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Year 12

Nepean Creative and

Performing Arts High School Assessment Handbook

Higher School Certificate

2020

2 2020 Year 12 HSC Procedures and Course Assessment Booklet

Assessment Handbook Table of Contents Introduction ...................................................................................................................................................................... 4

Higher School Certificate (HSC) Checklist ......................................................................................................................... 6

The School’s Responsibilities ............................................................................................................................................ 7

Reporting to Students and Parent/Carer(s) ...................................................................................................................... 7

Course Completion Requirements .................................................................................................................................... 8

HSC Assessment ................................................................................................................................................................ 9

1. Assessment tasks ...................................................................................................................................................... 9

2. Completion of Assessment tasks ............................................................................................................................ 11

3. Non-Completion of Assessment tasks .................................................................................................................... 13

4. Student Malpractice ................................................................................................................................................ 14

5. N Awards ................................................................................................................................................................. 15

6. UPL (Unsatisfactory Participation in Learning) Process .......................................................................................... 16

Important Information to Read ...................................................................................................................................... 17

Tips for Being a Successful Student ................................................................................................................................ 20

NESA Directive Verbs ...................................................................................................................................................... 22

A Learning and Responding Matrix ................................................................................................................................. 23

HSC Assessment Calendar 2019-2020 ............................................................................................................................ 30

ANCIENT HISTORY ........................................................................................................................................................... 32

BIOLOGY .......................................................................................................................................................................... 34

BUSINESS STUDIES .......................................................................................................................................................... 36

CHEMISTRY ...................................................................................................................................................................... 38

CIRCUS ARTS NON-ATAR ................................................................................................................................................. 40

COMMUNITY AND FAMILY STUDIES ............................................................................................................................... 41

DANCE ............................................................................................................................................................................. 43

DRAMA ............................................................................................................................................................................ 45

EARTH AND ENVIRONMENTAL SCIENCE ......................................................................................................................... 47

ECONOMICS .................................................................................................................................................................... 49

ENGLISH ADVANCED ....................................................................................................................................................... 51

ENGLISH STANDARD........................................................................................................................................................ 53

ENGLISH STUDIES NON-ATAR ......................................................................................................................................... 55

EXTENSION 1 ENGLISH .................................................................................................................................................... 57

EXTENSION 2 ENGLISH .................................................................................................................................................... 59

FOOD TECHNOLOGY........................................................................................................................................................ 61

HISTORY EXTENSION ....................................................................................................................................................... 63

INDUSTRIAL TECHNOLOGY TIMBER ................................................................................................................................ 65

ITALIAN BEGINNERS ........................................................................................................................................................ 67


INFORMATION PROCESSES AND TECHNOLOGY.............................................................................................................. 69

INVESTIGATING SCIENCE ................................................................................................................................................. 71

GEOGRAPHY .................................................................................................................................................................... 73

LEGAL STUDIES ................................................................................................................................................................ 75

MATHEMATICS ADVANCED ............................................................................................................................................ 77

MATHEMATICS STANDARD 1 .......................................................................................................................................... 79

MATHEMATICS STANDARD 2 .......................................................................................................................................... 81

MATHEMATICS EXTENSION 1 ......................................................................................................................................... 83

MATHEMATICS EXTENSION 2 ......................................................................................................................................... 85

MODERN HISTORY .......................................................................................................................................................... 87

MUSIC 1 ........................................................................................................................................................................... 89

MUSIC 2 ........................................................................................................................................................................... 91

MUSIC EXTENSION .......................................................................................................................................................... 93

PERSONAL DEVELOPMENT, HEALTH PHYSICAL EDUCATION - PDHPE ............................................................................ 95

PHYSICS ........................................................................................................................................................................... 97

SCIENCE EXTENSION........................................................................................................................................................ 99

SOCIETY AND CULTURE ................................................................................................................................................. 101

SOFTWARE DESIGN AND DEVELOPMENT ..................................................................................................................... 103

SPORT, LIFESTYLE AND RECREATION – NON ATAR ....................................................................................................... 105

TEXTILES AND DESIGN ................................................................................................................................................... 107

VISUAL ARTS .................................................................................................................................................................. 109

ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE HSC COURSES ...................................... 111

VET CONSTRUCTION ..................................................................................................................................................... 112

VET ENTERTAINMENT ................................................................................................................................................... 114

VET INFORMATION AND DIGITAL TECHNOLOGY .......................................................................................................... 117

VET HOSPITALITY – FOOD AND BEVERAGE ................................................................................................................... 119

VET SPORTS COACHING ................................................................................................................................................ 121

Application for Special Consideration for Illness-Misadventure .................................................................................. 122

Application for Elite Representation ............................................................................................................................. 123

Assessment Task Cover Sheet ....................................................................................................................................... 124

My HSC Assessment Calendar 2019-2020 .................................................................................................................... 127


Introduction

The award of the Higher School Certificate (HSC) is made on the basis of a student’s performance in HSC examinations, the student’s performance in class and through school-based assessment tasks.

Each school has to develop an Assessment Program for every HSC course. In practical terms, this means that the school is required to:

• inform students of assessment requirements in each course; • set tasks that will measure student performance in each specified component of the course and focus on

outcomes; • specify the assessment weighting for each task; • keep records of each student’s performance on each task and; • provide students with information on their progress.

Assessment of student achievements begins at the commencement of the HSC courses, at the start of Term 4 in Year 12 and continues until the HSC examinations in October and November the following year.

New HSC guidelines came into effect from 2019. To reduce excessive stress and allow more time for teaching and learning, school-based assessment tasks will be capped at four per course in Year 12 (including the HSC Trial examination). The number of formal written examination tasks that mimic the HSC examination are capped to one per course, with a maximum weighting of 30% for the Year 12 course.

Schools are required to provide an Assessment Mark based on student achievement in each course studied for the Higher School Certificate.

The Assessment Mark will be based on achievement measured throughout the HSC course and will encompass performance in a range of syllabus objectives and outcomes, except those relating to values and attitudes. The moderated school assessment mark determines 50% of the Higher School Certificate Mark. The other 50% is determined by the student’s HSC examination performance.

The HSC assessment program not only contributes to students’ rankings in courses they study, but also provides students, potential employers and tertiary institutions with an idea of the relative ability of students and their capacity to work over a period of time towards achievements in a wider range of objectives than can be measured by an examination.

NSW Education Standards Authority (NESA) has set requirements for both schools and for students. This booklet contains the HSC Assessment Procedures and Course Assessment Schedules for students beginning their assessment programs for the 2020 HSC at Nepean Creative and Performing Arts High School.

Students need to ensure that they have read and understood the requirements so that they are aware of their responsibilities and those of the school with regard to HSC assessment.

This handbook is a useful guide for all students – it can assist them to effectively plan ahead and take responsibility for managing their own learning in 2019-2020.

Maxwell Foord

Principal

Aspiring the heights

through care, opportunity

and success


To promote, and sustain, a school wide culture of

high expectations and shared responsibility for

student engagement, learning, wellbeing and success.

To foster an environment where students, staff and parents

work together towards the collective goal of engaging every student

in rich learning experiences that develop the skills

vital for flourishing now and into the future.


Higher School Certificate (HSC) Checklist

Term 4, 2019 -Term 1, 2020

Read my Assessment Handbook

Check I am eligible for the HSC, ensure my personal details and courses are correct including any

optional examinations in English Studies, Mathematics Standard and VET courses by reviewing and

signing the Student Declaration on the Confirmation of Entry

Check I have received my syllabus outline including core and elective topics for all courses

Check I have been provided with the scope and sequence for each course I am studying

Go to Students Online to update my PIN and check my postal address, personal email address and

mobile number

Read and become familiar with course and assessment requirements

Create your own assessment calendar (found on Page 125 in this handbook)

Term 2, 2020

Download my personal HSC examination timetable from Students Online

Check all my exams appear, including performing and optional examinations

Check I have been shown where past HSC papers and marking criteria’s are on the NESA website

Term 3, 2020

Confirm dates for any project submissions, performance and oral examinations

Submit all projects on due dates

Attend any performance and oral examinations

Term 4, 2020

Check my exam timetable and the equipment I need

Attend and make a serious attempt at every examination

Check my assessment ranks in Students Online after the last examination

Check my Students Online account uses my personal email address, not my school address

Note my student number and PIN so I can get my results online

General requirements of students for the HSC course

The School’s Responsibilities

NESA requires that Nepean CAPA High School develops an assessment program for each subject course.

Schools are required to:

• Set tasks which will be used to measure student performance in each component of a course. • Specify the mark value for each task. • Inform students of the HSC assessment requirements for each course. • Keep records of each student’s performance in each task. • Provide students with information on their progress.

The assessment guidelines provided in this handbook are prepared from NESA’s subject guidelines.

It is provided to give students an indication of the number and timing of assessment tasks in each subject.

Students will receive more specific information from their subject teachers concerning what will be assessed, how it will be assessed and when it will be assessed.

Students may obtain advice regarding their HSC assessments from their subject teacher, the subject Head Teacher, from their Student Adviser or from the Careers Adviser.

Nepean CAPA High School reserves the right to make any changes considered necessary after this handbook has been issued. Students will be advised of any relevant changes.

Reporting to Students and Parent/Carer(s)

Students will receive feedback on individual assessment tasks, as well as formal reports twice per year.

Feedback on individual assessment tasks will include the mark obtained and constructive comments to assist the student.

Each report will provide an indication of the:

• Student’s cumulative grade, which is based on the assessment tasks completed during the reporting period.

• Student’s cumulative rank based on the cumulative assessment mark for that period.

Each student’s final school assessment marks are confidential as they are subject to moderation.


General requirements of students for the HSC course

Course Completion Requirements

To be determined to have met the requirements for completion of HSC Courses, students must be able to provide evidence to the Principal that they have:

NESA Terminology from Assessment, Certification and Examination (ACE) Manual:

For Nepean Creative and Performing Arts High School students this means:

“Followed the course developed or endorsed by the NSW Education Standards Authority (NESA)”

• Follow NESA syllabus • Participate in all learning activities set by

the teacher

“Applied him or herself with diligence and sustained effort to the set tasks and experiences provided in the course by the school”

• Attend all timetabled classes • Make a genuine attempt to complete the

tasks set in class to the best of your ability • Actively participating in the learning

experiences provided • Completing all mandatory practical

activities.

“Achieved some or all of the course outcomes”

• Demonstrate in class that you have learnt concepts (as determined by your teacher in assessment tasks and other activities in the course)


HSC Assessment

1. Assessment tasks

1.1 Each student is expected to complete and make a genuine attempt at all assessment tasks.

1.2 The Principal has the authority to grant disability provisions for assessment work.

1.3 Assessment for the HSC Course will begin Term 4, Year 11 and finish Week 7, Term 3 in Year 12.

1.4 Assessment tasks must be handed in personally to the class teacher or subject Head Teacher in their staffroom. Unless otherwise specified, all assessment tasks must be submitted as hard (paper) copies.

1.5 Assessment tasks will not be due in the period two weeks before school examinations without the permission of the Principal.

1.6 All My Own Work- All work done at home must be the student’s own work. The progress of home assessment tasks will be checked by the teacher where appropriate. Work submitted containing work not done by the student may receive zero marks.

1.7 Disability Provisions- During the Preliminary and HSC years, students with diagnosed disabilities are able to apply to NESA for Disability Provisions. Parents need to contact the Head Teacher Teaching and Learning to commence this application process. Students applying for Disability Provisions, will need to provide formal documentation in the form of a disability confirmation or a detailed doctor's certificate to submit support their application. The applicant will also need to undertake an interview and possibly complete a test with a member of the Learning and Support Team who will compile the application for the student.

1.8 Elite Representation- Assessment tasks take precedence over all other school activities, including excursions, competitions and sporting events. Under special circumstances the Principal may grant exemptions. Students who have a conflict between assessment due dates and elite representation dates are to submit an “Application for Special Consideration for Elite Representative Students” at least one week in advance of their assessment due date. Elite representative students may be: asked to complete the assessment task by the existing due date; granted an extension; asked to complete an alternative assessment task or; granted an estimate based on the student’s previous performance in the course. This process is only for school-based assessment and is not applicable to HSC Examination or VET course.

1.9 Feedback of Tasks- Teachers should return marked assessment tasks within 3 weeks of due date and prior to the due date of any subsequent assessment task. Teachers will provide effective oral and written feedback to students, either individually or in groups, to allow monitoring and improvement of learning. Senior students will receive a mark for each component of the assessment task, a total for the task, their rank in the cohort for that task and their overall cumulative rank within the cohort.


HSC Assessment

1. Assessment tasks continued

1.10 Invalidating Assessment Tasks- An assessment task may need to be declared invalid if it can be clearly demonstrated that: either one or more students were given an unfair advantage; the task was interrupted due to disruptions like an emergency evacuation or; the task produced results that are significantly different to those expected to be produced by the cohort. Students or their parents who feel that an assessment task meets the criteria to be considered an invalid assessment need to raise the issue with their class teacher and the faculty Head Teacher. The faculty Head Teacher will investigate the claim and in consultation with the Head Teacher Secondary Studies and Senior Executive will make a final determination on the validity of the task. In the event an assessment task is deemed invalid, all students affected will be issued a suitable replacement assessment task with a minimum of two weeks’ notice for the new due date.

1.11 Misplaced or corruption of files- Sometimes, but very rarely, issues arise where a student’s assessment task or digital copy of the task is lost or corrupted. Students will be asked to submit another copy of their task in the appropriate format. On the rare occasion that a teacher loses an assessment, another copy cannot be provided by the student and there is a clear record demonstrating the task was submitted by due date, the student will receive an estimate for the task based on their performance on their other assessment tasks. Students are reminded to keep back up copies of their assessments until after the results for the task have been returned.


HSC Assessment

2. Completion of Assessment tasks

2.1 Work submitted late will receive a zero mark unless accompanied by a doctor’s certificate or an illness/misadventure application is made to the Principal.

2.2 Tasks Submitted Late- All tasks submitted after the stated time on the assessment task will be deemed late. Late work will receive a zero mark unless a student has an approved Illness/Misadventure Application. See Illness/Misadventure in this booklet. Students submitting late work will receive an N Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules. Failure to submit the assessment task could lead to an N Determination being granted for the course and ineligibility for graduation and the award of the Higher School Certificate.

2.3 Absence from an In-class Assessment Task- If a student is absent from an in-class assessment task, the student must complete an illness/misadventure form obtained from Head Teachers or the front office, and a doctor’s certificate, as proof of illness must be submitted. Students will be expected to complete the task on the first day of their return to school. The student has the responsibility of reporting to the Head Teacher of the subject concerned on their arrival at school on the day they return in order to arrange the task’s completion. Incidents of misadventure leading to absence from an assessment task will be considered by the Year 12 Deputy Principal and the relevant Head Teacher.

2.4 Prior Knowledge of Assessment Task- If a student knows he or she will be absent on the day that an assessment task is due, the student must submit the assessment task before the due date unless an extension has been granted. This includes students who are involved in sporting events, excursions or work placement and elite representation. Students may not be partially absent from school on the day an assessment task is due.

2.5 Assistance with Assessment Tasks-If you are having trouble completing your assessment tasks, don’t hesitate to ask for help! Talk to your teacher, the Head Teacher of the subject, the Learning and Support Teachers, the Head Teacher Teaching and Learning or the teachers in Homework Centre. It is our job to support you with understanding your assessment. If a student has a learning difficulty or special need that we need to be aware of they are to talk to the Learning and Support Teachers or the Head Teacher Teaching and Learning. We may be able to offer extra assistance in other ways through Disability or Special Provisions.

2.6 Illness during an assessment task- If a student is ill during an assessment task they must inform the supervising teacher immediately. The time of the student illness will be recorded and the student may be offered a period equal to the time missed due to the illness. The student must provide a doctor’s certificate for illness immediately upon their return to school and complete the illness/misadventure form. If a student becomes ill during an assessment task the Head Teacher will decide whether an estimate or a substitute task will be given.


HSC Assessment

2. Completion of Assessment tasks continued

2.7 Attendance on the day of assessment tasks- Students must attend all classes on the day an assessment task is due. Students are not permitted to miss classes on the day an assessment task is due. Penalties will apply if students are deemed to have an unfair advantage.

2.8 Illness for Examination- In the event of illness for an examination, students are expected to see the teacher or Head Teacher of the subject to arrange an alternative time to sit the examination. A doctor’s certificate must be submitted with an illness/misadventure form. Students found truanting classes to work on an assessment task will receive an automatic zero for the task. Students absent for part of the day an assessment task is due must submit an Illness/Misadventure form justifying their partial absence with a doctor’s certificate in the event of an illness or suitable evidence in the event of a misadventure. Students suspended at the time an assessment task is due must submit their assessment to the Front Office on the day the task is due and immediately leave the premises.

2.9 Appeals of misadventure for illness- Students are entitled to appeal decisions to award no marks by submitting an appeal to the Principal no later than 5 days after the task was returned to the student. The appeal should describe the student’s concern regarding the assessment task procedures.

2.10 Genuine attempt of assessment tasks- Students are expected to attempt all tasks set. The minimum requirement is that the student must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks in the course.

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

2.12 Misadventure in the HSC Examination- In the event a student experiences an illness or misadventure during the HSC Examinations, parents must inform the Deputy Principal or Principal before the examination commences. A formal NESA Illness/Misadventure application must be completed and submitted by the student to NESA. Students are advised to attend all HSC examinations where possible as approval for an Illness or Misadventure application may not be successful and is not always automatically granted by NESA. A basic medical certificate stating a person is unfit for work is insufficient for an HSC illness/misadventure appeal. Depending the circumstances, the appropriate Doctor, nurse or police officer must complete a specific section on the NESA Illness and Misadventure application form. The student, the Examination Convener and the Principal also needs to complete sections on the NESA Illness/Misadventure application.

2.13 Examinations- All students attending an examination at Nepean CAPA High School are subject to the rules of the school. This includes assembling for, undertaking and leaving the examinations. Students who do not comply with the school’s examination rules for a course may have their examination paper for that course cancelled. This may render the student ineligible for the award of a Higher School Certificate.


HSC Assessment

3. Non-Completion of Assessment tasks

3.1 Non-Satisfactory Completion- Students awarded zero marks for assessment tasks totalling 50% or more of the final course assessment marks will be certified as not having satisfactorily completed the course. This means that the student will not receive an assessment mark or an examination mark for that subject.

3.2 Zero Marks- Students and parents will be notified if a student receives a zero mark and opportunities will be provided for the student to meet course outcomes. Parents and students should also be aware of potential consequences of non-completion of course outcomes.

3.3 Non-Serious Attempts- Students who do not make a serious attempt at an assessment task may receive a zero mark for the task concerned. This may render some student’s ineligible for an award for the subject in the Higher School Certificate. Non-serious attempts include frivolous or objectionable material. Students who provide answers to examination questions in a language other than English (unless specifically instructed to do so) will have zero marks awarded. Non-attempts include those where only multiple-choice questions are attempted. Any student identified as making a non-serious attempt or a non-attempt will be asked by the school to justify why they should receive a result for the task concerned.

3.4 Appeal Requests- A student who wishes to submit an appeal request can do so when you have sought and been denied approval for an application for either an illness/Misadventure, an Extension for Elite Representation, zero mark for a non-serious attempt or you have been issued with a UPL Program or an N Determination Warning or Final N Determination Notice. Your appeal request must be made with 48 hours of receiving a rejection from the relevant faculty Head Teacher or been issued an N Determination Warning. Appeal requests should only be made in circumstances where you truly believe the Head Teacher has not considered all the facts in your case. You are to complete an Appeal request form and submit it to the Principal, with a copy of the Illness-Misadventure Request or Extension for Elite Performance Request or Notification of Final N Determination Award. It is at the Principal’s discretion whether to uphold your appeal to deny it after careful consideration of all the circumstances surrounding your appeal request.

3.5 Formal Appeals- A student who wishes to appeal formally against a decision not to award marks should submit the appeal to the Principal. The appeal must be written by the student and lodged no later than FIVE school days after the student is informed of the decision not to award marks. All relevant documentation must accompany the appeal when it is lodged. Relevant documentation may include a copy of the assessment task sheet, a copy of the student’s response, a supporting letter from parent or caregiver, a medical certificate and other documentation that may support the appeal.


HSC Assessment

4. Student Malpractice

4.1 All My Own Work- Completion of assessment tasks must comply with NESA Policy: “All my own work. ”Student malpractice includes plagiarism and copying the work of others. Plagiarism is the use of the work of others without acknowledgement. The copying of paragraphs or sentences from someone else’s work is permitted, as long as it is appropriately acknowledged by footnoting or quotation marks. The copying of someone else’s ideas, including paraphrasing, is allowed, as long as it is acknowledged.

