures are followed to warn the student and parents of

the consequences of an ‘N’ award Assessment appeals

If a school’s policy and procedures for dealing with a complaint made by a student

or parent concerning a VET HSC course is unable to achieve a resolution then the

Catholic Education Office Lismore, as RTO, must be contacted to assist in bringing

about a final resolution.

11

REPORTING

Students will receive regular feedback on their progress through the teacher's

evaluation of the assessment tasks.

Formal, written school reports are issued following the Preliminary Course Half-Yearly

and Yearly Examinations. These reports are designed to reflect the work achieved by

the student in all aspects of their work, not just in formal assessment tasks.

Unsatisfactory progress through incompletion of homework, absence from lessons,

poor effort etc. will be reported to parents promptly.

A parent/teacher evening is conducted at the end of Term 1.

GETTING ADVICE ON PRELIMINARY ASSESSMENT

Mrs Sherrah

Leader of Curriculum

Responsible for the management of assessment in school,

ie. the School Policy and Preliminary Assessment Program.

Will contact the Board of Studies re specific problems.

First point of contact if you are not sure who to talk to.

Mr Lynch

Careers Adviser

Responsible for Career advice related to subject selection.

Mrs Swift

Leader of Wellbeing

Responsible for the welfare of students.

Discuss problems of adjustment with assessment and

organisation of time.

Leaders of Learning Responsible for own faculty policy on Preliminary

assessment and its implementation.

Discuss problems related to tasks which cannot be resolved

with teacher.

Arrange for alternate tasks due to student absence.

Provide information and access to 2010/2011 HSC

Prescribed Texts, Topics, Projects and Works, Syllabuses and

Examination Specifications.

Mr Culnane

Librarian

Provide access to subject guidelines, syllabuses, assessment

guidelines.

BUT REMEMBER, your teacher is usually going to be the first person to give you assistance and advice if you have a reasonable problem.

12

RESPONSIBILITIES OF STUDENTS

1 Do All Tasks

It is expected that you will complete all tasks, making a genuine attempt with no

sign of malpractice (cheating).

2 Do Tasks When Due

It is your responsibility to be present for, or hand in, an Assessment Task on the day

it is due.

3 Attend Day Before, Lesson Before

It is your responsibility to be present at school the calendar day before and all

lessons, on the day, up until the task is due. A school excursion is considered to

be attendance.

4 Clashes

It is your responsibility to let your teacher know if there is a clash, such as two tasks

due on the same day or a compulsory excursion on the same day as an

Assessment Task. If you feel the situation is unfair you should see the Curriculum

Co-ordinator immediately.

5 Absence From Tasks

Ring before 9.00am on the day of the task.

On the day of return report to the subject teacher with a doctor’s certificate

to arrange to do the task.

6 Board of Studies Requirements

Familiarise yourself with the BOS requirements for the satisfactory completion of

course and for satisfactory attendance (and stick to them).

7 Assessment Schedule

Ensure you have a copy of the assessment schedule for EACH course you are

studying and that you are aware of course requirements.

8 Mt St Patrick College Assessment Policy

Be aware of the assessment policy and procedures of Mt St Patrick College as

detailed in this booklet, and the Senior Information Booklet.

9 Advice

It is your responsibility to seek advice from the Curriculum Co-ordinator if there is

a problem which has not been resolved satisfactorily within a course.

To be fair to everyone, the rules have to be followed

13

INDIVIDUAL STUDENT’S ASSESSMENTS

HSC 2019

TERM 1 – 2019

TERM 2 – 2019 WEEK TASK DUE

DATE

HANDED

IN

WEEK TASK DUE DATE HANDED

IN

1 1

2 2

3 3

4 4

5 5

6 6 ASSESSMENT FREE

Period

7 7 HALF YEARLY

EXAMS

8 8

9 9

10

11

TERM 3 – 2019

HSC COURSE ASSESSMENT

COMMENCES

TERM 4 – 2019 WEEK TASK DUE

DATE

HANDED

IN

WEEK TASK DUE DATE HANDED

IN

1

2

3

4

5

6

7

8 ASSESSMENT FREE

PERIOD

9 PRELIMINARY

END OF COURSE EXAMS

10

11

14

1 Unit Studies of Religion – Preliminary Assessment 2019 Assessment Schedule

Component Task 1 Task 2 Task 3 Weighting %

Nature of

Religion and

Beliefs Task

Christianity

Task

Final

Preliminary

Examination

Term 1

Week 9

Term 2

Week 10

Term 3

Week 9

P1, P2, P6, P8 P3, P4, P5, P6,

P7, P8 P9

P1, P2, P3, P4,

P5, P6, P8, P9

Knowledge and understanding of course

content 5 5 30 40

Source-based skills 10 10 20

Investigation and research 15 5 20

Communication of information, ideas and

issues in appropriate forms 10 10 20

Total % 30 30 40 100

Outcomes may vary from those printed. Students will receive two weeks’ notice before any task

Outcomes

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and

graphic forms

15

Catholic Studies – Preliminary Assessment 2019

Assessment Schedule

Assessment Outcomes Weighting Due

1. C6-2 Nature of Religion: Oral

Presentation

KS 3.1, KS 3.2 ,

KS 3.3,

KS 3.4, VA 1

30%

Term 1

Assessment Block

2. D6-1 Christian Prayer: PowerPoint

Presentation

KS 1.1 , KS 4.1,

KS 4.2,

KS 4.4, VA 5

30%

Term 2

Assessment Block

Week 9/10

3. B6-3 Being Catholic: Research Task

KS 1.1 , KS 2.1,

KS 3.4,

KS 4.1, VA 1

40%

Term 3

Week 6

Total Marks 100%

● Outcomes may vary from those printed. Students will receive two weeks’ notice before any

task.

Outcomes

A student:

KS 1.1 apply an authentic Catholic approach to the interpretation of Scripture

KS 2.1 Explain the principal beliefs, mission, rituals and ethical teachings of Catholicism.

KS 3.1 Describes the religious dimension of human experience across cultures and religions.

KS 3.2 Assesses the human response to fundamental life questions (such as the reality of good and evil).

KS 3.3 Communicates informed viewpoints about contemporary and historical case studies.

KS 3.4 Explains ways in which people express their relationship with the transcendent.

KS 4.1 research the nature and significance of prayer, sacraments and liturgy in the life of the individual

and the catholic community

KS 4.2 design and participate in the preparation and celebration of prayer, sacraments and liturgy

KS 4.4 develop knowledge and skills in relation to prayer and prayer forms

VA 1 Evaluates the importance of commitment to one’s own tradition as a way of making meaning of

human experience.

VA 5 appreciates the Catholic values of prayer, and application of Scripture in social teaching and

expressions of faith to everyday life situations

16

English (Standard) - Preliminary Assessment 2019

The components and weightings for Year 11 are mandatory.

Component Weighting%

Knowledge and understanding of course content 50

Skills in responding to texts and communication of ideas appropriate to

audience, purpose and context across all modes. 50

100

The Year 11 formal school-based assessment program is to reflect the following requirements:

three assessment tasks

the minimum weighting for an individual task is 20%

the maximum weighting for an individual task is 40%

only one task may be a formal written examination

one task must be a multimodal presentation enable students to demonstrate their

knowledge, understanding and skills across a range of modes.

Assessment Schedule

English Standard – Year 11

Task number Task 1 Task 2 Task 3

Nature of task

Imaginative text

with reflection

Reading to Write

Interactive ICT

presentation

(multimodal

presentation)

Contemporary

Possibilities

Yearly Examination

Timing Term 1, Week 9 Term 2, Week 9 Term 3, Weeks 7–8

Outcomes assessed

EN11-3, EN11-5,

EN11-9

EN11-1, EN11-2,

EN11-3, EN11-5,

EN11-7

EN11-1, EN11-3,

EN11-5, EN11-6,

EN11-8

Components

Weighting %

Knowledge and

understanding of

course content

15 15 20 50

Skills in responding to

texts and

communication of

ideas appropriate to

audience, purpose

and context across all

modes

15 15 20 50

Total % 30 30 40 100

17

Outcomes may vary from those printed. Students will receive two weeks’ notice before any task.

