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Preliminary HSC Assessment Schedule

2019

Table of Contents

General Information ............................................................................................................................................................................................................ 1

Policy for Satisfactory Completion of Preliminary HSC Courses .......................................................................................................................................... 4

ENGLISH

English Standard .................................................................................................................................................................................................................. 6

English Advanced ................................................................................................................................................................................................................ 7

English Extension 1 .............................................................................................................................................................................................................. 8

English EAL/D ...................................................................................................................................................................................................................... 9

English Studies .................................................................................................................................................................................................................. 10

MATHEMATICS

Mathematics Standard 1 ................................................................................................................................................................................................... 11

Mathematics Standard 2 ................................................................................................................................................................................................... 12

Mathematics Advanced ..................................................................................................................................................................................................... 13

Mathematics Extension 1 .................................................................................................................................................................................................. 14

SCIENCE

Agriculture......................................................................................................................................................................................................................... 15

Biology ............................................................................................................................................................................................................................... 16

Chemistry .......................................................................................................................................................................................................................... 17

Marine Studies .................................................................................................................................................................................................................. 18

Physics ............................................................................................................................................................................................................................... 19

HSIE

Business Studies ................................................................................................................................................................................................................ 20

Legal Studies...................................................................................................................................................................................................................... 21

PDHPE

Community and Family Studies ......................................................................................................................................................................................... 22

Personal Development, Health And Physical Education .................................................................................................................................................... 23

Sport, Lifestyle And Recreation ......................................................................................................................................................................................... 24

TAS

Design and Technology ..................................................................................................................................................................................................... 25

Food Technology ............................................................................................................................................................................................................... 26

Industrial Technology – Timber Products and Furniture Industries .................................................................................................................................. 27

CAPA

Dance ................................................................................................................................................................................................................................ 28

Drama ................................................................................................................................................................................................................................ 29

Photography, Video and Digital Imaging ........................................................................................................................................................................... 30

Visual Arts ......................................................................................................................................................................................................................... 31

VET

Business Services ............................................................................................................................................................................................................... 32

Kitchen Operations ............................................................................................................................................................................................................ 33

APPENDIX

Information ....................................................................................................................................................................................................................... 35

Assessment Task Cover Sheet ............................................................................................................................................................................................. A

Assessment Task Extension Application .............................................................................................................................................................................. C

Student Assessment Appeal ................................................................................................................................................................................................ E

Official Warning Non-Completion of a Preliminary Higher School Certificate Course ....................................................................................................... H

1

General Information

NSW RECORD OF SCHOOL ACHIEVEMENT (RoSA) Eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate their academic results until they leave school. The RoSA records completed Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. It is of specific use to students leaving school prior to the HSC. Any time a student or school wants an up-to-date snapshot of a student’s academic progress, a transcript called a Student eRecord can be accessed via Schools Online or Students Online and printed or emailed. Students who go on to complete the HSC will see all their Stage 6 (Year 11 and 12) courses and results on their HSC.

WHAT IS ASSESSMENT? • Assessment consists of a series of tasks which measure a student’s achievement in a particular course. The

NSW syllabuses state what students at each stage are expected to learn. A to E grade scales describe how well students have achieved.

• The purpose of Preliminary HSC assessment is to compare the achievement of all students within a course and rank them accordingly.

• Assessment should include practical and performance work; research, assignments and essays; formal examinations and in class tests; oral presentations, seminars, and other relevant activities.

• Your final grade based on the A – E grade scale (see 1.) for the Preliminary course is sent to the NESA during Term 4 of Year 11.

RULES YOU MUST KNOW 1. At the commencement of each course, each faculty is required to provide students with a list of all

assessment tasks to be completed through the course and the value (weighting) of each task. The schedule issued at the beginning of Term 1 will indicate the week that each task will fall due.

2. Students must be notified in writing of the details and specific due date (as well as changes to the due date) of each assessment task, including examinations, a minimum of 10 school days prior to the date the task will fall due in the week indicated in this schedule. Marking criteria and rubrics will be included with the task when it is issued.

3. Unless otherwise stated, any assessment task will be due by the end of the school day (3.18 pm) on the due date stated on the assessment task. On submission, a receipt will be issued confirming submission, signed by the class teacher or the faculty Head Teacher. In the event of dispute, the student must produce the receipt.

4. There is a ONE week amnesty from assessment tasks before examination periods. 5. Students who are absent on the day the class is notified of an assessment task are responsible for obtaining

details from their teachers immediately on their return to school. They will be expected to complete the task on time, unless granted an extension by the Head Teacher of the relevant faculty. See the appendix for the extension request form. No request can generally be granted on or after the due date of the assessment task, except by the relevant faculty Head Teacher or the Principal, and only in extenuating circumstances

6. The same or equivalent tasks will be undertaken by all students in a course, regardless of which class they are in. Marking procedures will include consultation between teachers and double marking where appropriate. Students can expect that assessment tasks will be marked and returned within three school weeks subsequent to task submission.

7. A student’s attitude, interest or conduct is not considered when marking an assessment task. However, it is obvious that effort, interest and attitude will affect a student’s ability to achieve and may also affect the achievement of other students.

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STUDENT RESPONSIBILITIES • You are expected to complete all assessment tasks by the stated due time and date. • Some assessment tasks involve attendance at excursions or field studies. Attendance may be compulsory.

Where financial hardship is a factor, please see the principal for assistance. • All work submitted for assessment must be your own work. Any breach of this rule will result in a mark of

zero. • It is your responsibility to be aware of assessment task dates for all your courses and to organise your

schedule accordingly. • Assessment tasks must be submitted directly to, and receipted by, your class teacher or the Head Teacher

of that course. See the appendix for the assessment task cover sheet.