4.2 Misbehaviour- Student malpractice includes misbehaviour during the conducting of assessment tasks and breaching school examination rules. Students who have completely plagiarised their assessment will receive a zero and an N Award Warning Letter (Years 10-12). Students must show ethical scholarship by learning how to summarise and write in their own words. Students who misbehave during assessment tasks, including exams, will be given an appropriate consequence for their actions. Depending on the severity of the disruption, students may receive a zero for the task. Students who are ejected from an assessment task will have their paper removed and the time they left the assessment recorded on the top of their paper, including details of the disruption. The class teacher will negotiate a suitable penalty with the course Head Teacher.

4.3 Penalty for Malpractice- Malpractice in assessment tasks and examinations will be referred to the relevant KLA Head Teacher. This may result in the student’s assessment task being cancelled and receiving no marks. Claims of malpractice including plagiarism and cheating must be proven before mark reduction can occur. Students may only receive marks on their own work and the teacher will only mark the sections that have not been plagiarised and will mark according to the marking criteria.

4.4 Appeals for Malpractice- Students may appeal the decision not to award marks on the grounds of malpractice to the relevant KLA Head Teacher. If the student remains dissatisfied, a formal process may be initiated. The student lodges a formal appeal in writing to the principal clearly stating their grounds for appeal within five days from the date the assessment task was returned to the student. Appeal submissions will be recorded by the school. The principal will convene an appeals panel. The principal may convene an assessment review panel to consider the appeal. The panel may request the attendance of the student and teacher(s) to assist in its deliberations. If the student’s appeal is rejected, the student’s parent/caregiver will be informed of the assessment review panel’s decision in writing. The decision of an assessment review panel is final.

4.5 Malpractice Register- Nepean CAPA High School must submit a Malpractice Register to NESA each year.


HSC Assessment

5. N Awards

Students can receive an N Award Notification for one of three reasons:

• Lack of Diligence and Sustained Effort: examples include, extensive unexplained absences below 85% therefore extensive non-completion of class work, practicals and homework.

• Unsatisfactory Completion of Assessment Tasks: examples include non-completion of an assessment task, plagiarism, non-serious attempts at tasks, continued/deliberate avoidance of examinations and tasks.

• Non-Completion of Work Placement: examples: non-attendance or poor performance, or non-serious attempt at mandatory 35 hours of work placement in either the Preliminary or HSC course.

A student who fails to complete their mandatory work placement in a VET course may be automatically N Determined from either the Preliminary or HSC course.

The N Award Notification letter will clearly outline: the number of times a parent has been notified of an outstanding assessment task; the details of the outstanding assessment task, class work or work placement; the weighting of the task or proportion of the course the work contributes to; the original due date and the new due date for the outstanding work. Students will be given two additional weeks to complete this outstanding work.

Each time a student receives an N Award Notification, the student’s parents will be contacted by the class teacher via telephone and a formal notification letter will be issued.

Once a student has failed to complete more than 50% of assessment, missed their work placement or have completed less than 85% of course work, they will be required to meet with the Deputy Principal to commence the UPL and N Determination processes.

N Determination

Students studying a HSC course must complete and make a genuine attempt at assessment tasks (including examinations) which contribute in excess of 50% of the total marks for the course and satisfactorily complete in excess of 85% of the course work for each subject. Students at risk of receiving an N Determination in a course, will undertake the Unsatisfactory Participation in Learning Program to assist them to meet course requirements.

Students who do not meet the minimum assessment and course work requirements of a subject will receive a Final N Determination Warning for the course, which is their last chance to meet course requirements.

Failure to meet the deadline of the N Determination Warning, will result in the issue of a Final N Determination Notification letter to the student and their parent, advising the consequences of this process and the student’s right to a school based assessment appeal review and the appeal process with NESA.

An N Determination in any subject may make a student ineligible to graduate, attend the Year 12 formal or receive their HSC depending on their chosen pattern of study.


HSC Assessment

6. UPL (Unsatisfactory Participation in Learning) Process

Poor attendance and unsatisfactory progress are closely linked. Students’ attendance in each course needs to meet satisfactory levels in order to complete sufficient course outcomes.

Where attendance and/or course outcome completion are of concern the student will be notified by a telephone call and a letter will be sent home.

Hopefully, through early intervention strategies, students will be able to successfully complete their course requirements.

The Unsatisfactory Participation in Learning Program (UPL) will clearly:

• Schedule a preliminary interview time to discuss the UPL policy and procedures with the student or their parents;

• Identify the student’s non completed assessment tasks or course work in each course; • Provide a copy of the assessment tasks that need to be redeemed to satisfactorily complete the

outstanding tasks; • Outline a DUE DATE for the assessment tasks with at least two weeks notification from the date of

issue of the Program of Improvement documentation and; • Identify an interview time for the student to attend on the DUE DATE where they will be required to

submit their assessment and course work identified in the UPL plan.

After that time, if the student fails to satisfactorily complete the UPL plan, the Principal may:

In extreme circumstances the Principal may expel a student from the school. The grounds for expulsion will be “unsatisfactory participation in learning by a student of post-compulsory age, e.g. a documented pattern of non-satisfactory completion, non-serious attempts to meet course objectives and/or non-compliance with NESA requirements for the award of the Higher School Certificate”

Source: Department of Education and Training Suspension and Expulsion Policy.


Important Information to Read

When will assessment begin?

Nepean CAPA High School Assessment program commences at the beginning of Term 4 (2019) and concludes at approximately Week 5 of Term 3 (2020).

How much notice will be given of each task?

With the exception of formal examinations (Trial HSC) you will be notified in writing at least 14 calendar days prior to the due date of Assessment Tasks. The due date and information for all Assessment Tasks will be given to you on our Assessment Task Notice Cover Sheet (see Appendix 1) which will be issued when you are notified of the task. Any variation to the published Assessment schedule must be made at least 14 days prior to the due date of the original task. Students are to sign a register kept by the teacher on receipt of the task notification and on submission of the task.

What do I do when I am absent when an assessment is issued?

It is a student’s responsibility to find out what work has been missed whilst they were absent and to catch up on that work. The same condition applies if a student is absent when an Assessment Task is issued. You may not be entitled to any automatic extension of time for the task, if you were absent on the day a task was issued. If you have a prolonged absence, you may submit to the Principal an application for Consideration/Extension.

What happens if I am ill or unable to complete a task for some reason?

In cases of severe illness or other exceptional circumstances, an extension to the due date of an assessment task may be possible by completing either an Elite Representation Application or an Illness-Misadventure application ONE week before the due date of an Assessment Task. The completed application must be signed by your class teacher and given to the Head Teacher of the faculty who will submit it to the Principal or Deputy Principal for approval. A medical certificate will be required in cases of illness. Students cannot assume their request will be granted, so they are encouraged to commence work on their assessment tasks upon receipt of them. If an extension is not granted, you must submit the task by the due date. Unless prior application for an extension has been approved by the Principal, the late submission of a task will result in zero marks being awarded for that task.

How do I manage major works?

Major works or projects require students to be actively working on them over the 120 hours of the HSC course. NESA and Vocational Education rules stipulate that a student is expected to work on their major works and projects in front of their teachers, who must verify that the major work or project is the work of the student only. This work may include process diaries, design portfolios, essay or story drafts and work on the project or work to be submitted to NESA for marking. Students who do not show adequate progress on their major works and projects will receive periodic N Award letters advising parents of their poor progress.



What if I want to undertake the optional examinations in English Studies or Mathematics Standard 1?

Students studying English Studies and Mathematics Standard 1 may elect to undertake an optional HSC Examination. Should a student seek an Australian Tertiary Admission Rank (ATAR), the examination mark will be used by the Universities Admissions Centre (UAC) to calculate the ATAR. Students who do not sit for the English Studies HSC examination are not eligible for the calculation of an ATAR.

Students who are planning to sit the optional English Studies and/or Mathematics Standard 1 HSC Examination must sit a formal written examination as part of their assessment program so that an estimated examination mark can be determined.

What if I know in advance that I will be absent?

If a student knows he or she will be absent on the day that an assessment task is due, the student must submit the assessment task before the due date unless an extension has been granted. This includes students who are involved in sporting events, excursions or work placement and elite representation.

What if I have been absent from school?

Occasionally there are special circumstances where a student cannot hand an assessment task in by the set time due to unexpected illness or for an exceptional circumstance. Parents must notify the course Head Teacher in the morning of the student’s absence. If illness is offered as a reason for late submission, a Doctor’s Certificate must be provided to cover the dates of the absence including the day the assessment task was due. If misadventure is offered as a reason for late submission, suitable evidence must be provided to verify the reason

How many assessment tasks do I need to do?

Students must complete all their Higher School Certificate (HSC) assessment tasks. If students fail to complete assessment tasks that make up 50% or more of the total assessment marks in a course, then the provisions outlined later in this section will apply. All school assessment tasks must be completed.

What happens if I hand in Assessment Tasks late?

Students submitting late work will receive an N Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules.

What about students who get outside help or copy other people’s work?

A zero mark may be imposed for copying, plagiarism, cheating or disturbance in an examination. See the section on malpractice.



What if I do not make a serious attempt?

If you do not make a serious attempt in an assessment task, or produce irrelevant or offensive material, you may receive no marks. Each case will be considered by the teacher in consultation with the Head Teacher.

What happens if I fail to complete tasks worth 50% or more of course assessment marks?

If a student fails to complete assessment tasks that make up 50% of the total assessment marks in a course, the Principal will certify that the course has not been satisfactorily studied. The student will be permitted to sit for the Higher School Certificate Examination in that course, but unless the student successfully appeals to NESA the student will be awarded neither an assessment mark nor an examination mark.

What about students who change schools or repeat?

NESA will be notified as soon as possible of all HSC student movements both in and out of the school. For students who transfer between the commencement of assessments in a particular course and before 30th June in an HSC examination year, the receiving school is to prepare the final assessment based upon those tasks which the students complete at the receiving school. Any information from the student’s previous school may also be taken into account. For students who transfer schools after 30th June, their previous school is to provide the assessments.

For students who transfer from interstate or overseas, only tasks undertaken at the receiving school should be assessed. For students who repeat Year 12, an assessment will be made for the repeated year only. No changes to the HSC entries will occur after 30th June in the HSC examination year, other than withdrawal from the course.

What do I do if I have an extension request?

In cases of severe illness or other exceptional circumstances, an extension to the due date of an assessment task may be possible by completing either an Elite Representation Application or an Illness-Misadventure application ONE week before the due date of an Assessment Task. The completed application must be signed by your class teacher and given to the Head Teacher of the faculty who will submit it to the Principal or Deputy Principal for approval. A medical certificate will be required in cases of illness.

Students cannot assume their request will be granted, so they are encouraged to commence work on their assessment tasks upon receipt of them. If an extension is not granted, you must submit the task by the due date. Unless prior application for an extension has been approved by the Principal, the late submission of a task will result in zero marks being awarded for that task.

Generally, extensions will not be granted for technical difficulties including printer, computer or USB issues, misplaced assessment work, difficulties with research if early commencement of research could have addressed the issue or brief periods of illness or misadventure.


Tips for Being a Successful Student

Be Organised

The first step towards success at school is to be organised. This means that you know where you keep your books and equipment, know when school work is due, and being able to find things when you need them.

If you have your own room, make sure that all your books and equipment are in one place.

Check your timetable each evening before going to bed. Then use this information to pack your school bag. If you have a system like this, you will never forget your books or equipment.

Your school diary is a very useful resource that can help you get organised. Your diary has a calendar and a weekly planner where you can write when homework, assignments or other school work is due. Develop a habit of regularly writing in your diary and looking up the things you write.

Your weekly planner not only tells you when school work is due, but it can also help you plan your time by allowing you to calculate, at a glance, how much time you have left before something is due.

Your weekly planner should be updated every week to reflect the amount of time you need to spend on different tasks.

You should have separate exercise books for all subjects. You should use headings and subheadings for things you write and you should always date your work so it's easier to sequence.

Prioritise Your Time and Work To prioritise means to make a decision on what is important and what needs to be done first. To help you prioritise you should have clear and manageable learning goals and know what you have to do to achieve those goals.

Being organised, knowing when work is due and knowing how much time you have to do it, will help you set priorities and find time to do things that are urgent and important.

Make a short list of the most urgent or most important things you have to do. This list should not be too long - five or so items at a time - and you should always complete the item at the top of the list first.

Your “To Do List” will help you always feel in control and it will give you a sense of achievement. Your list should have all your urgent tasks on it to help you to remember that they have to be done. The most urgent tasks should be at the top of your list.

Important things are not always urgent, but they have to be done - and you must find the time to do them. There is a range of important things, and these things are not just school work. However, by prioritising you will be able to find a balance between everything that is important to you.


Tips for being a successful student continued

It is important to have learning goals. Learning goals should be realistic and manageable. For example, think about your learning goals a year from now, but also think about all the small steps that will allow you to get there. Plan on doing the small steps first, and then gradually build up. Knowing where you want to go makes getting there a lot easier. If you are not sure about your goals, talk to someone who can help you work out where you want to be and how to get there.

School work is very important, but so are the other things you do after school. The trick is to find a balance between the different things you do after school. Use your weekly planner to help you in this process. Work out all the things you have to do that week (prioritise), then see how much time is left for other things. Finding the right balance will reduce stress and help you stay on task.

Get Things Done Getting things done can be time-consuming and challenging, but if you are organised and you have your priorities right, it will make your workload easier.

Bigger tasks should be broken down into smaller parts. Each assignment or project should be broken down into smaller, manageable components, and then time should be allocated to each component in your weekly planner. This makes big jobs easier to do and it reduces stress.

When breaking things down, make sure that you understand all the steps that have to be completed, and then work on the first step until it is done. Only when you have completed the first step should you move on to the next step. Your study schedule should help you work out how much time you have to complete each step.

Going over your class notes and linking them to key skills and concepts should be something you do at home during the time set aside to do homework. Even if your teacher does not set this activity explicitly for homework, you should be doing this regularly at home.

Making study notes is the process of linking content learned in class to key skills and processes. Once you have your study notes you will find it is much easier to do assessment tasks and prepare for tests and examinations as these always ask you to link knowledge to key skills.

You should ask for feedback from your teacher on your progress to see that you are doing the right thing and that you are on the right track. If you give yourself enough time to complete your work, you should be able to show your teacher a fairly complete draft at least several days before the work is due. This will give your teacher time to get back to you and give you time to act on the feedback you get.


NESA Directive Verbs

HSC subject syllabuses, school internal assessment tasks and examination questions have key words that state what students are expected to be able to do in examinations and assessment tasks. It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Key Word Definition Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

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

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

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

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/evaluate)

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole


Identify or

NameDescribe Explain Analyse Evaluate

A Learning and Responding Matrix

The ALARM model has been created to support you to respond to your assessment task questions. Basically the matrix is a layer of thinking skills you will need to demonstrate in your assessment tasks across all subjects.

The skills overlap to help you develop your answers. Identify or name questions are simple questions that require a one word or short answer where as an evaluate question requires you to make a complex assessment of impact.

Every student should be able to do identify or describe or explain questions. Most students should be able to do analyse questions, and some should be able to effectively respond to evaluate questions. By using the images over the next few pages, you should be able to improve your ability to respond to all types of these questions.

Easiest Average Hard Hardest Easy

Degree of question difficulty

Well-designed assessment tasks should have access points for all learners, including learners with special needs and gifted and talented learners.

All students should be able to achieve at least 50% on every assessment task, if they apply themselves.

Students who are not meeting this minimum standard will be in danger of not meeting course requirements and may be ineligible for the award of Higher School Certificate.

A few students

Most students

All students


ALARM Steps

A Learning and Responding Matrix

To what extent is the

effect/impact effective?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

What is the impact? How does this

relate to the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What are the features and

characteristics?


characteristics?


characteristics?

What are the features and characteristics?

What are the features and characteristics?

What is the

main component?

What is the main component?





IDENTIFY

(Main concept)

DESCRIBE EXPLAIN ANALYSE CRITICALLY ANALYSE EVALUATE

Degree of Difficulty Easiest

To do name and define questions properly you need to: Name, define, outline or list the answer to the question. You usually only require a one word or a sentence response. Usually need to identify or name or list something These questions are usually worth 1 or 2 marks each.


Degree of Difficulty Easy

To do describe questions properly you need to: Name and define the topic and; Provide the characteristics and features of the topic. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of questions. Use the allocated verb to guide the length of your response.


Degree of Difficulty Average

To do explain questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic and then; 3. Explain the purpose of function of the characteristics or features. 4. Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of question. Use the marks allocated to guide the


Degree of Difficulty Hard

To do analyse questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? Critically analyse questions require an extra step- 6. What are the advantages and disadvantages of the characteristics or features and their impacts? These questions are usually worth 15 -25 marks. You generally will structured or extended response to this type of question.


Degree of Difficulty Hardest

To do evaluate questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? 6. What are the advantages and disadvantages of the characteristics or features and their impacts? 7. To what extent is the effect or impact effective? These questions are usually worth 15 -25 marks.


ALARM SCAFFOLD TO ASSIST YOU TO RESPOND TO QUESTIONS

Topic Name

Summary What is this topic about?

Criteria What criteria should be used to decide how important or effective something is?

Name and Define Describe Explain Analyse Critically Analyse Evaluate

What is it? What does it do?

What is its function?

How does it work?

What are its pros and cons?

What does it lead to?

How important is it?

How well does it do it/ to what extent?

Component #1

Component #2

Component #3

Component #4

Component #5

Component #6

WHY IMPORTANT?

Critically Evaluate

How much does each component contribute and what is the overall effect?

Conceptualise What is the essential idea?

Appreciation How is this connected to the question?


