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Year 12

Camden High School

Tradition Opportunity Innovation Success

Higher School Certificate Assessment Information

2018

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Contents

Introduction 3

Year 12 Subjects 4

HSC Assessment and Results 5

Achieving the HSC 7

School Assessments 8

Camden High School Assessment Procedures 9

Senior Examination Policy 10

Senior Assessment Policy 11

Assessment Task Notification Template 13

Disability Provisions 15

Reviews and Appeals 16

Other Appeals Available to Students (and associated forms) 17

Year 12 HSC Calendar 2017-2018 25

Assessment Schedules by Subjects 29

Vocational Education and Training (VET) 64

VET Assessment Schedules 81

HSC Directional Verbs 87

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Camden High School

INTRODUCTION

Congratulations on entering Year 12 at Camden High School. The transition into senior school means that you now commence stage 6 work and the Higher School Certificate (HSC) program. The HSC commences with the Preliminary Course (Term 1-3 of Year 11) and is followed by the HSC Course from Term 4 of Year 11 until the completion of a state-wide HSC Examination in Term 4 of Year 12 (for the majority of subjects).

This Assessment Booklet is designed to provide students and their families, carers and supporters, as well as school staff, with a ready reference to the key elements of the Preliminary and HSC courses as well as general details about assessment rules, procedures, weighting and timetables throughout the relevant course of study. In particular, this booklet focuses on the HSC Internal School Assessment Program, which must be successfully completed prior to students entering the final HSC course.

Much of the information contained in this booklet has been extracted from the NSW Educational Standards Authority (NESA) being the controlling authority for the NSW education assessment program. Camden High School processes and policies have been constructed in-line with NESA guidelines.

HSC References

The primary reference for all policies relating to the HSC can be viewed on the NESA website via the Assessment Certification Examination (ACE) website at: https://ace.nesa.nsw.edu.au ACE references in this booklet are acknowledged in paragraph titles with the ACE reference number e.g. (ACE 8020).

Additional information, including HSC and Preliminary syllabi, previous examinations for study purposes and general supporting material is available on the NESA main website at: http://educationstandards.nsw.edu.au/wps/portal/nesa/home Students are strongly encouraged to use the material on these websites to support their progression towards the award of the HSC.

In addition to the websites above, all students undertaking the Preliminary and HSC programs have been enrolled in NSW Students Online: https://studentsonline.nesa.nsw.edu.au Students Online is your source for information about your senior school study, from Year 10 to the HSC. You can find information about school-based assessment, HSC exams and results, including grades, how the HSC works, preparing for exams and more. You can log in with your Student Number and PIN to access your personal study details. Your Year Adviser or Schools Online Coordinator can assist you with this if required.

https://ace.nesa.nsw.edu.au/

http://educationstandards.nsw.edu.au/wps/portal/nesa/home

https://studentsonline.nesa.nsw.edu.au/

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YEAR 12 SUBJECTS Agriculture Technology

Ancient History Biology

Business Studies Chemistry

Community and Family Studies Design and Technology

Drama Earth and Environmental Science

English Studies English Standard English Advanced English Extension

English Extension 2 Exploring Early Childhood

French Beginners Geography

History Extension Industrial Technology

Legal Studies Mathematics General 1 (NON ATAR)

Mathematics General 2 (ATAR) Mathematics

Mathematics Extension 1 Mathematics Extension 2

Modern History Music 1

Personal Development, Health and Physical Education Physics

Senior Science Society and Culture

Sports, Lifestyle and Recreation Visual Arts

Work Studies VET Construction- Elderslie High School

VET Entertainment VET Hospitality

VET Primary Industries- Elizabeth Macarthur High School

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HSC ASSESSMENT AND RESULTS

HSC Assessment

The HSC is the highest educational award in secondary education in New South Wales. It is awarded to students who have satisfactorily completed Years 11 and 12 at secondary school. To be eligible, students must meet HSC course requirements and sit for the state-wide HSC examinations.

Students will complete school-based assessments as part of their HSC, which together contribute 50% of their final HSC mark for a course (except VET courses). Assessment tasks allow students to show what they know, understand and can do in ways that may not be possible in a written examination.

Understanding HSC Results

Achieving the HSC is different to getting a driver’s license. A student does not receive a simple ‘pass’ or ‘fail’, nor do they get a single rank or mark for all courses. The HSC results are a detailed package showing each student the level of knowledge and skills that they achieved in each course.

How the HSC mark is calculated

The HSC mark is a 50:50 combination of a student’s examination mark and school-based assessment mark for each course.

Assessment mark

School-based assessment tasks measure performance in a wider range of course outcomes than can be tested in an external examination. Students are required to complete a number of assessment tasks for their courses. This may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark for every student in every course. NESA puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Examination mark

The examination mark for each course shows the student's performance in the HSC examination for that course, which was set and marked by NESA. The examination consists of a written paper and, for some courses, speaking and listening examinations, practical examinations, or major works that are submitted for external marking. Each student's achievement is assessed and reported against set standards of performance.

A unique part of the standards approach is a special procedure called 'judging'. Judging means a student’s raw exam marks can be matched to the standards and the reporting scale used by NESA. It means a student is rewarded for their performance with the mark they deserve, no matter how many other people performed at a similar, higher, or lower level.