Standard course outcomes

A student:

EN11-1 responds to and composes increasingly complex texts for understanding, interpretation,

analysis, imaginative expression and pleasure

EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to

and compose texts in different modes, media and technologies

EN11-3 analyses and uses language forms, features and structures of texts, considers

appropriateness for purpose, audience and context and explains effects on meaning

EN11-4 applies knowledge, skills and understanding of language concepts and literary devices

into new and different contexts

EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and

compose texts that include considered and detailed information, ideas and arguments

EN11-6 investigates and explains the relationships between texts

EN11-7 understands and explains the diverse ways texts can represent personal and public

worlds

EN11-8 identifies and explains cultural assumptions in texts and their effects on meaning

EN11-9 reflects on, assesses and monitors own learning and develops individual and

collaborative processes to become an independent learner

18

English (Advanced) - Preliminary Assessment 2019




Skills in responding to texts and communication of ideas appropriate to

audience, purpose and context across all modes. 50

100






one task must be a multimodal presentation enable students to demonstrate their

knowledge, understanding and skills across a range of modes.

Assessment Schedule

English Advanced– Year 11


Nature of task

Imaginative text

with reflection

Reading to Write

Interactive ICT

presentation

(multimodal

presentation)

Narratives that

Shape Our World

Yearly

Examination

Timing Term 1, Week 9 Term 2, Week 9 Term 3, Weeks 7–8

Outcomes assessed

EN11-3, EN11-5,

EN11-9

EN11-1, EN11-2,

EN11-3, EN11-5,

EN11-7

EN11-1, EN11-3,

EN11-5, EN11-6,

EN11-8

Components

Weighting

%

Knowledge and

understanding of course

content

15 15 20 50

Skills in responding to texts

and communication of

ideas appropriate to

audience, purpose and

context across all modes

15 15 20 50

Total % 30 30 40 100

19


Advanced course outcomes

A student:

EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure

EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to

and compose texts in different modes, media and technologies

EA11-3 analyses and uses language forms, features and structures of texts considering

appropriateness for specific purposes, audiences and contexts and evaluates their

effects on meaning

EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary

devices in new and different contexts

EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and

compose texts that synthesise complex information, ideas and arguments

EA11-6 investigates and evaluates the relationships between texts

EA11-7 evaluates the diverse ways texts can represent personal and public worlds and

recognises how they are valued

EA11-8 explains and evaluates cultural assumptions and values in texts and their effects on

meaning

EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and

collaborative processes to develop as an independent learner

20

English (Extension) - Preliminary Assessment 2019



Knowledge and understanding of complex texts and of how and why they are

valued 50

Skills in complex analysis, sustained composition and independent

investigation 50

100






one task must be a multimodal presentation about the Independent Related Project with a

maximum weighting of 40%.

Assessment Schedule

English Extension – Year 11


Imaginative

response

Independent

Research

Presentation

Yearly

Examination

Term 1, Week 10 Term 2,

Weeks 9–10

Term 3, Week 10

Outcomes

assessed

EE11-2, EE11-3,

EE11-6

Outcomes

assessed

EE11-1, EE11-2,

EE11-3, EE11-4,

EE11-5

Outcomes

assessed

EE11-1, EE11-2,

EE11-3, EE-4, EE11-

5

Knowledge and

Understanding of texts

and why they are

valued

15 15 20 50

Skills in complex analysis

composition and

investigation

15 15 20 50

Total % 30 30 40 100

21


Extension course outcomes

A student:

EE11-1 demonstrates and applies considered understanding of the dynamic relationship between

text, purpose, audience and context, across a range of modes, media and technologies

EE11-2 analyses and experiments with language forms, features and structures of complex texts,

evaluating their effects on meaning in familiar and new contexts

EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to

respond to, compose and explore the relationships between sophisticated texts

EE11-4 develops skills in research methodology to undertake effective independent investigation

EE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in

a range of contexts

EE11-6 reflects on and assesses the development of independent learning gained through the

processes of research, writing and creativity

22

English Studies - Preliminary Assessment 2019




Skills in :

comprehending texts

communicating ideas

using language accurately, appropriately and effectively

50

100






one task must be a collection of classwork demonstrating student learning across the

modules studied with a minimum weighting of 30%

One task must be a multimodal presentation enabling students to apply their knowledge,

understanding and skills to at least one real world scenario using a range of modes.

Assessment Schedule

English Studies – Year 11


Nature of task

Job Application

Task

Mandatory

Module: Achieving

through English

Multimodal

Presentation

Elective Module:

We are Australian

Collection of

classwork

All modules

Timing Term 1, Week 9 Term 2, Week 8 Term 3, Week 9

Outcomes assessed

ES11-1, ES11-4,

ES11-6 ES11-7

ES11-1, ES11-2,

ES11-3, ES11-5,

ES11-6, ES11-7,

ES11-8, ES11-9

ES11-2, ES11-3,

ES11-4, ES11-5,

ES11-6, ES11-7,

ES11-10

Components

Weighting %

Knowledge and

understanding of

course content

15 15 20 50

Skills in:

• comprehending texts

• communicating ideas

• using language

accurately,

appropriately and

effectively

15 15 20 50

Total % 30 30 40 100

23

Outcomes may vary from those printed. Students receive two weeks’ notice before the due date.

English Studies course outcomes

A student:

ES11-1 comprehends and responds to a range of texts, including short and extended texts, literary

texts and texts from academic, community, workplace and social contexts for a variety of

purposes

ES11-2 identifies and uses strategies to comprehend written, spoken, visual, multimodal and

digital texts that have been composed for different purposes and contexts

ES11-3 gains skills in accessing, comprehending and using information to communicate in a

variety of ways

ES11-4 composes a range of texts with increasing accuracy and clarity in different forms

ES11-5 develops knowledge, understanding and appreciation of how language is used,

identifying specific language forms and features that convey meaning in texts

ES11-6 uses appropriate strategies to compose texts for different modes, mediums, audiences,

contexts and purposes

ES11-7 represents own ideas in critical, interpretive and imaginative texts

ES11-8 identifies and describes relationships between texts

ES11-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and

considers ways in which texts may influence, engage and persuade

ES11-10 monitors and reflects on aspects of their individual and collaborative processes in order to

plan for future learning

24

Mathematics Standard – Year 11 Assessment 2019

Assessment Schedule

Components Task 1 Task 2 Task 3 Weighting %

Assignment/

Investigation

Topics

Data Analysis

S1.1, S1.2

In-class test

Topics

F1.2 – Earning

Money

A1 – Formulae and

Equations

M1 – Practicalities of

Measurement

Yearly Examination

All content covered

Term 1, Week 9/10 Term 2, Week 7/8 Term 3, Week 8/9

Outcomes assessed

MS11-2, MS11-7,

MS11-9, MS11-10

Outcomes assessed

MS11-1 to MS11-6

MS11-9, MS11-10

Outcomes assessed

MS11-1 to MS11-10

Understanding,

Fluency and

Communicating

15 15 20 50

Problem Solving,

Reasoning and

Justification

15 15 20 50

Total % 30 30 40 100

Outcomes to be assessed in this assessment schedule are a guide only. Students will receive written

notification two weeks before any assessment task confirming which outcomes (and topics) will be

assessed.

OUTCOMES

A student:

MS11-1 uses algebraic and graphical techniques to compare alternative solutions to contextual

problems

MS11-2 represents information in symbolic, graphical and tabular form

MS11-3 solves problems involving quantity measurement, including accuracy and the choice of

relevant units

MS11-4 performs calculations in relation to two-dimensional and three-dimensional figures

MS11-5 models relevant financial situations using appropriate tools

MS11-6 makes predictions about everyday situations based on simple mathematical models

MS11-7 develops and carries out simple statistical processes to answer questions posed

MS11-8 solves probability problems involving multistage events

MS11-9 uses appropriate technology to investigate, organise and interpret information in a range

of contexts

MS11-10 justifies a response to a given problem using appropriate mathematical terminology

and/or calculations

25

Mathematics Advanced – Year 11 Assessment 2019

Assessment Schedule


In-class test

Topics

Functions

MA-F1.1, 1.2 & 1.3

MA-T1.1

Investigative

Assignment –

Exponential

Functions

MA-E1.1, 1.2 & 1.4

Yearly Examination

All content covered

Term 1, Week 11 Term 2, Week 9 Term 3, Week 9

Outcomes assessed

MA11-1, MA11-2,

MA11-3, MA11-6,

MA11-8, MA11-9

Outcomes assessed

MA11-6,

MA11-8, MA11-9

Outcomes assessed

All outcomes may

be assessed

Understanding,

Fluency and

Communicating

15 15 20 50

Problem Solving,

Reasoning and

Justification

15 15 20 50

Total % 30 30 40 100



assessed.