HSC Assessment Calendar 2019-2020

TERM 4 2019 WKS 1-3

4

5

6 CHEMISTRY TASK 1, ENGLISH ADVANCED TASK 1, ENGLISH STANDARD TASK 1, SLR TASK 1, TEXTILES TASK 1

7 INVESTIGATING SCIENCE TASK 1, LEGAL STUDIES TASK 1, ANCIENT HISTORY TASK 1,

8 BIOLOGY TASK 1, EARTH TASK 1, ENGLISH STUDIES TASK 1, IT TIMBER TASK 1, MATHS ADVANCED TASK 1, MATHS STANDARD 1 TASK 1, MATHS STANDARD 2 TASK 1, MUSIC 1 TASK 1, PDHPE TASK 1, PHYSICS TASK 1, CONSTRUCTION CLUSTER D

9 BUSINESS STUDIES TASK 1, ECONOMICS TASK 1, ITALIAN TASK 1, GEOGRAPHY TASK 1, MATHS EXTENSION 1 TASK 1, VISUAL ARTS TASK 1, DRAMA TASK 1, ENGLISH EXTENSION 2 TASK 1

10 DANCE TASK 1, CAFS TASK 1, MODERN HISTORY TASK 1, SPORTS COACHING CLUSTER F, HOSPITALITY CLUSTER D, ENTERTAINMENT CLUSTER E, SDD TASK 1, MUSIC 2 TASK 1, MATHS EXTENSION 2 TASK 1

TERM 1 2020

1 SOCIETY AND CULTURE TASK 1,

2 FOOD TECHNOLOGY TASK 1

3 IDT CLUSTER E,

4 ENGLISH ADVANCED TASK 2, ENGLISH STANDARD TASK 2, IPT TASK 1

5 CIRCUS TASK 1, ENGLISH STUDIES, TASK 2, ENGLISH EXTENSION 1 TASK 1, HISTORY EXTENSION TASK 1, PHYSICS TASK 2, TEXTILES TASK 2, DRAMA TASK 2

6 ANCIENT HISTORY TASK 2, BIOLOGY TASK 2, CAFS TASK 2, IT TIMBER TASK 2, ITALIAN TASK 2, SLR TASK 2, SCIENCE EXTENSION TASK 1, MUSIC 2 TASK 2

7 EARTH TASK 2, MATHS ADVANCED TASK 2 MATHS STANDARD 1 TASK 2, MATHS STANDARD 2 TASK 2, PDHPE TASK 2, HOSPITALITY CLUSTER E

8 ECONOMICS TASK 2, MATHS EXTENSION 1 TASK 2, MUSIC 1 TASK 2, VISUAL ARTS TASK 2, CONSTRUCTION CLUSTER E, SDD TASK 2

9 BUSINESS STUDIES TASK 2, CHEMISTRY TASK 2, DANCE TASK 2, INVESTIGATING SCIENCE TASK 2, GEOGRAPHY TASK 2, MODERN HISTORY TASK 2, MATHS EXTENSION 2 TASK 2, FOOD TECHNOLOGY TASK 2, ENGLISH EXTENSION 2 TASK 2

10 SPORTS COACHING CLUSTER G, ENTERTAINMENT CLUSTER F, MUSIC EXTENSION TASK 1, IDT CLUSTER F

11 LEGAL STUDIES TASK 2,


HSC Assessment Calendar 2019-2020

TERM 2 2020

1 ENGLISH ADVANCED TASK 3, ENGLISH STANDARD TASK 3

2 ENGLISH STUDIES TASK 3,

3

4 ITALIAN TASK 3, MATHS ADVANCED TASK 1, MATHS STANDARD 1 TASK 1, MATHS STANDARD 2 TASK 3,

5 DANCE TASK 3, IPT TASK 2, MATHS EXTENSION 1 TASK 3, SLR TASK 3, TEXTILES TASK 3, VISUAL ARTS TASK 3, LEGAL STUDIES TASK 3, DRAMA TASK 3

6 BIOLOGY TASK 3, BUSINESS STUDIES TASK 3, CHEMISTY TASK 3, ENGLISH EXTENSION 1 TASK 2, MUSIC 1 TASK 3, PDHPE TASK 3, HOSPITALITY CLUSTER E, MUSIC EXTENSION TASK 2, MATHS EXTENSION 2 TASK 3,

7 EARTH TASK 3, IT TIMBER TASK 3, INVESTIGATING SCIENCE TASK 3, GEOGRAPHY TASK 3, MODERN HISTORY TASK 3, PHYSICS TASK 3, SOCIETY AND CULTURE TASK 2, HISTORY EXTENSION TASK 2, FOOD TECHNOLOGY TASK 3

8 ECONOMICS TASK 3, CONSTRUCTION CLUSTER F, CAFS TASK 3, ANCIENT HISTORY TASK 3, ENGLISH EXTENSION 2 TASK 3, SDD TASK 3, IDT CLUSTER G, SPORTS COACHING CLUSTER H, SCIENCE EXTENSION TASK 2, ENTERTAINMENT CLUSTER G

9 PERFORMANCE EXAMINATIONS: CAPA PRACTICALS

10 PERFORMANCE EXAMINATIONS: CAPA PRACTICALS

TERM 3 2020

WKS 1-2

TRIAL EXAMINATIONS: ALL

3 ENGLISH STUDIES TASK 4, SOCIETY AND CULTURE PIP

4 IDT CLUSTER H

5 SLR TASK 4, SPORTS COACHING CLUSTER I, HOSPITALITY CLUSTER F, SCIENCE EXTENSION TASK 3, CIRCUS TASK 3, ENTERTAINMENT CLUSTER H

6 YEARLY REPORTS TO BE WRITTEN – HSC RESULTS FINALISED, FINAL DATE TO ISSUE N DETERMINATIONS

7 ASSESSMENT FREE WEEK

YEARLY REPORTS TO BE WRITTEN – HSC RESULTS FINALISED, N DETERMINATIONS SUBMITTED

8 ASSESSMENT FREE WEEK - NESA ENTRY FOR HSC ASSESSMENT RESULTS


10 ASSESSMENT FREE WEEK – YEARLY REPORTS ISSUED


ANCIENT HISTORY Course Outcomes: KNOWLEDGE AND UNDERSTANDING: AH12-1 accounts for the nature of continuity and change in the ancient world AH12-2 proposes arguments about the varying causes and effects of events and developments AH12-3 evaluates the role of historical features, individuals and groups in shaping the past AH12-4 analyses the different perspectives of individuals and groups in their historical context AH12-5 assesses the significance of historical features, people, places, events and developments of the ancient

world SKILLS: AH12-6 analyses and interprets different types of sources for evidence to support an historical account or

argument AH12-7 discusses and evaluates differing interpretations and representations of the past AH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence

from a range of sources AH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate

and well-structured forms AH12-10 analyses issues relating to the ownership, custodianship and conservation of the ancient past

Task Description

Due Date

Outcomes (Syllabus)

Weighting

Course Component

Communication of historical

understanding

Historical Inquiry

and Research

Historical skills in analysis and evaluation of sources and

interpretations

Knowledge and

understanding of course content

Task 1 Ancient

Societies Source

Analysis

Term 4 Week 7

2019

AH12-1 AH12-5 AH12-7

30% 5% 10% 10% 5%

Task 2 Personality

Study

Term 1 Week 6

2020

AH12-3 AH12-4 AH12-7 AH12-8

25% 5% 5% 5% 10%

Task 3 Cities of

Vesuvius - Multimodal

Task

Term 2 Week 8

2020

AH12-6 AH12-7

AH12-10 20% 5% 5% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks

1-2 2020

AH12-1 AH12-2 AH12-3 AH12-4 AH12-9

25% 5% 5% 15%

Total: 100% 20% 20% 20% 40%


ANCIENT HISTORY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates comprehensive understanding of continuity and change over time • Demonstrates comprehensive understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence and synthesises evidence • Evaluates differing interpretations and representations of the past • Demonstrates sophisticated understanding and use of historical concepts and terms • Communicates a high level and sustained argument through well-structured and comprehensive

texts Band 5 - B • Demonstrates thorough knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates a well-developed understanding of continuity and change over time • Demonstrates a well-developed understanding of different perspectives of individuals and

groups in the past • Analyses and interprets sources for evidence • Analyses differing interpretations and representations of the past • Demonstrates thorough understanding and use of historical concepts and terms • Communicates a coherent and sustained argument through well-structured and comprehensive

texts Band 4 - C • Demonstrates sound knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates sound understanding of continuity and change over time • Demonstrates sound understanding of different perspectives of individuals and groups in the

past • Uses sources for evidence • Discusses interpretations and representations of the past • Demonstrates understanding of historical concepts and terms • Communicates a general argument through well-structured texts

Band 3 - D • Demonstrates basic understanding of historical features, people, places, events, and their significance

• Identifies features of continuity and change over time • Demonstrates basic understanding of different perspectives of individuals and groups in the past • Makes reference to sources • Identifies interpretations and representations of the past • Uses basic historical concepts and terms • Communicates basic information through descriptive texts

Band 2 –E • Describes historical features, people, places and events • Recognises aspects of continuity and/or change • Demonstrates limited understanding of different perspectives of individuals and groups in the

past • Makes reference to sources • Uses limited historical concepts and terms • Provides limited information in narrative style

Band 1 - NA • Not achieving course outcomes


BIOLOGY Course Outcomes: SKILLS: BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media BIO11/12-5 analyses and evaluates primary and secondary data and information BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

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

audience or purpose

KNOWLEDGE AND UNDERSTANDING: BIO12-12 explains the structures of DNA and analyses the mechanisms of inheritance and how processes of

reproduction ensure continuity of species BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change BIO12-14 analyses infectious disease in terms of cause, transmission, management and the organism’s

response, including the human immune system BIO12-15 explains non-infectious disease and disorders and a range of technologies and methods used to

assist, control, prevent and treat non-infectious disease

Task Description Due Date Outcomes

(Syllabus)

Weighting

Course Component

Knowledge and understanding of

course content

Skills in working scientifically

Task 1 Data Analysis

Term 4 Week 8

2019

BIO11/12-3 BIO11/12-4 BIO11/12-5 BIO11/12-7 BIO12-12

20% 5% 15%

Task 2 Research task

Term 1 Week 6

2020


20% 10% 10%

Task 3 Depth Study

Term 2 Week 6

2020


30% 5% 25%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2020 ALL 30% 20% 10%

Total: 100% 40% 60%


BIOLOGY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and

abstract ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise

scientific terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary

or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions

• Designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, valid, and relevant primary and secondary data, and scientific evidence, by applying processes, modelling and formats

• Applies knowledge and information to unfamiliar situations to propose comprehensive solutions or explanations for scientific issues or scenarios

Band 5 - B • Demonstrates thorough knowledge and understanding of scientific concepts, including complex and abstract ideas

• Communicates scientific understanding, logically, and effectively using correct scientific terms and application of nomenclature in a variety of formats and wide range of contexts

• Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks, mitigating where applicable, and making some modifications in response to new evidence

• Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships

• Designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, and valid primary and secondary data, and scientific evidence, by applying processes, and formats

• Applies knowledge and information to unfamiliar situations to propose explanations for scientific issues or scenarios

Band 4 - C • Demonstrates sound knowledge and understanding of scientific concepts • Communicates scientific understanding effectively using scientific terms and application of nomenclature • Designs and plans investigations to obtain primary and secondary data and evaluates risks • Processes and interprets primary and secondary data, and represents it using a range of scientific formats • Identifies scientific problems, questions, or hypotheses and applies processes, and formats to primary or

secondary data • Applies knowledge and information relevant to scientific issues or scenarios

Band 3 - D • Demonstrates basic knowledge and understanding of scientific concepts • Communicates scientific understanding using basic scientific terms and application of nomenclature • Implements scientific processes to obtain primary and secondary data and identifies risks • Processes primary or secondary data, and represents it using scientific formats • Responds to scientific problems, questions, or hypotheses • Recalls scientific knowledge and information

Band 2 –E • Demonstrates limited knowledge and understanding of scientific concepts • Communicates scientific understanding using limited scientific terms • Partially outlines investigations to obtain data and information • Provides simple descriptions of scientific phenomena • Recalls basic scientific knowledge and information

Band 1 - NA • Student is not achieving course outcomes


BUSINESS STUDIES Course Outcomes: H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to changes in internal and external influences H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations

Task Description

Due Date Outcomes (Syllabus)

Weighting

Course Components

Stimulus Based skills

Inquiry and

research

Communication of business

information, ideas and issues

Knowledge and understanding

of course content

Marketing Research Task

Term 4 Week 9

2019

H3, H7, H8, H9

20% 10% 5% 5%

In Class Stimulus

Based Finance

Assessment Task

Term 1 Week 9

2020

H2, H5, H8, H9,

H10 20% 10% 10%

Operations Report

Term 2 Week 6

2020

H1, H2, H4, H7,

H9 30% 10% 10% 10%

Trial HSC Examination

Term 3 Weeks 1-2

2020

All Outcomes

30% 10% 5% 15%

Total: 100% 20% 20% 20% 40%


BUSINESS STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates comprehensive knowledge and understanding of business functions and

operations • Critically analyses the nature, role and structure of business • Evaluates the effectiveness of management responses to internal and external influences that

affect business • Interprets and applies specific numerical data to analyse and solve business problems and predict

future trends • Synthesises contemporary business issues when evaluating management responses and

strategies • Clearly communicates using business terminology, concepts and comprehensive case studies in a

variety of appropriate formats Band 5 - B • Demonstrates thorough knowledge and understanding of business functions and operations

• Analyses the nature, role and structure of business • Analyses management responses to internal and external influences that affect business • Interprets and applies numerical data to analyse and solve business problems and predict future

trends • Applies contemporary business issues when analysing management responses and strategies • Communicates using business terminology, concepts and comprehensive case studies in a variety

of appropriate formats Band 4 - C • Demonstrates knowledge and some understanding of business functions and operations

• Explains the nature, role and structure of business • Explains management responses to internal and external influences that affect business • Interprets and applies numerical data with some analysis to solve business problems • Summarises contemporary business issues with some analysis of management responses and

strategies • Communicates using business terminology, concepts and comprehensive case studies in

descriptive formats Band 3 - D • Demonstrates basic understanding of business functions and operations

• Describes the nature, role and structure of business • Describes management responses • Refers to numerical data when solving business problems • Displays limited analysis of contemporary business issues • Communicates using basic business terminology in simple formats

Band 2 –E • Demonstrates limited understanding of business functions and operations • Demonstrates limited knowledge of the nature, role and structure of business • Identifies management responses • Uses elementary numerical data • Shows limited communication skills



CHEMISTRY Course Outcomes: SKILLS: CH12-1 develops and evaluates questions and hypotheses for scientific investigation CH12-2 designs and evaluates investigations in order to obtain primary and secondary data and information CH12-3 conducts investigations to collect valid and reliable primary and secondary data and information CH12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media CH12-5 analyses and evaluates primary and secondary data and information CH12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

processes CH12-7 communicates scientific understanding using suitable language and terminology for a specific

audience or purpose KNOWLEDGE AND UNDERSTANDING: CH12-12 explains the characteristics of equilibrium systems, and the factors that affect these systems CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models CH12-14 analyses the structure of, and predicts reactions involving, carbon compounds CH12-15 describes and evaluates chemical systems used to design and analyse chemical processes


(Syllabus)

Weighting

Course Component


of course content

Skills in working

scientifically

Task 1 First Hand

Investigation

Term 4 Week 6

2019

CH12-3 CH12-5 CH12-6

CH12-12

20% 5% 15%

Task 2 Depth Study

Term 1 Week 9

2020

CH12-1 CH12-2 CH12-3 CH12-4 CH12-5

CH12-13

30% 5% 25%

Task 3 Research Task

Term 2 Week 6

2020

CH12-4 CH12-6 CH12-7

CH12-14

20% 5% 15%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2020

CH12-6 CH12-12 CH12-13 CH12-14 CH12-15

30% 25% 5%

Total: 100% 40% 60%


CHEMISTRY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and

abstract ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise

scientific terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary

or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions


• Applies knowledge and information to unfamiliar situations to propose comprehensive solutions or explanations for scientific issues or scenario








secondary data • Applies knowledge and information relevant to scientific issues or scenario





CIRCUS ARTS NON-ATAR Course Outcomes: 1.1 Explore the role of body awareness in training for circus performers. 1.2 Assess individual requirements for fitness, strength and conditioning. 1.3 Participate in individual fitness for circus performers program. 1.4 Prepare for elementary to advanced circus basics training. 1.5 Develop elementary to advanced circus skills. 1.6 Prepare for elementary to advanced skills training. 1.7 Develop elementary to advanced movement skills for circus. 1.8 Develop elementary to advanced creative and expressive skills for performance. 1.9 Develop elementary to advanced skills of inhabiting the performance space. 1.10 Establish requirements for elementary to advanced small group performance. 1.11 Apply performance skills for elementary to advanced small group circus or physical theatre performance. 2.1 Develop professional skills for working in circus and physical theatre. 2.2 Develop professional skills required to participate in elementary ensemble circus or physical theatre

performance. 2.3 Prepare for elementary to advanced group act training. 2.4 Develop elementary to advanced group acts. 2.5 Identifies and selects appropriate elements of circus movement/choreography in a personal style in

response to an intent or brief. 2.6 Demonstrates the use of the elements of act creation in response to an intent or brief. 2.7 Recognises and values the role of circus and physical theatre in achieving individual expression through

movement creation. 3.1 Understands circus from artistic, aesthetic and cultural perspectives through movement and in written

and oral form. 3.2 Understands the concept of differing artistic, social and cultural contexts of circus. 3.3 Recognises, analyses and evaluates the distinguishing features of major circus works. 3.4 Utilises the skills of research and analysis to examine circus as an artform. 3.5 Demonstrates, in written and oral form, the ability to analyse and synthesise information when making

discriminating judgements about circus. 3.6 Acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

Task Description Due Date Outcomes (Syllabus)

Weighting

Task 1- Performance Skills for Circus & Applied Circus Practices a. -Skill acquisition of basic to advanced skills in aerials,

manipulation, equilibristics, and acrobatics. b. Analysis of application of performance skills and applied

circus practices for performers.

1.1, 1.5, 1.8, 1.9. 1.11, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2,

3.3, 3.4, 3.6,

Week 5 Term 1 2020

40%

Task 2- Circus Analysis a. Analysis of circus work.

8.1, 8.2, 8.3, 8.4, 8.5, 8.6

Week 9 Term 2 2020

20%

Task 3- Creation of Circus Performance a. Creation of a circus arts performance b. Analysis of application of choreographic tools, theatrical

elements and communication strategies c. c. Process diary

1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 2.1, 2.2, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Week 5 Term 3 2020

40%

Total: 100%


COMMUNITY AND FAMILY STUDIES

Course Outcomes: H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and

communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure

equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of

positive social environments H7.1 appreciates differences among individuals, groups and families within communities and values their contributions to

society H7.2 develops a sense of responsibility for the wellbeing of themselves and others H7.3 appreciates the value of resource management in response to change H7.4 values the place of management in coping with a variety of role expectations


(Syllabus)

Weighting

Course Component


of course content

Skills in critical thinking, research

methodology, analysing and

communicating

Task 1 Independent

Research Project- Report, Diary and

Evaluation

Term 4 2019 Week 10

2019

H1.1 H4.1 H4.2 H5.1

20% 5% 15%

Task 2 In class Test

Term 1 Week 6

2020

H2.1 H3.2 H2.3 H3.1 H4.1 H4.2

25% 10% 15%

Task 3 Hand In Task

Term 2 Week 8

2020

H2.2 H5.1 25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

All outcomes 30% 15% 15%

Total: 100% 40% 60%


COMMUNITY AND FAMILY STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates superior understanding and application of research methodologies to the study of social

issues • Predicts and draws valid conclusions by analysing data relevant to the study of social issues • Proposes, develops and sustains arguments based on relevant research and examples to justify points of

view • Comprehensively applies the management process and proposes relevant strategies in a wide range of

contexts • Evaluates the impact of resource management on the wellbeing of individuals, groups, families and

communities in a wide range of contexts • Demonstrates superior analysis of interrelationships between individuals, groups, families and communities • Effectively communicates ideas, issues and opinions in an organised, logical and coherent manner, using

appropriate terminology Band 5 - B • Demonstrates thorough knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates accomplished understanding and application of research methodologies to the study of

social issues • Successfully draws conclusions using available data relevant to the study of social issues • Sustains arguments using relevant research and individual experiences • Effectively applies the management process and proposes strategies in a range of contexts • Explains the impact of resource management on the wellbeing of individuals, groups, families and

communities in a range of contexts • Competently identifies and explains interrelationships between individuals, groups, families and

communities • Competently communicates ideas, issues and opinions in an organised, logical and coherent manner, using

appropriate terminology Band 4 - C • Demonstrates sound knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates sound understanding and application of research methodologies to the study of social issues • Interprets data relevant to the study of social issues in various forms • Draws on personal experience to support discussion • Demonstrates clear knowledge of the management process and provides some examples of strategies • Adequately communicates the relationship between resource management and wellbeing • Shows a sound understanding of interrelationships between individuals, families and communities • Communicates ideas, issues and opinions in a clear and logical way using appropriate terminology

Band 3 - D • Demonstrates a basic knowledge and understanding of the influence of a range of societal factors on individuals and on the nature of groups, families and communities

• Demonstrates basic understanding and limited application of research methodologies to the study of social issues • Demonstrates basic data-interpretation skills relevant to the study of social issues • Relies heavily on personal experience to support discussion • Demonstrates basic knowledge of the management process • Shows a basic understanding of interrelationships between individuals, groups, families and communities • Communicates ideas and opinions in basic form using some relevant terminology

Band 2 –E • Demonstrates some knowledge and understanding about the influence of a range of societal factors on individuals and on the nature of groups, families and communities

• Demonstrates limited understanding of research methodologies applicable to the study of social issues • Relies only on personal experience • Shows limited knowledge of the management process • Communicates simple and limited ideas and opinions using limited and elementary terminology



DANCE Course Outcomes: H1.1 Understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form. H1.2 Performs, composes and appreciates dance as an artform. H1.3 Appreciates and values dance as an artform through the interrelated experiences of performing, composing and

appreciating dances H1.4 Acknowledges and appreciates the relationship of dance and other media. H2.1 Understands performance quality, interpretation and style relating to dance performance. H2.2 Performs dance skills with confidence, commitment, focus, consistency, performance quality and with due

consideration of safe dance practices. H2.3 Values the diversity of dance performance. H3.1 Identifies the elements of dance composition. H3.2 Demonstrates the use of the elements of composition/ choreography in a personal style in response to a specific

concept/intent. H3.3 Recognises and values the role of dance in achieving individual expression. H3.4 Explores, applies and demonstrates the combined use of compositional principles and technological skills in a personal

style in response to a specific concept/intent H4.1 Understands the concept of differing artistic, social and cultural contexts of dance. H4.2 Develops knowledge to critically appraise and evaluate dance. H4.3 Utilises the skills of research and analysis to examine dance as an artform. H4.4 Demonstrates in written and oral form, the ability to analyse and synthesise information when making discriminating

judgments about dance. H4.5 Acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

Task Description Due Date

Outcomes (Syllabus)

Weighting

Course Component

Performance Composition Appreciation Major Study

Task 1 – Core Performance A) Presentation of Core Performance and interview.