WHAT DO I DO IF I MISS AN ASSESSMENT TASK? 1. If you fail to submit an assessment task when it is due, you will receive a mark of zero. You must not miss

lessons to complete an assessment task. 2. It is your responsibility to ensure that you make several backup copies of your work. Technology failure is

not a valid reason for late submission of a task. 3. It is your responsibility to print and submit a hard copy of your assessment task, unless otherwise required

for a specific task. 4. If you are sick on the day when an assessment task is due, you must arrange, where possible, to submit the

task by the task deadline. 5. Where you think there is a valid reason, such as serious illness, for missing a task or being unable to submit

a task, you must: a. Where possible, inform the school on the day of the task – phone or email the school and leave a

message for your teacher or the Head Teacher of the relevant faculty. b. Report to the relevant teacher or Head Teacher immediately upon your return to school with

supporting documentation, such as a medical certificate, to discuss your case. N.B. Documentation submitted at a later date cannot generally be accepted.

c. Be prepared to complete the task (or an alternative task) at the earliest available time or If the task is a take-home task, hand it in with your documentation immediately upon your return to school.

If you do not follow the above procedure you will be awarded ZERO for the task, unless there are extenuating circumstances validated by the relevant Head Teacher or the Principal. Even if you receive zero, you must complete and submit the task to avoid an N award determination in the course. See page 8 for N award information. If you do follow the above procedure and the reason for your absence is accepted, the choice of completing the original task, completing an alternative task or receiving an estimate for the task rests with the Head Teacher of the relevant faculty.

WHAT DO I DO IF I KNOW IN ADVANCE THAT I AM GOING TO MISS AN ASSESSMENT TASK? Either hand in the assessment task before the absence or negotiate alternative arrangements with the Head Teacher of the faculty. Documentation explaining the absence (as outlined above) will be required.

*** NESA EXPECTS STUDENTS TO ATTEMPT ALL ASSESSMENT TASKS SET ***

Note: • Minor illness or illness that would not physically prevent you from completing a task will generally not be

considered a valid reason for missing a task even if there is a medical certificate. The medical certificate needs to state that you were unfit to complete the specific task. It is your responsibility to bring this to the attention of your medical practitioner when you request a medical certificate.

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• Overseas trips, extended holidays, dental appointments, meeting relatives and other similar reasons will not generally be accepted as a valid reason for failing to submit assessment tasks on the due date.

• A proven case of copying, plagiarism or cheating will result in a zero mark. • Misconduct during a formal examination or in class task may result in a zero mark being awarded. • If you will be absent from school for an extended period, for family reasons or because of severe illness or

injury, you must request leave from the Principal in advance. If leave is granted you will need to negotiate assessment task completion with each Head Teacher responsible for each course you are studying.

• If you are attending work experience for an extended period of time, such as a week or more, you will need to negotiate assessment task completion with each Head Teacher responsible for each course you are studying.

WHAT DO I DO IF I AM UNHAPPY WITH MY MARK? • See your classroom teacher within two school days of receiving your mark and explain the reason for your

unhappiness. Attempt to negotiate a solution. • If you are still unhappy after the interview, see the Head Teacher of the faculty immediately. If necessary

the Head Teacher may refer the problem to the School Assessment Review Panel.

GROUNDS FOR APPEAL • Students may appeal, within the school, against a specific mark according to the conditions above. • NESA has three grounds for appeal for students in a course: • The weightings in the school’s assessment for the course do not correspond with those required by NESA. • The procedures used by the teacher or faculty are not consistent with the school’s stated policy. • There is a computational or clerical error in determining or recording a mark.

ESSENTIAL ORGANISATION • Be positive and optimistic. • Take responsibility for managing your assessment schedule and meeting deadlines. • Use the calendar/yearly planner at the end of this booklet to record your own assessment tasks. • Ensure that you are familiar with all relevant sections of this assessment booklet. • Keep a record of tasks completed for each subject so that you know exactly what proportion of your course

assessment has been completed and how much remains. • Seek feedback from teachers about what you need to do to improve and make further progress.

4

Policy for Satisfactory Completion of Preliminary HSC Courses

COURSE COMPLETION CRITERIA In Year 11, students must make a genuine attempt at all assessment tasks. Students are reminded that, in order to satisfy Preliminary HSC course requirements, they must achieve some or all of the course outcomes in at least twelve units of study in Year 11. The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

• followed the course developed or endorsed by NESA; • applied themselves with diligence and sustained effort to the set tasks and experiences provided in the

course by the school; and • achieved the course outcomes.

You will be considered unsatisfactory in a course if you fail to apply yourself with diligence and sustained effort to the set tasks and experiences required by the school to achieve the course outcomes. Indicators of possible failure to apply yourself with ‘diligence and sustained effort’ or possible failure to fulfil the course requirements include:

• Poor achievement in class tests, assignments, etc. caused by lack of application, • Failure to submit assessment tasks, • Failure to complete classwork and homework, • Proven case of copying, plagiarism or cheating.

At any stage during the course, if it appears that you will not achieve a sufficient number of outcomes, a warning letter will be sent. NESA requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves and to support them to do so. A minimum of two course-specific warnings must be issued prior to a final 'N' determination being made for a course. The Warning Letters relate to ‘diligence and sustained effort’ and failure to complete course requirements. See appendix for a sample ‘N’ award warning letter. The purpose of these letters is to:

• give you a warning in time for you to correct the problem; and/or • clarify your current status regarding an unsatisfactory designation

The principal is obliged to issue an ‘N’ award to any student who has not fulfilled the course requirements. NB It is important to remember that you must submit an assessment task, even if you have not submitted it on time and have been awarded zero. Your work will be marked and the zero will not count towards an N determination. Non-submission of an assessment task will result in an N award letter being sent; this will indicate the next due date for submission. If you receive TWO N award letters, and you do not submit the tasks, you are likely to receive an N award determination for that course. The student is entitled to appeal to the principal for a school review of the N Award. The student is then entitled to appeal to NESA if he/she disagrees with the Principal’s decision. If the N award issued by the school is upheld by NESA, the student will not be given Preliminary HSC course accreditation in that particular course but will receive a Record of Achievement for those courses for which he/she has met requirements. An N award determination would necessitate studying the course again to complete the correct number of units.

