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SHOALHAVEN HIGH SCHOOL Providing Quality Education in a Caring, Supportive Environment

HIGHER SCHOOL CERTIFICATE COURSE

ASSESSMENT POLICY

2018-2019

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SHOALHAVEN HIGH SCHOOL

HSC ASSESSMENT POLICY 2018-2019

In order to participate in the HSC course provided by the school, students have to complete the Preliminary HSC course and receive a satisfactory Preliminary Record of Achievement. Assessment for HSC Courses Your HSC will show two marks that indicate your achievements. Examination Mark - the mark awarded for your performance in the HSC exams in October/November

2019 Assessment Mark - the mark awarded for your school based assessment tasks. Your mark will be

derived from your performance in the school based assessment tasks set in each course.

The Assessment Program determines your expected positioning relevant to all students in your course at Shoalhaven High School. This assists the examiners in distributing final marks in the HSC examinations. The School’s Responsibilities The school has developed an assessment program for each course. This means the school: sets tasks that will be used to measure performance in each component of a course specifies the relative value of each task informs you via the assessment booklet of the components and their weightings; when assessment tasks

will take place; the mark value of each task; the nature of each assessment task; the administrative details associated with each task (absence, late submission etc)

provides adequate notice of the timing of each assessment task keeps records of your performance provides feedback on your performance

Your Responsibility Your responsibility as HSC students: be aware of the requirements of your courses, making reference to your assessment booklet attend all classes and complete all course requirements including both formal and in-class course work complete all tasks that are part of the assessment program all work presented in an assessment must be your own, cheating or plagiarism could lead to a zero mark

being given must complete the required documentation for each assessment task, eg: signing receipt of assessment

notices and submission of assessment tasks, etc

In 2018 each student is expected to have a Learning Partner (LP) in each subject. Your LP is your friend - someone with whom you share a common purpose, ie maximizing learning. Most importantly, you assist each other to maintain focus. In the best circumstances you will be part of a Learning Circle in each subject, 3-5 people with whom you will strive to achieve excellence. Reading each other's essays before completion, testing, brainstorming, taking notes and hand-outs during absences are just some of the strategies that Learning Circles can implement. Completing a Personal Assessment Planner assists in organising your time and study (an example is included in this book). Adherence to School Rules: Senior students have to sign a contract if they are to gain privileges. To attend school, each student must comply with rules. A Student Code of Conduct will be signed by each student. Serious infractions of these rules will lead to the implementation of the processes of Declaring a Student's Place Vacant, as set down by the Department of Education.

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Assessment Tasks: All assessment tasks are compulsory and thus should be regarded as a major priority at school. Where an unforeseen event such as a representative sporting event cuts across a set assessment task, changes can be negotiated by the student affected.

Attendance at our Homework and Tutorial Centre is strongly recommended - Mondays and Wednesdays 2.45pm - 5.00pm in the School Library. One-to-one and small group support can be negotiated with Mrs Jennings.

The student who seeks to re-arrange the timing of a task must take the initiative. If a student thinks that she/he has been disadvantaged by any circumstance she/he should see the Deputy Principal. The Rules: The Assessment system has a major impact on final HSC results. The rules are:

sign for your copy of the HSC Course Assessment Policy Booklet

make sure you understand your rights and your responsibilities

if in doubt, see your teacher and if necessary the Deputy Principal

Failure to Undertake Course Work: Successful completion of a course does not depend solely on the assessment program. Where a student has clearly failed to reveal the acquisition of skills or knowledge - by not attending lessons or not doing set work, in class or outside it - the teacher can require supplementary work that shows the student has made up the ground. It is only when a student has made an attempt to reach the outcomes of a course to the best of his/her ability that a course co-ordinator or teacher will certify that the student has completed the course. This helps maintain the integrity of the Higher School Certificate. Schedule of Assessments for Each Subject: The Assessment Task Schedules for each course are set down in this booklet. These should be transferred to your diary; planning the orderly completion of all tasks is a key challenge of being an HSC student. If you have not already established a systematic approach to doing assessment tasks, you MUST do so now (refer to sample planner). Suggestions: get organized find a good place to study use a study planner understand your tasks and assessments break it down into manageable chunks do one thing at a time use To Do Lists prepare revision and summary notes try to stick to your study plan take a break and reward yourself

Notice of Assessment Tasks: Students will be given adequate notice of the specific nature of an impending task, usually two (2) weeks. On receipt of an assessment task, you are required to sign and date acknowledging you have been issued the task and supporting documentation.

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Submission of Assessment Tasks: You are required to sign and date documentation indicating the submission of your assessment.

Special Circumstances and Adjustments: An extension of time for submission of a task normally will not be granted, because it may be giving an advantage to one student over others. Where an extension is granted, it is only done on the assumption that all students have similar opportunities to do the task. The only clear circumstances in which a student will be excused from handing in or doing an assessment at the specified time involves illness that is testified to by a Doctor's Certificate. General ill health is unfortunate and deserves sympathy, but it normally does not provide grounds for extensions or special privileges.

Students who feel that they cannot give their best, for serious reasons outside their control should seek help and advice. This is more likely to allow some adjustment to the assessment process if it is sought in advance. Similarly, a student who anticipates that a planned assessment task coincides with a school representation at Regional or State level at sport, must inform the appropriate course co-ordinator as soon as possible. Attending a Driver's Licence appointment is not a reasonable excuse! All extensions must be negotiated with the Deputy Principal, Mr Rees in discussion with the course teacher. Application proformas are in the back of this book. Failure to Complete Assessment Tasks and Class Work Students must fulfill Board of Studies requirements that the student attends all classes. The student who does not attend or does not attempt work runs the risk of being deemed to have not satisfactorily completed the course. If a student attempting a course does not make an honest attempt at a set task, an "N" Award warning letter will be issued. Second and subsequent warnings will be issued to parents. If the combined value of missed assessment tasks exceeds 50% of the marks set down for the course, then that student will be deemed not to have satisfactorily completed the course; ie will be issued with an “ N” Award. NESA (NSW Education Standards Authority) affords the school no discretion in this regard. Recording and Reporting Accurate records of student marks and rankings for each task, both raw scores and statistically adjusted scores, are kept by the Course Coordinators. Students may only query marks before they are formally recorded. The best time is when tasks [and marks] are returned.

Students are given as much information as possible throughout the assessment program. You will not be told the "final" assessment mark; since the Board of Studies forbids the release of this final mark [the reason is that the mark is subject to so much statistical adjustment that in its "raw" state it is misleading]. Exactly how much you will be told officially depends on the subject area's reporting system and the school's reporting system. At the very least you will be given up to date assessment rankings at the Semester Reports.

'N' Award Warnings are given: once a student is falling behind in attendance or application

if a student misses an Assessment Task, or makes a non-serious attempt

to inform students specifically what needs to be done to redeem themselves

The Board may refuse to grant a HSC to a student whose attendance or application at school has been of an unsatisfactory nature that the award of the certificate would not, in the opinion of the Board, be justified. Malpractice in Assessment Tasks and/or Formal Examinations: Students are subject to the normal rules of the school during the undertaking of Assessment Tasks and examinations.