OUTCOMES

MA11-1 - uses algebraic and graphical techniques to solve, and where appropriate, compare

alternative solutions to problems

MA11-2 - uses the concepts of functions and relations to model, analyse and solve practical

problems

MA11-3 - uses the concepts and techniques of trigonometry in the solution of equations and

problems involving geometric shapes

MA11-4 - uses the concepts and techniques of periodic functions in the solutions of trigonometric

equations or proof of trigonometric identities

MA11-5 - interprets the meaning of the derivative, determines the derivative of functions and

applies these to solve simple practical problems

MA11-6 - manipulates and solves expressions using the logarithmic and index laws, and uses

logarithms and exponential functions to solve practical problems

MA11-7 - uses concepts and techniques from probability to present and interpret data and solve

problems in a variety of contexts, including the use of probability distributions

MA11-8 - uses appropriate technology to investigate, organise, model and interpret information in

a range of contexts

MA11-9 - provides reasoning to support conclusions which are appropriate to the context

26

Mathematics Extension 1 – Year 11 Assessment 2019

Assessment Schedule


In-class test

Topics

Functions

ME-F1, ME-F2

Investigative

Assignment –

Trigonometric

Functions

ME-T1, ME-T2

Yearly Examination

All content covered


Outcomes assessed

ME11-1, ME11-2

ME11-7

Outcomes assessed

ME11-3, ME11-6

ME11-7

Outcomes assessed

All outcomes may

be assessed

Understanding,

Fluency and

Communicating

15 15 20 50

Problem Solving,

Reasoning and

Justification

15 15 20 50

Total % 30 30 40 100



assessed.

OUTCOMES

ME11-1 - uses algebraic and graphical concepts in the modelling and solving of problems

involving functions and their inverses

ME11-2 - manipulates algebraic expressions and graphical functions to solve problems

ME11-3 - applies concepts and techniques of inverse trigonometric functions and simplifying

expressions involving compound angles in the solution of problems

ME11-4 - applies understanding of the concept of a derivative in the solution of problems,

including rates of change, exponential growth and decay and related rates of change

ME11-5 - uses concepts of permutations and combinations to solve problems involving counting or

ordering

ME11-6 - uses appropriate technology to investigate, organise and interpret information to solve

problems in a range of contexts

ME11-7 - communicates making comprehensive use of mathematical language, notation,

diagrams and graphs

27

Year 11 Biology Course

Structure and Requirements 2019

Year 11

course

(120 hours)

Working

Scientifically

Skills

Modules Indicative hours Depth studies

Module 1

Cells as the Basis of Life

60

*15 hours

in Modules 1–4

Module 2

Organisation of Living

Things

Module 3

Biological Diversity

60

Module 4

Ecosystem Dynamics

15 hours must be allocated to depth studies within the 120 indicative course hours.

Year 11 Biology Internal Assessment Schedule

Component

Task 1 Task 2 Task 3

Weighting

%

Depth Study

Presentation

Microscopy

Depth Study

Presentation

Yearly

Examination

Term 1, Week 8 Term 2, Week Term 3, Week 9

Outcomes assessed BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO11/12-7

BIO11-9

Outcomes assessed BIO11/12-1 BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7 BIO11-10

Outcomes assessed BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7

BIO11-8 BIO11-9

BIO11-10 BIO11-11

Skills in Working

Scientifically 20 20 20 60

Knowledge and

understanding 10 10 20 40

Total % 30 30 40 100

28

Table of Objectives and Outcomes – Continuum of Learning Biology

Skills Objectives

Students:

● develop skills in applying the processes of Working Scientifically

Stage 6 course outcomes

A student:

Questioning and predicting

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

Planning investigations

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

and information

Conducting investigations

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

information

Processing data and information

BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information

using a range of appropriate media

Analysing data and information

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

Problem solving

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

scientific processes

Communicating

BIO11/12-7 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose

The Working Scientifically outcomes at the beginning of each module are targeted for emphasis.

The other Working Scientifically outcomes may also be addressed in each module.

29

Year 11 course

Knowledge and Understanding Objectives

Students:

● develop knowledge and understanding of the structure and function of organisms

Year 11 course outcomes

A student:

BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure

and biochemical processes

BIO11-9 explains the structure and function of multicellular organisms and describes how the

coordinated activities of cells, tissues and organs contribute to macroscopic processes in

organisms

Objective

Students:

● develop knowledge and understanding of the Earth’s biodiversity and the effect of evolution


A student:

BIO11-10 describes biological diversity by explaining the relationships between a range of

organisms in terms of specialisation for selected habitats and evolution of species

BIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the

ecosystem

30

Year 11 Chemistry Course


Year 11

course

(120 hours)

Working

Scientifically

Skills


Module 1

Properties and Structure

of Matter 60

*15 hours

in Modules 1–4

Module 2

Introduction to

Quantitative Chemistry

Module 3

Reactive Chemistry

60 Module 4

Drivers of

Reactions

*15 hours must be allocated to depth studies within the 120 indicative course hours

Year 11 Chemistry Internal Assessment Schedule

Component


Weighting

%

Practical Test Module 1 Properties and

Structure of Matter Assessment Task 1 30% : Practical

Test Week 7 – determine the

percentage composition of a

heterogeneous mixture through the

use of Gravimetrical Analysis

Depth Study

Report Processes of

Corrosion

15 Hours

Module 2

Quantitative

Chemistry

Yearly Examination Modules 1,2,3

Yearly Examination

(1.5hrs in length) will

cover content from

Modules 1,2,3

Term 1, Week 8 Term 2, Week 5 Term 2, Week

10

Term 3, Week 6

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

CH11-8

Outcomes

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

CH11-9

Outcomes assessed CH11/12-1 to

CH11/12-7 and

CH11-8 to CH11-11

Skills in Working


Knowledge and

Understanding 10 10 20 40

Total % 30 40 30 100

31

Table of Objectives and Outcomes – Continuum of Learning Chemistry

Skills Objectives

Students:



A student:


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


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

and information


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

information


CH11/12-4 selects and processes appropriate qualitative and quantitative data and information



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

Problem solving

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


Communicating

CH11/12-7 communicates scientific understanding using suitable language and terminology for a




32

Year 11 course


Students:

● develop knowledge and understanding of the fundamentals of chemistry


A student:

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

matter

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

relationships

Objective

Students:

● develop knowledge and understanding of the trends and driving forces in chemical

interactions


A student:

CH11-10 explores the many different types of chemical reactions, in particular the reactivity of

metals, and the factors that affect the rate of chemical reactions

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

33

Year 11 Earth and Environmental Science Course


Year 11

course

(120 hours)

Working

Scientifically

Skills


Module 1

Earth’s Resources 60

*15 hours

in Modules 1–4

Module 2

Plate Tectonics

Module 3

Energy Transformations 60

Module 4

Human Impacts

* 15 hours must be allocated to depth studies within the 120 indicative course hours.

One fieldwork exercise must be included in Year 11.

Year 11 Earth and Environmental Science Internal Assessment Schedule

Component


Weighting

%

Depth study/Field Study

Presentation of a report

on the results of a field

study

Data processing task

Evidence for plate

tectonics and energy

transformations

Yearly

Examination

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

10

Outcomes assessed

EES11/12-1

EES11/12-2

EES11/12-4

EES11/12-5

EES11/12-6

EES11/12-7

EES11-8

Outcomes assessed

EES11/12-4

EES11/12-5

EES11/12-6

EES11/12-7

EES11-9

EES11-10

Outcomes

assessed

EES11/12-2

EES11/12-4

EES11/12-5

EES11/12-6

EES11-8

EES11-9

EES11-10

EES11-11

Skills in Working


Knowledge and


Total % 30 30 40 100

34

Table of Objectives and Outcomes – Continuum of Learning Earth and

Environmental Science

Skills Objectives

Students:



A student:


EES11/12-1 develops and evaluates questions and hypotheses for scientific investigation


EES11/12-2 designs and evaluates investigations in order to obtain primary and secondary data

and information


EES11/12-3 conducts investigations to collect valid and reliable primary and secondary data and

information


EES11/12-4 selects and processes appropriate qualitative and quantitative data and information



EES11/12-5 analyses and evaluates primary and secondary data and information

Problem solving

EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and


Communicating

EES11/12-7 communicates scientific understanding using suitable language and terminology for a




35

Year 11 course


Students:

● develop knowledge and understanding of the Earth’s systems


A student:

EES11-8 describes the key features of the Earth’s systems, including the geosphere, atmosphere,

hydrosphere and biosphere and how they are interrelated

EES11-9 describes the evidence for the theory of plate tectonics and the energy and geological

changes that occur at plate boundaries

Objective

Students:

● develop knowledge and understanding of the Earth’s processes and human impacts


A student:

EES11-10 describes the factors that influence how energy is transferred and transformed in the

Earth’s systems

EES11-11 describes human impact on the Earth in relation to hydrological processes, geological

processes and biological changes

36

Year 11 Investigating Science Course


Year 11 course

(120 hours)

Working

Scientifically

Skills


Module 1

Cause and Effect –

Observing

60

*30 hours

in Modules 1–4

Module 2

Cause and Effect –

Inferences and

Generalisations

Module 3

Scientific Models 60

Module 4

Theories and Laws

*30 hours must be allocated to depth studies within the 120 indicative course hours.