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The Preliminary HSC RoSA would be awarded when 12 units had been completed. Students following Life Skills courses may not be required to comply with the formal assessment program but are required to comply with mandatory NESA requirements. Further information can be found on the NESA website.

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ENGLISH STANDARD

Task Number Task 1 Task 2 Task 3

Weighting (%)

Syllabus Content Common Module – Reading to Write Module A – Contemporary Possibilities Common Module, Module A, Module B

Task Multimodal Presentation Responding to and Composing Texts Portfolio Yearly Examination

Task Date Term 2, Week 5 Term 3, Week 6 Term 3, Week 9-10

Outcomes EN11-2, EN11.4, EN11-5, EN11-6, EN11-8 EN11-3, EN11-7, EN11-8, EN11-9 EN11-1, EN11-4, EN11-5, EN11-6, EN11-7

Components

Knowledge and understanding of course content 10 30 10 50

Skills in responding to texts and communication of ideas appropriate to audience,

purpose and context across all modes

30 10 10 50

Total Value (%) 40 40 20 100

COURSE OUTCOMES

A student:

EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure

EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning

EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts

EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments

EN11-6 investigates and explains the relationships between texts

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

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

EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

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ENGLISH ADVANCED


Weighting (%)

Syllabus Content Common Module: Reading to Write Module A: Narratives that Shape our World Common Module, Module A, Module B

Task Multimodal Presentation Responding to and Composing Texts Portfolio Yearly Examination


Outcomes EA11-1 EA11-2 EA11-3 EA11-5 EA11-7 EA11-9 EA11-3 EA11-5 EA11-9 EA11-1 EA11-3 EA11-5 EA11-6 EA11-8

Components




20 20 10 50

Total Value (%) 40 40 20 100

COURSE OUTCOMES

A student:

EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EA11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning

EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts

EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments

EA11-6 investigates and evaluates the relationships between texts

EA11-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued

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

EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner

8

ENGLISH EXTENSION 1


Weighting (%)

Syllabus Content Module: Texts, Culture and Value Related Research Product All Syllabus Content

Task Critical Analysis Multimodal Presentation IRP Yearly Examination


Outcomes EE11-1 EE11-2 EE11-3 EE11-4 EE11-6 EE11-1 EE11-2 EE11-3 EE11-4 EE11-5 EE11-6 EE11-1 EE11-2 EE11-3 EE11-5

Components

Knowledge and understanding of complex texts and of how

and why they are valued 20 20 10 50

Skills in complex analysis, sustained composition and independent investigation

20 20 10 50

Total Value (%) 40 40 20 100

COURSE OUTCOMES

A student:

EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies

EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts

EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts

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

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

EE11-6 reflects on and assesses the development of independent learning gained through the processes of research, writing and creativity

9

ENGLISH EAL/D


Weighting (%)

Syllabus Content Language, Texts and Context Close Study of Text All Syllabus Content

Task Multimedia Presentation Extended Response Yearly Examination


Outcomes EAL11-1A EAL11-1B EAL11-2 EAL11-3 EAL11-4 EAL11-5 EAL11-7 EAL11-9

EAL11-1A EAL11-1B EAL11-2 EAL11-3 EAL11-4 EAL11-5 EAL11-7 EAL11-9 EAL11-1A EAL11-3 EAL11-5 EAL11-6 EAL11-8

Components




15 20 15 50

Total Value (%) 30 40 30 100

COURSE OUTCOMES

A student:

EAL11-1A responds to and composes increasingly complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EAL11-1B communicates information, ideas and opinions in familiar personal, social and academic contexts

EAL11-2 uses and evaluates processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies

EAL11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning

EAL11-4 applies knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts

EAL11-5 thinks imaginatively, creatively, interpretively and critically to respond to and represent complex ideas, information and arguments in a wide range of texts

EAL11-6 investigates and explains the relationships between texts

EAL11-7 understands and assesses the diverse ways texts can represent personal and public worlds

EAL11-8 identifies, explains and reflects on cultural references and perspectives in texts and examines their effects on meaning

EAL11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

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ENGLISH STUDIES


Weighting (%)

Syllabus Content Mandatory Module A Module B All Syllabus Content

Task Multimedia Presentation Classwork Collection Yearly Examination

Task Date Term 1, Week 11 Term 2, Week 10 Term 3, Weekly 9-10

Outcomes ES11-1 ES11-2 ES11-4 ES11-5 ES11-6 ES11-8 ES11-9 ES11-10

ES11-1 ES11-3 ES11-4 ES11-5 ES11-6 ES11-7 ES11-8 ES11-10

ES11-1 ES11-2 ES11-4 ES11-6 ES11-7 ES11-8 ES11-9

Components


Skills in: • comprehending texts • communicating ideas • using language accurately,

appropriately and effectively

20 20 10 50

Total Value (%) 40 40 20 100

COURSE OUTCOMES

A student:

ES11-1 comprehends and responds to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes

ES11-2 identifies and uses strategies to comprehend written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts

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

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

ES11-5 develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts

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

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

ES11-8 identifies and describes relationships between texts

ES11-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and considers ways in which texts may influence, engage and persuade

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

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MATHEMATICS STANDARD 1


Weighting (%)

Syllabus Content Algebra Algebra; Earning Money; Relative Frequency & Probability; Measurement; Area & Volume All Syllabus Content

Task Assignment In-class assessment Yearly Examination

Task Date Term 1, Week 10 Term 2, Week 5 Term 3, Weeks 9-10

Outcomes MS11-2, MS11-7, MS11-9, MS11-10 MS11-1, MS11-3, MS11-4, MS11-6, MS11-9, MS11-10

MS11-1, MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-7, MS11-8, MS11-9, MS11-10