B) Process journal record of performance development and application of Safe Dance Practice.

Term 4 Week 9

2019

H1.1, H1.2, H1.3, H2.1, H2.2, H2.3

15% 15%

Task 2 – Major Study A) Presentation of Major Study and interview.

B) Major Study rationale and process journal.

Term 1 Week 9

2020

Depends on Major

Study Selected

30% 30%

Task 3 – Core Composition A) Presentation of Core Composition and interview.

B) Composition rationale and process journal.

C) Analysis of seminal work: Sarabande & Terrain

Term 2 Week 5

2020

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

H4.5

25% 15% 10%

Task 4 – HSC Trials A) Presentation of Core Performance, Core Composition and Major Study with interviews B) Process journals for all practical components and rationales. C) Written Core Appreciation examination.

Term 2 Week 9-10 2020

H1.1, H1.2, H1.3, H2.1, H2.2, H2.3, H3.2, H3.3, H4.1, H4.2, H4.3, H4.4,

H4.5

30% 5% 5% 10% 10%

Total: 100% 20% 20% 20% 40%


DANCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Synthesises extensive knowledge, understanding and skill, through the appreciation of dance as

an art form, which is communicated in movement, written and oral forms. • Demonstrates outstanding dance technique, performance quality, interpretation and heightened

anatomical awareness. • Demonstrates a high level of problem solving using the elements of composition/choreography

to communicate concepts/intent in a personal style. • Demonstrates in well structured text and in oral form the outstanding ability to analyse

information, present ideas and make discriminating judgements. Band 5 - B • Sustains a high level of knowledge, understanding and skill through the acknowledgment of dance

as an art form which is communicated in movement, written and oral forms. • Demonstrates a high level of dance technique, performance quality, interpretation and

anatomical awareness. • Successfully demonstrates problem solving using the elements of composition/choreography, to

communicate concepts/intent in a personal style. • Demonstrates in well-structured text and in oral form a high level of ability to analyse information,

present ideas and make competent judgements. Band 4 - C • Demonstrates sound knowledge, understanding and skill, through the awareness of dance as an

art form, which is communicated in movement, written and oral forms. • Demonstrates a sound level of dance technique, performance quality, interpretation and

anatomical awareness. • Demonstrates the ability to use problem solving in composition/choreography to present

concepts/intent in a personal style. • Demonstrates in clear, structured text and in oral form the ability to present information and ideas

and make judgements. Band 3 - D • Shows basic knowledge, understanding and skill through dance as an art form which is presented

in movement, written and oral forms. • Shows a basic level of dance technique and performance quality. • Shows a basic level of problem solving in composition and choreography and present movement

in a personal style. • Comprehends information and presents ideas in text and oral forms.

Band 2 –E • Indicates some knowledge, understanding and skill, relative to dance as an art form, which are presented in movement and/or written and/or oral forms.

• Demonstrates at a limited level some dance technique and performance quality. • Demonstrates at a simple level, some elements of composition in a personal style. • Recounts some information which is presented in text and oral forms.



DRAMA Course Outcomes: H1.1 uses acting skills to adopt and sustain a variety of characters and roles H1.2 uses performance skills to interpret and perform scripted and other material H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance

individual and group devised works H1.4 collaborates effectively to produce a group-devised performance. H1.5 demonstrates directorial skills H1.6 records refined group performance work in appropriate form H1.7 demonstrates skills in using the elements of production H1.8 recognizes the value of the contribution of each individual to the artistic effectiveness of productions H1.9 values innovation and originality in group and individual work H2.1 demonstrates effective performance skills H2.2 uses dramatic and theatrical elements effectively to engage an audience H2.3 demonstrates directorial skills for theatre and other media H2.4 appreciates the dynamics of drama as a performing art H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama

and theatre practitioners, styles and movements H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written

responses H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and

movements H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian

and other societies H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements


Weighting

Course Components

Making Performing Critically Studying

Task 1 - Australian Drama & Theatre: Contemporary Theatre Practice Workshop Performance & Written Task

Term 4 Week 9

2019

H1.1, H1.3, H1.5, H1.7, H3.1, H3.3

20% 10% 10%

Task 2 - Individual Project Work in progress presentation & Logbook including preliminary drafts and research

Term 1 Week 5

2020

H1.2, H1.3, H1.5 20% 10% 10%

Task 3- Group Performance Work in progress Performance & Logbook, including script development research & planning

Term 2 Week 5

2020

H1.1, H1.2, H1.4, H1.5,

H2.2 30% 10% 20%

Task 4 Trial HSC Examination

Incorporating written exam, Group Performance (completed) & Individual Project (completed)

Week 9 T2 -Week 2 T3

2020

H1.4, H1.5, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3,

30% 10% 10% 10%

Total: 100% 40% 30% 30%


DRAMA PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Has extensive knowledge, understanding and appreciation of the elements of drama and can demonstrate

these using exemplary skills in making, performing and critically studying drama • Demonstrates flair and originality in conceptualising, developing and producing an exemplary dramatic

work • Collaborates at a sophisticated level to devise and present an innovative group performance which evokes

a powerful audience response • Demonstrates sophisticated analysis, synthesis and application of information and/or research about drama

and theatre, and ability to frame responses in an informed personal and coherent manner Band 5 - B • Has substantial knowledge, understanding and appreciation of the elements of drama and can demonstrate

these using high level skills in making, performing and critically studying drama conceptualises, develops and produces a high quality dramatic work

• Collaborates effectively to devise and present an engaging group performance which demonstrates an understanding of the actor and audience relationship

• Demonstrates skills of analysis and synthesis of information and/or research about drama and theatre which is presented through coherent, informed responses

Band 4 - C • Has sound knowledge, understanding and some appreciation of the elements of drama and can demonstrate these using well developed expressive skills in making, performing and critically studying drama

• Is able to develop and produce dramatic work of some quality • Is able to contribute towards devising and presenting a coherent group performance which demonstrates

an awareness of the actor and audience relationship • Can analyse and use information and/or research about drama and theatre to structure clear, relevant

responses Band 3 - D • Has basic knowledge and understanding of the elements of drama and can demonstrate these when

making, performing and critically studying drama • Can produce a satisfactory dramatic work • Co-operates to devise and present a satisfactory group performance • Can recall relevant information about drama and theatre to form basic responses

Band 2 –E • Has some knowledge and understanding of the elements of drama and can demonstrate this when making, performing and critically studying drama.

• Can produce an elementary dramatic work • Participates and performs to a limited level in group performance • Recounts some relevant information about drama and theatre to form limited responses



EARTH AND ENVIRONMENTAL SCIENCE Course Outcomes:

SKILLS: 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 using a range of

appropriate media EES11/12-5 analyses and evaluates primary and secondary data and information EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

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

audience or purpose KNOWLEDGE AND UNDERSTANDING: EES12-12 describes and evaluates the models that show the structure and development of the Earth over its

history EES12-13 describes and evaluates the causes of the Earth’s hazards and the ways in which they affect, and are

affected by, the Earth's systems EES12-14 analyses the natural processes and human influences on the Earth, including the scientific evidence

for changes in climate EES12-15 describes and assesses renewable and non-renewable Earth resources and how their extraction, use,

consumption and disposal affect the Earth’s systems


(Syllabus)

Weighting

Course Component


of course content

Skills in working

scientifically

Task 1 Data Analysis

Term 4 Week 8

2019

EES11/12-4 EES11/12-5 EES11/12-6 EES11/12-7

EES12-12

20% 5% 15%

Task 2 Case Study

Term 1 Week 7

2020

EES11/12-4 EES11/12-5 EES11/12-6 EES11/12-7

EES12-13

20% 10% 10%

Task 3 Depth Study

Term 2 Week 7

2020

EES11/12-1 EES 11/12-5 EES11/12-6 EES11/12-7

EES12-14

30% 10% 20%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All 30% 15% 15%

Total: 100% 40% 60%


EARTH AND ENVIRONMENTAL SCIENCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Band/Grade Descriptors

Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract ideas

• Communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific terms and application of nomenclature in a variety of formats and wide range of contexts

• Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks, mitigating where applicable, and making modifications in response to new evidence

• Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions















ECONOMICS

Course Outcomes:

H1 Demonstrates understanding of economic terms, concepts and relationships

H2 Analyses the economic role of individuals, firms, institutions and governments H3 Explains the role of markets within the global economy H4 Analyses the impact of global markets on the Australian and global economies H5 Discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts H6 Analyses the impact of economic policies in theoretical and contemporary Australian contexts H7 Evaluates the consequences of contemporary economic problems and issues on individuals, firms and

governments H8 Applies appropriate terminology, concepts and theories in contemporary and hypothetical economic

contexts H9 Selects and organises information from a variety of sources for relevance and reliability H10 Communicates economic information, ideas and issues in appropriate forms H11 Applies mathematical concepts in economic contexts H12 Works independently and in groups to achieve appropriate goals in set timelines

Task Description

Due Date

Outcomes

(Syllabus)

Weighting

Course Components

Stimulus

Based skills

Inquiry and

research

Communication of economic information,

ideas and issues


of course content

Economic Issues

Research Essay

Week 9 Term 4 2019

H1, H7, H8, H10,

H12 20% 5% 5% 10%

Economic Issues/Policies

and Management Research and In-class task

Week 8 Term 1 2020

H1, H5, H6, H8,

H10 20% 5% 5% 5% 5%

The Global Economy

Research Task

Week 8 Term 2 2020

H1, H4, H6, H9,

H10, H12 30% 5% 10% 5% 10%


Week 2-3

Term 3 2020

All Outcomes 30% 10% 5% 15%

Total: 100% 20% 20% 20% 40%


ECONOMICS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Integrates economic terms, concepts, relationships and theory in a variety of economic contexts

• Displays superior analysis of the role of economic participants and markets in a variety of economic contexts

• Uses extensive economic vocabulary and illustrative examples in exposition of problems and policies in a variety of contexts

• Demonstrates critical judgment and sound reasoning to select, organise, synthesise and evaluate relevant information from a variety of sources

• Presents excellent explanation and evaluation of the impact of government economic policies in contemporary and hypothetical economic contexts

• Presents comprehensive application of appropriate mathematical concepts in a variety of economic contexts

• Produces comprehensive economic arguments to evaluate the consequences of economic problems and issues on economic participants

Band 5 - B • Provides concise definitions of economic terms and applies concepts and relationships in contemporary and hypothetical economic contexts

• Demonstrates detailed analysis of the role of economic participants and markets in a variety of economic contexts

• Uses precise economic vocabulary and illustrative examples in the exposition of problems and policies in a variety of contexts

• Demonstrates accomplished judgement and reasoning to select, organise and evaluate relevant information from a variety of sources

• Presents accurate analysis using mathematical concepts appropriately in economic contexts • Provides thorough analysis and evaluation of the policy options and their consequences in a

contemporary and hypothetical economic context Band 4 - C • Provides clear definitions of relevant economic terms and sound discussion of economic concepts and

relationships in contemporary and hypothetical economic contexts • Demonstrates an understanding of current economic issues, participants, markets, government

economic policies and their impact • Demonstrates a clear understanding of economic problems, policies in theoretical and contemporary

contexts • Makes competent use of mathematical concepts in appropriate economic contexts • Demonstrates a clear understanding of the implications of changes in economic data for economic

policy makers Band 3 - D • Provides basic definition of some economic terms, concepts and relationships

• Offers basic descriptions of relationships between economic issues, participants, markets, data and theory in a variety of contexts

• Communicates in a descriptive way • Demonstrates basic computational skills • Provides basic descriptions of the main economic problems and policies

Band 2 –E • Demonstrates an elementary knowledge of some economic concepts • Provides limited understanding of the links between economic concepts, relationships and theory to a

variety of economic contexts • Demonstrates limited interpretation of simple economic data • Attempts simple computational techniques • Uses some appropriate terminology to communicate basic economic ideas •



ENGLISH ADVANCED

Course Outcomes:

EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning

EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts

EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments

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

learner


Outcomes (Syllabus)

Weighting

Course Component

Knowledge and Understanding of Course

Content

Skills in Responding to Texts

Task 1 Multimodal Task

Term 4 Week 6

2019

EA12-1 EA12-2 EA12-5 EA12-7

25% 10% 15%

Task 2 Creative/persuasive

Writing

Term 1 Week 4

2020

EA12-1 EA12-4 EA12-9

25% 10% 15%

Task 3 Analytical Response

Term 2 Week 1

2020

EA12-1 EA12-3 EA12-8

20% 10% 10%

Task 4 Trial Examination

Term 3 Week1 2020

EA12-4 EA12-6 EA12-8

30% 20% 10%

Total: 100% 50% 50%


ENGLISH ADVANCED PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive, knowledge, insightful understanding and sophisticated evaluation of the

ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 4 - C • Demonstrates sound knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes and analyses a range of language forms, features and structures of texts and explains the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts.

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a response showing some evidence of interpretation and analysis of texts. • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values.

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed.

• Recognises and comments on basic language forms, features and structures of texts. • Presents an undeveloped response showing recognition of the main ideas in texts. • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information. Band 1 - NA • Student is not achieving course outcomes


ENGLISH STANDARD Course Outcomes: EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in

different modes, media and technologies EN12-3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose,

audience and context and explains effects on meaning EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and

different contexts EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that

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

learner


Weighting

Course Component


Content


Task 1 Multimodal Task

Term 4 Week 6

2019

EN12-1 EN12-3 EN12-5 EN12-7

25% 10% 15%

Task 2 Creative/persuasive

Writing

Term 1 Week 4

2020

EN12-2 EN12-4 EN12-9

25% 10% 15%

Task 3 Analytical Response

Term 2 Week 1

2020

EN12-1 EN12-3 EN12-4 EN12-5

20% 10% 10%


Term 3 Week 1-2

2020

EN12-3 EN12-6 EN12-8

30% 20% 10%

Total: 100% 50% 50%


ENGLISH STANDARD PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge, insightful understanding and sophisticated evaluation of the ways

meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 4 - C • Demonstrates sound knowledge and understanding of the way meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes and analyses a range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts.

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a response showing some evidence of interpretation and analysis of texts. • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values.

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed.

• Recognises and comments on basic language forms, features and structures of texts. • Presents an undeveloped response showing recognition of the main ideas in texts. • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information. Band 1 - NA • Student is not achieving course outcomes


ENGLISH STUDIES NON-ATAR Course Outcomes: ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts,

literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual,

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

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

may influence, engage and persuade different audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more

independent learner


Outcomes (Syllabus)

Weighting

Course Component


Content


Task 1 Online Piece and

Commentary

Term 4 Week 8

2019

ES12-1 ES12-3 ES12-6 ES12-9

20% 10% 10%

Task 2 Media Text

Term 1 Week 5

2020

ES12-1 ES12-2 ES12-5

20% 10% 10%

Task 3 Multimodal

Research Project

Term 2 Week 2

2020

ES12-3 ES12-4 ES12-8

ES12-10

20% 10% 10%

Task 4 Mandatory Classwork Portfolio

Term 3 Week 3

2020

ES12-1 ES12-7 ES12-9

40% 20% 20%

Total: 100% 50% 50%


ENGLISH STUDIES (NON – ATAR) PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge, insightful understanding and sophisticated evaluation of the ways

meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 4 - C • Demonstrates sound knowledge and understanding of the way meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Describes and analyses a range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a response showing some evidence of interpretation and analysis of texts • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed

• Recognises and comments on basic language forms, features and structures of texts • Presents an undeveloped response showing recognition of the main ideas in texts • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information Band 1 - NA • Student is not achieving course outcomes


EXTENSION 1 ENGLISH

Course Outcomes: EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose,

audience and context, across a range of modes, media and technologies EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their

effects on meaning for different purposes, audiences and contexts EE12-3 independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways

of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives,

are represented in texts EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative

writing and creative processes


Weighting

Course Component


Content


Task 1 Creative Task

Term 1 Week 5

2020

EE12-2 EE12-5 40% 20% 20%

Task 2 Critical Task

Term 2 Week 6

2020

EE12-1 EE12-3 EE12-4

30% 15% 15%


Term 3 Week 1-2

2020

EE12-2 EE12-3 EE12-4

30% 15% 15%

Total: 100% 50% 50%


ENGLISH EXTENSION 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates insightful understanding and sophisticated evaluation of the concepts and values in texts

and the ways in which these are expressed • Displays highly developed ability to analyse and evaluate the nature of texts and the relationships

between them, and the different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop insightful conclusions • Composes complex extended texts, imaginatively, interpretively and critically with a high level of

expertise • Demonstrates outstanding control of language to express complex ideas with precision in a form and

style appropriate to purpose, audience and context Band E3 • Demonstrates clear understanding and thoughtful evaluation of the concepts and values in texts and

the ways in which these are expressed • Displays well developed ability to analyse and evaluate texts and the relationships between them, and

the different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop perceptive conclusions • Composes extended texts, imaginatively, interpretively and critically with substantial expertise • Demonstrates skilful control of language to express complex ideas with clarity in a form and style

appropriate to purpose, audience and context Band E2 • Demonstrates sound understanding and some evaluation of the concepts and values in texts and the

ways in which these are expressed • Displays developed ability to analyse and evaluate texts and the relationships between them, and the

different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop informed conclusions • Composes extended texts, imaginatively, interpretively and critically with substantial competence • Demonstrates confident control of language to express complex ideas in a form and style appropriate

to purpose, audience and context Band E1 - NA • Student is not achieving course outcomes


EXTENSION 2 ENGLISH

Course Outcomes: EEX12-1 demonstrates a deep understanding of the dynamic relationships between text, composer, audience and context

through the conceptualisation and execution of an extended composition using appropriate mode, medium and technology

EEX12-2 strategically and effectively manipulates language forms and features to create a substantial extended composition for a specific purpose, audience and context

EEX12-3 applies knowledge, understanding and insight, refined through analysis, interpretation, criticism and evaluation of strategically chosen texts, to shape new meaning in an original composition

EEX12-4 undertakes extensive independent investigation to articulate a personal perspective that explores, challenges, speculates or evaluates a significant experience, event or idea

EEX12-5 reflects on and evaluates the composition process and the effectiveness of their own published composition


Outcomes (Syllabus)

Weighting

Course Component

Skills in Extensive independent Research

Skills in Sustained Composition

Task 1 Viva Voce

Term 4 Week 9

2019

EEX12-4 EEX12-1

30% 20% 10%

Task 2 Literature Review

Term 1 Week 9

2020

EEX12-3 EEX12-1 40% 20% 20%

Task 3 Critique of the

Creative process

Term 2 Week 8

2020

EEX12-5 EEX12-2

30% 10% 20%

Total: 100% 50% 50%


EXTENSION ENGLISH 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates highly developed insights and outstanding skills in formulating and communicating

complex concepts supported by thorough and extensive independent investigation • Composes a substantial and sustained original major work that effectively engages audience and is

appropriate to purpose, concept and medium • Exhibits sophisticated and highly developed skills in articulating, monitoring and reflecting on processes

of investigation, interpretation, analysis and composition Band E3 • Demonstrates well developed insights and accomplished skills in formulating and communicating

complex concepts supported by competent independent investigation • Composes a substantial and sustained original major work that engages audience and is appropriate to

purpose, concept and medium • Exhibits well developed skills in articulating, monitoring and reflecting on processes of investigation,

interpretation, analysis and composition Band E2 • Demonstrates developing insights and sound skills in formulating and communicating concepts of some

complexity supported by independent investigation • Composes a substantial and sustained original major work that is appropriate to audience, purpose,

concept and medium • Exhibits sound skills in articulating, monitoring and reflecting on processes of investigation,

interpretation, analysis and composition


FOOD TECHNOLOGY

Course Outcomes:

H1.1 explains manufacturing processes and technologies used in the production of food products H1.2 examines the nature and extent of the Australian food industry H1.3 justifies processes of food product development and manufacture in terms of market, technological and

environmental considerations H1.4 evaluates the impact of food manufacture on the individual, society and environment H2.1 evaluates the relationship between food, its production, consumption, promotion and health H3.1 investigates operations of one organisation within the Australian food industry H3.2 independently investigates contemporary food issues H4.1 develops, prepares and presents food using product development processes H4.2 applies principles of food preservation to extend the life of food and maintain safety H5.1 develops, realises and evaluates solutions to a range of food situations