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Performance Bands

Student performance in each HSC course is measured against defined standards. HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. The performance bands and descriptions give meaning to the HSC mark. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard expected is 50.

• Band 6 = 90 - 100 marks

• Band 5 = 80 - 89 marks

• Band 4 = 70 - 79 marks

• Band 3 = 60 - 69 marks

• Band 2 = 50 - 59 marks

• Band 1 = 0 - 49 marks

Each band is aligned to what a student at that level of performance typically knows, understands and can do. The 'average' performance in most courses is usually a mark in the mid-70s (Band 4). Band 1 indicates that a student has not met enough of the course outcomes for a report to be made. Band 1 includes marks ranging from 0 to 49. For an Extension course, the bands are E4 (highest level of performance) to E1.

Australian Tertiary Admission Rank (ATAR)

The HSC results are used by the Universities Admissions Centre (UAC) to calculate a rank order of students known as the Australian Tertiary Admission Rank (ATAR). The ATAR is not a mark, nor is it a summary of the HSC. It is a ranking system used to allocate university placements.

The UAC releases the ATAR the day after NESA releases the HSC results. The UAC calculates the university admission ranks each year using students’:

• moderated assessment marks (before alignment with the standards), and • total exam marks (before alignment with the standards).

HSC students may indicate that they wish to have an ATAR calculated. However, calculation of an ATAR is optional. For example, many students who do not wish to gain entry to university the following year do not request calculation of an ATAR. To be eligible for an ATAR, students must satisfactorily complete at least 10 units of certain Board Developed Courses for which formal examinations are conducted by the NESA NSW. Visit the UAC website for further information.

Leaving School Prior to Completing the HSC Program

If you decide to leave school before receiving your HSC, you may be eligible to receive a Record of School Achievement (RoSA). The RoSA will show your Year 10 and 11 grades, and will also reflect any participation in HSC courses. Normally you will have successfully completed Year 10 to be eligible for a RoSA. Students leaving school before receiving their HSC are also able to sit online Literacy and Numeracy tests.

If you are thinking about leaving school before receiving your HSC, talk to your Year Adviser about the RoSA, and the Literacy and Numeracy tests.

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ACHIEVING THE HSC

Pattern of study for the Higher School Certificate (ACE 8005)

To qualify for the Higher School Certificate students must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:

• at least six units from Board Developed Courses; • at least two units of a Board Developed Course in English (English Studies Content Endorsed Course

satisfies the pattern of study English requirement); • at least three courses of two units value or greater (either Board Developed or Board Endorsed Courses);

and • at least four subjects.

To satisfy pattern of study requirements for the Higher School Certificate a student may count a maximum of six units from courses in Science in each study pattern. The full list of Board Developed Courses is available on the ACE website.

Satisfactory Completion of a Preliminary or Higher School Certificate Course: Course Completion Criteria and HSC Assessment (ACE 8019 and 8020)

The following course completion criteria refer to both Preliminary and HSC courses.

A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has:

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

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

In addition to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50 percent of available marks in courses where internal assessment marks are submitted.

Satisfactory completion of an HSC course (ACE 8026)

Students studying an HSC course must make a genuine attempt to complete the course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete the requirements.

For courses where internal assessment marks are submitted, students must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 percent is not sufficient; tasks worth in excess of 50 percent must be attempted. Furthermore, the student must fulfil the course completion criteria.

A course will not be listed on the Record of Achievement unless both of these conditions are met.

In the case of competency-based courses, where a student has not successfully completed any units of competency, it is a matter for the teacher’s professional judgement to determine whether the attempts made by the student to complete the course are genuine.

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Where students are studying an HSC course that includes a requisite examination, students must sit for and make a genuine attempt at the examination.

If it is determined that a student has not made a genuine attempt to complete the course requirements, the principal must indicate on the appropriate documentation that the course has not been satisfactorily completed.

Students studying VET Industry Curriculum Framework courses must complete the mandatory work placement hours in order to be deemed satisfactory.

Until a student presenting for a Higher School Certificate has satisfactorily completed courses totalling at least 12 units of Preliminary courses and 10 units of HSC courses that satisfy the Board’s pattern of study requirements, the student will not be eligible to receive the award of a Higher School Certificate.

SCHOOL ASSESSMENTS HSC internal assessment (ACE 8069)

The assessment marks submitted by a school for each course are intended to indicate students' achievements at the end of the HSC course.

The assessment marks are based on:

• a wider range of syllabus outcomes than can be measured by the external examination • multiple measures and observations made throughout the HSC course rather than a single assessment

event. Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final assessment event.

Multiple measures also cater for any knowledge and skills outcomes that are better assessed in specific settings or at specific times (eg research, fieldwork or practical skills).

The assessment marks submitted by the school reflect the knowledge and skills objectives of the course and the related outcomes.

Completion of HSC internal assessment tasks (ACE 8073)

NESA expects students to attempt all assessment tasks set.

For all Board Developed Courses (except VET courses and Life Skills courses) the Board requires all students to follow an assessment program and have an assessment mark submitted.

The minimum requirement is that the student must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of available marks in the course.