Components

Understanding, fluency, and communication 15 15 20 50

Problem-solving, reasoning, and justification 15 15 20 50

Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

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

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

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

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

MS11-5 models relevant financial situations using appropriate tools

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

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

MS11-8 solves probability problems involving multistage events

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

MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations

12

MATHEMATICS STANDARD 2


Weighting (%)

Syllabus Content Algebra Algebra; Earning Money; Relative Frequency & Probability; Measurement; Area & Volume All Syllabus Content

Task Assignment In-class assessment Examination

Task Date Term 1, Week 10 Term 2, Week 5/6 Term 3, Weeks 9-10

Outcomes MS11-1, MS11-6, MS11-9, MS11-10 MS11-1, MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, , MS11-9, MS11-10

MS11-1, MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-7. MS11-8, MS11-9, MS11-10

Components



Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

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

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

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

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

MS11-5 models relevant financial situations using appropriate tools

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

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

MS11-8 solves probability problems involving multistage events

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

MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations

13

MATHEMATICS ADVANCED


Weighting (%)

Syllabus Content Algebraic Techniques; Inequalities; Introduction to Functions; Linear, Quadratic & Cubic Functions; Further Functions & Relations

Polynomials

Introduction to Differentiation Trigonometry & Measure of Angles All Syllabus Content

Task Topic Test Assignment Yearly Examination


Outcomes MA11-1, MA11-2, MA11-8 , MA11-9 MA11-3, MA11-8, MA11-9 MA11-1, MA11-2, MA11-3, MA11-4 , MA11-5, MA11-6, MA11-7, MA11-8 , MA11-9

Components



Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

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

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

MA11-3 uses the concepts and techniques of trigonometry in the solution of equations and problems involving geometric shapes

MA11-4 uses the concepts and techniques of periodic functions in the solutions of trigonometric equations or proof of trigonometric identities

MA11-5 interprets the meaning of the derivative, determines the derivative of functions and applies these to solve simple practical problems

MA11-6 manipulates and solves expressions using the logarithmic and index laws, and uses logarithms and exponential functions to solve practical problems

MA11-7 uses concepts and techniques from probability to present and interpret data and solve problems in a variety of contexts, including the use of probability distributions

MA11-8 uses appropriate technology to investigate, organise, model and interpret information in a range of contexts

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

14

MATHEMATICS EXTENSION 1


Weighting (%)

Syllabus Content Algebraic Techniques; Inequalities; Introduction to Functions; Linear, Quadratic & Cubic Functions; Further Functions & Relations

Polynomials

Introduction to Differentiation; Trigonometry & Measure of Angles All Syllabus Content

Task Topic Test Assignment Yearly Examination


Outcomes ME11-1, ME11-2, ME11-6, ME11-7 ME11-1, ME11-2, ME11-4, ME11-6, ME11-7 ME11-1, ME11-2, ME11-3, ME11-4, ME11-5, ME11-6, ME11-7

Components



Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

ME11-1 uses algebraic and graphical concepts in the modelling and solving of problems involving functions and their inverses

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

ME11-3 applies concepts and techniques of inverse trigonometric functions and simplifying expressions involving compound angles in the solution of problems

ME11-4 applies understanding of the concept of a derivative in the solution of problems, including rates of change, exponential growth and decay and related rates of change

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

ME11-6 uses appropriate technology to investigate, organise and interpret information to solve problems in a range of contexts

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

15

AGRICULTURE


Weighting (%)

Syllabus Content Farm Management Proposal Agricultural Cropping Depth Study Yearly Examination

Task Literacy/Oral Presentation Case Study Exam

Task Date Week 9, Term 1 Term 2 Week 9 Term 3, Week 9

Outcomes P1.1, P1.2, P2.3, P3.1, P5.2 P2.1, P3.1, P4.1, P5.1 P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P4.1, P5.1, 5.2

Components

Knowledge and Understanding 25% 25% 30%

Practical Skills 10% 10%

Total Value (%) 35% 35% 30% 100%

COURSE OUTCOMES

A student:

P1.1 describes the complex, dynamic and interactive nature of agricultural production systems

P1.2 describes the factors that influence agricultural systems

P2.1 describes the biological and physical resources and applies the processes that cause changes in plant production systems

P2.2 describes the biological and physical resources and applies the processes that cause changes in animal production systems

P2.3 describes the farm as a basic unit of production

P3.1 explains the role of decision-making in the management and marketing of agricultural products in response to consumer and market requirements

P4.1 applies the principles and procedures of experimental design and agricultural research

P5.1 investigates the role of associated technologies and technological innovation in producing and marketing agricultural products

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BIOLOGY


Weighting (%)

Syllabus Content Microscopy Guided Disease Case Study All Syllabus Content

Task Practical Investigation Depth Study Presentation Yearly Examination

Task Date Term 1, Week 7 Term 2, Week 10 Term 3, Week 9

Outcomes 11/12-1, 11/12-2, 11/12-3, 11/12-5 11/12-1, 11/12-4, 11/12-5, 11/12-6, 11/12-7, 11-10

11/12-4, 11/12-5, 11/12-6, 11/12-7, 11-8, 11-9, 11-10, 11-11

Components

Skills in Working Scientifically 20 20 20 60

Knowledge and Understanding 10 10 20 40

Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

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

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

BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species

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

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CHEMISTRY


Weighting (%)

Syllabus Content Module 1 – Properties and Structure of Matter Module 2 – Quantitative Chemistry Module 3 – Reactive Chemistry Module 1, Module 2, Module 3

Task Practical Test Depth Study Report Yearly Examination


Outcomes 11/12-1, 11/12-2, 11/12-4, 11/12-7, 11-8 11/12-1, 11/12-4, 11/12-5, 11/12-6, 11/12-7, 11-9

11/12-1 to 11/12-7 11-8 to 11-11

Components



Total Value (%) 30 40 30 100

COURSE OUTCOMES

A student:

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

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

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

CH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

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

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

CH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

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

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

CH11-10 explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactions

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

18

MARINE STUDIES


Weighting (%)