Year 11 Investigating Science Internal Assessment Schedule

Component


Weighting

%

Practical

Investigation

Modules 1 and 2

Depth Study

Model Investigation

Modules 2 and 3

Yearly Examination

Modules 1–4


Outcomes assessed

INS11/12-1

INS11/12-2

INS11/12-3

INS11/12-4

INS11/12-5

INS11/12-7

INS11-8

INS11-9

Outcomes assessed

INS11/12-1

INS11/12-4

INS11/12-5

INS11/12-6

INS11/12-7

INS11-8

INS11-9

Outcomes assessed

INS11/12-4

INS11/12-5

INS11/12-6

INS11/12-7

INS11-8

INS11-9

INS11-10

INS11-11

Skills in Working


Knowledge and


Total % 30 40 30 100

37

Table of Objectives and Outcomes – Continuum of Learning Investigating Science

Skills Objectives

Students:



A student:


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


INS11/12-4 selects and processes appropriate qualitative and quantitative data and information



INS11/12-5 analyses and evaluates primary and secondary data and information

Problem solving

INS11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and


Communicating

INS11/12-7 communicates scientific understanding using suitable language and terminology for a




38

Year 11 Course

Knowledge and Understanding Objective

Students:

● develop knowledge and understanding of cause and effect


A student:

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

investigations

INS11-9 examines the use of inferences and generalisations in scientific investigations

Objective

Students:

● develop knowledge and understanding of models, theories and laws


A student:

INS11-10 develops, and engages with, modelling as an aid in predicting and simplifying scientific

objects and processes

INS11-11 describes and assesses how scientific explanations, laws and theories have developed

39

Year 11 Physics Course


Year 11

course

(120 hours)

Working

Scientifically

Skills


Module 1

Kinematics 60

*15 hours

in Modules 1–4

Module 2

Dynamics

Module 3

Waves and

Thermodynamics 60

Module 4

Electricity and

Magnetism

Year 11 Physics Internal Assessment Schedule

Component


Weighting

%

Practical

Investigation

Kinematics Students

learn how to analyse

motion using time

lapse and video

data.

Depth Study

Research and Report.

Students research 1st

law of

thermodynamics and

analyse heat loss

Yearly Examination

All 4 modules tested

with equal weighting


Outcomes assessed

PH11/12-1

PH11/12-2

PH11/12-3

PH11/12-4

PH11/12-7

PH11-8

Outcomes assessed

PH11/12-1

PH11/12-2

PH11/12-3

PH11/12-4

PH11/12-5

PH11/12-7

PH11-10

Outcomes assessed

PH11/12-1

PH11/12-4

PH11/12-5

PH11/12-6

PH11/12-7

PH11-8

PH11-9

PH11-10

PH11-11

Skills in Working


Knowledge and


Total Total % 30 40 30 100

40

Table of Objectives and Outcomes – Continuum of Learning Physics

Skills Objectives

Students:



A student:


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


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

information


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

information


PH11/12-4 selects and processes appropriate qualitative and quantitative data and information



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

Problem solving

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


Communicating

PH11/12-7 communicates scientific understanding using suitable language and terminology for a




41

Year 11 course


Students:

● develop knowledge and understanding of fundamental mechanics


A student:

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

and makes quantitative measurements and calculations for distance, displacement, speed

velocity and acceleration

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

of momentum and the law of conservation of energy

Objective

Students:

● develop knowledge and understanding of energy


A student:

PH11-10 explains and analyses waves and the transfer of energy by sound, light and

thermodynamic principles

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

42

2 Unit Legal Studies - Preliminary Assessment 2019

Outcomes

A Student:

P1 Identifies and applies legal concepts and terminology

P2 describes the key features of Australian and international law

P3 describes the operation of domestic and international legal systems

P4 discusses the effectiveness of the legal system in addressing issues

P5 describes the role of law in encouraging co-operation and resolving conflict, as well as

initiating and responding to change

P6 explains the nature of the interrelationship between and legal system and society

P7 evaluates the effectiveness of the law in achieving justice

P8 locates, selects and organises legal information from a variety of sources including legislation,

cases, media, international instruments and documents

P9 communicates legal information using well-structured responses

P10 accounts for differing perspectives and interpretations of legal information and issues

Component Task 1 Task 2 Task 3 Weighting

The Legal

System:

Annotated

media file

The Individual

and the Law:

Research based

in-class essay

Examination

Term 1, Wk 9 Term 2, Wk 9 Term 3, Wk 10

P1, P2, P3, P4,

P6, P8

P2, P4, P5, P6.

P8, P9, P10

P1, P2, P3, P4,

P5, P6, P7, P9,

P10

Knowledge and


content

10 30 40

Analysis and evaluation 10 10 20

Inquiry and research 10 10 20

Communication in

appropriate forms 10 10 20

Marks 30 30 40 100

43

2 Unit Ancient History – Preliminary Assessment 2019

OBJECTIVES AND OUTCOMES

Knowledge and Understanding

Students:

develop knowledge and understanding of a range of features, people, places, events and

developments of the ancient world in their historical context

develop an understanding of continuity and change over time.

A student:

AH11-1 describes the nature of continuity and change in the ancient world

AH11-2 proposes ideas about the varying causes and effects of events and developments

AH11-3 analyses the role of historical features, individuals and groups in shaping the past

AH11-4 accounts for the different perspectives of individuals and groups

AH11-5 examines the significance of historical features, people, places, events and developments of the

ancient world

Skills

Students:

undertake the process of historical inquiry

use historical concepts and skills to examine the ancient past

communicate an understanding of history, sources and evidence, and historical interpretations.

A student:

AH11-6 analyses and interprets different types of sources for evidence to support an historical account or

argument

AH11-7 discusses and evaluates differing interpretations and representations of the past

AH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant

evidence from a range of sources

AH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in

appropriate and well-structured forms

AH11-10 discusses contemporary methods and issues involved in the investigation of ancient history

COMPONENTS

TASK 1 TASK 2 TASK 3

Museum Study

Historical

Investigation

30%

Source Analysis

Portfolio

30%

Examination

40%


Outcomes

AH11-1 AH11-2

AH11-5 AH11-6

AH11-8

Outcomes

AH11-2 AH11-6

AH11-7 AH11-10

Outcomes

AH11-3 AH11-4

AH11-5 AH11-6

AH11-7 AH11-9

AH11-10

Knowledge and


content

40% 5 5 30

Historical skills in the

analysis and evaluation of

sources and interpretations

20% 5 10 5

Historical inquiry and

research 20% 10 10

Communication of

historical understanding in

appropriate forms

20% 10 5 5

44

2 Unit Modern History - Preliminary Assessment 2019


Source analysis

Investigating

Modern History

Research and

essay

Historical

Investigation

Yearly

Examination


Outcomes

assessed

MH11-6 MH11-7

MH11-10

Outcomes

assessed

MH11-6 MH11-7

MH11-8 MH11-9

Outcomes

assessed

MH11-1 MH11-2

MH11-3 MH11-4

MH11-5 MH11-9

Knowledge and

understanding of

course content

5 10 25 40

Historical skills in

the analysis and

evaluation of

sources and

interpretations

10 5 5 20

Historical inquiry

and research 5 10 5 20

Communication

of historical

understanding in

appropriate forms

10 5 5 20

Total % 30 30 40 100

Outcomes

A student develops the skills to:

P1.1 describe the role of key individuals, groups and events of selected studies from the

eighteenth century to the present

P1.2 investigate and explain the key features and issues of selected studies from the eighteenth

century to the present

P2.1 identify forces and ideas and explain their significance in contributing to change and

continuity from the eighteenth century to the present

P3.1 ask relevant historical questions

P3.2 locate, select and organise relevant information from different types of sources

P3.3 comprehend and analyse sources for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 plan and present the findings of historical investigations, analysing and synthesising

information from different types of sources

P4.1 use historical terms and concepts appropriately

P4.2 communicate a knowledge and understanding of historical features and issues, using

appropriate and well-structured oral and written forms

45

Business Studies - Preliminary Course Assessment 2019

Preliminary

Syllabus

Outcomes

that relate to

the

Components

Preliminary

Assessment

Components

and Weightings

Preliminary

Syllabus

Weightings

(Course

Time)

%

Task 1 – Task 2 Task 3

Total %

Date

T1 wk10

Date

T2 w10

Date

T3 w10

Tota

l

Business

Case

Studies

Business

Research

Task/Plan

Exam

P1, P2, P3,

P4, P5, P6, Knowledge 40%

10% 30% 40%

P7 Stimulus

20%

5% 15% 20%

P8 Inquiry and

Research 20% 5% 15% 20%

P9, P10 Communication

20%

5% 10% 5% 20%

Task Value % 15% 35% 50% 100%

Syllabus Outcomes Assessed by the Task

P1, P2, P6,

P7, P8, P9.