A student who does not comply with the assessment requirements and receives a non-completion determination in a course will have neither an assessment mark nor an examination mark awarded for that course.

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

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Non-completion of HSC internal assessment: failure to submit tasks (ACE 8078)

If a student fails to complete a task specified in the assessment program and the teacher considers the student has a valid reason (eg illness or endorsed leave), the principal may decide that, in accordance with the school's assessment policy, an extension of time may be granted or a mark may be awarded based on a substitute task.

In exceptional circumstances (eg where undertaking a substitute task is not feasible or reasonable, or where the missed task is difficult to duplicate), the principal should authorise the use of an estimate based on other appropriate evidence.

If there is no valid reason for failing to complete an assessment task, a zero mark must be recorded for that task.

If a student's attempt at a particular task scores zero, the question of whether the attempt was a genuine one is a matter for the teacher's professional judgement.

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CAMDEN HIGH SCHOOL ASSESSMENT PROCEDURES

What is assessment? Assessments represent an integral part of the teaching and learning process and as such all assessments that are set must be completed. Assessment is a process which is used to measure the achievement of students in attaining course outcomes. A range of formal and informal assessments will be used to determine satisfactory student progress. Informal tasks and class work not included in the formal assessment schedule are of significance as they:

• assist in skill and knowledge development. • identify areas for extension or remediation for the teacher and student. • provide opportunities for students to consolidate conceptual understanding. • provide evidence of sustained and diligent effort.

Why is there school assessment?

• It allows the student to be given credit for developing skills and knowledge over a period of time. • It allows for evaluation of student achievement in those parts of courses, such as field and practical work, which

are difficult to examine formally. • It increases the accuracy of a student’s final mark by using multiple assessment tasks, rather than a single

examination to determine an appropriate result. • The school assessment will form 50% of a student’s HSC mark.

What will assessment tasks look like? Some or all of the following, may form the assessment program:

• Oral/aural tests • Reports • Essays • Assignments • Research • Submitted practical work • Field work • Oral presentations • Practical performance • Formal examinations

How often will assessment tasks occur? Assessment tasks will occur regularly throughout each Preliminary HSC course. The schedule of assessment tasks is set out in this booklet.

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Rationale:

Examinations are an important part of the teaching and learning process. It is appropriate that processes are implemented in order to meet the standards set by the NSW Educational Standards Authority (NESA) and the Department of Education to establish acceptable codes of conduct for these examinations.

Aim: • To ensure that all examinations meet the requirements of the NESA. • To provide examinations that are fair and meaningful for all students. • To ensure the examination environment is conducive to high student achievement.

Procedures: • All students must wear full school uniform when sitting for an examination. • Students should not talk once they enter the examination room. • All mobile phones and electronic devices must be switched off and left in bags in the designated area. • According to the NESA guidelines, students must remove wristwatches at the start of an examination and leave the watch on their desk in

full view of the examination supervisors. • Upon entering the examination room, all equipment required for the examination must be removed from bags before they are placed in the

designated bag storage area. Under no circumstances will students be able to keep their bags with them or access them during the exam. • No equipment may be borrowed from or shared between students during an exam, and any additional equipment required must be

obtained from an exam supervisor. • Students must complete examinations in black or blue pen only. Pencil cases must remain in student bags and no white out is allowed to

be brought into the exam room. • Students are permitted to bring a bottle containing water into the exam room, however the bottle must be completely clear – no labels or

non-transparent containers. • Students who talk or disrupt others during an examination will have their names and the nature of the incident recorded by the examination

supervisor and may potentially receive a mark of zero for the examination. • Any student who creates a major disturbance during an exam will be removed from the exam room and sent to a Deputy Principal for

disciplinary action. Then they will receive a mark of zero for that particular examination. • If a student needs to use the toilet they must raise their hand and obtain permission from the examination supervisors before leaving their

seat after the first 30 minutes and before the last 30 minutes of the examination. • Students in Years 11 & 12 are only permitted to leave the examination room after the first 30 minutes and before the last 30 minutes of the

examination. • If a student cannot attend an examination due to illness or misadventure, that student needs to obtain appropriate documentation such as a

medical certificate, a subpoena from a court or a death certificate. This documentation must be submitted to the Head Teacher Administration who coordinates the exams so that a re-scheduled examination can be arranged.

• Please Note: Family holidays and other non-emergencies are not justifiable reasons for being absent from an examination and will result in a zero mark being recorded along with an N Warning Notification.

• There should be an interruption free period prior to every structured senior exam session. This interruption free period will be placed on the school timetable for the week prior to both the half yearly exams and the yearly exams (or Trial HSC exams, where applicable).