Syllabus Content Core Modules 1 and 4 Optional Modules 1, 2, 13 and 16

Core Module 2 Optional Modules 4, 8, 13

Core Modules 3 and 5 Optional Modules 3 and 14

Task Practical and Skills Competency First Aid Certificate

Field Report and Skills Competency Local Area Study

Internet Research and Skills Competency Dangerous Marine Creatures


Outcomes 1.2, 1.3, 2.1, 3.1, 4.1 2.2, 2.3, 3.2, 3.3, 3.4 1.1, 1.4, 1.5, 3.3

Ongoing: 4.1, 4.2, 5.1, 5.2, 5.3, 5.4

Components Core Option Core Option Core Option

Knowledge and Understanding 3 10 4 10 4 20 51

Skills 6 15 4 15 4 5 49

Total Value (%) 9 25 8 25 8 25 100

COURSE OUTCOMES

A student:

1.1 relates with a respectful and caring attitude to the ocean and its life forms

1.2 identifies the roles of individuals or groups involved in maritime activities

1.3 recalls aspects of the maritime environment using relevant conventions, terminology and symbols learned throughout the course

1.4 recognises Aboriginal and Torres Strait Islander values and attitudes towards the sea

1.5 demonstrates an awareness of the value of the ocean as a source of historical information

2.1 appreciates the importance of effective management practice

2.2 works effectively within a group

2.3 communicates information by writing reports, giving short talks and contributing to discussions

3.1 evaluates information, situations, equipment manuals and written or manual procedures

3.2 collects and organises data by accurately reading instruments, signals and charts; by systematic recording, summarising, tabulating and graphing

3.3 generates information from data by calculating, inferring, interpreting and generalising

3.4 carries out planned research activities using appropriate measurements, observations, classification and recording skills

4.1 identifies marine vocations and a range of leisure pursuits

4.2 appreciates marine environments as sources of employment and leisure

5.1 values the rules and operating principles of marine equipment and applies them

5.2 applies information including weather, regulations, procedures and skills to ensure safe use of the marine environment

5.3 interprets and follows instructions, with accuracy

5.4 selects, organises, assembles, dismantles, cleans, and returns equipment

19

PHYSICS


Weighting (%)

Syllabus Content Kinematics Dynamics All Syllabus Content

Task Depth Study Practical Investigation and Report Practical Test Yearly Examination


Outcomes 11/12-1, 11/12-2, 11/12-3, 11/12-4, 11/12-7, 11-9

11/12/1, 11/12-3, 11/12-4, 11/12-5, 11/12-7, 11-9

11/12-1, 11/12-4, 11/12-5, 11/12-6, 11/12-7, 11-8, 11-9, 11-10, 11-11

Components



Total Value (%) 30 40 30 100

COURSE OUTCOMES

A student:

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

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

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

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

PH11-8 describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes quantitative measurements and calculations for distance, displacement, speed velocity and acceleration

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

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

PH11-11 explains and quantitatively analyses electric fields, circuitry and thermodynamic principles

20

BUSINESS STUDIES


Weighting (%)

Syllabus Content Nature of Business Business Planning Nature of Business, Business Management, Business Planning

Task Inquiry and Research Business Plan Yearly Examination


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

Components


Stimulus-based Skills 5 10 15

Inquiry and Research 10 10 20

Communication 10 5 10 25

Total Value (%) 30 30 40 100

COURSE OUTCOMES

A student:

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

P2 explains the internal and external influences on businesses

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

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

21

LEGAL STUDIES


Weighting (%)

Syllabus Content The Legal System Law in Practice All Syllabus Content

Task Research and Extended Response Research and Report Yearly Examination


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

Components


Analysis and Evaluation 5 5 10 20

Inquiry and Research 10 10 20

Communication 5 10 5 20

Total Value (%) 30 40 30 100

COURSE OUTCOMES

A student:

P1 identifies and applies legal concepts and terminology

P2 describes the key features of Australian and international law

P3 describes the operation of domestic and international legal systems

P4 discusses the effectiveness of the legal system in addressing issues

P5 describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

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

P7 evaluates the effectiveness of the law in achieving justice

P8 locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents

P9 communicates legal information using well-structured responses

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

22

COMMUNITY AND FAMILY STUDIES


Weighting (%)

Syllabus Content Resource Management and Wellbeing Individuals and Groups All syllabus content

Task Case Study Research Task and Presentation Yearly Examination


Outcomes P1.1 P1.2 P4.2 P5.1 P6.1 P7.3 P2.1 P2.3 P4.1 P4.2 P1.1 – P7.4

Components


Skills 20 20 20 60

Total Value (%) 35 35 30 100

COURSE OUTCOMES

A student:

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

P1.2 proposes effective solutions to resource problems

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

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

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

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

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

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

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

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

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

P6.1 distinguishes those actions that enhance wellbeing

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

P7.1 appreciates differences among individuals, groups and families within communities and values their contributions to society

P7.2 develops a sense of responsibility for the wellbeing of themselves and others

P7.3 appreciates the value of resource management in response to change

P7.4 values the place of management in coping with a variety of role expectations

23

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION


Weighting (%)

Syllabus Content Better Health for Individuals (Core 1) The Body in Motion (Core 2) Core 1, Core 2, Option 1, Option 4

Task Written Report Core 1 In-class Task Yearly Examination


Outcomes P5 P6 P15 P16 P7 P8 P9 P10 P11 P17 P1 – P16 excluding P13 & P17

Components


Skills 25 25 10 60

Total Value (%) 35 35 30 100

COURSE OUTCOMES

A student:

P1 identifies and examines why people give different meanings to health and to physical activity

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

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

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

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

P6 proposes actions that can improve and maintain personal health

P7 explains how body structures influence the way the body moves

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

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

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

P11 assesses and monitors physical fitness levels and physical activity patterns

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

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

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

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

P17 analyses factors influencing movement and patterns of participation

24

SPORT, LIFESTYLE AND RECREATION


Weighting (%)