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In an Assessment or Examination, no student may:

• Speak to anyone other than a teacher

• Behave in a way that may disturb another

• Copy another student's work

• Attend while under the influence of alcohol or drugs

• Break any applicable school rule

• Leave the location of the task without permission

• Bring into the location information in any set down form / cheat

• Have a mobile phone in the examination room

Appeals: Formal appeals may be made to the Senior Board of Review over general matters and decisions. Students are advised to try to solve such problems through negotiation and personal dealings before recourse to appeal. Reviews or appeals over grades or marks may be applied for, only on the grounds that:

• The marks awarded for the assessment tasks are not consistent with those published in the school's HSC Course Assessment Policy

• There has been a clerical error

There is an opportunity for a final formal appeal after the Board of Studies returns the recorded assessment position. Such an appeal must be heard by a properly constituted Review Panel, consisting of the Principal, the Course Co-ordinator and a teacher not involved with the subject. Appeal forms are included in the back of the book.

Your teachers will try to ensure that you meet your assessment obligations. Ultimately your success or failure, both in meeting the requirements of the course and

achieving your aims, will depend on you.

If you have any questions or concerns about assessments please contact Mr Rees the Deputy Principal for the HSC Year.

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Attachment I

TThhee RReeqquuiirreemmeennttss ooff tthhee EEdduuccaattiioonn AAcctt 11999900 aanndd aass pprreessccrriibbeedd bbyyNNEESSAA

iinn rreellaattiioonn ttoo NNeeww SSoouutthh WWaalleess HHiigghheerr SScchhooooll CCeerrttiiffiiccaattee

A: The Education Act 1990 provides for the Higher School Certificate to be awarded by the Board of Studies to students who have:

gained a School Certificate (or other qualifications considered satisfactory by the Board)

attended a government school (or registered and accredited non-government school)

participated, to the Board's satisfaction, in courses of study which have been determined to be appropriate

completed those courses to the Board's satisfaction

undertaken the requisite examinations or other forms of assessment

complied with any requirements prescribed by the Regulations or any requirements imposed by the Minister or Board.

The Board may refuse to grant a Higher School Certificate to a student whose attendance or application at school has been of such an unsatisfactory character that the award of the certificate would not, in the opinion of the Board, be justified. B: The curriculum during Year 11 and Year 12 for students who are candidates for the Higher

School Certificate must meet the following requirements:

(a) courses of study of a general description determined by the Minister on the recommendation of the Board are to be provided for each student in each year

(b) those courses of study are to include a course of study in English

(c) those courses of study are to comply with a pattern of study determined by the Minister on the recommendation of the Board

(d) those courses of study are to be taught in accordance with a syllabus developed or endorsed by the Board and approved by the Minister

These requirements are articulated in Attachment 2

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Attachment 2

PPaatttteerrnn ooff SSttuuddyy RReeqquuiirreemmeennttss CChheecckklliisstt ffoorr tthhee

22001188--22001199 HHiigghheerr SScchhooooll CCeerrttiiffiiccaattee

NNoottee:: All requirements apply to BOTH Preliminary and HSC Course patterns for the 2018-2019 Higher School Certificate.

Do your students who complete the Higher School Certificate in 2018-2019 meet the following Pattern of Study requirements?

At least 12 Preliminary and 10 HSC units of study

At least 2 units of a Board Developed Course in English

At least 4 subjects

At least 6 units of Board Developed Courses

At least 3 courses of 2 unit value or greater (may be Board Developed and/or Board Endorsed Courses)

A student may count a maximum of six Preliminary units and six HSC units from courses in Science (See Appendix I - p164-165 October 2002 ACE Manual)

No other Science course may be combined with Senior Science in the Preliminary pattern of study. Students undertaking Senior Science in the HSC pattern of study must have satisfactorily completed the Preliminary course in at lease one Science Course (see Appendix 1 - p165 ACE Manual)

Beginners Language Course only if minimal previous study or knowledge of the language (see October 2002 ACE Manual 11.12.4 for criteria)

Board Endorsed Courses have current endorsement

Students are not enrolled in Board Developed and/or Board Endorsed Course combinations which are the subject of Board exclusions (see October 2002 ACE Manual 11.12 and Section 11 appendices 1, 2 and 3 and your school BEC decision letters for exclusions)

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HSC Dates 2018-2019

Term 4, 2018 – Assessment Task One Weeks 8/9 ** Lines 1-6 will be assessed during this period

** These dates subject to change with written notification

Term 1, 2019 – Assessment Task Two Weeks 8/9 ** Lines 1-6 will be assessed during this period ** These dates subject to change with written notification

Term 2, 2019 – Assessment Task Three Weeks 6/7 ** Lines 1-6 will be assessed during this period ** These dates subject to change with written notification

Term 3, 2019 – Assessment Task Four

Weeks 4/5 Trial HSC Examinations

HSC Subject Lines, 2018-2019

Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 English - Standard

Mathematics - Standard 1

Sport, Life, Recreation

Physics Earth and Environmental Science

Work Studies

English - Advanced

Mathematics - Standard 2

Chemistry Community and Family Studies

Industrial Tech - Multimedia

Biology

English – Studies

Mathematics Modern History Visual Arts

Construction Investigating Science

Photography Society and Culture

Music Aboriginal Studies

Industrial Tech - Timber

Marine Studies Agriculture Ancient History PD/H/PE Legal Studies

Hospitality VET

Engineering Studies

Penalties for Late Submission of an Assessment Task Unless a Special Circumstances Appeal has been negotiated with the Deputy Principal prior to the

due date 0% will be recorded All Assessment Tasks must be submitted or your non-attempt will be recorded as possible

grounds for an ‘N’ Award See your teacher and /or the Deputy Principal if you feel you are going to be unable to meet the

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ASSESSMENT PLANNER HSC COURSE 2018-2019 TERM 4 2018

Week Due Date Subject Task Handed In 1 2 3 4 5 6 7 8 9 10 Term 1, 2019

Week Due Date Subject Task Handed In 1 2 3 4 5 6 7 8 9 10 Term 2, 2019

Week Due Date Subject Task Handed In 1 2 3 4 5 6 7 8 9 10 11 Term 3, 2019

Week Due Date Subject Task Handed In 1 2 3 4 5 6 7 8 9 10

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PRELIMINARY YEAR / HSC YEAR

EXAMINATION and ASSESSMENT TASK

SPECIAL CIRCUMSTANCES APPEAL FORM

1. Collect form from Deputy 2. Complete form, attach relevant Doctor's Certificate or Statement 3. Take the form to the subject Head Teacher and have them make a comment 4. Return the form to the Deputy for approval 5. Once approved, the form is kept on file with the relevant Head Teacher. NAME: __________________________________________________________ DATE: _____________________

SUBJECT/SUBJECTS: ________________________________________________________________________

____________________________________________________________________________________________

TEACHER/TEACHERS: _______________________________________________________________________

____________________________________________________________________________________________

TYPE OF ASSESSMENT TASK: _________________________________________________________________

_______________________________________________________________ DATE DUE: _________________

REASONS FOR MISSING ASSESSMENT TASK/S:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Doctor's Certificate attached from: _____________________________________________________________

I have attached a statement from: _______________________________________________________________

Head Teacher's Comment _____________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

the Deputy Principal was notified on __________________________________________________________ by

____________________________________________________________________________________________

[Signature of Student] ______________________________________

THIS APPEAL HAS BEEN - APPROVED / DISAPPROVED

Signature of Deputy Principal: _______________________________________________________

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APPLICATION FOR EXTENSION APPROVAL Name: ______________________________________________________________________________________

Subject: ____________________________________________________________________________________

Task No: _____________ Task Name: ___________________________________________________________