• No assessment tasks should be handed out or be expected to be completed during this interruption free time. • No student should be expected to attend excursions, out of class events, complete work placement or work experience during this

interruption free period. • Students should expect to receive their marks and written feedback about their performance in the exam within 3 weeks of the examination

being completed. Evaluation: This policy will be reviewed as part of the school’s three year review cycle (October 2020)

CAMDEN HIGH SCHOOL Tradition Opportunity Innovation Success

Senior Examination Policy (For students in Years 10, 11 and 12)

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Rationale: Camden High School ensures that the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate assessments meet NSW Educational Standards Authority (NESA) requirements. Aim: Every student will be made fully aware of the NESA, School and KLA requirements for the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate Assessment. Procedures: • Students will receive a written notification of an Assessment Task at least 2 weeks prior to the submission date. Assessment

notifications will also be published on the school’s website. • Students are expected to submit tasks by the due date with the Assessment Cover Sheet attached to the front of the task. • Upon submission of a task, a student will be issued with a receipt, which is to be retained as proof of submission. • An assessment task not submitted on time will be given a zero mark along with an N Warning Notification. • All in-class assessment tasks must be completed on the designated day. Students are to attend school and all timetabled lessons on

the day the task is due. Failure to do so will result in a zero mark being awarded. • Acceptable reasons for the late submission or absence from an assessment task include illness, accident or misadventure. If a student

cannot attend an exam or submit an task on time, that student needs to obtain documentation such as a medical certificate, a subpoena from a court or a death certificate, and submit that documentation, along with the Illness and Misadventure Form to the Faculty Head Teacher immediately upon returning to school. The Head Teacher will determine if the reason is acceptable and will advise the student of the appropriate opportunities to re-sit or resubmit the assessment.

• Technological issues, workplacement, family holidays and other non-emergencies are not justifiable reasons for submitting an assessment task after the due date; or for being absent from an exam; and will result in a zero mark being awarded.

• Students who are deemed to make a non-serious attempt at any assessment task will be awarded zero. This includes only completing one section of the examination or not making a genuine attempt to complete all sections of an assessment task.

• When a student fails to submit an assessment task by the due date, an official warning letter will be sent home informing the student and parents of the missing task and the impact of non-completion of this task on the course completion.

• Even though a student fails to submit an assessment task by the due date, that task must still be submitted. Failure to complete a task may be used as evidence that a student has not applied themselves with diligence and sustained effort and may have ramifications for course eligibility.

• Year 10 students- need to successfully satisfy all assessment requirements for all courses. Students who are presented with 2 or more official warning letters in any one subject, will be deemed as ‘causing concern’ and may risk achieving a ROSA and progressing into the preliminary course.

• Year 11 students- need to successfully satisfy all of the assessment requirements for all preliminary courses (a total of 12 units of study) to be eligible to move on to the HSC course work. Students who are presented with 2 or more official warning letters in any one subject, will be deemed as ‘causing concern’ and appropriate interventions with the senior review panel will be applied.

• Year 12 students- that fail to complete tasks whose weightings total more than 50% of the total assessment mark in a particular subject, without a valid reason, could be issued with an ‘N’ determination in that subject in the HSC. This could deem a student ineligible to receive a HSC.

• Work submitted must be only that of the student. If a child plagiarises part or all of a task then they will be given a zero mark, a warning letter will be issued and the task will need to be re-submitted.

• If a student is concerned with the result following the marking of a task, then they have a right of appeal. An appeal must be lodged as soon as possible after the return of the task using the appropriate appeal form and submitted to the Head Teacher of the appropriate KLA for review.

• All assessment tasks should be marked and written feedback provided to the students within 3 weeks of the submission date. Evaluation: This policy will be reviewed as part of the school’s three year review cycle (October 2020).


Senior Assessment Policy (For students in Years 10, 11 and 12)

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ADDITIONAL INFORMATION Further to the Senior Examination Policy and Senior Assessment Policy detailed above, the following information is provided: Satisfactory Completion of Courses A Course has been satisfactorily completed, when the student has:-

• followed the course developed/endorsed by NESA • applied himself/herself with diligence and sustained effort to the set tasks and experiences provided in the

course. • achieved some or all of the course outcomes.

Students must satisfactorily complete the Preliminary component of a Course to be eligible to proceed into the HSC component in Year 12. Where a student is at risk of a Non-completion determination, the school will warn the student and advise the parent in writing. In the case where a student is awarded a zero in an assessment task, this warning and advice will be given. Students whose attendance is poor may not satisfy course completion criteria. The Principal is the final arbiter on any matters that arise regarding the final assessments. N Determinations Such determinations will be made by the Principal on advice from the Deputy Principal and relevant Head Teacher. All staff are expected to follow the appropriate warning procedures as outlined below. This process typically involves considerable documentation reflecting lack of academic progress. As a minimum there needs to be:

• Student academic report reflect non-achievement of course outcomes • N Warning Letter 1 and follow up phone call • N Warning Letter 2 and follow up phone call • N Warning Letter 3 and follow up phone call • Offers of support from teachers to catch up on missed work • Discussions with student about progress concerns • Senior Review Meeting • N Determination- Interview with Principal, student, parent

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TOPIC: Task Name MARKS: /

SUBMISSION REQUIREMENTS: Day, date, week and method for task submission e.g. email, a specific time

WEIGHTING: %

OUTCOMES TO BE ASSESSED:

Syllabus outcomes listed with number/code and description, with directional verb included in bold type.

DIRECTIONAL VERBS:

For example:

Explain – show cause and effect or how and why

TASK DESCRIPTION:

This will explain what the student is expected to do. All directional verbs being assessed will be used in the task description.