Outcomes

(Syllabus) W

eighting

Course Components

Knowledge and understanding of course content

Knowledge and skills in

designing, researching,

analysing and evaluating

Skills in experimenting

with and preparing food

by applying theoretical concepts

Task 1

Food Manufacture

and

The Australian Food Industry

Term 1

Week 2

2020

H1.1, H1.2, H1.4, H3.1 30% 10% 10% 10%

Task 2

Food Product Development

Term 1

Week 9

2020

H1.3, H4.1, H4.2 25% 5% 10% 10%

Task 3

Contemporary Nutrition

Issues

Term 2

Week 7

2020

H2.1, H3.2,

H5.1 30% 10% 10% 10%

Task 4


Term 3

Weeks 1-2

2020

H1.1, H1.2, H1.3, H1.4

H2.1, H4.2 15% 15%

Total: 100% 40% 30% 30%


FOOD TECHNOLOGY COURSE PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A Student…

• demonstrates extensive and detailed knowledge and understanding of food manufacture and product development, the Australian food industry, and contemporary food issues

• displays expertise in applying theoretical concepts to a comprehensive range of practical activities in food technology

• effectively communicates information using explicit technical language in a concise and focused format

• displays a high degree of interpretive, analytical and reporting skills in dealing with food technology concepts

• demonstrates evidence of well-developed critical thinking skills in debate and discussion of issues surrounding relevant food technologies

• designs creative solutions to food technology issues Band 5 - B • demonstrates a thorough knowledge and understanding of food manufacture and product

development, the Australian food industry, and contemporary food issues • displays competence in applying this knowledge to a range of practical activities in food

technology • effectively communicates information using specific technical detail and accurate terminology • clearly demonstrates the ability to interpret, analyse and organise information • shows evidence of critical thinking in discussion of issues surrounding relevant food technologies

Band 4 - C • demonstrates a sound knowledge and understanding of food manufacture and product development, the Australian food industry, and contemporary food issues

• displays skill in applying knowledge to a range of practical activities in food technology • communicates successfully using appropriate terminology • analyses and interprets information with attempts to organise thoughts and ideas • displays a broad understanding of the impact of technologies on society and the environment

Band 3 - D • recalls some specific food technology facts • displays limited skill in applying knowledge to practical activities in food technology • expresses ideas in simple form using correct terminology and with limited discussion and analysis • displays some awareness of the impact of technologies on society and the environment

Band 2 –E • recalls general information about food • communicates using basic terminology and simple explanations • applies basic food facts to a limited number of practical activities in food technology • displays some comprehension of content with a limited application of knowledge



HISTORY EXTENSION Course Outcomes: HE12-1 analyses and evaluates different approaches to history and the complexity of factors that shape historical

interpretations HE12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and

evaluation of information from historical sources of differing perspectives and historical approaches HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate

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


Weighting

Course Component


about significant historiographical

ideas and processes

Skills in designing, designing,

undertaking and communicating

historical inquiry and analysis

Task 1 Historical Project - Process (proposal,

process log, annotated sources)

Term 1 Week 5

2020

HE12-1 HE12-2 HE12-4

30% 10% 20%

Task 2 History Project -

Essay

Term 2 Week 7

2020

HE12-1 HE12-2 HE12-3 HE12-4

40% 10% 30%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2019

HE12-1 HE12-3 HE12-4

30% 20% 10%

Total: 100% 40% 60%


HISTORY EXTENSION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and understanding of the nature of history and the factors that

shape historical expectations. • Communicates complex and coherent historical argument through referenced texts. • Effectively constructs and defend a historical position and effectively challenges other positions. • Designs, conducts and presents a historical investigation involving extensive analysis and synthesis of

complex historical information and evaluation of a wide range of historical sources. Band E3 • Demonstrates thorough knowledge and understanding of the nature of history and shows an

understanding of the factors that shape historical interpretations. • Communicates comprehensive and coherent historical argument through referenced texts. • Constructs and defends a historical position and attempts to challenge other positions. • Designs, conducts and presents a historical investigation involving comprehensive analysis and

synthesis of historical information and evaluation of a range of historical sources. Band E2 • Demonstrates sound knowledge and understanding of the nature of history and shows more

understanding of the factors that shape historical interpretations. • Communicates coherent historical narrative through texts. • Describes historical positions and acknowledges other positions. • Plans, conducts and presents a historical investigation involving analysis and synthesis of historical

information and evaluation of a range of historical sources. Band E1 • Not achieving course outcomes.


INDUSTRIAL TECHNOLOGY TIMBER Course Outcomes: H1.1 investigates industry through the study of businesses in one focus area H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of

new and developing technologies in industry H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance

techniques H3.1 is skilled in sketching, producing and interpreting drawings H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies design principles effectively through the production of projects H4.1 demonstrates competency in practical skills appropriate to the major project H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical

skills H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components H5.1 selects and uses communication and information processing skills H5.2 selects and applies appropriate documentation techniques to project management H6.1 evaluates the characteristics of quality manufactured products H6.2 applies the principles of quality and quality control H7.1 evaluates the impact of the focus area industry on the social and physical environment H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the

environment

Task Description


Weighting

Course Component


course content

Knowledge and skills in the design,

management, communication and

production of a major project

Task 1 Industry Study

Term 4 Week 8

2019

H1.1 H 1.2 H1.3

20% 20% 10%

Task 2 Project

Management

Term 1 Week 6

2020

H3.1, H3.2, H3.3, H5.1,

H5.2 30% 30%

Task 3 Folio

Presentation

Term 2 Week 7

2020

H2.1, H4.1, H4.2, H4.3,

H6.2 20% 10% 20%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

H6.2 H7.1 H7.2

30% 10%

Total: 100% 40% 60%


INDUSTRIAL TECHNOLOGY TIMBER PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • Demonstrates a comprehensive knowledge of the technological, environmental, structural and

organisational factors relating to the selected focus area industry • Applies a comprehensive understanding of both written and graphical communication, and

information processing skills • Utilises a design process to critically evaluate and develop solutions to practical problems • Demonstrates expertise in the management of time and other resources in the development of a

practical project • Solves specific problems through in-depth knowledge and understanding of the implications and

impact of technology on society • Displays excellence in the selection of equipment and materials and in the application of practical skills

to produce a quality project Band 5 - B • Demonstrates a detailed knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Demonstrates a thorough understanding in the use of written and graphical communication and

information processing skills • Justifies solutions to practical problems through the application of design techniques • Utilises a range of appropriate management strategies in the development of a practical project • Applies knowledge and understanding of the implication and impact of technology on society • Displays competence in the selection of equipment and materials and in the application of practical

skills to produce a practical project Band 4 - C • Demonstrates a broad knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Displays information processing skills and a sound knowledge in the use of both written and graphical

communication • Uses design or design modification techniques to solve practical problems • Applies appropriate management strategies to the development of a practical project • Demonstrates an understanding of the implications and impact of technology on society • Shows understanding in the application of equipment, materials and practical skills to produce a

practical project Band 3 - D • Demonstrates a basic knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Uses appropriate information processing skills and written and graphical communication forms • Attempts to use design or design modification techniques to solve practical problems • Recognises the importance of management to complete a practical project • Demonstrates an awareness of the implications and impact of technology on society • Identifies and uses a range of equipment, materials and processes to produce a practical project

Band 2 –E • Displays a simple knowledge of the technological, environmental, structural and organisational aspects of the selected focus area industry

• Uses a narrow range of written and graphical communication forms, and information processing skills • Demonstrates an adequate awareness of design • Displays minimal management skills in the development of a practical project • Demonstrates a limited awareness of the implications and impact of technology on society • Uses a limited selection of equipment, materials and processes to produce a practical project



ITALIAN BEGINNERS Course Outcomes: Outcome 1- Interacting 1.1 establishes and maintains communication in Italian 1.2 manipulates linguistic structures to express ideas effectively in Italian 1.3 sequences ideas and information 1.4 applies knowledge of the culture of Italian-speaking communities to interact appropriately Outcome 2- Understanding Texts 2.1 understands and interprets information in texts using a range of strategies 2.2 conveys the gist of and identifies specific information in texts 2.3 summarises the main points of a text 2.4 draws conclusions from or justifies an opinion about a text 2.5 identifies the purpose, context and audience of a text 2.6 identifies and explains aspects of the culture of Italian-speaking communities in texts Outcome 3- Producing Texts 3.1 produces texts appropriate to audience, purpose and context 3.2 structures and sequences ideas and information 3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in Italian 3.4 applies knowledge of the culture of Italian-speaking communities to the production of texts.


Weighting

Course Components

Speaking in Language

Listening in Language

Reading in Language

Writing in Language

Task 1 Interacting and Producing

Texts

Term 4 Week 9

2019

1.1, 1.2, 1.3, 1.4, 10% 10%

Task 2 Listening and

Understanding Texts

Term 1 Week 6

2020

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5,

2.6

20% 20%

Task 3 Reading and

Writing

Term 2 Week 4

2020

1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 2.1, 2.2, 2.3, 2.4,

2.5, 2.6

40% 25% 15%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2020 All outcomes 30% 10% 10% 5% 5%

Total: 100% 20% 30% 30% 20%


ITALIAN BEGINNERS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Communicates effectively across a range of topics in spoken Italian

• Writes cohesive, well-structured texts appropriate to a range of audiences, purposes and contexts • Demonstrates an excellent control of vocabulary and language structures • Demonstrates an excellent understanding of a range of texts by identifying their audience, purpose

and context; by interpreting and summarising information; and by drawing conclusions and justifying opinions about them

Band 5 - B • Communicates across a range of topics in spoken Italian • Writes cohesive texts appropriate to audience, purpose and context • Demonstrates a good control of vocabulary and language structures • Demonstrates a good understanding of a range of texts by identifying their audience, purpose and

context; by interpreting and summarising information; and by drawing some conclusions and justifying opinions about them

Band 4 - C • Communicates ideas and information in spoken Italian • Writes texts with some regard to audience, purpose and context, linking ideas and information • Demonstrates some control of vocabulary and language structures • Demonstrates a general understanding of and identifies some specific information in a range of texts

Band 3 - D • Communicates some ideas and information in familiar contexts in spoken Italian • Writes texts with some regard to purpose • Demonstrates a basic knowledge of Italian vocabulary and applies Italian grammar and syntax

inconsistently • Demonstrates a general understanding of straightforward texts and identifies some specific

information in more complex ones Band 2 –E • Understands some simple questions and responds in comprehensible spoken Italian

• Writes some words, phrases and sentences in comprehensible Italian • Identifies some information in texts



INFORMATION PROCESSES AND TECHNOLOGY Course Outcomes: H1.1 applies an understanding of the nature and function of information technologies to a specific practical

situation H1.2 explains and justifies the way in which information systems relate to information processes in a specific

context H2.1 analyses and describes a system in terms of the information processes involved H2.2 develops solutions for an identified need which address all of the information processes H3.1 evaluates the effect of information systems on the individual, society and the environment H3.2 demonstrates ethical practice in the use of information systems, technologies and processes H4.1 proposes ways in which information systems will meet emerging needs H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage

projects H5.2 assesses the ethical implications of selecting and using specific resources and tools H6.1 analyses situations, identifies a need and develops solutions H6.2 selects and applies a methodical approach to planning, designing or implementing a solution H7.1 implements effective management techniques H7.2 uses methods to thoroughly document the development of individual and/or group projects


(Syllabus)

Weighting

Course Component


course content

Knowledge and skills in the design and

development of information systems

Task 1 Major Design

Project

Term 1 Week 4

2020

H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H5.1, H6.1, H6.2, H7.1,

H7.2

30% 30%

Task 2 Practical

Application Task

Term 2 Week 5

2020

H1.1, H2.2, H3.2, H5.1, H6.2, H7.1,

H7.2

40% 10% 30%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All outcomes 30% 20% 10%

Total: 100% 60% 40%


INFORMATION PROCESSES AND TECHNOLOGY PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • Demonstrates a comprehensive understanding of a specified information system and the relationship between each

of the components • Analyses and develops information systems with complete interdependence between the information processes • Demonstrates a high level ethical usage of systems and evaluates the effect of information systems on the individual,

society and the environment • Proposes innovative ways in which information systems will meet emerging needs within an historical context • Comprehensively assesses the ethical implications and justifies the selection of resources and tools to develop and

manage projects • Demonstrates extensive analysis of a situation to determine a need and develop a comprehensive and successful

solution using a methodical approach • Implements outstanding management techniques, possesses excellent communication skills and comprehensively

documents project work Band 5 - B • Demonstrates a thorough understanding of a given information system and the need for all components to work

together • Analyses and develops information systems with detailed interdependence between processes • Sustains ethical usage of systems and makes informed judgments of the effects of information systems on the

individual, society and the environment • Makes thorough suggestions on how information systems can meet emerging needs within an historical context • Thoroughly assesses the ethical implications and selects appropriate resources and tools to develop and manage

projects • Demonstrates detailed analysis of a situation to determine a need and develop a successful solution using a

methodical approach • Implements thorough management techniques, possesses effective communication skills and accurately documents

project work Band 4 - C • Clearly explains how all the components of an information system work together

• Broad understanding of the relationship between information processes within analysed and developed systems • Demonstrates sound ethical usage of systems and clearly explains the effects of information systems on the

individual, society and environment • Makes good suggestions on how information systems can meet emerging needs based on previous experience • Selects resources and tools to manage and develop projects with a good understanding of the ethical implications • Demonstrates sound analysis of a situation to determine a need and develops a good solution • Implements sound management techniques, possesses good communication skills and clearly documents project

work Band 3 - D • Describes the purpose of each of the components of a given information system

• Describes information processes within systems that have been developed • Describes basic ethical use of information systems and the effect of information systems on individuals, society and

the environment • Proposes an adequate information system to meet a need • Distinguishes between different resources and tools associated with the development of a project, describing ethical

implications • Comprehends a need and develops a basic solution • Demonstrates basic communication skills and produces a descriptive report of project work

Band 2 –E • Identifies the components of an information system for a given context • Identifies information processes within systems that have been developed • Demonstrates limited ethical usage of information systems and identifies the effects of information systems on the

individual, society and the environment • Suggests a basic information system for a given need • Identifies tools and resources associated with the development of a project, with limited understanding of ethical

implications • Attempts to understand a need for a given situation and to develop a basic solution • Demonstrates some communication skills and limited documentation of project work



INVESTIGATING SCIENCE Course Outcomes: SKILLS: 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 using a range of

appropriate media INS11/12-5 analyses and evaluates primary and secondary data and information INS11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes INS11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or

purpose KNOWLEDGE AND UNDERSTANDING: INS12-12 develops and evaluates the process of undertaking scientific investigations INS12-13 describes and explains how science drives the development of technologies INS12-14 uses evidence-based analysis in a scientific investigation to support or refute a hypothesis INS12-15 evaluates the implications of ethical, social, economic and political influences on science


(Syllabus)

Weighting

Course Component


of course content

Skills in working

scientifically

Task 1 Practical

Investigation

Term 4 Week 7 2019

INS11/12-1, INS11/12-2 INS11/12-3, INS11/12-4 INS11/12-5, INS11/12-7

INS12-12

20% 5% 15%

Task 2 Depth Study

Term 1 Week 9

2020

INS11/12-1, INS11/12-2 INS11/12-3, INS11/12-4 INS11/12-5, INS11/12-6 INS11/12-7, INS12-13

INS12-14

30% 10% 20%

Task 3 Secondary

Source Research Essay

Term 2 Week 7

2020

INS11/12-1, INS11/12-2 INS11/12-3, INS11/12-4 INS11/12-7, INS12-15

20% 5% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All 30% 20% 10%

Total: 100% 40% 60%


INVESTIGATING SCIENCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract

ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific

terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or

secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions



Band 5 - B • Demonstrates thorough knowledge and understanding of scientific concepts, including complex and abstract ideas • Communicates scientific understanding, logically, and effectively using correct scientific terms and application of

nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making some modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or

secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships



Band 4 - C • Demonstrates sound knowledge and understanding of scientific concepts • Communicates scientific understanding effectively using scientific terms and application of nomenclature • Designs and plans investigations to obtain primary and secondary data and evaluates risks • Processes and interprets primary and secondary data, and represents it using a range of scientific formats • Identifies scientific problems, questions, or hypotheses and applies processes, and formats to primary or secondary

data • Applies knowledge and information relevant to scientific issues or scenarios



Band 1-NA • Student is not achieving course outcomes


GEOGRAPHY

Course Outcomes:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection H3 analyses contemporary urban dynamics and applies them in specific contexts H4 analyses the changing spatial and ecological dimensions of an economic activity H5 evaluates environmental management strategies in terms of ecological sustainability H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a variety of sources H9 evaluates geographical information and sources for usefulness, validity and reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical

contexts H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative

examples H13 communicates complex geographical information, ideas and issues effectively, using appropriate written

and/or oral, cartographic and graphic forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components

Knowledge and


Geographical tools and

skills

Geographical inquiry and research, including fieldwork

Communication of geographical

information, ideas and issues in

appropriate forms

Task 1 Podcast-

Ecosystems at Risk

Term 4 Week 9

2019

H2, H5, H6, H9,

H10, H12, H13

20% 10% 5% 5%

Task 2 Urban

Dynamics Fieldwork

Report

Term 1 Week 9

2020

H8, H10, H11, H12,

H13 25% 5% 5% 10% 5%

Task 3 In- class

extended response

Term 2 Week 7

2020

H1, H4, H7, H12 25% 15% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

All Outcomes 30% 10% 15% 5%

Total: 100% 40% 20% 20% 20%


GEOGRAPHY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Evaluates a wide range of geographic sources in an integrated format

• Explains complex spatial and ecological relationships and processes, establishing cause by providing details of multiple links

• Applies detailed geographic knowledge and understanding from a variety of case studies at a range of scales • Evaluates ecological issues and human responses using appropriate, diverse criteria such as socioeconomic

and political factors • Integrates sample studies, statistical trends, geographic models and theoretical perspectives, providing

evidence of wide reading • Initiates, plans and implements geographic research and problem solving, including fieldwork, in a highly

organised manner • Efficiently communicates in written form characterised by use of appropriate text types, application of

precise and abstract geographic terms and the use of complex graphic forms Band 5 - B • Evaluates a range of geographic sources in a structured format

• Explains spatial and ecological relationships and processes establishing cause by detailing links • Applies geographic knowledge and understanding from relevant case studies at a range of scales • Presents major advantages and disadvantages of complex ecological issues and human responses by

outlining major advantages and disadvantages • Outlines sample studies, statistical trends, geographic models and perspectives in a structured format • Initiates, plans and implements geographic research and problem solving, including fieldwork, in an

organised manner • Communicates in written form characterised by use of appropriate text types, application of major technical

geographic terms and the use of graphic forms Band 4 - C • Interprets major features evident in a range of geographic sources

• Describes spatial and ecological relationships and processes, identifying major causes and impacts • Demonstrates general geographic knowledge through relevant sample studies at different scales • Describes main arguments relevant to major ecological issues and human responses • Describes sample studies, trends and significant geographic models • Plans and implements descriptive geographic research including fieldwork • Communicates in written form characterised by use of major text types, geographic terms and graphic

forms Band 3 - D • Describes major features evident in some common geographic sources

• Describes spatial and ecological features, identifying general interrelationships • Recalls general geographic knowledge of sample studies at different scales • Identifies some arguments relevant to major ecological issues and human responses • Outlines sample studies and trends and identifies simple geographic models • Implements descriptive geographic research including fieldwork, attempting to use source information • Communicates in written form characterised by use of some major geographic terms and concepts

Band 2 - E • Lists some general features and information evident in simple geographic sources • Identifies some spatial and ecological features • Demonstrates some general geographic knowledge in a sample study usually at a local scale • States an environmental issue and states a response • Makes simple reference to a sample study and states a simple trend • Follows some steps of a geographic research sequence to study an obvious environmental problem • Communicates in written form characterised by use of general geographic terms and brief phrases



LEGAL STUDIES Course Outcomes: H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and international law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and

responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including

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


(Syllabus)

Weighting

Course Components

Knowledge and


Analysis and

evaluation

Inquiry and

research

Communication of legal

information, issues and

appropriate ideas

Task 1 Focus Study 1

Term 4 Week 7

2019

H5, H6, H9, H10 25% 10% 5% 5% 5%

Task 2 Crime

Term 1 Week 11

2020

H4, H7, H8, H9 30% 10% 5% 10% 5%

Task 3 Focus Study 2

Term 2 Week 5

2020

H5, H6, H9, H10 20% 5% 5% 5% 5%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2020

H1, H2, H3, H7 25% 15% 5% 5%

Total: 100% 40% 20% 20% 20%


LEGAL STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Analyses, synthesises and interprets information to evaluate the effectiveness of the domestic and

international legal system in addressing issues • Demonstrates extensive knowledge and understanding of the operation of the legal system and the

processes involved in law reform • Synthesises and analyses legal information from a variety of sources including relevant legislation, cases,

media, international instruments and documents to support arguments in a domestic and international context