Due Date: ________________________________________

Extension Date Applied For: _____________________________

Reason/s for Extension:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Teacher Comment: ___________________________________________________________________________

Signature: __________________________________________________________________________________

Deputy Principal Approval: ____________________________________________________________________

APPLICATION FOR EXTENSION APPROVAL Name: ______________________________________________________________________________________

Subject: ____________________________________________________________________________________

Task No: _____________ Task Name: ___________________________________________________________

Due Date: ________________________________________

Extension Date Applied For: _____________________________

Reason/s for Extension:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Teacher Comment: ___________________________________________________________________________

Signature: __________________________________________________________________________________

Deputy Principal Approval: ____________________________________________________________________

LINE 1

HEAD TEACHER: L BAILEY LINE 1 COURSE CO-ORDINATOR: L BAILEY

KEY OUTCOMES: HSC SUBJECT: ENGLISH [STANDARD] FACULTY ENGLISH

A Student 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

FOR FURTHER DETAIL REFER TO THE YEAR 12 ENGLISH ASSESSMENT BOOKLET 2018-2019

Outcomes: Year 12:

Components (Syllabus)

Weightings (Syllabus)

Task 1: Term 4, 2018

Task 2 Term 1, 2019


Task 4 Term 3, 2019

Weeks 4/5 EN12-1, EN12-3, EN12-5, EN12-6, EN12-7

Knowledge: 10% Skills: 10%

20 Persuasive Response &

Listening Task

EN12-2, EN12-3, EN12-4, EN12-8, EN12-9


20 Multimodal Presentation &

Reflection

EN12-1, EN12-3, EN12-4, EN12-5, EN12-7


30 Creative Response &

Critical Response

EN12-1, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7, EN12-8


30 Trial Examination

Marks:

100%

20

20

30

30

HEAD TEACHER: L BAILEY LINE 1 COURSE CO-ORDINATOR: L BAILEY

KEY OUTCOMES: HSC SUBJECT: ENGLISH [ADVANCED] FACULTY ENGLISH A Student 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: Year 12:




Task 2 Term 1, 2019


Task 4 Term 3, 2019

Weeks 4/5 EA12-1, EA12-3, EA12-5, EA12-6, EA12-7



Listening Task

EA12-2, EA12-3, EA12-4, EA12-6, EA12-9


20 Multimodal Presentation &

Reflection

EA12-1, EA12-3, EN12-4, EN12-5, EA12-7, EA12-8



Critical Response

EA12-1, EA12-3, EA12-4, EA12-5, EA12-6, EA12-7, EN12-8



Marks:

100%

20

20

30

30

HEAD TEACHER: L BAILEY LINE 1 COURSE CO-ORDINATOR: L BAILEY KEY OUTCOMES: HSC SUBJECT: ENGLISH STUDIES FACULTY: ENGLISH A Student 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: Year 12:




Task 2 Term 1, 2019


Task 4 Term 3, 2019

Weeks 4/5 ES12-1, ES12-5, ES12-7, ES12-8, ES12-9



Listening Task

ES12-2, ES12-3, ES12-6, ES12-10


30 Research Project

ES12-1, ES12-2, ES12-4, ES12-6, ES12-7


30 Collection of Work

ES12-1, ES12-5, ES12-6, ES12-7, ES12-8, ES12-9



Marks:

100%

20

30

30

20

HEAD TEACHER: L BAILEY OFF LINE COURSE CO-ORDINATOR: L BAILEY KEY OUTCOMES: HSC SUBJECT: ENGLISH EXTENSION COURSE FACULTY: ENGLISH A Student 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


Outcomes: Year 12:




Task 2 Term 2, 2019


EE12-1, EE12-2, EE12-5 Knowledge: 20% Skills: 20%


Reflection

EE12-1, EE12-3, EE12-4


30 Extended Critical Response

EE12-1, EE12-2, EE12-3, EE12-4



Marks:

100%

40

30

30

LINE 2

Head teacher: I Woods Line: 2 Course Coordinator: Anne WilsonPrelinary Subject: Faculty: Mathematics

Key OutcomesMS2-12-1 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 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 a position clearly to others and justifying a response Outcomes Components Weightings Task 1 Task 2 Task 3 Task 4Year 12 [Syllabus] [Syllabus] Assignment In-class test Assignment Trial

(+ topic summaries) (+ topic summaries) (+ topic summaries) (+ topic summaries)

Term 4 Term 1 2019 Term 2 2019 Term 3 2019MS2-12: 3,4,9,10 M7 Rates and Ratios 8 5 1 1 1MS2-12: 1,6,9,10 A4.2 Non-linear Relationships 8 5 1 1 1MS2-12: 5,9,10 F4 Investments and Loans 16 8 5 3MS2-12: 3,4,9,10 M6 Non-right-angled Trigonometry 14 8 3 3MS2-12: 1,6,9,10 A4.1 Linear Relationships 6 2 3 1MS2-12: 2,7,9,10 S4 Bivariate Data Analysis 16 7 9MS2-12: 5,9,10 F5 Annuities 6 3 3MS2-12: 8,9,10 N2 Network Concepts 8 7 1MS2-12: 2,7,9,10 S5 The Normal Distribution 12 12MS2-12: 8,9,10 N3 Critical Path Analysis 6 6

Marks: 100 10 20 30 40Assessment Components:

Topic Summaries Understanding, Fluency & Communicating = approximately 50%Four sides of A4 paper per topic summarising key ideas, formulae and examples.

Tests and Exams Problem-solving, Reasoning, Justification = approximately 50%Majority of questions will be application of skills and knowledge

Standard Mathematics Pathway 2

Head teacher: I Woods Line: 2 Course Coordinator: Morgana SantiagooYear 12 Subject: Faculty: Mathematics

Key OutcomesH1 seeks to apply mathematical techniques to problems in a wide range of practical contextsH2 constructs arguments to prove and justify resultsH3 manipulates algebraic expressions involving logarithmic and exponential functionsH4 expresses practical problems in mathematical terms based on simple given modelsH5 applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problemsH6 uses the derivative to determine the features of the graph of a functionH7 uses the features of a graph to deduce information about the derivativeH8 uses techniques of integration to calculate areas and volumesH9 communicates using mathematical language, notation, diagrams and graphsOutcomes Components Weightings Task 1 Task 2 Task 3 Task 4Year 12 [Syllabus] [Syllabus] Class Task & Exam Class Task & Exam Class Task & Exam Trial


Term 4 2018 Term 1 2019 Term 2 2019 Term 3 2019H1, H2, H6, H7, H9 Geometric Applications of Differentiation 14 5 3 3 3H1, H4, H5, H6, H8, H9 Integral Calculus 14 5 3 3 3H1, H4, H5, H9 Probability 4 3 1H1, H2, H4, H5, H9 Co-ordinate methods in Geometry 4 2 1 1H2, H5, H9 Applications of Geometrical Properties 4 2 2H2, H3, H9 Indices and Logarithms 4 2 1 1H2, H5, H6, H8, H9 Series and Applications 14 6 5 3H1, H2, H4, H5, H9 Trigonometric Functions 14 9 5H1, H2, H3, H4, H8, H9 Exponential & Logarithmic Functions 14 7 7H1, H2, H3, H4, H5, H9 Applications of Calculus to the Physical World 14 14


Topic Summaries Understanding, Fluency & Communicating = approximately 50%Two sides of A4 paper per topic summarising key ideas, formulae and examples.