For example: You are to write a report that describes…

ASSESSMENT CRITERIA:

This will include a breakdown of marks for each part of the task e.g. Part A out of 10, Part B out of 20. This is where students will receive instruction in plain language exactly what is expected of them to complete the task.

For instance, you need to interview 10 people and represent this interview in both graphical form and a written analysis of the interviews findings.

ASSESSMENT MARKING CRITERIA

Detailed, levels of achievement breakdown of marking benchmarks which deals specifically with each task component and syllabus outcome being assessed. Includes rubric for assessment (e.g. you will be assessed on how well you...) Provides a mechanism for giving constructive feedback to students.

Mark Grade


(Year and Course name) Assessment Task 2018

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DISABILITY PROVISIONS Practical Support for Higher School Certificate Examinations Information for Students and Parents NESA has a program to help students with practical support in their Higher School Certificate examinations. This practical support, known as provisions, assists students to read examination questions and to write their answers. Provisions include rest breaks and extra time. The use of any provision is not written on the student’s results. Students may need provisions for:

• a permanent condition, such as diabetes or reading difficulty • a temporary condition, such as a broken arm, or • an intermittent condition, such as back pain when sitting for long periods.

It is not embarrassing to apply for or use provisions. More than 5000 HSC students apply for provisions each year. Provisions help students to show the markers what they know and can do. To apply for provisions, the school submits an online application to the NESA. This application tells us which provisions the student is requesting and includes recent evidence. Evidence may include medical reports, reading results, spelling results, writing samples and teacher comments. Much of the evidence can be collected by the school, but the parents’ role is welcome and needed. Parents help by talking with the school, describing the student’s needs, and providing the school with medical or other reports. Applications for provisions should be submitted by the school to NESA by the end of Term 1. Late applications are accepted for an emergency, such as a broken arm, until the time of the examinations. Once the NESA has made a decision about which provisions are approved or declined, a decision letter is provided to the school. The school will provide the student with a copy of the letter. If you or the school are not satisfied with the NESA’s decision, it is possible for the school to lodge an appeal. Appeals must state why NESA’s decision is unsuitable and must include new evidence to support the appeal. If you think that you or your child may require support in completing the Higher School Certificate examinations, please discuss the matter with the Learning and Support Teacher, Year Adviser, School Counsellor or teacher. Additional information on HSC Disability Provisions is available at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

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REVIEWS AND APPEALS Schools and students may appeal against decisions concerning aspects of the award of the Higher School Certificate and Record(s) of Achievement. These are summarised as follows: 1. Individual Assessment Tasks

When a student feels that a decision applied to their work is not consistent with the school’s assessment policy and procedures, they may appeal.

2. Assessment Ranking Students can request a review of their assessment ranking if they consider that the school’s order-of-merit for a particular course is not consistent with their expectations on the basis of their performance on assessment tasks.

School reviews are limited to ensuring that: In conducting an “Individual assessment task” review, it is necessary for the school to ascertain whether:

(a) the weightings specified by the school in its assessment program conform with the requirements detailed in the syllabus packages;

(b) the procedures used by the school for determining the assessment mark conform with its stated assessment program – in particular, the weightings used for the various assessment tasks should be consistent with those specified in the assessment program, and;

(c) there are any computational or other clerical errors in the determination of the assessment mark.

Appeal process for an Individual Assessment Task The first appeal must be to the class teacher. Where a student feels that the appeal to the course teacher has not been heard in accordance with the school’s policy and procedures, the student may appeal to the Head Teacher responsible for the course. This appeal is to be completed in writing on the school’s appeal application form (a copy is included in the Assessment handbook) Where a student feels that the appeal to the Head Teacher has not been heard appropriately, they may appeal to the Deputy Principal who will consult with the Principal. If a student is not satisfied with the outcome of a review (communicated in writing to the student by the Assessment Review Appeal Form), the student may appeal to NESA. In dealing with appeals, NESA will consider only whether the process was adequate for determining these matters, and whether the conduct of the review was proper in all respects.

THERE IS NO APPEAL AGAINST THE MARKS AWARDED FOR ASSESSMENT TASKS What does the NESA do with an appeal regarding assessment rankings? Since the appeal is directed to the assessment process, NESA will not itself revise assessment marks or the order of merit. If the appeal is upheld, NESA will refer the matter back to the school for a further review. The result of that review may affect the student’s assessment and/or those of other students at the school, and will be reflected in the moderated assessment marks for all candidates so affected. NESA will not consider further appeals from other candidates whose assessments or ranking may be affected by reviews or appeals. The reason is that although initiated by individual candidates, the reviews and appeals relate to the assessment process and are designed to correct any errors affecting the assessments for the entire school group.

FOR FURTHER ADVICE CONTACT THE DEPUTY PRINCIPAL OR THE PRINCIPAL.

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OTHER APPEALS AVAILABLE TO STUDENTS

‘N’ determination in one or more courses Students can appeal against ‘N’ determinations in particular courses. In the first instance, students make their appeal directly to the school Principal. If the Appeal is not upheld at the school level the student can appeal to the NESA. The NESA decision is final. Illness / Misadventure in the HSC examinations In all cases of illness students are strongly advised to seek medical attention immediately. A student can appeal on the grounds of illness/misadventure in the Higher School Certificate Examinations. This appeal is considered and the outcome is determined by the NESA. The appropriate documentation can be obtained from the Head Teacher Administration. It must be completed by yourself and an independent third party with attached supporting evidence (such as a medical report from a doctor or a police report number from a police officer) and submitted to the Head Teacher Administration within one week of the examination. Note: Medical Certificates submitted without the correctly completed documentation from a third party will not be accepted by the NESA.