• Communicates coherent arguments on contemporary issues from differing perspectives and interpretations

• Communicates an argument using relevant legal concepts and terminology Band 5 - B • Analyses and interprets information to evaluate the effectiveness of the domestic and international legal

system in addressing issues • Demonstrates detailed knowledge and understanding of the operation of the legal system and the

processes involved in law reform • Uses legal information from a variety of sources including relevant legislation, cases, media, international

instruments and documents to support arguments in a domestic and international context • Presents clear arguments on contemporary issues from differing perspectives • Communicates using relevant legal concepts and terminology

Band 4 - C • Provides some analysis of information and issues related to the effectiveness of the domestic and international legal system

• Demonstrates good knowledge and understanding of the operation of the legal system and the processes involved in law reform

• Uses appropriate legal information from sources including legislation, cases, media, international instruments and documents

• Uses appropriate legal concepts and terminology Band 3 - D • Demonstrates some knowledge and understanding of the issues related to the domestic and /or

international legal system • Demonstrates some understanding of the operation of the legal system • Makes reference to sources including legislation, cases, media, international instruments and documents • Uses some legal concepts and terminology

Band 2 –E • Recognises some issues in the legal system • Demonstrates a limited understanding of some aspects of the operations of the legal system • Uses some legal terminology



MATHEMATICS ADVANCED Course Outcomes:

MA12-1 uses detailed algebraic and graphical techniques to critically construct, model and evaluate arguments in a range of familiar and unfamiliar contexts

MA12-2 models and solves problems and makes informed decisions about financial situations using mathematical reasoning and techniques

MA12-3 applies calculus techniques to model and solve problems MA12-4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of problems MA12-5 applies the concepts and techniques of periodic functions in the solution of problems involving

trigonometric graphs MA12-6 applies appropriate differentiation methods to solve problems MA12-7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems MA12-8 solves problems using appropriate statistical processes MA12-9 chooses and uses appropriate technology effectively in a range of contexts, models and applies

critical thinking to recognise appropriate times for such use MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions

which are appropriate to the context

Task description Due Date Outcomes (syllabus)

Weighting

Course Component

Concepts, skills and techniques

Reasoning and communication

Task 1 Assignment

Term 4 Week 8

2019

MA12-2, MA12-4 MA12-9, MA12-10

20% 10% 10%

Task 2 Open book test

Term 1 Week 7

2020

MA12-3, MA12-6, MA12-7, MA12-9, MA12-10

30% 15% 15%

Task 3 Test

Term 2 Week 4

2020

MA12-3, MA12-5, MA12-6, MA12-7, MA12-9, MA12-10

20% 10% 10%


Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS ADVANCED PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and skills appropriate to the course

• Demonstrates sophisticated multi-step reasoning and justification • Integrates and applies ideas from across the course to successfully solve problems • Demonstrates modelling and problem-solving skills in a wide range of familiar and unfamiliar

contexts • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course

• Demonstrates multi-step logical reasoning and justification • Combines ideas from across the course to solve problems • Demonstrates a range of modelling and problem-solving skills • Communicates appropriately using mathematical language, notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses logical reasoning and justifies answers • Uses appropriate approaches to solve problems • Communicates using mathematical language, notation, diagrams and graphs

Band 3 - D • Demonstrates basic knowledge and skills appropriate to the course • Applies reasoning in familiar contexts • Solves simple problems • Uses mathematical language, notation, diagrams and graphs

Band 2 –E • Demonstrates limited knowledge and skills appropriate to the course • Solves simple familiar problems with limited accuracy • Uses some mathematical language, notation, diagrams and graphs



MATHEMATICS STANDARD 1

Course Outcomes:

MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS1-12-2 analyses representations of data in order to make predictions and draw conclusions MS1-12-3 interprets the results of measurements and calculations and makes judgements about their

reasonableness MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms MS1-12-7 solves problems requiring statistical processes MS1-12-8 applies network techniques to solve network problems MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position

clearly to others


(Syllabus)

Weighting

Course Component



Task 1

Assignment /quiz

Term 4 Week 8

2019

MS1-12-8 MS1-12-9

MS1-12-10 15% 7.5% 7.5%

Task 2

Open book test

Term 1 Week 7

2020

MS1-12-3 MS1-12-4 MS1-12-5 MS1-12-9

MS1-12-10

30% 15% 15%

Task 3

In class test

Term 2 Week 4

2020

MS1-12-1 MS1-12-2 MS1-12-6 MS1-12-9

MS1-12-10

25% 12.5% 12.5%

Task 4


Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS STANDARD 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


• Applies appropriate mathematical concepts, skills and techniques consistently and accurately in familiar and unfamiliar contexts

• Selects and uses a variety of problem-solving strategies to solve mathematical problems • Applies mathematical reasoning and interprets mathematical models • Communicates effectively using appropriate mathematical notation, diagrams and graphs

Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course • Applies appropriate mathematical concepts, skills and techniques consistently in familiar

contexts • Selects and uses some problem-solving strategies to solve mathematical problems • Uses mathematical reasoning and interprets familiar mathematical models • Communicates using appropriate mathematical notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar contexts • Selects and uses some problem-solving strategies to solve mathematical problems with limited

success • Uses mathematical reasoning • Communicates using mathematical notation, diagrams and graphs

Band 3 - D • Demonstrates basic knowledge and skills appropriate to the course • Uses a limited range of mathematical concepts, skills and techniques • Uses some mathematical reasoning • Uses mathematical notation, diagrams and graphs

Band 2 –E • Demonstrates limited knowledge and skills appropriate to the course • Uses minimal mathematical techniques • Uses some simple mathematical notation or diagrams



MATHEMATICS STANDARD 2 Course Outcomes:

MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions MS2-12-3 interprets the results of measurements and calculations and makes judgements about their

reasonableness, including the degree of accuracy and the conversion of units where appropriate MS2-12-4 analyses two-dimensional and three dimensional models to solve practical problems MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and

graphical forms MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the

correlation of bivariate data MS2-12-8 solves problems using networks to model decision-making in practical problems MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical

thinking to recognise appropriate times and methods for such use MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating position clearly

to others and justifying a response

Task Description Due Date Outcomes (syllabus)

Weighting

Course Component



Task 1 Assignment /quiz

Term 4 Week 8

2019

MS2-12-8 MS2-12-9

MS2-12-10 15% 7.5% 7.5%

Task 2 Open book test

Term 1 Week 7

2020

MS2-12-3 MS2-12-4 MS2-12-5 MS2-12-9

MS2-12-10

30% 15% 15%

Task 3 In class test

Term 2 Week 4

2020

MS2-12-1 MS2-12-2 MS2-12-6 MS2-12-9

MS2-12-10

25% 12.5% 12.5%


Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total:

100% 50% 50%


MATHEMATICS STANDARD 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


• Applies appropriate mathematical concepts, skills and techniques consistently and accurately in a wide range of familiar and unfamiliar contexts

• Selects and uses a wide variety of problem-solving strategies to solve mathematical problems • Demonstrates mathematical reasoning and justification, and interprets and analyses

mathematical models • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course

• Applies appropriate mathematical concepts, skills and techniques accurately in a range of familiar and unfamiliar contexts

• Selects and uses a variety of problem-solving strategies to solve mathematical problems • Demonstrates mathematical reasoning and interprets mathematical models • Communicates using appropriate mathematical language, notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar and some unfamiliar contexts • Uses problem-solving strategies to solve mathematical problems • Uses some mathematical reasoning and mathematical models • Communicates using some appropriate mathematical language, notation, diagrams and graphs

Band 3 – D • Demonstrates basic knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar contexts • Uses some mathematical reasoning • Uses some mathematical language, notation, diagrams and graphs

Band 2 – E • Demonstrates limited knowledge and skills appropriate to the course • Uses basic mathematical concepts, skills and techniques to solve problems with limited accuracy • Uses some mathematical language and simple diagrams

Band 1 – NA • Student is not achieving course outcomes


MATHEMATICS EXTENSION 1

Course Outcomes:

ME12-1 applies techniques involving proof or calculus to model and solve problems ME12-2 applies concepts and techniques involving vectors and projectiles to solve problems ME12-3 applies advanced concepts and techniques in simplifying expressions involving compound angles and

solving trigonometric equations ME12-4 uses calculus in the solution of applied problems, including differential equations and volumes of

solids of revolution ME12-5 applies appropriate statistical processes to present, analyse and interpret data ME12-6 chooses and uses appropriate technology to solve problems in a range of contexts ME12-7 evaluates and justifies conclusions, communicating a position clearly in appropriate mathematical

forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components



Task 1 Open book

test

Term 4 Week 9

2019

ME12-1, ME12-4, ME12-7

20% 10% 10%

Task 2 Assignment

Term 1 Week 8

2020

ME12-1, ME12-3, ME12-6, ME12-7,

30% 15% 15%

Task 3 Test

Term 2 Week 5

2020

ME12-1, ME12-2, ME12-7

20% 10% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS EXTENSION 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas effectively to solve problems • Demonstrates insightful and sophisticated multi-step mathematical reasoning and justification • Interprets, explains, justifies and evaluates solutions to problems across a wide range of

familiar and unfamiliar contexts • Applies mathematical models to efficiently solve problems • Communicates complex ideas and arguments effectively using appropriate mathematical

language, notation, diagrams and graphs Band E3 • Demonstrates thorough knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas to solve problems across a range of familiar and unfamiliar contexts

• Demonstrates well-developed multi-step mathematical reasoning and justification • Interprets, explains, justifies and evaluates solutions to problems • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band E2 • Demonstrates sound knowledge and skills appropriate to the course

• Uses mathematical techniques, results and ideas to solve problems across a range of contexts • Demonstrates logical reasoning and justification • Communicates using mathematical language, notation, diagrams and graphs

Band E1 • Student is not achieving course outcomes


MATHEMATICS EXTENSION 2 Course Outcomes:

MEX12-1 understands and uses different representations of numbers and functions to model, prove results and find solutions to problems in a variety of contexts

MEX12-2 chooses appropriate strategies to construct arguments and proofs in both practical and abstract settings

MEX12-3 uses vectors to model and solve problems in two and three dimensions MEX12-4 uses the relationship between algebraic and geometric representations of complex numbers and

complex number techniques to prove results, model and solve problems MEX12-5 applies techniques of integration to structured and unstructured problems MEX12-6 uses mechanics to model and solve practical problems MEX12-7 applies various mathematical techniques and concepts to model and solve structured, unstructured

and multi-step problems MEX12-8 communicates and justifies abstract ideas and relationships using appropriate language, notation

and logical argument

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components



Task 1 Open book

test

Term 4 Week 10

2019

MEX12-1, MEX12-4, MEX12-7, MEX12-8

20% 10% 10%

Task 2 Assignment

Term 1 Week 9

2020

MEX12-1, MEX12-2, MEX12-4, MEX12-7, MEX12-8

30% 15% 15%

Task 3 Test

Term 2 Week 6

2020

MEX12-3, MEX12-6, MEX12-7, MEX12-8

20% 10% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS EXTENSION 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas creatively to solve problems • Demonstrates sophisticated multi-step logic and mathematical insight to solve problems across

a wide range of contexts • Proves results in familiar and unfamiliar settings • Communicates complex mathematical ideas and relationships using algebraic, diagrammatic

and graphical techniques, concise notation and clear logical argument Band E3 • Demonstrates thorough knowledge and skills appropriate to the course

• Solves problems effectively across a wide range of contexts • Demonstrates complex multi-step mathematical reasoning and justification • Demonstrates a sound grasp of techniques required to prove results in familiar settings • Communicates mathematical ideas and relationships using algebraic, diagrammatic and

graphical techniques, appropriate notation and logical argument Band E2 • Demonstrates sound knowledge and skills appropriate to the course

• Solves problems across a range of contexts • Demonstrates reasoning and justification in a range of contexts • Communicates effectively using mathematical language, notation, diagrams and graphs

Band E1 • Student is not achieving course outcomes


MODERN HISTORY Course Outcomes: KNOWLEDGE AND UNDERSTANDING: MH12-1 accounts for the nature of continuity and change in the modern world MH12-2 proposes arguments about the varying causes and effects of events and developments MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 analyses the different perspectives of individuals and groups in their historical context MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of

the modern world SKILLS: MH12-6 analyses and interprets different types of sources for evidence to support an historical account or

argument MH12-7 discusses and evaluates differing interpretations and representations of the past MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence

from a range of sources MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate

and well-structured forms


(Syllabus)

Weighting

Course Components

Communication of historical

understanding

Historical inquiry and

research

Source analysis

Knowledge of course content

Task 1 Power and Authority

Source Analysis

Term 4 Week 10

2019

MH12-4 MH12-6 MH12-7 MH12-8 MH12-9

30% 5% 5% 10% 10%

Task 2 Research

essay: Comparison of Hitler/Germany

and Stalin/Russia

Term 1 Week 9

2020

MH12-1 MH12-2 MH12-3 MH12-4 MH12-7 MH12-8 MH12-9

25% 5% 5% 5% 10%

Task 3 Focus Study

Research Task

Term 2 Week 7

2020

MH12-2 MH12-3 MH12-4 MH12-5 MH12-6 MH12-7 MH12-9

20% 5% 5% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

MH12-1 MH12-2 MH12-3 MH12-5 MH12-6 MH12-7 MH12-9

25% 5% 5% 5% 10%

Total: 100% 20% 20% 20% 40%


MODERN HISTORY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates comprehensive understanding of continuity and change over time • Demonstrates comprehensive understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence and synthesises evidence • Evaluates differing interpretations and representations of the past • Demonstrates sophisticated understanding and use of historical concepts and terms • Communicates a high level and sustained argument through well-structured and comprehensive

texts Band 5 - B • Demonstrates thorough knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates a well-developed understanding of continuity and change over time • Demonstrates a well-developed understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence • Analyses differing interpretations and representations of the past • Demonstrates thorough understanding and use of historical concepts and terms • Communicates a coherent and sustained argument through well-structured and comprehensive

texts Band 4 - C • Demonstrates sound knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates sound understanding of continuity and change over time • Demonstrates sound understanding of different perspectives of individuals and groups in the past • Uses sources for evidence • Discusses interpretations and representations of the past • Demonstrates understanding of historical concepts and terms • Communicates a general argument through well-structured texts

Band 3 - D • Demonstrates basic understanding of historical features, people, events, and their significance • Identifies features of continuity and change over time • Demonstrates basic understanding of different perspectives of individuals and groups in the past • Makes reference to sources • Identifies interpretations and representations of the past • Uses basic historical concepts and terms • Communicates basic information through descriptive texts

Band 2 –E • Describes historical features, people and events • Recognises aspects of continuity and/or change • Demonstrates limited understanding of different perspectives of individuals and groups in the

past • Makes reference to sources • Uses limited historical concepts and terms • Provides limited information in narrative style



MUSIC 1 Course Outcomes:

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

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the

cultural and historical contexts studied H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical

styles H5 critically evaluates and discusses performances and compositions H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics

studied and through wide listening H7 understands the capabilities of performing media, incorporates technologies into composition and

performance as appropriate to the topics studied H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music H9 performs as a means of self-expression and communication H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities H11 demonstrates a willingness to accept and use constructive criticism

*Students must complete an Aural Exam, their Core Performance and 3 Electives. Electives may be all performance,

musicology or composition, or any combination of all three.

Task Description


Weighting

Course Components

Musicology Composition Aural Performance Electives

Task 1 Performance

Core and Musicology

Core

Term 4 Weeks 7-8

2019

H1, H2, H5, H9,

H10 15% 10% 5%

Task 2 Aural Core and

Elective 1

Term 1 Week 8

2020

H4, H6, H7, H9 25% 15% 10%

Task 3 Core and Elective 3

Performances

Term 2 Week 6

2020

H2, H7, H8, H10,

H11 20% 10% 10%

Task 4 Trial HSC Aural and

Performance

Term 3 Weeks 1-2

2020

H1 - H11, H2, H4, H6, H10

40% 10% 5% 25%

Total: 100% 10% 10% 25% 10% 45%


MUSIC 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Displays extensive knowledge and skills about the concepts of music and of music as an art form

in a variety of cultural and historical contexts • Displays extensive understanding of the concepts of music in a diverse range of aural experiences • Communicates a comprehensive understanding of the concepts of music and makes extensive

musical observations on the chosen topic • Performs with a high level of technical skill and stylistic interpretation • Composes with a high level of stylistic understanding and musical discrimination

Band 5 - B • Displays detailed knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a detailed understanding of the concepts of music in a diverse range of aural experiences • Communicates a thorough understanding of the concepts of music and makes detailed musical

observations on the chosen topic • Performs with sustained technical skill and an understanding of style • Composes with a thorough stylistic understanding and musical discrimination

Band 4 - C • Displays sound knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a clear understanding of the concepts of music in a diverse range of aural experiences • Communicates a clear understanding of the concepts of music and makes sound musical

observations on the chosen topic • Performs with sound technical skill and a sense of style • Composes with a sound stylistic understanding

Band 3 - D • Displays basic knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a basic understanding of the concepts of music across a range of aural experiences • Communicates a basic understanding of the concepts of music and makes musical observations

on the chosen topic • Performs with a basic technical skill and an inconsistent awareness of style • Composes with a basic stylistic understanding

Band 2 –E • Displays limited knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a simplistic understanding of the concepts of music in aural experiences • Communicates a limited understanding of the concepts of music and simple musical observations

on the chosen topic • Performs with a limited interpretive and technical skill • Composes with a limited stylistic understanding



MUSIC 2

Course Outcomes: H1 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical

demands of the music as a soloist and as a member of an ensemble H2 demonstrates an understanding of the relationships between combinations of the concepts of music, by

interpreting, notating, analysing, discussing, composing and evaluating combinations of musical symbols reflecting those characteristically used in the mandatory and additional topics

H3 composes works focusing on a range of concepts, for familiar and unfamiliar sound sources, solo, small and large ensembles, or using a variety of musical structures

H4 stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts

H5 analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and musical considerations

H6 discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference to stylistic features of the context

H7 critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional topics

H8 understands the capabilities of performing media, incorporates technologies into compositions and performances as appropriate to the contexts studied

H9 identifies, recognises, experiments with, and discusses the uses and effects of technology in music H10 performs as a means of self-expression and communication H11 demonstrates a willingness to participate in performance, composition, musicology and aural activities H12 demonstrates a willingness to accept and use constructive criticism


Weighting

Course Components

Musicology Composition Aural Performance Electives

Informal presentation:

Performance Core and Comp Idea

Term 4 Week 10

2019

H1 H2 H5 H6

0% Idea for composition In progress

Task 1 Aural and Musicology Core

and Informal Electives 1&2

Term 1 Week 10- 11

2020

H7 H9 25% 10% In progress

composition 10% 5% In progress Electives

Task 2 Composition Core

& Electives

Term 2 Week 6

2020

H2 H3 H4 H9

15% 10% 5%

Task 3 Performance

Term 2 Week 9-10

2020

H1 H12 30% 15% 15%

Task 4 Trial HSC Musicology,

Composition and Aural

Term 3 Weeks 1-2

2020

H2 H9

H11 H12

30% 10% 10% 10%

Total:

100%

20%

20%

20%

20%

20%


MUSIC 2 PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Displays extensive knowledge, skills and understanding of music in social, cultural and historical

contexts and of music as an art form • Makes high level musical observations reflecting comprehensive musical experiences • Demonstrates excellent development of ideas, musical discrimination and stylistic

understanding in composition • Performs with expertise displaying stylistic interpretation and a high level of technical skill • Demonstrates comprehensive analytical skills supported by an excellent understanding of the

musical concepts

Band 5 - B • Displays detailed knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes detailed musical observations reflecting diverse musical experiences • Demonstrates successful development of ideas, stylistic and technical competence in composition • Performs stylistically with musical sensitivity and technical accomplishment • Displays detailed analytical skills supported by a thorough understanding of the musical concepts

Band 4 - C • Displays sound knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes sound musical observations based on broad musical experiences • Demonstrates musical merit and stylistic awareness in composition • Performs with musical style and proficiency • Demonstrates broad analytical skills based on a good understanding of the musical concepts with

stylistic inconsistencies Band 3 - D • Displays basic knowledge, skills and understanding of music in social, cultural and historical

contexts and of music as an art form • Makes musical observations based on their musical experiences • Demonstrates inconsistent musical merit and stylistic awareness in composition • Performs competently but inconsistently • Demonstrates basic analytical skills and understanding of the musical concepts