Advanced Mathematics

Head teacher: I Woods Line: 2 Course Coordinator: Morgana SantiagooYear 12 Subject: Faculty: Mathematics

Key OutcomesHE1 appreciates inter-relationships between ideas drawn from different areas of mathematicsHE2 uses inductive reasoning in the construction of proofsHE3 uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decayHE4 uses the relationship between functions, inverse functions and their derivativesHE5 applies the chain rule to problems including those involving velocity and acceleration as functions of displacementHE6 determines integrals by reduction to a standard form through a given substitutionHE7 evaluates mathematical solutions to problems and communicates them in an appropriate formOutcomes Components Weightings Task 1 Task 2 Task 3 Task 4Year 12 [Syllabus] [Syllabus] Class Task & Exam Class Task & Exam Class Task & Exam Trial


Term 4 2018 Term 1 2019 Term 2 2019 Term 3 2019HE1, HE2, HE7 Mathematical Induction 3 2 1HE1, HE7 Methods for the estimation of the roots of a polynomial 3 2 1HE1, HE2 Binomial theorem 6 2 3 1HE1, HE3, HE7 Further Probability 3 2 1HE1, HE6, HE7 Methods of Integration 6 5 1HE1, HE4, HE6 Inverse functions and inverse trigonometric functions 6 5 1HE1, HE6, HE7 Primitive of sin^2(x) and cos^2(x) 3 2 1HE1, HE3, HE7 Equation dN/dt = k(N-P) 3 2 1HE1, HE3, HE5, HE7 Velocity & acceleration as functions of displacement 5 3 2HE1, HE3, HE7 Projectile Motion 5 5HE1, HE3, HE7 Simple harmonic motion 5 5HE1, HE3, HE4, HE5, HE7 Harder applications of Mathematics HSC Topics 2 2


Topic Summaries Understanding, Fluency & Communicating = approximately 50%Two sides of A4 paper per topic summarising key ideas, formulae and examples.


Extension 1 Mathematics

HEAD TEACHER: A Smith LINE 4 COURSE CO-ORDINATORS: N MACDONELL

KEY OUTCOMES: HSC SUBJECT: PHOTO, VIDEO AND DIGITAL IMAGING FACULTY: CREATIVE AND PERFORMING ARTS A Student M1 generates a characteristic style that is increasingly self-reflective in their photographic practice M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response in their making of photographs M3 investigates different points of view in the making of photographs M4 generates images and ideas as representations/simulations in the making of photographs M5 technical accomplishment incorporating the development of different techniques suited to artistic intentions in the making of photographs M6 takes into account issues of occupational health and safety in the making of photographs CH1 generates in their critical and historical practice ways to interpret and explain photography CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in critical and historical investigations CH3 distinguishes between different points of view and offers interpretive accounts in their 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 CH5 recognises how photography is used in various fields of cultural production

Outcomes: HSC Components: [Syllabus]

Weightings [Syllabus]

Task 1 Photographic Study Research

Term 4 : 2018

Task 2 Photographic Investigation Written & Verbal Presentation

Term 1 : 2019

Task 3 Resolved Images Photography Diary Research Task

Term 2, 2019

Task 4 Practical Project Personal Research Trial Examination Term 3, 2019 : Weeks 4/5

M1, M2, M3, M4, M5, M6

Making

70%

10

20

20

20

CH1, CH2, CH3, CH4, CH5

Critical and Historical Studies

30%

10

5

5

10

100%

20%

25%

25%

30%

Areas of Assessment: M1 - 6 M1 - 6 M1 - 6 M 1 - 6 M1 - 6 CH 1 - 5 CH1 - 5 CH1 - 5 CH1 - 5 CH 1 - 5

HEAD TEACHER: C HUNTER LINE 2 COURSE CO-ORDINATOR: T GOODSELL

KEY OUTCOMES: HSC SUBJECT: MARINE STUDIES FACULTY: SCIENCE 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 discussion 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 skill 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, organizes, assembles, dismantles, cleans and returns equipment.

Components [syllabus]

Weightings [syllabus]

Task 1 Bird Diary and

Assignment

Term 4

Task 2 Environmental Study

Term 1

Task 3 Research & Oral Presentation

Term 2

Task 4 Exam

Term 3

Modules Covered Dangerous Marine Creatures and Sea Birds

Estuarine and Coastal Studies

Reef Ecology and Resource Management

All HSC Modules

Knowledge, understanding

50

10

10

15

15

Skills associated with Practical Activities

50

15

15

10

10

Marks:

100

25

25

25

25

LINE 3

HEAD TEACHER: J McNEIL LINE 6 COURSE CO-ORDINATOR: D. Rees

KEY OUTCOMES: HSC SUBJECT: PHYSICAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION 2 UNIT FACULTY: PD / HEALTH / PE A Student 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 the new public health approach to health promotion H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia's health priorities 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 H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity 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

Components

Outcomes

Weighting [Syllabus]

Task 1 Research/Presentation

Term 4 2018

Task 2 Report

Term 1 2019

Task 3 Practical/Presentation

Term 2 2019

Task 4 Examination [Trial]

Term 3 2019 : Weeks 4/5

H7, H8, H9, H10,H11, P15, P16

Core 2 - Factors Affecting Performance

30

20

10

H1, H2, H3, H4, H5, H14, H15, H16

Core 1 - Health Priorities in Australia

30

20

10

H8, H16, H17, H13

Option - Improving Performance

20

10

5

5

H7, H8, H9, H10, H11, H16, H17

Option - Sports Medicine

20

15

5

Marks

100%

20

30

20

30

HEAD TEACHER: C HUNTER LINE X COURSE CO-ORDINATOR: C. Hunter

KEY OUTCOMES: HSC SUBJECT: CHEMISTRY FACULTY SCIENCE

Outcomes: CHE11/12-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation CHE11/12-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data and information CHE11/12-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data and information CHE11/12-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media CHE11/12-5 Analysing data and information: analyses and evaluates primary and secondary data and information CHE11/12-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and scientific processes CHE11/12-7 Communicating: communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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

Task 1 - Practical Task 2 - Depth study presentation

Task 3 - Written presentation Task 4 - Trial Exam

Term 4 Wk 8-9 Term 1, Wk 8-9 Term 2, Wk 8-9 Term 3, Wk 4 - 5

Skills 60 15 15 15 15

Knowledge and Understanding 40

15 10 15

Total 100 15 30 25 30

Outcomes (1-7 are skills; 12-15 are knowledge)

1 , 7 2, 3, 4

1, 7 4, 5, 6 12, 13

1, 7 4, 5, 6

15

1-7 12-15

Notes from NESA: The Year 12 formal school-based assessment program is to reflect the following requirements: a maximum of four assessment tasks the minimum weighting for an individual task is 10% the maximum weighting for an individual task is 40%. Only one task may be a formal written examination with a maximum weighting of 30%. One task must focus on a depth study or an aspect of a depth study with a weighting of 20–40%. The depth study task must assess: the Working Scientifically skills outcomes 1 and 7 (Questioning and Predicting Communicating) a minimum of two additional Working Scientifically skills outcomes (2, 3, 4, 5, 6) at least one Knowledge and Understanding outcome (12-15)

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE CO-ORDINATOR: M SNAPE

KEY OUTCOMES: HSC SUBJECT: MODERN HISTORY FACULTY: HSIE

A Student:

Outcomes

Components

Weightings

Task 1

Research / Source Analysis

Term 4 2018

Task 2

Research/communication Term 1 2019

Task 3

Source Analysis / In-class Essay

Term 2 2019

Task 4 Examination (Trial)

Term 3, 2019 - Weeks 4/5

Core Study: Power and Authority in the Modern World 1919–1946

25

20

5

National Studies: USA 1919–1941

25

20

5

Peace and Conflict: Conflict in the Pacific 1937–1951

25

20

5

Change in the Modern World: Civil Rights in the USA 1945–1968

25

25

Marks

100%

20

20

20

40

Areas of Assessment: Knowledge and Understanding of content 40 Source-based skills 20 Historical Inquiry & Research 20 Communication of historical understanding 20 In appropriate forms

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE CO-ORDINATOR: J FORBES

KEY OUTCOMES: HSC SUBJECT: SOCIETY & CULTURE FACULTY: HSIE A Student: 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, organizes, synthesizes 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

Areas of Assessment:

Knowledge & understanding of course content 50% 5 10 20 15 Application & evaluation of social & cultural research methods 30% 10 10 0 10 Communication of information, ideas & issues in appropriate forms 20% 5 5 5 5

HSC Outcomes



Task 1 PIP: Term 4 2018 Sub: Term 3 2019

Task 2 Popular Culture

Term 1 2019 Task 3

Social Conformity & Non-conformity Term 3 2019

Task 4 Trial Examination

Term 3 2019

H1, H6, H6, H7, H8 H9, H10

Core: Personal Interest Project 20% 20

H1, H2, H3, H4, H5, H6, H9, H10

Core: Social & Cultural Continuity & Change 30% 10 10 10

H3, H5, H9, H10. Depth Study: Popular Culture 25% 15 10

H1, H2, H3, H10 Depth Study: Social Conformity & Non-Conformity

25% 15 10

Marks 100% 20 25 25 30

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE CO-ORDINATOR: L MARTIN KEY OUTCOMES: HSC SUBJECT: ABORIGINAL STUDIES FACULTY: HSIE

A Student -

H1.1 Identifies different viewpoints about invasion and colonization including the concept of shared histories between Aboriginal and non-Aboriginal peoples H1.2 Explains the consequences of invasion and colonization for Aboriginal and other Indigenous peoples on social justice and human rights H1.3 Explains a variety of responses to social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures H2.1 Explains the meaning of the Dreaming to Aboriginal peoples H2.2 Explains the importance of Country and the inter-relationship between Country, culture, economic life and social systems for Aboriginal and other Indigenous peoples H2.3 Describes Aboriginal social systems and explains the impact of invasion and colonization on Aboriginal cultural, social and economic life H3.1 Describes government policies, legislation and legal decisions in relation to racism and discrimination H3.2 Explains the impact of key government policies, legislation and legal decisions in relation to land and water rights, heritage and identify H3.3 Explains the responses and initiative of Aboriginal and other Indigenous peoples to key government policies, legislation and legal decisions H4.1 Plans, investigates, organizes and communicates relevant information from a variety of sources incorporating Aboriginal and other Indigenous perspectives H4.2 Undertakes community consultation and fieldwork and applies ethical research practices H4.3 Investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous peoples

HSC Outcomes

Components [Syllabus]


Task 1 Heritage and Identity

Term 4 2018

Task 2 Major Project Term 1 2019

Task 3 Social Justice & Human

Rights Term 2 2019

Task 4 HSC Trial Examination

Term 3 2019

H1.3 H2.1 H2.2 H4.1

Heritage & Identify

25% 15

10

H1.1 H1.2 H3.1 H3.2 H3.3 H4.1 H4.2

Social Justice & Human Rights

35%

20

15

H4.1 H4.2

Research and Inquiry, Methods

40%

40

Marks

100%

15

40

20

25

Knowledge & understanding of course content 40% 5 10 10 15 Investigation, analysis, synthesis & evaluation of information from a variety of sources & perspectives

25%

10 5 10

Research and Inquiry Methods 20% 5 10 5 Communication of information, ideas & issues in appropriate forms 15% 5 10

LINE 4

HEAD TEACHER: C HUNTER LINE X COURSE CO-ORDINATOR: C HUNTER

KEY OUTCOMES: HSC SUBJECT: PHYSICS FACULTY SCIENCE

Outcomes: PHY11/12-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation PHY11/12-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data and information PHY11/12-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data and information PHY11/12-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PHY11/12-5 Analysing data and information: analyses and evaluates primary and secondary data and information PHY11/12-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PHY11/12-7 Communicating: communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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




Skills 60 15 15 15 15


15 10 15

Total 100 15 30 25 30


1 , 7 2, 3, 4

1, 7 4, 5, 6 12, 13

1, 7 4, 5, 6

15

1-7 12-15


HEAD TEACHER: J. LLOYD LINE 5 COURSE CO-ORDINATOR: M CHURCHILL

KEY OUTCOMES: HSC SUBJECT: COMMUNITY & FAMILY STUDIES FACULTY TAS

A Student H1.1 analyses the effect of resource management on the well-being 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 well-being of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to well being H3.1 analyses the socio-cultural 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 well-being 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

Outcomes: HSC



Task 1 : IRP Term 4 2018

Task 2 Exam

Term 1, 2019

Task 3 Research Task

Term 2, 2019: Week 7

Task 4 Exam [Trial]

Term 3, 2019 : Weeks 4/5

H4.1, H4.2

Research Methodology

25

25

H1.1, H2.1, H2.2, H2.3, H3.2, H3.4, H5.1, H5.2, H6.1,

Parenting and Caring

25%

20

5

H1.1, H2.2, H2.3, H3.1,H3.3, H4.1, H4.2, H5.1, H6.2

Group in Context

25%

20

5

H2.2, H2.3, H3.3, H3.4, H5.2, H6.1, H6.2

Option: Individuals and Work

25%

25

Marks:

100%

25

20

20

35

COURSE CO-ORDINATOR N MACDONELL LINE 2 COURSE TEACHER: N MACDONELL

KEY OUTCOMES: HSC SUBJECT: VISUAL ARTS FACULTY: CREATIVE & PERFORMING ARTS

A Student: H1 initiates and organises Art-marking 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.

Outcomes: HSC

Components [Syllabus] Practice


Task 1 Investigations towards

Body of Works

Term 4, 2018

Task 2 Case Study Research and In

Class Essay BOW Progress Term 1, 2019

Task 3 BOW and documented process in VAPD with

artistic influences Term 2, 2019

Task 4 Body of Work

Trial Examinations Term 3, 2019

Week 4-5

H1, H2, H3, H4, H5, H6

Art-making including conceptual framework and frames

50%

5

5

15

25

H7, H8, H9, H10

Art criticism/art history including conceptual framework and frames

50%

5

20

25

Marks:

100%

10

25

15

50

HEAD TEACHER: N CLARK LINE COURSE CO-ORDINATOR: S GORSOSKI

KEY OUTCOMES: HSC SUBJECT: MUSIC 1 FACULTY: CREATIVE & PERFORMING ARTS

A Student - Through activities in performance, composition, musicology and aura, a student H1 performs stylistically, Music that is characteristic of the topics studied, both as a soloist and as a member of an ensemble H2 reads, interprets and discusses and analyses simple musical scores that are characteristic of topics studied H3 improvises and composes music using the range of concepts for familiar sound resources 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 Through activities in performance , composition, musicology and aural, a student 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 Through activities in performance, composition, musicology and aural, a student 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 of technology in Music Through activities in performance, composition, musicology and aural, a student 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