P2, P4, P5,

P6, P7, P8,

P9, P10

P1, P2, P3,

P4, P5, P6,

P8, P9, P10

Outcomes

The student:

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

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to medium enterprises

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

46

2 Unit Visual Arts - Preliminary Assessment 2019 Summary of Internal Assessment

Component Weighting Tasks

ARTMAKING 50% Assessment should include ongoing evaluations of a

student’s ability to:

investigate artmaking as a practice involving procedures and judgements

explore and apply the conceptual framework of art involving artist, artwork,

world, audience

use one or more frames to develop points of view that inform their interpretations

develop meaning and focus in the representation of ideas in artworks (in at least

two expressive forms in the Preliminary Year)

evident in the lead-up work in diaries, works under development, more resolved

works, and student explanations

ART CRITICISM

and

ART HISTORY

50% Assessment should include ongoing evaluations of a student’s ability to:

investigate art criticism and art history as practice involving procedures and

judgements

explore and utilise the conceptual framework of art involving artist, work, world,

audience in discussions and art writing

use one or more of the frames to develop theoretical positions to inform their

interpretations and points of view

attribute meanings to selected examples

interpret critical and historical accounts evident in research tasks, oral tasks,

reviews, reports, assignments etc

Assessment Schedule

Task number Task 1 Task 2 Task 3 Weighting

Nature of task

Exploring Representation

- Identity and Self

Submitted artwork

exploring historical and

contemporary

representation of

Identity and Self

Conceptual and

material strength of

completed work.

Written Response

Exploring Representation

- Australian Landscape

Submitted artwork exploring

historical and contemporary

representation of the

Australian Landscape

Conceptual and material

strength of completed work/s.

VAPD including the selection

of 6 seminal artworks

annotated to account for

historical changes in the

representation of the

Australian landscape over

time.

End of Course

Examination

Art Criticism and Art

History Examination

Short answer questions

and extended responses

Date Term 1 Term 2/Term 3 Term 3

Outcomes P1, P2, P3, P4, P5, P6 P1, P2, P3, P4, P&, P10 P7, P8, P9, P10

Components

ARTMAKING 25% 25% 50%

ART CRITICISM

and ART HISTORY 10% 10% 30% 50%

Task Weighting 35% 35% 30% 100%

47


Outcomes

AREA OF CONTENT ARTMAKING

A student:

CRITICAL AND HISTORICAL STUDIES

A student:

Practice P1: explores the conventions of practice

in artmaking

P7: explores the conventions of practice

in art criticism and art history

Conceptual framework P2: explores the roles and relationships

between the concepts of artist, artwork,

world and audience

P8: explores the roles and relationships

between concepts of artist, artwork, world

and audience through critical and

historical investigations of art

Frames P3: identifies the frames as the basis of

understanding expressive representation

through the making of art

P9: identifies the frames as the basis of

exploring different orientations to critical

and historical investigations of art

Representation P4: investigates subject matter and forms

as representations in artmaking

P.10 explores ways in which significant art

histories, critical narratives and other

documentary accounts of the visual arts

can be constructed

Conceptual strength

and meaning

P5: investigates ways of developing

coherence and layers of meaning in the

making of art

Resolution P6: explores a range of material

techniques in ways that support artistic

intentions

48

1 Unit Creative Arts – Photography

Preliminary Assessment 2019

WET PHOTOGRAPHY AND DIGITAL IMAGING 3 MODULES will be covered and assessed during this 1 unit - 60 hour course.

(The mandatory Occupational Health and Safety Module is integrated into this course.)

Summary of Internal Assessment

Assessment Schedule

Tasks Task 1

Image

Conventions

and Analysis

Task 2

Wet Field ‘Light

and Shadow’

Task 3

Digital Imaging

and

Manipulation

images

Total

Weighting

Date Term 1 Term 2 Term 3


Outcomes CH 1-5 M 1-6 M 1-6 1 Unit / 50

Syllabus Components

(Practice)

MAKING

Including conceptual framework and

frames

17.5% 17.5% 35%

CRITICISM and HISTORY

Including conceptual framework and

frames

15% 15%


MAKING

CRITICAL and

HISTORICAL

STUDIES

35%

15%

The assessment tasks given to students must:

be consistent with the objectives and outcomes being assessed

provide for a range of performances and achievements within the group

be consistent in number with comparable 1 or 2 unit Board-developed

courses

use a range of assessment instruments. Each instrument must be

appropriate to the outcomes it is designed to measure.

include reference to work undertaken in the diary as part of the

assessment process.

At least one assessment task must derive from formal examinations which

include both making and critical/historical studies. Formal examinations are

defined as any form of examination as used in the Higher School Certificate

under conditions similar to those in the HSC for comparable tasks and which

apply equally to all students at the school.

Strategies and instruments used for assessment purposes may include the

following:

experiments with different techniques and processes used in

photography/video/digital imaging

records of photographs, sketches, notes, plans, diagrams and other

research documented in diaries related to making

works in progress and resolved works in one or more of the fields

exploration of similar and different subject matter in one or more of the

fields

exhibitions of works

evidence of critical and historical investigations, eg research

assignments, critical reviews of exhibitions

short answer and essay tests

individual and group presentations and reports

class essays

critical reviews of their own and others’ works

49


Outcomes

Outcomes for MAKING Outcomes for CRITICAL AND HISTORICAL STUDIES

A student:

M1 - generates a characteristic style that is

increasingly self-reflective in their photographic

practice

M2 - explores concepts of artist/photographer, still

and moving works, interpretations of the world

and audience response, in their making of still

works

M3 - investigates different points of view in the making

of photographs

M4 - generates images and ideas as

representations/simulations in the making of

photographs

M5 - develops different techniques suited to artistic

intentions in the making of photographs

M6 - takes into account issues of occupational health

and safety in the making of photographs

A student:

CH1 - generates in their critical and historical practice

ways to interpret and explain photography

CH2 - investigates the roles and relationships among

the concepts of artist, work, world and

audience in critical and historical investigations

CH3 - distinguishes between different points of view

and offers interpretive accounts in critical and

historical studies

CH4 - explores ways in which histories, narratives and

other accounts can be built to explain

practices and interests in the field of

photography

CH5 - recognises how photography is used in various

fields of cultural production

50

Industrial Technology – Timber



Assessment Schedule

Task 1

Task 2

Task 3

Date T1 – Wk 11 T2 - Wk 8 T3 - Wk 9 Total

Weighting

Task

Weighting 10% 30% 60% 100%

Outcomes

1.1,1.2, 2.1, 5.1,

5.2, 6.1, 6.2,

7.1,7.2

1.2, 2.1, 3.1, 4.3,

6.1, 7.1

7.2

1.2, 2.1, 2.2, 3.1,

3.2, 3.3, 4.1, 4.2,

4.3, 5.1, 5.2, 6.1,

6.2

Syllabus

Component

Industry Study 10% Industry Study

5%

Industry Related

Manufacturing

Technology

10%

Production

10%

Management

and

Communication

5%

Design

10%

Management

and

Communication

15%

Production

30%

Industry related

Manufacturing

Technology

5%

Tasks

Industry Study

Report

Preliminary

Examination

Wall Cabinet

Project


OUTCOMES A student:

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

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

developing Technologies

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

P2.2 works effectively in team situations

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

P3.2 applies research and problem-solving skills

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

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

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

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

projects

P5.1 uses communication and information processing skills

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

P6.1 identifies the characteristics of quality manufactured products

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

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

P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society

and the environment

Internal Assessment Weighting

Design 10%

Management and Communication 20%

Industry Study 15%

Production 40%

Industry Related Manufacturing Technology 15%

51

Industrial Technology – Multimedia



Assessment Schedule

Task 1

Task 2

Task 3

Date

T1 – Wk 11

T2 - Wk 8 T3- Wk 9 Total

Weighting

Task

Weighting

35% 30% 35% 100%

Outcomes 3.1, 3.2, 3.3, 4.1,

4.2, 5.1, 5.2

1.1, 1.2, 2.1, 4.3,

5.1, 5.2, 6.1, 6.2,

7.1, 7.2

3.1, 3.2, 3.3, 4.1,

4.2, 5.1, 5.2

Syllabus

Component

Design

Management

and

Communication

15%

Production

20%

Industry Study

14%

Industry Related

Manufacturing

Technology

16%

Design

Management

and

Communication

15%

Production

20%

Tasks

Video Project

and folio

Exam 1 3D animation

and folio

Outcomes may vary from those printed. Students will receive two weeks’ notice before any

task.