You should make every effort to attend all examinations.

DO NOT ASSUME YOUR APPEAL WILL BE UPHELD.

Flow Chart of the Appeals Process

Individual Assessment Tasks

Student wishes to appeal the assessment procedure for an individual

assessment task

Written application is made to the Faculty Head Teacher who, in

consultation with the class teacher, makes a decision

Written application is made to the Deputy Principal of the Year Group in

consultation with the Principal

Written application to NESA

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Procedures for Student Appeals against Assessment Rankings in HSC Courses

Student views Rank Order Notices via Students Online

or requests Rank Order Notice from school

Student requests review of assessment rank

School Review Panel considers evidence

Principal advises student and parents of school decision and if declined the right to appeal to NESA

Review Panel declines appeal and confirms original assessment mark Review Panel upholds appeal and

revises assessment mark

Principal advises student and parent and provides revised assessment mark to the Office of NESA on written schedule or school letterhead

Principal advises student and parents

Student makes no appeal to NESA Student appeals

All documentation kept at school

No further action

Principal considers any additional documentation provided by the student and then notifies Office of the NESA and sends in documentation

NESA conducts review of student appeal NESA makes decision

Office of NESA notifies student

Office of NESA notifies Principal

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Procedures for Appeals against ‘N’ Determinations

Principal warns student in writing. Written warning provides opportunity for student to redeem the situation. Principal issues further written warning(s)

Principal/Review Panel considers student’s appeal and reviews determination

Where a student has not met the (NESA) Course Completion

Requirements, Principal makes ‘N’ determination and completes Principal’s Determination Form

Principal advises student and records ‘N’ determination via Schools Online. Student and parent/guardian (if student under 18) sign Principal’s Determination Form.

Principal provides the student with a copy of Principal’s Determination Form and Student Appeal Form

Student makes no appeal. All related documentation kept at school. Student appeals.

No further action Student completes Student Appeal Form and submits it to the principal

Principal/Review Panel declines student appeal. Advises student.

Student signs appropriate student declaration(s) on School Review – Principal’s Report Form

Student makes no appeal to NESA. Student requests NESA review of appeal.

All documentation kept at school. Principal submits documentation to the NSW Standards Education Authority (NESA)

No further action NESA conducts review of student appeal. A decision is made.

NESA notifies student & the principal

Principal/Review Panel upholds student appeal. Advises student.

Adjusts student’s record via Schools Online No further action

20

Form- Student Appeal against Assessment Process

Date: ______________

Student Name Year:

I hereby request a review in Subject:

Assessment task: Due Date:

Reason(s) for Appeal

I have attached the following documentation:

Student Signature: Date:

Parent/Guardian Signature: Date:

Head Teacher Decision and Comments:

Signed: Date: Deputy Principal Comments:

Signed: Date:

Students must hand the completed form, together with documentation to the Head Teacher of the subject.

21

Illness Misadventure Appeal The Illness and Misadventure form is to be used by senior students who because of illness, accident, exceptional circumstance or misadventure immediately prior to, or during the course of an assessment:

• Fail to complete an assessment task; • Fail to attend an assessment • Feel they have been unable to do justice to themselves in the assessment.

Instructions to students When to appeal

1. If illness, accident or misadventure prevents your attendance at an assessment your subject teacher must be informed immediately.

2. If illness, accident or misadventure which might adversely affect your performance in the assessment occurs before the assessment you should advise the subject teacher immediately you enter the assessment room.

3. If illness occurs during the course of the assessment you must immediately notify the teacher. How to appeal

1. Submit full details on the appeal forms, supported by medical and/or other appropriate evidence to your subject Head Teacher.

Please note A student absent from an assessment or late with an assessment may receive a zero mark unless he/she has complied with these rules NB Submitting a Doctors’ Certificate ONLY will not form an Illness/Misadventure Appeal. The Camden High School Appeal Form with the Independent Evidence Form must be submitted for the Appeal to be assessed.

22

Illness Misadventure Appeal Form-Senior Students Name: ___________________________________________ Phone No.:____________________ Course/Subject: _________________________________________________________________ Teacher: _______________________________________ Class:_________________________ Task: _________________________________________________________________________ Due Date: ______ /______ / ______ Reason for request for consideration: ________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Supporting Documentation attached YES / NO Student Signature: _______________________________________ Date: _____ / _____ / _____ How has the reason provided affected the completion of the task? _________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Parent/Carer signature: ____________________________________ Date: _____ / _____ / _____ Teacher comment: _______________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Teacher signature: _____________________________________ Date: _____ / ______ / ______