HSC Outcomes



Task 1

Term 4 : Week 9 2018

Task 2 Evaluation

Examination /Assess Term 1 : 2019

Task 3 Rhythm & Pitch

Examination Term 2 : 2019


Term 3: Weeks 4/5 2019

H1, H3, H5, H7, H8

Composition

10

10

H2, H6, H8

Musicology

10

10

H1, H2, H3, H4, H5,H6, H7, H8, H9, H10, H11

Performance Core

10

5

5

H1,H2, H3, H4, H5, H6, H7, H8

Aural Core

25

10

15

H1, H2, H3, H5, H6, H7, H8, H10, H11

Electives

45

(3 X 15)

Elective 1 = 5

Elective 2 = 5

5

30

(3 Electives)

Marks 100% 15 20 15 50

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE CO-ORDINATOR: M DOLBY

KEY OUTCOMES: HSC SUBJECT: ANCIENT HISTORY FACULTY: HSIE

A Student:

Outcomes

Components

Weightings

Task 1 Research / Source

Analysis Term 4, 2018

Task 2 Research/communication

Term 1, 2019

Task 3 Source Analysis / In-class

Essay Term 2, 2019

Task 4 Examination (Trial)

Term 3, 2019 - Weeks 4/5

AH12-6, AH12-8, AH12-9 AH12-9, AH12-10

Core Study: Cities of Vesuvius - Pompeii & Herculaneum

25%

20

5

AH12-1, AH12-2, AH12-4, AH12-6, 12-9

Ancient Societies (Option G) Spartan society to the Battle of Leuctra 371 BC

25%

25

AH12-1, AH12-3, AH12-4, AH12-5 AH12-7

Personalities in their Times (Option A) - Egypt Hatshepsut

25%

20

5

AH12-2, AH12-5, AH12-6, AH12-8, 12-9

Historical Periods N.K. Egypt to the death of Thutmose IV (Option A)

25%

20

5

Marks

100%

20

20

20

40

Areas of Assessment: Knowledge and Understanding of content 40 Source-based skills 20 Historical Inquiry & Research 20 Communication of historical understanding 20 In appropriate forms

10 10

10 10

10 10

30

10

HEAD TEACHER J LLOYD LINE 5 COURSE CO-ORDINATOR J. LLOYD

KEY COMPETENCIES: HSC YEAR SUBJECT: HOSPITALITY FACULTY: TAS

A Student: • Must have completed 70 hours work placement (best completed in Year 11). Failure to complete work placement will result in an 'N' award in Hospitality Operations • Will achieve Certificate I in Hospitality (Kitchen Operations) and a Statement of Attainment towards Certificate II • This course is based on achieving competencies which are marked as "Competent" or “Non-competent". • Each competency involves a number of tasks which must be fully completed to be deemed competent • Assessment in this course is an ongoing and inter-related process throughout the course and not the result of passing an exam or one task • NOTE - All practical lessons are to be considered Assessment Tasks. They provide the opportunity for students to display competence in various areas e.g. Principles and Methods of Cookery • All core competencies are revisited in HSC Year

TERM:

UNIT CODES:

UNITS OF COMPETENCY

Observation of practical work

Product Assessm

ent

Oral Questioning

Written

Assignment,

Test, Quiz

Role Play, Oral Presentation

Third Party Report

Self-Assessm

ent

Other

HSC Trial Exam

ination

Work

Placement

Term 4, 2017

SITHCCC005

Produce dishes using basic methods of cookery (Assessment Producing Meals for Customers)

√

√

√

√ Portfolio

√

√

Term 1, 2018

SITXINV002 Maintain the Quality of perishable items

√

√

√

Audit Table

√

√

Terms 1 & 2

Assessment preparing Quality Simple Dishes √ √ √ √ √

Terms 1 & 2

SITHFAB005

Prepare and serve espresso coffee

√ √ √ √ Portfolio √

Terms 1 & 2

SOTHCCC006

Prepare Appetisers and Salads

√

√

√

√

√

√

√

Terms 3

SITHIND201

Source and use information on the Hospitality Industry (Assessment Keeping up to date with the Industry)

√

√

Term 1 - 3

SITHCCC011

Use cookery skills effectively (holistic) (Assessment Use Cookery Skills Effectively)

√

√

√

√

√ Portfolio

√

Depending on the achievement of units of competency, the possible AQF qualification outcome is a SIT20312 Certificate II in Kitchen Operations or a Statement of Attainment towards SIT20312 Certificate II in Kitchen Operations

LINE 5

HEAD TEACHER: C HUNTER LINE X COURSE CO-ORDINATOR: J NEWPORT

KEY OUTCOMES: HSC SUBJECT: INVESTIGATING SCIENCE FACULTY SCIENCE

Outcomes: INS11/12-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation INS11/12-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data and information INS11/12-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data and information INS11/12-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media INS11/12-5 Analysing data and information: analyses and evaluates primary and secondary data and information INS11/12-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and scientific processes INS11/12-7 Communicating: communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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




Skills 60 15 15 15 15


15 10 15

Total 100 15 30 25 30


1 , 7 2, 3, 4

1, 7 4, 5, 6 12, 13

1, 7 4, 5, 6

15

1-7 12-15


HEAD TEACHER: A Smith LINE 4 COURSE CO-ORDINATOR: A Smith

KEY OUTCOMES: HSC SUBJECT: INDUSTRIAL TECHNOLOGY [Multimedia] FACULTY: INDUSTRIAL ARTS

A Student 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 H1.3 identifies important historical developments in the focus area industry H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques H3.1 demonstrates skills in sketching, producing and interpreting drawings H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies and justifies design principles effectively through the production of Major Project H4.1 demonstrates competency in a range of 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 examines 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 explains the impact of the focus area industry on the social and physical environment

H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

Outcomes: HSC

Components: [Syllabus]


Task 1 Folio, Major Project &

Skills Term 4, 2018

Task 2 Folio, Major Project &

Skills Term 1, 2019

Task 3 Major Project &

Skills Term 2, 2019

Task 4 Trial Examination (25 Marks)

Folio & Major Project (30 Marks) Term 3, 2019 : Weeks 4/5

H1.1, H1.2, H1.3

Industry Study

15

15

H3.1, H3.2,H3.3, H4.3, H5.1, H5.2

Design, Management & Communication (Folio)

20

5

5

10

H2.1, H4.1, H4.2, H6.1, H6.2

Production (Major Project)

40

5

5

10

20

H7.1, H7.2

Industry Related Manufacturing Technology (Skills & Knowledge)

25

5

5

5

10

Marks

100%

15

15

15

55

NB: Marks for the practical component of the Industry Related Manufacturing Technology Assessment will be collected in class as students demonstrate competency with tools, machines and

processes. Knowledge and understanding of both Industry Related Manufacturing Technologies and the Industry Study will be assessed through the trial examination.

HSC ASSESSMENT SCHEDULE – 2019

HEAD TEACHER: ADAM SMITH COURSE CO-ORDINATOR: DAVID MCDONALD

HSC SUBJECT: CONSTRUCTION (FRAMEWORK) FACULTY: INDUSTRIAL ARTS

• Must have completed 70 hours work placement (completed over two years). Failure to complete will result in an ‘N’ Award in Construction Pathways. • Will achieve Certificate II – Construction Pathways. • This course is based upon achieving unit competencies which are marked as ‘Competent’ or ‘Not-yet Competent’. • Each unit competency contains a number of learning tasks and activities which must be fully completed to achieve competency. • Assessment in this course is an ongoing and inter-related process throughout the course and is not the result of passing one exam or task. Note: All practical activities constitute Assessment Tasks. They provide the opportunities for students to demonstrate competence.