OUTCOMES A student:

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

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

developing technologies

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

P2.2 works effectively in team situations

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

P3.2 applies research and problem-solving skills

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

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

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

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

projects

P5.1 uses communication and information processing skills

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

P6.1 identifies the characteristics of quality manufactured products

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

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

P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society

and the environment

Internal Assessment Weighting

Design 10%

Management and Communication 20%

Industry Study 15%

Production 40%

Industry Related Manufacturing Technology 15%

52

2 Unit Drama - Preliminary Assessment 2019

Assessment Schedule

OUTCOMES A student:

P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles

P1.2 explores ideas and situations, expressing them imaginatively in dramatic form

P1.3 demonstrates performance skills appropriate to a variety of styles and media

P1.4 understands, manages and manipulates theatrical elements and elements of production, using them

perceptively and creatively

P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through

to performance

P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action

P2.1 understands the dynamics of actor-audience relationship

P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-

house staff, technical staff and producers

P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action

P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical

and design elements and performance spaces

P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the

performances of others

P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles,

structures and techniques

P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and

movements

Tasks

Task 1:

Playbuilt Performance Creation and presentation

of an original group

playbuilt performance

and written analysis of

approaches to acting and

performance styles

Task 2:

IP Project Design/ Performance

Comic and Dramatic

monologues concept.

analysis and performance

OR

Design concept

With logbook including

script

development/interpretatio

n/research/drafts and

planning

Task 3:

Major study Presentation of theatrical

concept of a major play

demonstrating concept,

scene work and analysis

and critique

(Performance essay)

Date Term1

Week 11

Term 2

Week 10

Term 3

Week 8/9

Weighting 35% 35% 30%

Outcomes P.1.1, P.1.2, P.1.3,

P.3.1, P.3.2, P.3.3

P.1.3, P.1.5, P.1.7, P2.1 P.1.3, P.1.5, P.1.7, P.2.3

Components:

Making 15% 10% 15%

Performing 10% 10% 10%

Critically

Studying 10% 10% 10%

53

2 Unit Music - Preliminary Assessment 2019



Performance 25 classroom-based activities in both solo and group performances

demonstration of personal interpretations of music

presentations of performances at concerts

improvisations

Composition 25 improvisations

original compositions

arrangements

viva voce on compositions

composition portfolio

Musicology 25 oral responses

written responses

research tasks

viva voce

musicology portfolio

Aural 25 recognition of concepts exhibited in a variety of musical excerpts

discussion of the use of concepts

written responses to primary source stimulus

Marks 100

Assessment Schedule

Components

Weightings

(Syllabus)


Performance and

Musicology

Solo or ensemble

performance with an

analysis of the work

and its relevance

within the chosen style.

Composition and

Aural Analysis

Film Music composition

with an aural analysis of

one influential musical

excerpt relevant to the

chosen topic.

Aural Skills

Exam

Responses to aural

excerpts using a range

of concepts

Term 1 Assessment

Week

Term 2 Assessment Week

Term 3 Assessment

Week

Outcomes P1, P2, P4, P6 P3, P4, P6, P7, P8 P4, P5, P7, P8

PERFORMANCE 25 25%

COMPOSITION 25 25%

MUSICOLOGY 25 10%

AURAL 25 15% 25%

Marks 100 35 40 25

54

P9, P10 and P11 are values outcomes and are embedded within the program and in all assessment

tasks

Outcomes

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

Objective:

to develop knowledge

and skills about the

concepts of music and

of music as an art form

through performance,

composition, musicology

and aural activities in a

variety of cultural and

historical contexts.

P1

P2

P3

P4

performs music that is characteristic of the topics studied

observes, reads, interprets and discusses simple musical scores

characteristic of topics studied

improvises and creates melodies, harmonies and rhythmic

accompaniments for familiar sound sources reflecting the cultural and

historical contexts studied

recognises and identifies the concepts of music and discusses their use in

a variety of musical styles

Objective:

to develop the skills to

evaluate music critically.

P5

P6

comments on and constructively discusses performances and

compositions

observes and discusses concepts of music in works representative of the

topics studied

Objective:

to develop an

understanding of the

impact of technology

on music.

P7

P8

understands the capabilities of performing media, explores and uses

current technologies as appropriate to the topics studied

identifies, recognises, experiments with and discusses the use of

technology in music

Objective: to

develop personal values

about music.

P9

P10

P11

performs as a means of self-expression and communication

demonstrates a willingness to participate in performance, composition,

musicology and aural activities

demonstrates a willingness to accept and use constructive criticism

55

2 Unit PDHPE – Preliminary Assessment 2019


Internal Assessment

Weighting

Tasks May Include

Assessment Components

Knowledge, understanding of

course content

Skills in critical thinking, research,

analysis and communicating.

40

60

Laboratory Reports

Research Reports

Debates

Oral Presentations

Practical Performances to

demonstrate theoretical

understanding

Examinations

Topic Tests

Assignments

TOTAL 100

Assessment Schedule

Task 1

Task 2

Task 3

Total

Weighting

Date

Term 1 Term 2 Term 3

Task

Weighting

30% 30% 40% 100%

Outcomes P1,P2, P3, P4, P15,

P16

P7, P8, P9, P10, P11,

P16, P17

P1 - P17

Syllabus

Components

Knowledge and

understanding of

course content

10

10

20

40%

Skills in critical

thinking, research,

analysis and

communicating

20

20

20

60%

TOTALS 30 30 40

56

Outcomes may vary from those printed. Students will receive two weeks’ notice before

any task.

OUTCOMES

P1 identifies and examines why individuals give different meanings to health and to physical

activity.

P2 explains how nutrition, physical activity, drug use and relationships affect personal health

P3 recogonises that health is determined by sociocultural, economic and environmental factors

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

P5 plans for and can implement actions that can support the health of others

P6 proposes actions that can improve and maintain personal health

P7 explains how body structures influence the way the body moves

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

P11assesses and monitors physical fitness levels and physical activity patterns

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

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

P11 assesses and monitors physical fitness levels and physical activity patterns

P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid

settings (Option 1)

P14 demonstrates the technical and interpersonal skills necessary to participate safely in

challenging outdoor recreation activities (Option 4)

P15 forms opinions about health – promoting actions based on critical examination of relevant

information

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

P17 analyses factors influencing movement and patterns of participation health-promoting

actions based on a critical examination of relevant information

57

2 Unit Sport, Lifestyle and Recreation

– Preliminary Assessment 2019 4 MODULES will be covered and assessed during this 2 unit – 120 hour course.


Component Weighting Task

KNOWLEDGE and

UNDERSTANDING

SKILLS

50%

50%





courses

use a range of assessment instruments; each instrument must be


Instruments used for assessment purposes may include the following:

class essays critical reviews

debates diary/learning log

essay test excursion reports

individual/group reports internet research assignments

laboratory reports library research projects

mock interviews multiple-choice tests

oral reports practical performances

problem-solving assignments problem-solving tests

seminars short-answer tests

skills checklists written reports on case studies,

excursions, field trips, surveys

Assessment Schedule

Task 1- Mod 5

Fitness

Task 2 – Mod 4

First Aid and Sport

Injuries

Task 4

Total

Weighting

Date

Term 1

Training Program

Term 2

First Aid

Performance

Term 3

In Class Test

Task

Weighting

30% 30% 40% 100%

Outcomes P1.1, P1.3, P2.1,

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

P4.4

P1.1, P1.3, P2.1, P3.1,

P3.2, P4.1,

P4.4

P1.1, P1.3, P1.5,

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

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

P3.5, P4.1, P4.3,

P4.4

Syllabus

Components

Knowledge

10%

15%

25%

50%

Skills

10%

20%

20%

50%

58

Outcomes may vary from those printed. Students will receive two weeks’ notice

before any task.