Syllabus Content Aquatics First Aid and Injuries Games and Sports Application

Task Research Task Examination (Practical and Theory) Practical Assessment

Task Date Term 1, Week 10 Term 2, Week 8 Term 1, Week 10 (30%) Term 3, Week 8 (30%)

Outcomes P1.1, P1.3, P2.2, P3.6, P4.4 P1.3, P2.5, P3.6, P4.2, P4.5 P1.1, P2.3, P3.1, P3.4, P4.2, P5.2, P5.3

Components


Skills 10 10 30 50

Total Value (%) 20 20 60 100

COURSE OUTCOMES

A student: P1.1 applies the rules and conventions that relate to participation in a range of physical activities

P1.2 explains the relationship between physical activity, fitness and healthy lifestyle

P1.3 demonstrates ways to enhance safety in physical activity

P1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia

P1.5 critically analyses the factors affecting lifestyle balance and their impact on health status

P1.6 describes administrative procedures that support successful performance outcomes

P2.1 explains the principles of skill development and training

P2.2 analyses the fitness requirements of specific activities

P2.3 selects and participates in physical activities that meet individual needs, interests and abilities

P2.4 describes how societal influences impact on the nature of sport in Australia

P2.5 describes the relationship between anatomy, physiology and performance

P3.1 selects appropriate strategies and tactics for success in a range of movement contexts

P3.2 designs programs that respond to performance needs

P3.3 measures and evaluates physical performance capacity

P3.4 composes, performs and appraises movement

P3.5 analyses personal health practices

P3.6 assesses and responds appropriately to emergency care situations

P3.7 analyses the impact of professionalism in sport

P4.1 plans strategies to achieve performance goal

P4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context

P4.3 makes strategic plans to overcome the barriers to personal and community health

P4.4 demonstrates competence and confidence in movement contexts

P4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

P5.1 accepts responsibility for personal and community health

P5.2 willingly participates in regular physical activity

P5.3 values the importance of an active lifestyle

P5.4 values the features of a quality performance

P5.5 strives to achieve quality in personal performance

25

DESIGN AND TECHNOLOGY


Weighting (%)

Syllabus Content All syllabus content taught to date All syllabus content taught to date All syllabus content

Task Designer Case Study Preliminary Project Yearly Examination

Task Date Term 1, Week 8 Term 2, Week 10 Term 3, Weeks9-10

Outcomes P1.1, P2.1, P2.2, P6.1 P3.1, P 4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.2 P1.1, P2.2, P5.1, P5.2, P5.3

Components


Knowledge and Skills 20 30 10 60

Total Value (%) 30 40 30 100

COURSE OUTCOMES

A student:

P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects

P2.1 identifies design and production processes in domestic, community, industrial and commercial settings

P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects

P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing

P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities

P4.2 uses resources effectively and safely in the development and production of design solutions

P4.3 evaluates the processes and outcomes of designing and producing

P5.1 uses a variety of management techniques and tools to develop design projects

P5.2 Communicates ideas and solutions using a range of techniques

P5.3 uses a variety of research methods to inform the development and modification of design ideas

P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects

P6.2 evaluates and uses computer-based technologies in designing and producing

26

FOOD TECHNOLOGY


Weighting (%)

Syllabus Content All syllabus content to date All syllabus content to date All syllabus content

Task Food Nutrients Investigation and Preparation Food Selection Experimentation and Preparation Yearly Examination


Outcomes P2.1, P3.1, P3.2, P4.1, P4.2, P4.3, P5.1 P1.2, P2.2, P3.2, P4.1, P4.2, P5.1 P1.1, P1.2, P2.2, P4.2, P4.4, P5.1

Components


Knowledge and skills in designing, researching,

analysing and evaluating 15 15 30

Skills in experimenting with and preparing food by applying

theoretical concepts 15 15 30

Total Value (%) 35 35 30 100

COURSE OUTCOMES

A student:

P1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods

P1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors

P2.1 explains the role of food nutrients in human nutrition

P2.2 identifies and explains the sensory characteristics and functional properties of food

P3.1 assesses the nutrient value of meals/diets for particular individuals and groups

P3.2 presents ideas in written, graphic and oral form using computer software where appropriate.

P4.1 selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices when handling food

P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection

P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups

P4.4 applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products

P5.1 generates ideas and develops solutions to a range of food situations

27

INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS AND FURNITURE INDUSTRIES


Weighting (%)

Syllabus Content All syllabus content taught to date All syllabus content taught to date All syllabus content

Task Preliminary Project Industry Case Study Yearly Examination


Outcomes P2.1, P3.1, P3.2, P4.1, P4.2, P4.3, P5.2 P1.1, P1.2, P5.1, P6.2, P7.1, P7.2 P1.1, P1.2, P2.1, P6.1, P7.1

Components


Knowledge and Skills 30 10 20 60

Total Value (%) 40 20 40 100

COURSE OUTCOMES

A student:

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

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

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

P2.2 works effectively in team situations

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

P3.2 applies research and problem-solving skills

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

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

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

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

P5.1 uses communication and information processing skills

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

P6.1 identifies the characteristics of quality manufactured products

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

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

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

28

DANCE


Weighting (%)

Syllabus Content Core Composition Core Appreciation Core Composition

Task Practical demonstration of draft Core Composition with oral elaboration including process diary record of intentions, research,

decision making and problem solving

Written Research Task Critical evaluation of selected Australian and

International choreographers and major dance works including understanding of socio-historic

context

Presentation of Core Performance including process diary, record of observation, research

and safe dance practice


Outcomes P1.3, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6 P1.2, P1.3, P4.1, P4.2, P4.3, P4.4 P1.1, P1.3, P2.1, P2.2, P2.3, P2.4, P2.5