23

Illness Misadventure Appeal Form-Senior Students

The person completing this form must not be related to the student

PART A Independent Evidence of Illness Diagnosis of medical condition: ____________________________________________________________ Date of onset of illness: ________ / _________/ ________ Date(s) and time(s) of all consultations related to illness ________________________________________ Please describe how the student’s condition / symptoms could impede their performance in the assessment task. ___________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Name of doctor or health care professional: _____________________________________________________ Profession: _______________________________ Place of work: ___________________________________ Address:________________________________________________________________________________ Contact number: __________________________ Signed: ___________________ Date: ____ / ____ / _____

PART B Independent Evidence of Misadventure Date of event causing misadventure: _______/ _______ / _______ Were you a witness to the event: YES / NO If no, how did you obtain the information you are providing: ________________________________________ What is your relationship to the student? _______________________________________________________ Describe the event: ________________________________________________________________________ _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Name: ________________________________________ Profession: ________________________________________ Contact Number: ___________________________ Signed: _____________________ Date: _____________________

24

Illness Misadventure Appeal Form Result

Senior Students-Result of Application

Student name: ________________________________________ Year: _____________________

Subject: ________________________________________________________________________

Date received: _____ / _____ / _____ Deputy Principal: _________________________________

Decision:

The appeal is upheld / not upheld

Estimate to be given based on applicable evidence

Task has been completed no further action

Extension approved – new submission date _____ / _____ / _____

Other

_______________________________________________________________________________ _______________________________________________________________________________

Student informed

Student file

Relevant HT informed

Deputy Principal: ____________________ Signature: __________________ Date: ___ / ___ / ___

25

YEAR 12 – Term 4 Assessment Due Dates (2017)

SUBJECT WEEK

1A WEEK

2B WEEK

3A WEEK

4B WEEK

5A WEEK

6B WEEK

7A WEEK

8B WEEK

9A WEEK 10B

AGRICULTURE TECHNOLOGY X ANCIENT HISTORY BIOLOGY X BUSINESS STUDIES X CHEMISTRY X COMMUNITY AND FAMILY STUDIES X DESIGN AND TECHNOLOGY X DRAMA X EARTH AND ENVIRONMENTAL SCIENCE X ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION ENGLISH EXTENSION 2 X EXPLORING EARLY CHILDHOOD X FRENCH BEGINNERS X GEOGRAPHY X HISTORY EXTENSION INDUSTRIAL TECHNOLOGY X LEGAL STUDIES X MATHEMATICS GENERAL 1 (NON ATAR) X MATHEMATICS GENERAL 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 MATHEMATICS EXTENSION 2 MODERN HISTORY X MUSIC 1 X PDHPE X PHYSICS X SENIOR SCIENCE X SOCIETY AND CULTRURE X SPORT, LIFETSYLE AND RECREATION X VISUAL ARTS WORK STUDIES X VET CONSTRUCTION –ELDERSLIE HIGH SCHOOL

VET ENTERTAINMENT VET HOSPITALITY VET PRIMARY INDUSTRIES- ELIZABETH MACATHUR HIGH

X = FORMAL ASSESSMENTS, XX = FORMAL EXAMINATION

26


SUBJECT

WEEK 1A

WEEK 2A

WEEK 3B

WEEK 4A

WEEK 5B

WEEK 6A

WEEK 7B

WEEK 8A

WEEK 9B

WEEK 10A

WEEK 11B

AGRICULTURE TECHNOLOGY X ANCIENT HISTORY X BIOLOGY X BUSINESS STUDIES X CHEMISTRY X COMMUNITY AND FAMILY STUDIES X DESIGN AND TECHNOLOGY X DRAMA X EARTH AND ENVIRONMENTAL SCIENCE X ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION X ENGLISH EXTENSION 2 EXPLORING EARLY CHILDHOOD X FRENCH BEGINNERS X GEOGRAPHY X HISTORY EXTENSION X INDUSTRIAL TECHNOLOGY X

LEGAL STUDIES X

GENERAL MATHEMATICS 1 (NON ATAR) X GENERAL MATHEMATICS 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 X MATHEMATICS EXTENSION 2 X MODERN HISTORY X MUSIC 1 X PDHPE X PHYSICS X SENIOR SCIENCE X SOCIETY AND CULTRURE X SPORT, LIFETSYLE AND RECREATION X VISUAL ARTS X WORK STUDIES X VET CONSTRUCTION –ELDERSLIE HIGH SCHOOL



27


SUBJECT WEEK

1A WEEK

2B WEEK

3A WEEK

4B WEEK

5A WEEK

6B WEEK

7A WEEK

8B WEEK

9A WEEK 10B

AGRICULTURE TECHNOLOGY X ANCIENT HISTORY X BIOLOGY X BUSINESS STUDIES X CHEMISTRY X COMMUNITY AND FAMILY STUDIES X DESIGN AND TECHNOLOGY X DRAMA X EARTH AND ENVIRONMENTAL SCIENCE X ENGLISH STUDIES X ENGLISH STANDARD X ENGLISH ADVANCED X ENGLISH EXTENSION X ENGLISH EXTENSION 2 X X EXPLORING EARLY CHILDHOOD X FRENCH BEGINNERS X GEOGRAPHY X HISTORY EXTENSION X INDUSTRIAL TECHNOLOGY X LEGAL STUDIES GENERAL MATHEMATICS 1 (NON ATAR) X GENERAL MATHEMATICS 2 X MATHEMATICS X MATHEMATICS EXTENSION 1 X MATHEMATICS EXTENSION 2 X MODERN HISTORY X MUSIC 1 X PDHPE X PHYSICS X SENIOR SCIENCE X SOCIETY AND CULTRURE X SPORT, LIFETSYLE AND RECREATION X VISUAL ARTS X WORK STUDIES X VET CONSTRUCTION –ELDERSLIE HIGH SCHOOL