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

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

1.3 demonstrates ways to enhance safety in physical activity

1.4 investigates and interprets the patterns of participation in sport and physical activity in

Australia

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

describes administrative procedures that support successful performance outcomes

2.1 explains the principles of skill development and training

2.2 analyses the fitness requirements of specific activities

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

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

2.5 describes the relationship between anatomy, physiology and performance

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

3.2 designs programs that respond to performance needs

3.3 measures and evaluates physical performance capacity

3.4 composes, performs and appraises movement

3.5 analyses personal health practices

3.6 assesses and responds appropriately to emergency care situations

3.7 analyses the impact of professionalism in sport

4.1 plans strategies to achieve performance goal

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

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

4.4 demonstrates competence and confidence in movement contexts

4.5 Recognises the skills and abilities required to adopt roles that support health, safety and

physical activity.

59

1 Unit Sport, Lifestyle and Recreation

– Preliminary Assessment 2018

3 MODULES will be covered and assessed during this 1 unit – 60 hour course.



KNOWLEDGE and

UNDERSTANDING

SKILLS

50%

50%



provide for a range of performances and achievements within the

group

be consistent in number with comparable 1 or 2 unit Board-

developed courses







individual/group

reports

internet research assignments




problem-solving

assignments

problem-solving tests




Assessment Schedule

Task 1

Module 6

Games & Sport

Application 1

Task 2

Module 4

First Aid and Sports

Injuries

Task 3

Module 5

Fitness

Total

Weighting

Date


Task

Weighting

30% 30% 40% 100%

Outcomes P1.1, P1.3, P2.1, P3.1,

P3.2, P4.1, P4.4

P1.1, P1.3, P2.1, P3.1,

P3.2, P4.1,

P4.4

P1.2, P1.3, P2.2, P3.2,

P3.3, P4.1

Syllabus

Components

Knowledge

15%

15%

20%

50%

Skills

15%

15%

20%

50%

60


task.

OUTCOMES

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

1.7 explains the relationship between physical activity, fitness and healthy lifestyle

1.8 demonstrates ways to enhance safety in physical activity

1.9 investigates and interprets the patterns of participation in sport and physical activity in

Australia

1.10 critically analyses the factors affecting lifestyle balance and their impact on health status

describes administrative procedures that support successful performance outcomes

2.6 explains the principles of skill development and training

2.7 analyses the fitness requirements of specific activities

2.8 selects and participates in physical activities that meet individual needs, interests and

abilities

2.9 describes how societal influences impact on the nature of sport in Australia

2.10 describes the relationship between anatomy, physiology and performance

3.5 selects appropriate strategies and tactics for success in a range of movement contexts

3.6 designs programs that respond to performance needs

3.7 measures and evaluates physical performance capacity

3.8 composes, performs and appraises movement

3.8 analyses personal health practices

3.9 assesses and responds appropriately to emergency care situations

3.10 analyses the impact of professionalism in sport

4.3 plans strategies to achieve performance goal

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

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

4.7 demonstrates competence and confidence in movement contexts

4.8 Recognises the skills and abilities required to adopt roles that support health, safety and

physical activity.

61

2 Unit Community and Family Studies

– Preliminary Assessment 2019


Internal Assessment Weighting Tasks May Include

5 Assessment tasks comprising the

following components

Assessment Components

Knowledge, understanding of the

course content

Skills in critical thinking, research

methodology, analyzing and

communicating

40

60

Tasks may include:

Exercises using graphs, tables,

diagrams, statistics and

mathematical calculations

Briefing notes

Case studies from primary and

secondary sources

Oral presentations

Interviews and surveys

Examinations

TOTAL 100

Assessment Schedule

Task 1

Task 2

Mid Exam

Task 4

Final

Exam

Total

Weighting

Date

Term 1

Term 2

Term 3


Outcomes P1.1, P1.2,

P4.2, P6.1

P2.1, P2.3, P4.1,

P4.2

P1.1-P6.2

Syllabus Components

Knowledge,

understanding of

course content

10

10

20

40

Skills in critical thinking,

research methodology,

analyzing and

communicating

20

20

20

60

TOTAL 30 30 40 100

Outcomes may vary from those printed. Students will receive two weeks’ notice before

any task.

62

OUTCOMES P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the

development of goals

P1.2 proposes effective solutions to resource problems

P2.1 accounts for the roles and relationships that individuals adopt within groups

P2.2 describes the role of the family and other groups in the socialisation of individuals

P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal

relationships and achievement

P2.4 analyses the inter-relationships between internal and external factors and their impact on

family functioning

P3.1 explains the changing nature of families and communities in contemporary society

P3.2 analyses the significance of gender in defining roles and relationships

P4.1 utilises research methodology appropriate to the study of social issues

P4.2 presents information in written, oral and graphic form

P5.1 applies management processes to maximize the efficient use of resources

P6.1 distinguishes those actions that enhance wellbeing

P6.2 uses critical thinking skills to enhance decision-making

7.1 appreciates differences among individuals, groups and families within communities and

values their contributions to society

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

7.3 appreciates the value of resource management in response to change

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

63

1 Unit Exploring Early Childhood

– Preliminary Assessment 2019 3 MODULES will be covered and assessed during this 1 unit – 60 hour course.



KNOWLEDGE and

UNDERSTANDING

SKILLS

50%

50%





courses







individual/group reports internet research assignments




problem-solving assignments problem-solving tests




Assessment Schedule


task.

Task 1

CORE A

Research Analysis

Task 2

CORE A & B

Mid-Year Exam

Task 3

Core C &

MODULE 12

Written

Response

Total

Weighting

Date


Task

Weighting

30% 30% 40% 100%

Outcomes 1.1, 1.4, 2.1, 5.1, 6.1, 6.2 1.1 – 2.5, 4.1 – 6.2. 1.3,1.4,1.5,6.1,6.

2

Syllabus

Components

Knowledge

15%

15%

20%

50%

Skills

15%

15%

20%

50%

64

OUTCOMES

1.1 analyses prenatal issues that have an impact on development

1.2 examines major physical, social-emotional, behavioural, cognitive and language

development of young children

1.3 examines the nature of different periods in childhood — infant, toddler, preschool and the

early school years

1.4 analyses the ways in which family, community and culture influence the growth and

development of young children

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

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

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

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

2.4 analyses the role of a range of environmental factors that have an impact on the lives of

young children

2.5 examines strategies that promote safe environments

3.1 evaluates strategies that encourage positive behaviour in young children

4.1 demonstrates appropriate communication skills with children and/or adults

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

4.3 demonstrates appropriate strategies to resolve group conflict

5.1 analyses and compares information from a variety of sources to develop an understanding

of child growth and development

6.1 demonstrates an understanding of decision making processes

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

others

V1.1 displays a willingness to respond to the individual needs of young children and families

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

V2.1 appreciates the importance of facilitating responsible and supportive interactions with

young children

65

2 Unit Vocational Education

and Training (VET)

Certificate II Hospitality in Kitchen Operations SIT20416


Certificate II Hospitality in Kitchens Operation (240 Hours) consists of two assessment components:

- Internal assessment – competency based assessment

- External assessment – written examination (Optional)

INTERNAL ASSESSMENT REQUIREMENTS:

The assessment is competency based. This requires students to develop the competencies and skills

and knowledge described by each Unit of Competency. There is no mark awarded in competency

based assessment. Students are assessed as either ‘competent’ or ‘not yet competent’. When a

student achieves a Unit of Competency it is signed off by the assessor in a Student Log. Assessment

will include topic tests, written assignments, case studies, examinations, practical tests and catering

events.

Students assessed as competent will achieve AQF Certificate II Hospitality in Kitchen Operations or a

Statement of Attainment towards Certificate II Hospitality in Kitchen Operations, which will outline the

competences that have been achieved. The students are entitled to two to three opportunities to

show competency. Some of the assessment tasks are also scheduled to determine first place in the

subject and the academic excellence medallion. These tasks will be allotted a mark and a task

weighting as per the assessment schedule.

EXTERNAL ASSESSMENT REQUIREMENTS:

The optional High School Certificate Examination is a two hour written paper. The external

examination will test a sample of the units of competency from the compulsory Core Units and the

Commercial Cookery Strand. Students will be required to notify the Board of Studies during the HSC

year if they wish to present for this examination.