Components

Performance 40 40

Composition 30 30

Appreciation 10 20 30

Total Value (%) 40 20 40 100

COURSE OUTCOMES

A student: P1.1 understands dance as the performance and communication of ideas through movement

and in written and oral form

P1.2 understands the use of dance terminology relevant to the study of dance as an artform

P1.3 develops the skills of dance through performing, composing and appreciating dance

P1.4 values the diversity of dance as an artform and its inherent expressive qualities

P2.1 identifies the physiology of the human body as it is relevant to the dancer

P2.2 identifies the body’s capabilities and limitations

P2.3 recognises the importance of the application of safe dance practice

P2.4 demonstrates appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination

P2.5 performs combinations, phrases and sequences with due consideration of safe dance practices

P2.6 values self-discipline, commitment and consistency in technical skills and performance

P3.1 identifies the elements of dance composition

P3.2 understands the compositional process

P3.3 understands the function of structure as it relates to dance composition

P3.4 explores the elements of dance relating to dance composition

P3.5 devises movement material in a personal style in response to creative problem-solving tasks in dance composition

P3.6 structures movement devised in response to specific concept/intent

P3.7 values their own and others’ dance activities as worthwhile

P4.1 understands the socio-historic context in which dance exists

P4.2 develops knowledge to critically appraise and evaluate dance

P4.3 demonstrates the skills of gathering, classifying and recording information about dance

P4.4 develops skills in critical appraisal and evaluation

P4.5 values the diversity of dance from national and international perspectives

29

DRAMA


Weighting (%)

Syllabus Content Improvisation, Playbuilding and Acting Elements of Production Theatrical Traditions and Performance Styles

Task Devised Scene Log Individual Project Performance Essay


Outcomes 1.2, 1.3, 1.5 2.1, 2.3, 2.4 1.6, 2.2, 2.3, 3.2, 3.3

Components

Making 10 20 10 40

Performing 20 10 30

Critically Studying 10 20 30

Total Value (%) 30 30 40 100

COURSE OUTCOMES

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

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

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

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

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

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

P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaboration

P1.8 P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole

P2.1 understands the dynamics of actor-audience relationship

P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-house staff, technical staff and producers

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

action

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

P2.5 understands and demonstrates the commitment, collaboration and energy required for a production

P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance

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

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

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

P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest

30

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING


Weighting (%)

Syllabus Content Making, Criticism and History Making Making, Criticism and History

Task Folio and Written Response Folio Folio and Written Response


Outcomes M2, M5, CH2, CH4 M3, M6 M1, M4, CH5

Components

Making (M) 20 25 25 70

Critical & Historical Studies (CH) 15 15 30

Total Value (%) 35 25 40 100

COURSE OUTCOMES

A student:

M1 generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice

M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response, in their making of still and/or moving works

M3 investigates different points of view in the making of photographs and/or videos and/or digital images

M4 generates images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images

M5 develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or digital images

M6 takes into account issues of Work Health and Safety in the making of photographs and/or videos and/or digital works

CH1 generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital imaging

CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in critical and historical investigations

CH3 distinguishes between different points of view and offers interpretive accounts in critical and historical studies

CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of photography and/or video and/or digital imaging

CH5 recognises how photography and/or video and/or digital imaging are used in various fields of cultural production

31

VISUAL ARTS


Weighting (%)

Syllabus Content Art Making Art Marking, Art Criticism and History Art Criticism and History

Task Developing a Contemporary Practice

Submitted Documented Forms: Installation/ Performance/Interactive/Multimedia

VAPD record of the development of a research-based practice

Exploring Representation Submitted artwork(s) exploring historical and

contemporary representations of the body VAPD including the selection of 5–10 seminal artworks annotated to account for historical

changes in the representation of the body over time

Yearly Examination: Art Criticism and Art History Written Examination


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

Components

Art Making 20 30 50

Art Criticism and Art History 10 40 50

Total Value (%) 20 40 40 100

COURSE OUTCOMES

A student:

P1 explores the conventions of practice in artmaking

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

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

P4 investigates subject matter and forms as representations in artmaking

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

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

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

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

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

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

32

VET: BUSINESS SERVICES

Assessment Events for

Certificate II in Business BSB20115

Event 1 Event 2 Event 3 Event Event Event

Preliminary Half Year Exam*

Event Work

Placement 1*

Preliminary Yearly Exam*

Date: Week 10 Term 1

Date: Week 6 Term 2

Date: Week 5 Term 3

Date: Week Term



Event Code Unit of Competency

WHS BSBWHS201 BSBITU211 BSBITU307

Contribute to health and safety of self and others Produce digital text documents Develop keyboarding speed and accuracy

x x x

Working in a Business environment

BSBIND201 BSBITU211 BSBITU307

Work effectively in a business environment Produce digital text documents Develop keyboarding speed and accuracy

x x x

Finance and spreadsheets

BSBITU212 TLIP2029

Create and use spreadsheets Prepare and process financial documents x x x

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Business BSB20115 or a Statement of Attainment towards Certificate II in Business BSB20115.

The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA reporting requirements.

* Selected units only to be confirmed by your teacher.

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.

33

VET: KITCHEN OPERATIONS

Assessment Events for Certificate II in Kitchen Operation SIT20416

Topic Quizzes All units

Theory – Online

At completion of theory delivery of each unit as per scope and sequence

Event 1

Breaky Brunch

Event 6

E – Portfolio

Progress check

Ongoing

2109-2019

Work

Placement *

35hrs

Prelim Yearly Exam*

( HSC ) – HSC examinable units

Date: Week: 9 Term 3

Date: Week: 10 Term: 3

SITHCCC011 Holistic Unit

Date: TBA Week: Term:

Date: TBA Week: Term:

Code Unit of Competency

SITXFSA001 Use hygienic practices for food safety ( HSC ) √ √ √ √

SITXWHS001 Participate in safe work practices ( HSC ) √ √ √ √

SITFXSA002 Participate in safe food handling ( HSC ) √ √ √

SITHCCC002 Prepare and present simple dishes √ √ SITHFAB005 Prepare and serve espresso coffee √ √ √

All practical components of the units of competency listed below being delivered have ongoing assessment from the commencement of the course

Observational skills checklists, customer feedback sheets are supplied to monitor student progress. All completed sheets are to be maintained by the student in their portfolio.