Hours Competency Code Description

Observation of

Practical Skills

Teacher Q

uestioning

Written

Assignment

Third Party Evidence

Half Yearly Exam

Trial HSC Exam

25 CPCCCM1012A Work effectively and sustainably in the Construction Industry X X X X X 10 CPCCCM1013A Plan and organise work X X X X X 10 CPCCCM1014A Conduct workplace communication X X X X X 20 CPCCCM1015A Carry out measurements and calculations X X X X X 20 CPCCCM2001A Read and interpret plans and specifications X X X X 15 CPCCOHS2001A Apply OHS requirements, policies and procedures in the

construction industry X X X X

10 CPCCWHS1001 Prepare to work safely in the construction industry (White Card)

X X X

20 CPCCCM2005B Use construction tools and equipment X X X X 10 CPCCCA2002B Use carpentry tools and equipment X X X 20 CPCCCA2011A Handle carpentry materials X X X X X X 20 CPCCBL2001A Handle and prepare brick laying material X X X 10 CPCCBL2002A Use bricklaying and block laying tools and equipment X X X

https://training.gov.au/Training/Details/CPCCCM1012A

https://training.gov.au/Training/Details/CPCCCM1013a




https://training.gov.au/Training/Details/cpccohs2001a

https://training.gov.au/Training/Details/CPCCWHS1001

https://training.gov.au/Training/Details/CPCCCM2005B

https://training.gov.au/Training/Details/CPCCCA2002B

https://training.gov.au/Training/Details/CPCCCA2011A

https://training.gov.au/Training/Details/CPCCBL2001A

https://training.gov.au/Training/Details/CPCCBL2002A

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE CO-ORDINATOR: L MARTIN KEY OUTCOMES: HSC SUBJECT: ABORIGINAL STUDIES FACULTY: HSIE

A Student -

H1.1 Identifies different viewpoints about invasion and colonization including the concept of shared histories between Aboriginal and non-Aboriginal peoples H1.2 Explains the consequences of invasion and colonization for Aboriginal and other Indigenous peoples on social justice and human rights H1.3 Explains a variety of responses to social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures H2.1 Explains the meaning of the Dreaming to Aboriginal peoples H2.2 Explains the importance of Country and the inter-relationship between Country, culture, economic life and social systems for Aboriginal and other Indigenous peoples H2.3 Describes Aboriginal social systems and explains the impact of invasion and colonization on Aboriginal cultural, social and economic life H3.1 Describes government policies, legislation and legal decisions in relation to racism and discrimination H3.2 Explains the impact of key government policies, legislation and legal decisions in relation to land and water rights, heritage and identify H3.3 Explains the responses and initiative of Aboriginal and other Indigenous peoples to key government policies, legislation and legal decisions H4.1 Plans, investigates, organizes and communicates relevant information from a variety of sources incorporating Aboriginal and other Indigenous perspectives H4.2 Undertakes community consultation and fieldwork and applies ethical research practices H4.3 Investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous peoples

HSC Outcomes



Task 1 Heritage and Identity

Term 4 2018

Task 2 Major Project Term 1 2019

Task 3 Social Justice & Human

Rights Term 2 2019


Term 3 2019

H1.3 H2.1 H2.2 H4.1

Heritage & Identify

25% 15

10

H1.1 H1.2 H3.1 H3.2 H3.3 H4.1 H4.2

Social Justice & Human Rights

35%

20

15

H4.1 H4.2

Research and Inquiry, Methods

40%

40

Marks

100%

15

40

20

25

Knowledge & understanding of course content 40% 5 10 10 15 Investigation, analysis, synthesis & evaluation of information from a variety of sources & perspectives

25%

10 5 10

Research and Inquiry Methods 20% 5 10 5 Communication of information, ideas & issues in appropriate forms 15% 5 10

HEAD TEACHER: J McNEIL LINE 6 COURSE CO-ORDINATOR: D. Rees

KEY OUTCOMES: HSC SUBJECT: PHYSICAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION 2 UNIT FACULTY: PD / HEALTH / PE A Student 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 the new public health approach to health promotion H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia's health priorities 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 H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity 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

Components

Outcomes

Weighting [Syllabus]

Task 1 Research/Presentation

Term 4 2018

Task 2 Report

Term 1 2019

Task 3 Practical/Presentation

Term 2 2019

Task 4 Examination [Trial]

Term 3 2019 : Weeks 4/5

H7, H8, H9, H10,H11, P15, P16

Core 2 - Factors Affecting Performance

30

20

10

H1, H2, H3, H4, H5, H14, H15, H16

Core 1 - Health Priorities in Australia

30

20

10

H8, H16, H17, H13

Option - Improving Performance

20

10

5

5

H7, H8, H9, H10, H11, H16, H17

Option - Sports Medicine

20

15

5

Marks

100%

20

30

20

30

HEAD TEACHER: C HUNTER LINE 6 COURSE CO-ORDINATOR: M. HYBINETT KEY OUTCOMES: HSC SUBJECT: SKILLS FOR WORK FACULTY: SCIENCE

FSK20113 Certificate II in Skills for Work and Vocational Pathways

TRAINER NAME: M. Hybinett DELIVERY SITE: Shoalhaven High School YEAR:2019

Terms 1-4

Activity Relevant training or experience that demonstrates

vocational competence throughout the course

FSKD

IG03

- Use

digit

al tec

hnolo

gy

for ro

utine

wor

kplac

e tas

ks

FSKW

TG09

- Write

routi

ne

workp

lace t

exts

FSKL

RG09

- Use

stra

tegies

to

resp

ond t

o rou

tine w

orkp

lace

prob

lems

FSKO

CM07

- Inte

ract

effec

tively

with

oth

ers a

t wor

k

FSKR

DG10

- Rea

d and

resp

ond t

o ro

utine

wor

kplac

e info

rmati

on

FSKN

UM15

- Esti

mate,

mea

sure

and

calcu

late r

outin

e metr

ic me

asur

emen

ts for

wor

k FS

KLRG

11- U

se ro

utine

stra

tegies

for

wor

k-rela

ted le

arnin

g

FSKN

UM14

- Calc

ulate

with

whole

nu

mber

s and

fami

liar f

racti

ons,

FS

KLRG

10 –

Use r

outin

e stra

tegies

for

care

er pl

annin

g

FSKO

CM04

- U

se or

al co

mmun

icatio

n skil

ls to

partic

ipate

in wo

rkplac

e mee

tings

FSKR

DG09

– Re

ad an

d res

pond

to

routi

ne st

anda

rd op

erati

ng

proc

edur

es

FSKW

TG07

– W

rite ro

utine

form

al wo

rkplac

e tex

ts

BSBI

TU20

1A –

Prod

uce s

imple

wo

rd pr

oces

sed d

ocum

ents

BSBW

OR20

4 – U

se bu

sines

s tec

hnolo

gy

BSBI

TU20

2 – C

reate

and u

se

spre

adsh

eets

FNSF

LT20

2 – D

evelo

p and

use a

sa

vings

plan

Foundation skills of learning, numeracy, writing, reading and oral communication on a regular basis.