Band 2 –E • Displays limited knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes simple musical observations • Demonstrates limited musical merit in composition • Performs with limited interpretive and technical skills • Demonstrates limited analytical skills and simple understanding of the musical concepts



MUSIC EXTENSION Performance Outcomes:

1 performs with highly developed technical skill and stylistic refinement as both a soloist and as an ensemble member

2 leads critical evaluation and discussion sessions on all aspects of his/her own performances and the performances of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to the interpretation of music performed

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works performed

5 presents concert and recital programs, which includes solving problems concerning programming, organisation and management of concert practice and program direction

6 critically analyses the use of musical concepts to present a stylistic interpretation of music performed

Composition Outcomes:

1 composes with highly developed technical skill and stylistic refinement demonstrating the emergence of a personal style

2 leads critical evaluation and discussion sessions on all aspects of his/her own compositions and the compositions of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to compositional processes, techniques and devices used, showing the emergence of a personal style

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works composed

5 presents, discusses and evaluates the problem-solving process with regard to composition and the realisation of the composition

6 critically analyses the use of musical concepts to present a personal compositional style

Musicology Outcomes:

1 presents an extended essay demonstrating mastery of research, argument and data from primary and secondary sources

2 leads critical evaluation and discussion sessions on all aspects of his/her own research and essay work and on the research and essays of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought in the development of a hypothesis and argument in the chosen area of research

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to research undertaken and essay writing

5 presents, discusses and evaluates the problem- solving process and the development and realisation of a research project

6 critically analyses the use of the musical concepts to articulate their relationship to the style analysed


Weighting

Course Components

Elective Elective

Task 1 Term 1

Week 10-11 2020

Depends on elective choice 40% 20% 20%

Task 2 Term 2 Week 6

2020

Depends on elective choice 60% 30% 30%

Total: 100% 50% 50%


MUSIC EXTENSION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 Displays highly sophisticated understanding of the concepts of music, demonstrating independence

of thought and a personal style. This is exemplified in a particular option when the candidate: • displays a high level of creativity in composition demonstrating superior use of compositional

techniques, sophisticated development of ideas and musical refinement OR

• presents a well-argued hypothesis demonstrating sophisticated and perceptive understanding of the concepts of music OR

• demonstrates a superior level of performance based upon stylistic refinement and highly developed technical skills

Band E3 Displays sophisticated understanding of the concepts of music demonstrating independence of thought and the emergence of a personal style. This is exemplified in a particular option when the candidate: • displays a high level of creativity in composition demonstrating successful use of compositional

techniques and sustained development of ideas and musical refinement OR

• presents a well-argued hypothesis demonstrating sophisticated understanding of the concepts of music OR

• demonstrates a high level of performance based on a convincing and stylistic interpretation and highly developed technical skills

Band E2 Displays comprehensive understanding of the concepts of music demonstrating some independence of thought. This is exemplified in a particular option when the candidate: • displays creativity in composition demonstrating successful use of compositional techniques,

development of ideas and musical discrimination OR

• presents a hypothesis demonstrating thorough understanding of the concepts of music OR

• demonstrates an accomplished level of performance based on a convincing and stylistic interpretation and a high level of technical skill

Band E1 NA • Student is not achieving course outcomes


PERSONAL DEVELOPMENT, HEALTH PHYSICAL EDUCATION - PDHPE Course Outcomes: H1 describes the nature, and justifies the choice, of Australia’s health priorities H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities H4 argues the case for health promotion based on the Ottawa Charter H5 explains the different roles and responsibilities of individuals, communities and governments in addressing

Australia’s health priorities H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1) H7 explains the relationship between physiology and movement potential H8 explains how a variety of training approaches and other interventions enhance performance and safety in

physical activity H9 explains how movement skill is acquired and appraised H10 designs and implements training plans to improve performance H11 designs psychological strategies and nutritional plans in response to individual performance needs H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity

and sport (Option 2) H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and

physical activity (Option 3) H14 argues the benefits of health-promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards

better health for all H16 devises methods of gathering, interpreting and communicating information about health and physical

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

performance and safe participation


Weighting

Course Component


of course content

Skills in critical thinking, research methodology,

analysing and communicating

Task 1 Investigation/

Report

Term 4 Week 7

2019

H8, H13, H16, H17 20% 5% 15%

Task 2 In class Test

Term 1 Week 7

2020

H1, H2, H3, H4, H5, H14, H15,

H16 25% 10% 15%

Task 3 Group Presentations

Term 2 Week 6

2020

H7, H8, H9, H10, H11, H17 25% 10% 15%


Term 3 Weeks 1-2

2020 All outcomes 30% 15% 15%

Total: 100% 40% 60%


PDHPE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of the range of concepts related to health and

physical performance • Comprehensively applies theoretical principles to design and evaluate specific strategies for improving

health, participation and performance • Demonstrates a superior understanding of the interrelated roles and responsibilities of individuals, groups

and governments in the management and promotion of health • Critically analyses movement and the range of factors that affect physical performance and participation • Provides relevant and accurate examples to justify complex arguments about health, participation and

performance Band 5 - B • Clearly expresses ideas that demonstrate a thorough understanding of health and physical performance

concepts • Identifies strategies for improving health, participation and performance and discusses the links between

individual health behaviour, social issues and community health status • Demonstrates a detailed understanding of the interrelated roles of individuals, groups and governments in

the management and promotion of health • Demonstrates an understanding of the interrelationships between the various factors that impact on

physical performance • Supports particular arguments thoroughly by using relevant examples and current information on health,

participation and performance Band 4 - C • Demonstrates a clear understanding of the broad concepts that relate to personal health and physical

performance • Relates strategies for managing the major causes of sickness and death to the contributing risk factors • Demonstrates a sound understanding of the roles of individuals, groups and governments in promoting

health • Describes a range of factors that affect the quality of physical performance • Communicates information in a clear and logical way providing some examples about health, participation

and performance Band 3 - D • Uses basic definitions and facts when explaining health and physical performance concepts

• Identifies the major causes of sickness and death and understands that a healthy lifestyle is a desirable goal • Demonstrates an understanding of the need for government and community action in relation to promoting

health • Identifies some relevant factors which influence physical performance • Provides basic support for the arguments presented on health, participation and performance

Band 2 –E • Recalls some simple facts and writes brief descriptions • Demonstrates an understanding of elementary terms and recognises simple cause and effect relationships

as they apply to health and movement • Outlines some factors affecting health and identifies relevant illness prevention measures • Demonstrates an understanding of general movement principles • Provides limited support for the arguments presented on health, participation and performance



PHYSICS Course Outcomes: SKILLS: 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 using a range of

appropriate media PH11/12-5 analyses and evaluates primary and secondary data and information PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or

purpose KNOWLEDGE AND UNDERSTANDING: PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field,

in particular, the projectile motion of particles PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and currents and

evaluates their effect both qualitatively and quantitatively PH12-14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence

for modern theories of physics in the contemporary world PH12-15 explains and analyses the evidence supporting the relationship between astronomical events and the

nucleosynthesis of atoms and relates these to the development of the current model of the atom


Weighting

Course Component

Knowledge and


Skills in working

scientifically

Task 1 Practical Task

Term 4 Week 8

2019

PH11/12-2, PH11/12-3 PH11/12-5, PH12-6,

PH12-12 25% 10% 15%

Task 2 Processing/Modelling

Task

Term 1 Week 5

2020

PH11/12-1, PH11/12-5 PH11/12-7,

PH12-13 25% 5% 20%

Task 3 Depth Study

Term 2 Week 7

2020

PH11/12-1, PH11/12-2 PH11/12-3, PH11/12-4 PH11/12-5, PH11/12-7

25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020 ALL 25% 15% 10%

Total: 100% 40% 60%


PHYSICS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract

ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific

terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or

secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions















SCIENCE EXTENSION Course Outcomes: SE-1 refines and applies the Working Scientifically processes in relation to scientific research SE-2 analyses historic and cultural observations, ethical considerations and philosophical arguments involved in

the development of scientific knowledge and scientific methods of inquiry SE-3 interrogates relevant and valid peer-reviewed scientific research to develop a scientific research question,

hypothesis, proposal and plan SE-4 uses statistical applications, mathematical processes and/or modelling to gather, process, analyse and

represent reliable and valid datasets SE-5 analyses and applies the processes used in reliable and valid scientific research to solve complex scientific

problems and inform further research SE-6 analyses and reports on a contemporary issue or an application of science informed by either primary or

secondary-sourced data, or both, in relation to relevant publicly available data sets SE-7 communicates analysis of an argument or conclusion incorporating appropriate scientific language and

referencing techniques in a scientific report


(Syllabus)

Weighting

Course Components

Communicating scientifically

Gathering, recording,

analysing and evaluating data

Application of scientific

research skills

Task 1 Project

Proposal

Term 1 Week 6

2020

SE-2 SE-3 SE-5 SE-7

30% 15% 15%

Task 2 Statistical Analysis

Term 2 Week 8

2020

SE-1 SE-6 SE-7

30% 5% 20% 5%

Task 3 Scientific Research

Report

Term 3 Week 5

2020 All 40% 10% 10% 20%

Total: 100% 30% 30% 40%


SCIENCE EXTENSION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and understanding of the development of scientific thinking and

scientific methods of inquiry • Designs, conducts and presents a scientific investigation involving extensive analysis and synthesis of

complex qualitative and quantitative scientific information and evaluation of a range of scientific sources • Determines and applies the processes used in reliable and valid scientific research to solve complex scientific

problems and inform further research • Communicates complex scientific arguments coherently, incorporating appropriate scientific language and

referencing techniques Band E3 • Demonstrates thorough knowledge and understanding of the development of scientific thinking and

scientific methods of inquiry • Designs, conducts and presents a scientific investigation involving thorough analysis of complex qualitative

and quantitative scientific information and evaluation of a range of scientific sources • Applies the processes used in reliable and valid scientific research to solve scientific problems and suggest

further research • Communicates scientific arguments logically, by incorporating appropriate scientific language and

referencing techniques Band E2 • Demonstrates sound knowledge and understanding of the development of scientific thinking and scientific

methods of inquiry • Designs and conducts a scientific investigation involving sound analysis of complex, qualitative and

quantitative scientific information and evaluation of related scientific sources • Incorporates the processes used in reliable and valid scientific research to solve scientific problems and

identify related issues • Communicates scientific arguments by incorporating scientific language and referencing techniques

Band E1 - NA • Student is not achieving course outcomes


SOCIETY AND CULTURE Course Outcomes:

H1 evaluates and effectively applies social and cultural concepts H2 explains the development of personal, social and cultural identity H3 analyses relationships and interactions within and between social and cultural groups H4 assesses the interaction of personal experience and public knowledge in the development of social and

cultural literacy H5 analyses continuity and change and their influence on personal and social futures H6 evaluates social and cultural research methods for appropriateness to specific research tasks H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and

bias H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks

ranging from the simple to the complex H9 applies complex course language and concepts appropriate for a range of audiences and contexts H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Component


of course content

Application and

evaluation of social and

cultural research methods

Communication of information, ideas and issues in appropriate

forms

Task 1 Depth Study

Term 1 Week 1

2020

H6, H8, H9, H10 30% 15% 10% 5%

Task 2 Continuity and

Change Oral Task

Term 2 Week 7

2020 H1, H5,H10 40% 20% 10% 10%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2020

H1, H2, H3, H4, H5, H7,

H10 30% 15% 10% 5%

Total: 100% 50% 30% 20%


SOCIETY AND CULTURE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates high level analysis of the complex nature of cultural diversity and commonality and the

relationships within and between social and cultural groups • Demonstrates high level application and justification of a range of social and cultural research methods • Critically evaluates appropriate course concepts and their influence in societies and cultures • Selects and organises information from a range of sources and critically evaluates sources for usefulness

and bias • Communicates complex analysis through well-structured and detailed texts using a range of appropriate

terms associated with society and culture • Critically evaluates continuity and change, strategies for change and implications for societies and cultures • Provides evidence of comprehensive use of planning and review strategies to manage a range of complex

tasks and makes effective use of time and resources Band 5 - B • Demonstrates a thorough understanding of cultural diversity and commonality and analyses the nature of

relationships within and between social and cultural groups • Demonstrates thorough application and justification of social and cultural research methods • Analyses appropriate course concepts and their influence in societies and cultures • Selects and organises information from a variety of sources and makes some judgments on the usefulness

and bias of the sources • Communicates a well organised and sustained argument through well-structured and detailed texts using a

variety of appropriate terms associated with society and culture • Evaluates continuity and change and can assess strategies for change and implications for societies and

cultures • Provides evidence of thorough use of planning and review strategies to manage a range of complex tasks

and make effective use of time and resources Band 4 - C • Demonstrates a sound understanding of cultural diversity and commonality and explains the nature of

relationships within and between social and cultural groups • Applies appropriate social and cultural research methods • Explains appropriate course concepts and their influence in societies and cultures • Interprets data from a variety of sources forming sound conclusions • Communicates a sound argument through well-structured texts using appropriate language • Demonstrates a sound understanding of continuity and change, and some strategies to manage change • Provides some evidence of the use of sound planning and review strategies to manage a number of tasks

and to use time and resources effectively Band 3 - D • Demonstrates a basic understanding of cultural diversity and commonality and the nature of relationships

between social and cultural groups • Applies basic social and cultural research methods • Describes course concepts and their influence in societies and cultures • Gathers evidence from different forms of data and draws basic conclusions • Writes basic explanations of ideas and issues using some appropriate language • Demonstrates a descriptive understanding of continuity and change • Provides evidence of basic use of planning and review strategies to manage tasks and organise the use of

time and resources Band 2 –E • Recognises cultural diversity and the relationships between social groups

• Demonstrates limited application of basic social and cultural research methods • Outlines course concepts and their influence in societies and cultures • Provides simple interpretations from a limited range of data • Writes simple descriptions of ideas and issues and demonstrates comprehension of basic terms • Describes continuity or change in limited terms • Provides evidence of limited use of planning and review strategies to manage tasks and organise the use of

time and resources Band 1 - NA • Student is not achieving course outcomes


SOFTWARE DESIGN AND DEVELOPMENT Course Outcomes: H1.1 explains the interrelationship between hardware and software H1.2 differentiates between various methods used to construct software solutions H1.3 describes how the major components of a computer system store and manipulate data H2.1 explains the implications of the development of different languages H2.2 explains the interrelationship between emerging technologies and software development H3.1 identifies and evaluates legal, social and ethical issues in a number of contexts H3.2 constructs software solutions that address legal, social and ethical issues H4.1 identifies needs to which software solutions are appropriate H4.2 applies appropriate development methods to solve software problems H4.3 applies a modular approach to implement well structured software solutions and evaluates their

effectiveness H5.1 applies project management techniques to maximise the productivity of the software development H5.2 creates and justifies the need for the various types of documentation required for a software solution H5.3 selects and applies appropriate software to facilitate the design and development of software solutions H6.1 assesses the skills required in the software development cycle H6.2 communicates the processes involved in a software solution to an inexperienced user H6.3 uses and describes a collaborative approach during the software development cycle H6.4 develops and evaluates effective user interfaces, in consultation with appropriate people


(Syllabus)

Weighting

Course Component


course content

Knowledge and skills in the design and

development of software solutions

Task 1 Software

Solution Case Study

Term 4 Week 10

2019

H1.1, H2.2, H5.1, H5.2 15% 10% 5%

Task 2 Design

Presentation

Term 1 Week 8

2020

H2.1, H4.1, H4.2, H5.2, H6.2, H6.4

25% 10% 15%

Task 3 Project

Term 2 Week 8

2020

H3.2, H4.2, H4.3, H5.1, H5.2, H5.3,

H6.3

30% 10% 20%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2020 All Outcomes 30% 20% 10%

Total: 100% 50% 50%


SOFTWARD DESIGN AND DEVELOPMENT PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates a basic understanding of the phases of the software development cycle

• Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software

solutions • Demonstrates a basic knowledge of the interrelationships between hardware and software • Describes some issues related to the impact on society of the use of computer-based solutions • Shows some knowledge

Band 5 - B • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 4 - C • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 3 - D • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 2 –E • Identifies the phases of the software development cycle • Recognises some development methodologies and project management techniques • Reads and interprets simple algorithms that use simple data types • Recognises some resources, tools and documentation used in software development • Distinguishes between hardware and software components • Identifies some issues related to the impact on society of computer-based solutions • Identifies examples of current technologie



SPORT, LIFESTYLE AND RECREATION – NON ATAR Course Outcomes: 1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in physical activity 1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5 critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 describes administrative procedures that support successful performance outcomes 2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements of specific activities 2.3 selects and participates in physical activities that meet individual needs, interests and abilities 2.4 describes how societal influences impact on the nature of sport in Australia 2.5 describes the relationship between anatomy, physiology and performance 3.1 selects appropriate strategies and tactics for success in a range of movement contexts 3.2 designs programs that respond to performance needs 3.3 measures and evaluates physical performance capacity 3.4 composes, performs and appraises movement 3.5 analyses personal health practices 3.6 assesses and responds appropriately to emergency care situations 3.7 analyses the impact of professionalism in sport 4.1 plans strategies to achieve performance goal 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 makes strategic plans to overcome the barriers to personal and community health 4.4 demonstrates competence and confidence in movement contexts 4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity. IRP – Individual Research Project: Students select to a research topic from modules that are in line with their

strengths and personal interests. TBC - Outcomes for assessment to be confirmed once selection is made.


Weighting

Course Component


Skills

Task 1 Resistance Training

Term 4 Week 6

2019

1.3, 2.1, 3.1, 3.2, 4.2, 4.5

20% 10% 10%

Task 2 Independent Research

Project Portfolio Sports Administration

Term 1 Week 6 2020

TBC 25% 15% 10%

Task 3 First Aid

Sports Injuries

Term 2 Week 5

2020

1.2, 1.5, 2.2, 2.5, 3.2, 3.3,

4.1 25% 10% 15%

Task 4 Games and Sports

Applications

Term 3 Week 5

(Progressive Terms 2&3)

2020

1.1, 2.3, 3.1, 4.3, 4.4

30% 15% 15%

Total: 100% 50% 50%


SPORT LIFESTYLE AND RECREATION PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of content

• Displays comprehensive understanding of content, processes, concepts • Critically analyses, synthesises and interprets information • Demonstrates high–level competence in particular skills, processes • Demonstrates high–level skills in critical judgement, reasoning, prediction, inference, evaluation, problem

solving, interpretation • Demonstrates high–level skills in the use of appropriate technologies • Demonstrates outstanding performance and technique • Effectively communicates in a coherent, creative, succinct, logical, sophisticated manner with precision,

originality or flair using terminology extensively and appropriately Band 5 - B • Demonstrates thorough knowledge and understanding of content

• Displays detailed understanding of content, processes, concepts • Analyses, synthesises and interprets information • Demonstrates competence in particular skills, processes • Demonstrates competent skills in critical judgement, reasoning, prediction, inference, evaluation, problem

solving, interpretation • Demonstrates competent skills in the use of appropriate technologies • Demonstrates accomplished performance and technique • Competently communicates in a coherent, creative, succinct, logical, sophisticated manner with control or

originality using appropriate terminology. Band 4 - C • Demonstrates sound knowledge and understanding of content

• Displays clear understanding of content, processes, concepts • Analyses and interprets information • Demonstrates ability in particular skills, processes • Demonstrates skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation • Demonstrates skills in the use of appropriate technologies • Demonstrates sound performance and technique • Communicates in a creative, succinct, logical, manner with coherence, control or originality using

appropriate terminology. Band 3 - D • Demonstrates basic knowledge and understanding of content

• Displays basic understanding of content, processes, concepts • Interprets information • Demonstrates basic ability in particular skills, processes • Demonstrates basic skills in judgement, reasoning, prediction, problem solving, interpretation • Demonstrates basic skills in the use of appropriate technologies • Demonstrates basic performance and technique • Communicates with adequate control or originality using some appropriate terminology.