( SITHCCC011, SITHCCC001, SITHFAB005, BSBWOR203, SITXFSA001, SITXWHS001, SITHCCC005, SITHKOP001, SITXFSA002, SITXINV002, SITHCCC002, SITHCCC006, SITHCCC003)

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Kitchen Operations SIT20416 or a Statement of Attainment towards a Certificate II in Kitchen Operations SIT20416.

The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA/reporting 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.

35

Appendix

INFORMATION

In the appendix you will find examples of proformas you will require throughout the Preliminary HSC. You will find soft copies of these documents, and this assessment schedule handbook, on the school website in Learning \ Year 11.

Assessment Task Cover Sheet .......................................................................................................................................................................................... A

Assessment Task Extension Application........................................................................................................................................................................... C

Student Assessment Appeal............................................................................................................................................................................................. E

Official Warning Non-Completion Of A Preliminary Higher School Certificate Course ................................................................................................... H

A

Orara High School

ASSESSMENT TASK COVER SHEET

INSTRUCTIONS Attach to the front of your submission (whether electronically or hard copy) before submission.

COURSE:

UNITS (please circle): 2 units 1 unit

STUDENT NAME:

ASSESSMENT TASK:

DUE DATE:

DATE SUBMITTED:

IS SUBMISSION LATE (please circle)? Yes No

TEACHER’S SIGNATURE:

EXTENSION DATE GRANTED BY HEAD TEACHER:

HEAD TEACHER’S SIGNATURE:

STUDENT’S SIGNATURE:

------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Orara High School

ASSESSMENT TASK SUBMISSION RECEIPT

INSTRUCTIONS To be detached and retained as proof of submission.

COURSE:

UNITS (please circle): 2 units 1 unit

STUDENT NAME:

ASSESSMENT TASK:

DUE DATE:

TEACHER’S SIGNATURE:

EXTENSION DATE GRANTED BY HEAD TEACHER:

HEAD TEACHER’S SIGNATURE:

C

Orara High School

ASSESSMENT TASK EXTENSION APPLICATION

I, ______________________________________________________________________, wish to apply for an extension for:

Assessment Task:

Preliminary Course:

Due:

For the following reason(s):

Documentation is attached (e.g. medical certificate) Yes No

Class Teacher Signature (if supporting application):

Student Signature:

Head Teacher Signature:

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Orara High School

ASSESSMENT TASK EXTENSION APPLICATION RECEIPT

Student Name:

Assessment Task:

Preliminary Course:

Extension granted: Yes No

New due date:

For the following reason(s):

Head Teacher Signature:

E

Orara High School

STUDENT ASSESSMENT APPEAL

DETAILS OF APPLICATION

Student Name:

Course:

Assessment Task:

Class Teacher:

Original Due Date:

NATURE OF THE APPLICATION

Appeal against refusal of extension of time (where application is made before the task is due).

Appeal against refusal of additional time (where application is made after the task is due).

Appeal against result of application for consideration of extenuating circumstances.

Appeal against the result of a missed in class assessment, test or examination.

Other (please write a reason):

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Orara High School

STUDENT ASSESSMENT APPEAL APPLICATION RECEIPT

Student Name:

Course:

Assessment Task:

Received by: (OFFICE ONLY)

Signed: (OFFICE ONLY)

Date received: (OFFICE ONLY)

F

Orara High School

STUDENT ASSESSMENT APPEAL

STUDENT COMMENT

Please provide reasons explaining and supporting your appeal (and include appropriate documentation as required):

TEACHER COMMENT

HEAD TEACHER COMMENT

PRINCIPAL (OR DELEGATE) COMMENT

APPEAL UPHELD APPEAL DENIED

Principal: Malcolm McFarlane

Signature: Determination Date:

H

Mr & Mrs Smith 1 First Street Sydney NSW 2000

30 October 2018 Dear Mr and Mrs Smith

RE: OFFICIAL WARNING Non-Completion of a Preliminary Higher School Certificate Course I am writing to advise that John Smith is in danger of not meeting the Course Completion Criteria for the Preliminary Higher School Certificate in English Standard.

The New South Wales Education and Standards Authority (NESA) requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the 1st Official Warning we have issued concerning English Standard. A minimum of two course specific warnings must be issued prior to a final 'N' Determination being made for a course. Course Completion Criteria

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

a) followed the course developed or endorsed by the board; and b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the

course by the school; and c) achieved some or all of the outcomes.

To date, John has not satisfactorily met (a, b and c) of the Course Completion Criteria. The following table lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for John to satisfy the Course Completion Criteria, the following task requirements or outcomes need to be satisfactorily completed/achieved.

Task Name/Course Requirement/Course

Outcome

Percentage Weighting

Date Task Initially Due

Action Required by Student

Date to be Completed by

Assessment task 1 – Multimodal presentation 40% 17/08/2018 Complete and submit this

e s s a y. 31/08/2018

I

Please discuss the matter with John and contact the school if further information or clarification is needed.

Yours sincerely,

Mr A Alpha Mr B Bravo Mr C Charlie

Class Teacher Head Teacher Arts Principal

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

Please detach this section and have John return it to the school.

Requirements for the satisfactory completion of a Higher School Certificate Course.

I have received the letter dated Thursday, 17th August 2018 indicating that John is in danger of not satisfactorily completing English Standard.

I am aware that this course may not appear on John's Higher School Certificate Record of Achievement.

I am also aware that the 'N' determination may make my child ineligible for the award of the Higher School Certificate.

Parent / Carer signature: _______________________________ Date: _____________

Student signature: ____________________________________ Date: _____________

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