The college must submit an estimated examination mark for each student entered for a VET

examination. This mark will be used only in the case of an illness/misadventure appeal.

The examination result may contribute to the calculation of the student’s ATAR. The examination

result is independent of the Competency Based Assessment undertaken during the course and has

no impact on student eligibility for AQF (Australian Qualifications Framework).

The Trial Examination will be compulsory for all students. This examination will be used to assess the

competency of all students. The mark is also required for the submission of an estimated examination

mark for students intending to sit the HSC exam.

66

Year 11 Assessment Program 2019

Hospitality VET – Academic Excellence

TASK 1

Project / Test

TASK 2

Practical Exam

TASK 3

Yearly Exam

Week 10

Term 2

Week 8/9

Term 3

Week 8/9

Term 3

Components

Weighting

Content Area

Participate in

safe work

practices;

Clean Kitchen

premises &

equipment

Content Area

Use hygienic

practices for food

safety;

Participate in safe

work practices;

Clean kitchen

premises &

equipment;

Use food

Preparation

equipment;

Prepare simple

dishes;

Content Area

Use hygienic

practices for

food safety;

Participate in

safe food

handling

practices;

Participate in

safe work

practices;

Use food

Preparation

equipment;

Clean kitchen

premises &

equipment

Knowledge

50

50

Practical

30

30

Research

20

20

MARKS

100%

20

30

50

Work Placement 2019

(Term 2 Week 4) 20/5/19 – 24/5/19 and

(Term 4 Week 4) 4/11/19-8/11/19

“Work placement is a mandatory HSC requirement of each course within this framework and the required

hours have been assigned to the work placement requirement for each course”.

(Board of Studies, Hospitality Curriculum Framework, Syllabus, page 32)

As such, students must complete all (70 Hours) work placement during the allocated times or they will not

be eligible for the PRELIMINARY and HSC in this subject.

67

Assessment Schedule – Competency

Event Unit Timing

- Project

- Topic tests

- Research assignments

- Practical lessons

- Written Half Yearly Exam

- Catering event

- Case Studies

- Learner Workbook

Activity

Use hygienic practices for food safety

Participate in safe food handling

practices

Participate in safe work practices

Clean kitchen premises

Term 1

Term 2

- Topic Tests

- Learner Workbook

Activity

- Case Study

- Practical Lessons

- Practical Exam

- Catering Events

- College Cafe

Use food Preparation equipment

Prepare simple dishes

Prepare & Serve Espresso Coffee

Term 3

Detailed elements of competencies will be supplied with each assessment task

Students will receive two weeks’ notice before any task

68

2 Unit Vocational Education and Training (VET)

Statement of Attainment Certificate III in Fitness


Statement of Attainment towards a Certificate III Fitness (240 Hours) consists of two assessment

components:




The assessment is competency based. This requires students to develop the competencies and skills and

knowledge described by each Unit of Competency. There is no mark awarded in competency based assessment. Students are assessed as either ‘competent’ or ‘not yet competent’. When a student achieves a

Unit of Competency it is signed off by the assessor in a Student Log. Assessment will include Observation of set tasks, projects, scenarios, written tests, student portfolio, case studies, oral questions, journal,

demonstrations, and research activities.

Students assessed as competent will achieve the AQF Statement of Attainment towards Certificate III in

Fitness, which will outline the competences that have been achieved. The students are entitled to two to three opportunities to show competency. Some of the assessment tasks are also scheduled to determine first place

in the subject and the academic excellence medallion. These tasks will be allotted a mark and a task weighting

as per the assessment schedule.


The optional High School Certificate Examination is a two hour written paper. The external examination will

test a sample of the units of competency from the training package as well as from the NESA curriculum framework. Students will be required to notify the NESA during the HSC year if they wish to present for this

examination.

The college must submit an estimated examination mark for each student entered for a VET examination. This mark will be used only in the case of an illness/misadventure appeal.

The examination result may contribute to the calculation of the student’s ATAR. The examination result is independent of the Competency Based Assessment undertaken during the course and has no impact on

student eligibility for AQF (Australian Qualifications Framework).

69

Year 11 Assessment Program 2019 Fitness VET – Academic Excellence

TASK 1

Portfolio and observation

TASK 2 Portfolio and observation

TASK 3 Portfolio and observation

Week 9 Term 1

Week 9 Term 2

Week 9 Term 3

Components

Weighting

Content Area Identify risks and apply risk management Participate in workplace health and safety

Content Area Incorporate anatomy and physiology principles into fitness programming

Content Area Provide health screening and fitness orientation. Plan and conduct programs.

MARKS

100%

30

30

40

Work Placement 2019 (Internal work placements will occur each term throughout the two-year

course. It is advisable to complete external work placements before the commencement of year 12 (Term 2 and 3 depending on what is available,

however some students may continue placements into term 4.) As such, students must complete all (30 Hours) work placement during the allocated times

70

2 Unit Vocational Education and Training (VET) Statement of Attainment

Certificate III in Live Production and Services Preliminary Assessment 2019

Statement of Attainment towards a Certificate III Entertainment Industry Operation (240 Hours) consists of

two assessment components:




The assessment is competency based. This requires students to develop the competencies and skills and

knowledge described by each Unit of Competency. There is no mark awarded in competency based assessment. Students are assessed as either ‘competent’ or ‘not yet competent’. When a student achieves a

Unit of Competency it is signed off by the assessor in a Student Log. Assessment will include Observation of set tasks, projects, scenarios, written tests, student portfolio, case studies, oral questions, journal,

demonstrations, and research activities.

Students assessed as competent will achieve the AQF Statement of Attainment towards Certificate III in Live

Production and Services, which will outline the competences that have been achieved. The students are entitled to two to three opportunities to show competency. Some of the assessment tasks are also scheduled

to determine first place in the subject and the academic excellence medallion. These tasks will be allotted a mark and a task weighting as per the assessment schedule.


The optional High School Certificate Examination is a two hour written paper. The external examination will test a sample of the units of competency from the training package as well as from the BOSTES curriculum

framework. Students will be required to notify the Board of Studies during the HSC year if they wish to present for this examination.

The college must submit an estimated examination mark for each student entered for a VET examination. This mark will be used only in the case of an illness/misadventure appeal.

The examination result may contribute to the calculation of the student’s ATAR. The examination result is

independent of the Competency Based Assessment undertaken during the course and has no impact on

student eligibility for AQF (Australian Qualifications Framework).

The Trial Examination will be compulsory for all students. This examination will be used to assess the competency of all students. The mark is also required for the submission of an estimated examination mark

for students intending to sit the HSC exam.

71

Year 11 Assessment Program 2019 Entertainment Industry VET – Academic Excellence

TASK 1

Progressive Competency Project

TASK 2 Competency Test

TASK 3 Preliminary Exam

Week 9 Term 1 & 2

Week 9 Term 2

Week 9 Term 3

Components

Weighting

Content Area Participate in collaborative projects. Provide service to customers.

Content Area Follow occupational health and safety procedures. Follow safe work practices. Maintain personal safety standards. Assess risks. Follow emergency procedures.

Content Area All aspects of the course Including the seven units covered

Knowledge

50

25

25

Practical

30

30

Research

20

20

MARKS

100%

50

25

25

Work Placement 2019

(Internal work placements will occur each term throughout the two-year course. It is

advisable to complete external work placements before the commencement of year 12 (Term 2 and 3 depending on what is available, however some students may continue

placements into term 4.)

“Work placement is a mandatory HSC requirement of each course within this framework and the required hours have been assigned to the work placement requirement for each course”.

(Board of Studies, Hospitality Curriculum Framework, Syllabus, page 32) As such, students must complete all (70 Hours) work placement during the allocated times or they will not be eligible for the PRELIMINARY and HSC in this subject.

72

Assessment Schedule – Competency

Event Unit Timing

- Research assignments

- Student presentations - Practical lessons

- External training - Written Half Yearly Exam

- School Musical Event

- Music concerts - Assemblies

- Novo

Work safely in the construction industry

Provide first aid

Apply work health and safety

procedures

Provide service to customers

Participate in collaborative projects

Term 1

Term 2

- Student journal - Student portfolio

- Practical Lessons - School Events

- Work placement

Work effectively in the creative arts industry

Organise personal work priorities and

development

Term 3

Detailed elements of competencies will be supplied with each assessment task

Students will receive two weeks’ notice minimum before any task

mt st patrick college · date. contact the school by 9.00am and advise that you are absent and...

Documents