Band 2 –E • Demonstrates elementary knowledge and understanding of content • Displays simple understanding of content, processes, concepts • Interprets information • Demonstrates elementary ability in particular skills, processes • Demonstrates elementary skills in argument and problem solving • Demonstrates elementary skills in the use of appropriate technologies • Demonstrates elementary performance and technique • Demonstrates limited communication abilities



TEXTILES AND DESIGN Course Outcomes: A student… H1.1 critically analyses and explains the factors that have contributed to the design and manufacture of the

Major Textiles Project (MTP) H1.2 designs a textile item/s that demonstrates an understanding of functional and aesthetic requirements H1.3 identifies the principles of colouration for specific end-uses H2.1 communicates design concepts and manufacturing specifications to both technical and non-technical

audiences H2.2 demonstrates proficiency in the manufacture of a textile item/s H2.3 effectively manages the design and manufacture of a Major Textiles Project to completion H3.1 explains the interrelationship between fabric, yarn and fibre properties H3.2 develops knowledge and awareness of emerging textile technologies H4.1 justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end-uses H4.2 selects and justifies manufacturing techniques, materials and equipment for a specific end-use H5.1 investigates and describes aspects of marketing in the textile industry H5.2 analyses and discusses the impact of current issues on the Australian textiles industry H6.1 analyses the influence of historical, cultural and contemporary developments on textiles


Weighting

Course Component


course content

Skills and knowledge in the design, manufacture and management of a major

textiles project Task 1

MTP Proposal

Term 4 Week 6

2019

H1.1, H1.3, H2.1, H4.2,

H6.1 30% 10% 20%

Task 2 Case Study and

Portfolio

Term 1 Week 5

2020

H2.1, H3.2, H5.2

30% 15% 15%

Task 3 Major Textiles

Project and Portfolio Progress

Term 2 Week 5

2020

H2.2, H2.3, H4.2

25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

H1.2, H3.1, H3.2, H4.1, H4.2, H5.1,

H5.2

15% 15%

Total: 100% 50% 50%


TEXTILES AND DESIGN PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays expertise in a variety of design and technological skills in the development and production of the

major textiles project • Communicates ideas and information clearly and comprehensively in written, visual and graphic forms • Generates, modifies and evaluates complex, aesthetically pleasing and functionally appropriate textile

designs • Selects and extensively justifies fabric, yarn, fibre and manufacturing techniques for specific end uses • Critically evaluates the historical, cultural and contemporary influences on the australian textile, clothing,

footwear and allied industries Band 5 - B • Demonstrates a thorough knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays proficiency in a variety of design and technological skills in the development and production of the

major textiles project • Communicates ideas and information clearly in written, visual and graphic forms • Generates, modifies and evaluates creative and functionally appropriate textile designs • Selects and justifies fabric, yarn, fibre and manufacturing techniques for specific end- uses • Evaluates the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 4 - C • Demonstrates a sound knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays competence in a variety of design and technological skills in the development and production of

the major textiles project • Communicates ideas and information adequately in written, visual and graphic forms • Generates and modifies creative design ideas • Selects fabric, yarn, fibre and manufacturing techniques for specific end-uses with limited justification • Analyses the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 3 - D • Shows a basic understanding of the properties, performance, design, and production of textiles and the

development of new textile technologies • Displays sound design and technological skills in the development and production of the major textiles

project. • Communicates information and ideas in simple diagrammatical and written forms. • Generates and modifies design ideas in a basic way • Selects fabric, fibre and manufacturing techniques for specific end-uses • Explains the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 2 –E • Recalls elementary textile concepts and processes

• Displays limited design and technological skills in the development and production of the major textiles project

• Communicates ideas and information using simple textile terminology and diagrams • Generates design ideas in an elementary way • Uses a limited selection of fabrics, fibres and manufacturing techniques • Describes the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 1 - NA • Student is not achieving course outcomes


VISUAL ARTS Course Outcomes: H1 initiates and organises art making practice that is sustained, reflective and adapted to suit particular

conditions H2 applies their understanding of the relationships among the artist, artwork, world and audience through the

making of a body of work H3 demonstrates an understanding of the frames when working independently in the making of art H4 selects and develops subject matter and forms in particular ways as representations in art making H5 demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be

interpreted in a range of ways H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions

within a body of work H7 applies their understanding of practice in art criticism and art history H8 applies their understanding of the relationships among the artist, artwork, world and audience H9 demonstrates an understanding of how the frames provide for different orientations to critical and

historical investigations of art H10 constructs a body of significant art histories, critical narratives and other documentary accounts of

representation in the visual arts


Weighting

Course Components

Art making Art criticism and art history

Task 1 Development of

the Body of Work

Term 4 Week 9

2019 H1, H3, H4, 20% 20%

Task 2 Written

Research Task Case Study

Term 1 Week 8

2020 H7, H8, H9, 20% 20%

Task 3 Resolving the Body of Work

Term 3 Week 5

2020

H1, H2, H3, H4, H5, H6

30% 30%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2020

H7, H8, H9, H10

30% 30%

Total:

100% 50% 50%


VISUAL ARTS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • A highly developed understanding of practice and a sustained reflective engagement informed by a

knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually • An authoritative understanding of the art world acknowledging the complex and subtle relations among the

artist, artwork, world and audience • A sophisticated understanding of how different interpretive frameworks can be employed to represent a

point of view • A sophisticated understanding of how ideas and interests may be represented involving a synthesis of the

interpretation of content/subject matter and the form of the work • A highly developed understanding of how meaning is sustained at a number of levels through engagement

with practice, art world agencies and interpretive frameworks • Resolution, coherence, completeness which is outstanding, innovative and cutting edge

Band 5 - B • A well-developed understanding of practice and a sustained engagement involving a knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually

• An accomplished understanding of the art world involving relations among the artist, artwork, world, and audience

• An accomplished understanding of how different interpretive frameworks can be employed to represent a point of view

• A well-developed understanding of how ideas and interests may be represented involving a synthesis of the interpretation of content/subject matter and the form of work

• An accomplished understanding of how meaning is sustained at a number of levels that involve practice, artwork agencies and interpretive frameworks

• Resolution, coherence, completeness which is accomplished Band 4 - C • A sound understanding of conventions, processes and possibilities of practice

• A sound understanding of the art world and relations among the artist, artwork, world and audience • A good understanding that interpretive frameworks inform a point of view • A sound understanding of representation by attempting some synthesis and interpretation of the

content/subject matter and the form of the work • A good understanding that meaning can be sustained at a number of levels by makers, audiences and

artworks • Consideration of the need to adapt, refine and select ideas and approaches employed to achieve resolution • Resolution, cohesion, completeness which is sound

Band 3 - D • Some understanding of conventions, processes and possibilities available to them yet demonstrates a limited engagement

• A basic knowledge of the art world understood and described as artist, artwork, world and audience • A foundational understanding of how different points of view may be possible but has difficulty presenting

their own point of view • A basic understanding of representational issues by attempting to select and organise the subject

matter/content and form of the work • Some basic awareness that different meanings are possible in the visual arts • A foundational understanding of ideas and approaches to achieve resolution

Band 2 –E • Some understanding of conventions, processes and possibilities of practice • A simple understanding of the art world involving some knowledge of a few artists and artworks • Some understanding that points of view are possible and may differ from their own • A limited understanding of how ideas and subject matter and materials can be represented • A belief that meaning is self-evident or apparent in their own and others’ work • A limited selection of ideas and approaches to achieve resolution



ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE HSC COURSES

• Construction • Entertainment • Hospitality • Information and Digital Technology • Sports Coaching (NON- ATAR)

All students successfully completing a VET Course will be eligible for one or all of the following credentials:

1. An HSC 2. Australian Qualifications Framework (AQF) Certificate I, II or III

Students wanting to use their VET course for the Australian Tertiary Admissions Rank (ATAR) need to sit the external examination. IMPORTANT: VET courses are categorised as Category B courses and only 1 Category B course to the value of 2 units may be included in the calculation for the ATAR. Assessment for AQF Certification is competency based. Competence incorporates all aspects of work performance including communication, problem solving and the capacity to apply skills and knowledge in both familiar and new situations, as well as industry specific skills. Students are given the opportunity to develop skills over time and have multiple opportunities to demonstrate competence. Competency Record A record of the units and elements of competence achieved will be kept in a separate competency log for each student, as well as in a data base retained by the teacher. Evidence of competence will be gathered on an ongoing basis through specific tasks and events, such as projects, assignments, written and practical tests. There are no marks awarded in competency-based assessments. To be satisfactory in these courses students must:

• Show diligence and sustained effort in achieving competencies by attempting all competency based assessment, participating actively in all class activities and attending on a regular basis.

• Attend mandatory work placement for assessment of work site competencies. HSC Examination The HSC Exam is independent of competency-based assessment requirements for AQF Certification for the purpose of an Australian Tertiary Admissions Ranking (ATAR), students will sit an external exam. The completion of internal examinations will be used to determine an exam estimate should one be required in cases of illness and misadventure during the HSC exam. These exams will also be used as sources of evidence of competence in some units, and therefore will contribute to the competency-based assessment program. Work Placement Work Placement is a mandatory requirement for every VET course. Failure to complete Work Placement in either the Preliminary or HSC year will render the student ineligible for the award of a Preliminary and HSC credential. If a student exits the course at the end of the Preliminary year they MUST have completed a minimum of 35 hours work placement to satisfy NESA requirements. *Assessment schedules for courses offered outside of Nepean CAPA HS will be supplied by the schools offering those

courses.


VET CONSTRUCTION

Student Competency Assessment Schedule Macquarie Park RTO 90222

Assessment Tasks for

Certificate II Construction Pathways CPC20211

Cluster D Cluster E Cluster F Trial

Exam Formwork Level a simple

slab

Assemble for off-site

manufacture

Week: 8 Term: 4

Week: 8 Term: 1

Week: 8 Term: 2

Week: 2 Term: 3

Code Unit of Competency

CPCCCA2003A Erect and dismantle formwork for footings X

HSC

Exam

inab

le U

nits

of C

ompe

tenc

y

CPCCCA2011A Handle carpentry materials X

CPCCCM2006B Apply basic levelling procedures X

CPCCCO2013A Carry out concreting to simple forms X

CPCCCM2005B Use construction tools and equipment X

CPCCJN2001A Assemble components X

CPCCJN2002B Prepare for off-site manufacturing process X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate II Construction Pathways CPC20211 or a Statement of Attainment towards Certificate II Construction Pathways CPC20211.Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.

CPC20211 Construction HSC Assessment Schedule July 2019


CONSTRUCTION PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • Consistently and correctly communicates using precise industry terminology, in a manner appropriate to the audience

and situation. • Demonstrates a thorough understanding and application of the performance required in the use of a range of tools,

plant and equipment. • Applies an in-depth knowledge and understanding relevant to specific competencies. • Consistently and reliably applies the skills required to interpret plans, and calculate dimensions, quantities and costs. • Demonstrates an extensive understanding of legislation, regulations and practices as they apply to the construction

industry. • Exhibits a comprehensive understanding of the organisation of work operations and sequencing of trades and their

importance in the construction industry. • Demonstrates critical judgment and sound reasoning to select, organise, synthesise and evaluate relevant information

from a variety of sources. Band 5 - B • Communicates, using specific industry terminology, in a manner appropriate to the audience and situation.

• Demonstrates a detailed understanding and application of the performance required in the use of a range of tools, plant and equipment.

• Demonstrates a detailed knowledge and understanding relevant to specific competencies. • Demonstrates a detailed ability to interpret plans and calculate dimensions, quantities and costs. • Demonstrates an understanding of legislation, regulations and practices as they apply to the construction industry. • Exhibits a thorough understanding of the organisation of work operations and sequencing of trades and their

importance in the construction industry. • Demonstrates accomplished judgement and reasoning to select, organise and evaluate relevant information from a

variety of sources. Band 4 - C • Communicates, using industry terminology, in a manner appropriate to the workplace.

• Demonstrates a sound understanding and application of the performance required in the use of a range of tools, plant and equipment.

• Demonstrates a sound knowledge and understanding relevant to specific competencies. • Demonstrates a basic ability to interpret plans and calculate dimensions, quantities and costs. • Demonstrates a basic understanding of legislation, regulations and practices as they apply to the construction industry. • Exhibits a general understanding of the organisation of work operations and sequencing of trades and their importance

in the construction industry. • Frames written responses in a descriptive manner.

Band 3 - D • Communicates using basic industry terminology. • Demonstrates an understanding of the performance required in the use of a limited range of tools, plant and

equipment. • Demonstrates a basic knowledge and understanding relevant to specific competencies.

Demonstrates a limited ability to interpret simple plans and perform some calculations of dimensions, quantities and costs.

• Demonstrates a limited understanding of legislation, regulations and practices as they apply to the construction industry. Exhibits a general understanding of work operations and sequencing of trades.

• Frames written responses using unsupported generalisations. Band 2 –E • Communicates using non-industry specific terms.

• Demonstrates a superficial understanding of the performance required in the use of a limited range of tools, plant and equipment.

• Demonstrates a limited knowledge and understanding relevant to specific competencies. • Demonstrates a limited ability to interpret simple plans. • Displays an elementary understanding of legislation, regulations and practices as they apply to the construction

industry. • Exhibits some understanding of work operations and/or sequencing of trades. • Frames written responses using unsupported generalisations and irrelevant material.



VET ENTERTAINMENT


Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Live Production and Services CUA30415. Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be

used leading up to “competent”. This means a course mark is not allocated.

CUA30415 Entertainment HSC Assessment Schedule August 2019

Assessment Tasks for CUA30415 Statement of Attainment towards Certificate III in Live Production and Services

Cluster E Cluster F Cluster G

Work placement Trial HSC Exam On the Stage Vision Systems Customer is always right

Week: 10 Term: 4, 2019

Week: 10 Term 1, 2020

Week: 8 Term 2, 2020

Week: 70 hours ongoing

Term: Completed by Term 3, Week 10

2020

Week: 1-2 Term: 3, 2020


HSC

Exa

min

able

Uni

ts o

f Com

pete

ncy

HSC

Exa

min

able

Uni

ts o

f Com

pete

ncy

CUASTA301 Assist with production operations for live performances X

CUASMT301 Work effectively backstage during performances X

MEM18002B Use power tools/hand held operations X

CUAVSS302 Operate vision systems X

SITXCCS303 Provide service to customers X



COURSE: HSC ENTERTAINMENT SPECIALISATION

Specialisation - 60 Hour Curriculum Delivery

2020

Assessment Task for Certificate III in Live Production and Services CUA30415

Cluster H

Week: 5 Term: 3, 2020


CUAPRP304 Participate in collaborative creative projects X

BSBWOR301 Organise personal work priorities and development X

CUALGT304 Install and operate follow spots X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate III in Live Production and Services CUA30415 or a Statement of Attainment towards Certificate III in Live Production and Services CUA30415.

This Specialisation course can only be delivered concurrently with the 240 Hour Entertainment Industry course.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course

mark is not allocated.

CUA30415 Entertainment Specialisation Assessment Schedule August 2019.docx


ENTERTAINMENT INDUSTRY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of the HSC mandatory focus areas

including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in an effective and organised manner • Uses industry terminology appropriately • Supports responses with workplace examples

Band 4 - C • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace


Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in a basic manner • Uses some industry terminology

Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Uses generalisations and non-industry specific terminology Band 1 - NA • Student is not achieving course outcomes


VET INFORMATION AND DIGITAL TECHNOLOGY


Assessment Tasks

for Statement of Attainment towards

Certificate III in Information, Digital Media and Technology ICT30115

Cluster E Cluster F Cluster G Cluster H

Trial HSC Exam Working on

the web Working

Sustainably Advanced

Applications Social Media

Week: 3

Term: 1

Week: 10

Term: 1

Week: 8

Term: 2

Week: 4

Term: 3 Week: 3 Term: 3


HSC

Exa

min

able

Uni

ts o

f C

ompe

tenc

y

ICTWEB302 Build simple website using commercial programs X

ICTWEB303 Produce digital images for the web X

ICTICT203 Operate application software packages X

BSBSUS401 Implement and monitor environmentally sustainable work practices X

ICTICT308 Use advanced features of computer applications X

ICTWEB201 Use social media tools for collaboration and engagement X

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Information, Digital Media and Technology ICT30115. Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is

not allocated.

ICT30115 IDT HSC Assessment Schedule July 2019

http://training.gov.au/Training/Details/ICAWEB302A



http://training.gov.au/Training/Details/ICAICT203A


http://training.gov.au/Training/Details/BSBEBU401A





INFORMATION AND DIGITAL TECHNOLOGY PERFORMANCE BAND DESCRIPTORS



including Working in the industry; Operating system software; Diagnostic testing and Safety • Demonstrates extensive knowledge and understanding of one HSC stream focus area – Web and

software applications or Networking and hardware or Digital animation • Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates thorough knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation


Band 4 - C • Demonstrates sound knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates sound knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation

• Communicates in an organised manner • Uses some industry terminology appropriately • Includes some workplace examples in responses

Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates basic knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation


Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates elementary knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation



VET HOSPITALITY – FOOD AND BEVERAGE



Certificate II Hospitality SIT20316

Cluster D Cluster E (Part 1)

Cluster E (Part 2)

Cluster F

Trial HSC Exam Safe, Clean and

Skilled Restaurant

Service Restaurant

Service Working in Hospitality

Week: 9 Term: 4

Week: 7 Term: 1

Week: 6 Term: 2

Week: 5 Term: 3

Week: 1-2 Term: 3


HSC

Exa

min

able

Uni

ts o

f Com

pete

ncy SITXFSA002 Participate in safe food handling practices X

SITHCCC001 Use food preparation equipment X

SITHFAB007 Serve food and beverage X X

SITXCC003 Interact with customers X X

SITHIND003 Use hospitality skills effectively X X

SITHIND002 Source and use information on the hospitality industry X

BSBSUS201 Participate in environmentally sustainable work practices X

SITXCOM001 Source and present information X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Hospitality SIT20316 or a Statement of Attainment towards Certificate II in Hospitality SIT20316. Schools may schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.


SIT20316 Hospitality Food and Beverage HSC Assessment Schedule August 2019


HOSPITALITY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


including Hygiene, Safety and Working in the hospitality industry and workplace • Demonstrates extensive knowledge and understanding of one HSC stream focus area – Food and

Beverage or Kitchen Operations and Cookery • Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples.

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates thorough knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery


Band 4 - C • Demonstrates sound knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates sound knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery

• Communicates in an organised manner • Uses some industry terminology appropriately • Includes some workplace examples in responses

Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates basic knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery


Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates elementary knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery



VET SPORTS COACHING



Certificate II in Sport Coaching SIS20513

Cluster F Cluster G Cluster H Cluster I

Communication in Sport Motor Skills

Sport Industry Knowledge

Elective Group

Week: 10 Term: 4

Week: 10 Term: 1

Week: 8 Term: 2

Week: 5 Term: 3


SISSSDE201 Communicate effectively with others in a sport environment X

SISSSOF101 Develop and update officiating knowledge X

SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills

X

SISXCAI101A Provide equipment for activities X

SISXIND211 Develop and update sport, fitness and recreation industry knowledge

X

Group Units from the Elective stream:

SISSRGL204A Teach the skills of Rugby League for modified games X

SISSRGL203A Participate in conditioning for Rugby League X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Sport Coaching SIS20513 or a Statement of Attainment towards a Certificate II in Sport Coaching SIS20513.


SIS20513 Sport Coaching HSC Assessment Schedule August 2019

http://training.gov.au/Training/Details/SISSRGL204A

http://training.gov.au/Training/Details/SISSRGL203A


Application for Special Consideration for Illness-Misadventure


Application for Elite Representation


Nepean

Creative & Performing Arts

High School

Assessment Task Cover Sheet

Task Description

Course Name:

Due date for first draft submission:

Assessment Task Number:

Assessment Task Title:

Assessment Weighting:

Mr M Foord, Principal

115-119 Great Western Highway

Emu Plains, NSW, 2750

Locked Bag 6004, Emu Plains 2750

Phone: (02) 4728 7200

Fax: (02) 4735 6141

Email: [email protected]

mailto:[email protected]

http://www.nepeancapahigh.nsw.edu.au/


Things you need to KNOW to complete this task:

Content

Skills (verbs)

Things you need to DO to complete this task:

Step Things I will do What I will see as a result

1

2

3

4

5

My Assessment Task Planner:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14


Outcomes to be Assessed

• • • •

Assessment Marking Guidelines

Grade Performance Descriptors Marks

A

• • • •

B

• • • •

C

• • • •

D

• • • •

E

• • • •

NA

• • • •


My HSC Assessment Calendar 2019-2020

TERM 4 2019

WK 1-3

4

5

6

7

8

9

10

TERM 1 2020

1

2

3

4

5

6

7

8

9

10

11

TERM 2 2020

1

2

3

4

5

6

7


9-10 TRIAL EXAMINATIONS: CAPA PRACTICALS

TERM 3 2020

1-2 TRIAL EXAMINATIONS

3

4

5

6-10 ASSESSMENT FREE WEEKS - N DETERMINATIONS SUBMITTED


115-119 Great Western Highway

Emu Plains NSW 2750

nepean creative and performing arts high school assessment ... · download my personal hsc...

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