Competency can be demonstrated in all tasks throughout the Term

TAEA

SS40

1B -

Plan

as

sess

ment

activ

ities a

nd

proc

esse

s

TAEA

SS40

2B -

Asse

ss

comp

etenc

e

TAEA

SS40

3B -

Partic

ipate

in as

sess

ment

valid

ation

TAEL

LN40

1A -

Add

ress

adult

lan

guag

e, lite

racy

and

nume

racy

skills

TAEA

SS30

1B -

Contr

ibute

to as

sess

ment

TAED

EL30

1A -

Prov

ide w

ork

skill

instru

ction

TAED

EL40

1A -

Plan

, org

anise

an

d deli

ver g

roup

-bas

ed

learn

ing

TAED

EL40

2A -

Plan

, org

anise

an

d fac

ilitate

lear

ning i

n the

wo

rkplac

e

TAED

ES40

1A -

Desig

n and

de

velop

lear

ning p

rogr

ams

TAED

ES40

2A -

Use t

raini

ng

pack

ages

and a

ccre

dited

co

urse

s to m

eet c

lient

need

s

TAET

AS40

1A –

Maint

ain

traini

ng an

d ass

essm

ent

infor

matio

n

Term /Tasks

Term 4- My Working Life Term 1-Personal Finance Term 2 –Preparing job applications Term 3- Managing Work and Life

HEAD TEACHER: C HUNTER LINE X COURSE CO-ORDINATOR: J FRASER

KEY OUTCOMES: HSC SUBJECT: BIOLOGY FACULTY SCIENCE

Outcomes: BIO11/12-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation BIO11/12-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-5 Analysing data and information: analyses and evaluates primary and secondary data and information BIO11/12-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11/12-7 Communicating: communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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




Skills 60 15 15 15 15


15 10 15

Total 100 15 30 25 30


1 , 7 2, 3, 4

1, 7 4, 5, 6 12, 13

1, 7 4, 5, 6

15

1-7 12-15


HEAD TEACHER: C HUNTER LINE X COURSE CO-ORDINATOR: J NEWPORT

KEY OUTCOMES: HSC SUBJECT: INVESTIGATING SCIENCE FACULTY SCIENCE

Outcomes: INS11/12-1 Questioning and predicting: develops and evaluates questions and hypotheses for scientific investigation INS11/12-2 Planning investigations: designs and evaluates investigations in order to obtain primary and secondary data and information INS11/12-3 Conducting investigations: conducts investigations to collect valid and reliable primary and secondary data and information INS11/12-4 Processing data and information: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media INS11/12-5 Analysing data and information: analyses and evaluates primary and secondary data and information INS11/12-6 Problem solving: solves scientific problems using primary and secondary data, critical thinking skills and scientific processes INS11/12-7 Communicating: communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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




Skills 60 15 15 15 15


15 10 15

Total 100 15 30 25 30


1 , 7 2, 3, 4

1, 7 4, 5, 6 12, 13

1, 7 4, 5, 6

15

1-7 12-15


HEAD TEACHER: A Smith LINE COURSE CO-ORDINATOR: A Smith KEY OUTCOMES: HSC SUBJECT: INDUSTRIAL TECHNOLOGY [Metal and Engineering Technologies] FACULTY: TECHNOLOGY & APPLIED STUDIES A Student -

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 H1.3 identifies important historical developments in the focus area industry H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques H3.1 demonstrates skills in sketching, producing and interpreting drawings H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies and justifies design principles effectively through the production of a Major Project

H4.1 demonstrates competence in a range of 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 examines 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 explains the impact of the focus area industry on the social and physical environment H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

HSC Outcomes

Components [syllabus]

Weightings [syllabus]

Task 1 Folio, Skills Project

Term 4 2018

Task 2 Folio, Skills Project

Term 1 2019

Task 3 Examination

Term 2 2019

Class Assessment (see Notes)

Terms 1, 2 & 3

HSC - Task 1 Folio, Major Project, Skills

& Knowledge Term 4 2018

H1.1, H7.1, H7.2

Industry Study

15

10

5

H2.1, H3.1, H3.2, H3.3, H5.1, H5.2

Design, Management & Communication (Folio)

30

10

10

10

5

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

Production (Projects)

40

15

15

10

5

H1.2, H6.1, H6.2, H7.2

Industry Related Manufacturing Technology (Skills & Knowledge)

15

10

5

5

Marks:

100

25

30

20

30

15

NB. Marks for the practical component of the Industry Related Manufacturing Technology Assessment will be collected in class as students demonstrate competency with tools, machines and processes. Knowledge and understanding will be assessed through the examination.

HEAD TEACHER: T ELLIS (RELIEVING) LINE COURSE COORDINATOR: T ELLIS

KEY OUTCOMES: HSC SUBJECT: LEGAL STUDIES FACULTY: HSIE

A Student:

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.

Outcomes HSC Components [Syllabus] Weightings [Syllabus]

Task 1

Human Rights Term 4 2018

Task 2

Crime Term 1 2019

Task 3

Option Topic Term 2 2019

Task 4

Exam (Trial) Term 3 2019

H1 H2 H3 H4 H5 H6 H7

Knowledge and Understanding 60 20 40

H8 H10 Research 20 10 10 H9 Communication 20 10 10

Marks 100% 20 20 20 40

Knowledge and Understanding 60 20 40 Research 20 10 10 Communication 20 10 10

HEAD TEACHER: A Smith LINE COURSE CO-ORDINATOR: A Smith

KEY OUTCOMES: HSC SUBJECT: ENGINEERING STUDIES FACULTY INDUSTRIAL ARTS A Student - H1.1 describes the scope of engineering and critically analyses current innovations H1.2 differentiates between properties of materials and justifies the selection of materials, components and processes in engineering H2.1 determines suitable properties, uses and application of materials in engineering H2.2 analyses and synthesizes engineering applications in specific fields and reports on the importance of these to society H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports H3.3 develops and uses specialized techniques in the application of graphics as a communication tool H4.1 investigates the extent of technological change in engineering H4.2 applies knowledge of history and technological change to engineering based problems H4.3 appreciates social, environmental and cultural implications of technological change in engineering and applies them to the analysis of specific problems H5.1 works individually and in teams to solve specific engineering problems and in the preparation of engineering reports H5.2 selects and uses appropriate management and planning skills related to engineering H6.1 demonstrates skills in research and problem solving related to engineering H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering

Outcomes: HSC Year



Task 1 Engineering Apps. Module1

Civil Structures Term 4, 2018 : Week 9

Task 2 Engineering Apps. Module 2 Personal & Public Transport

Term 1, 2019 : Week 8

Task 3 Engineering Focus

Module 1 Aeronautical Engineering Term 2, 2019 : Week 7

Task 4 Trial Examination

Term 3, 2019 Weeks 4/5

Cumulative Class

Assessment over all terms

H1.2, H2.1, H4.1, H4.2

Knowledge and understanding of engineering principles and developments in technology

50

7

8

10

15

10

H3.1, H3.2 H3.3 H6.1, H6.2

Skills in research, problem solving and communication related to engineering

30

5

4

6

9

6

H1.1, H2.2, H4.3 H5.1,H5.2

Understanding the scope and role of engineering including management and problem solving

20

3

3

4

6

4

Marks

100

15

15

20

30

20

N.B. Class assessment marks will be earned through designated knowledge and skill development activities as directed by the class teacher

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