28


SUBJECT WEEK

1A WEEK

2B WEEK

3A WEEK

4B WEEK

5A WEEK

6B WEEK

7A WEEK

8B WEEK

9A WEEK 10B

AGRICULTURE TECHNOLOGY XX XX ANCIENT HISTORY XX XX X BIOLOGY XX XX BUSINESS STUDIES XX XX CHEMISTRY XX XX COMMUNITY AND FAMILY STUDIES XX XX DESIGN AND TECHNOLOGY XX XX DRAMA XX XX EARTH AND ENVIRONMENTAL SCIENCE XX XX ENGLISH STUDIES X ENGLISH STANDARD XX XX X ENGLISH ADVANCED XX XX X ENGLISH EXTENSION XX XX ENGLISH EXTENSION 2 XX XX EXPLORING EARLY CHILDHOOD XX XX X FRENCH BEGINNERS XX XX GEOGRAPHY XX XX HISTORY EXTENSION XX XX INDUSTRIAL TECHNOLOGY XX XX LEGAL STUDIES XX XX X GENERAL MATHEMATICS 1 (NON ATAR) X GENERAL MATHEMATICS 2 XX XX MATHEMATICS XX XX MATHEMATICS EXTENSION 1 XX XX MATHEMATICS EXTENSION 2 XX XX MODERN HISTORY XX XX MUSIC 1 XX XX PDHPE XX XX PHYSICS XX XX SENIOR SCIENCE XX XX SOCIETY AND CULTRURE XX XX SPORT, LIFETSYLE AND RECREATION X VISUAL ARTS XX XX X WORK STUDIES X VET CONSTRUCTION –ELDERSLIE HIGH SCHOOL

XX XX

VET ENTERTAINMENT XX XX VET HOSPITALITY XX XX VET PRIMARY INDUSTRIES- ELIZABETH MACATHUR HIGH

XX XX


29

ASSESSMENT SCHEDULES

BY

SUBJECTS

30

TASK SYLLABUS OUTCOMES 80% 20%

DUE DATE

H1.1 H2.1 H2.2 H3.1 H3.2 H3.3 H3.4 H4.1 H5.1 KNOWLEDGE SKILLS

Plant Production X X X X X X 20 5 Term 4 Week 8

Mid-Course Examination X X X X X 15 5

Term 1 Week 8

Research / Fieldwork X X X X X X X 20 5

Term 2 Week 3

Trial HSC Examination X X X X X X X 25 5

Term 3 Weeks 1-2

H1.1 Explains the influence of physical, biological, social, historical and economic factors on sustainable agricultural production. H2.1 Describes the inputs, processes and interactions of plant production systems. H2.2 Describes the inputs, processes and interactions of animal production systems. H3.1 Assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products. H3.2 Critically assesses the marketing of a plant OR animal product. H3.3 Critically examines the technologies and technological innovations employed in the production and marketing of agricultural products. H3.4 Evaluates the management of the processes in agricultural systems. H4.1 Justifies and applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural

problems and situations. H5.1 Evaluates the impact of innovation, ethics and current issues on Australian agricultural systems.

HSC ASSESSMENT TASK GRID

AGRICULTURE TECHNOLOGY

31

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE DATE AH

12.1 AH

12.2 AH

12.3 AH

12.4 AH

12.5 AH

12.6 AH

12.7 AH

12.8 AH

12.9 AH

12.10 KNOWLEDGE SOURCE BASED SKILLS

HISTORICAL INQUIRY & RESEARCH

COMMUNICATION

Pompeii and Herculaneum Multimedia Presentation

X X X X 5 5 5 5 Term 1 Week 2

Society Research and Source Task

X X X 5 5 5 5 Term 2 Week 2

Trial HSC Examination

X X X X X X X 20 10 5 Term 3 Week 1 - 2

Personality Research and Written Response

X X X 10 10 5 Term 3 Week 3

AH 12-1 Accounts for the nature of continuity and change in the ancient world. AH 12-2 Proposes arguments about the varying causes and effects of events and developments. AH 12-3 Evaluates the role of historical features, individuals and groups in shaping the past. AH 12-4 Analyses the different perspectives of individuals and groups in their historical context. AH 12-5 Assess the significance of historical features, people, places, events and developments of the ancient world. AH 12-6 Analyses and interprets different types of sources of evidence to support an historical account or argument. AH 12-7 Discusses and evaluates differing interpretations and representations of the past. AH 12-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources AH 12-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms. AH 12-10 Analyses issues relating to the ownership, custodianship and conservation of the ancient past.


ANCIENT HISTORY

32

TASK SYLLABUS OUTCOMES 40% 30% 30% DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 KNOWLEDGE &

UNDERSTANDING INVESTIGATION

SKILLS COMMUNICATING/

THINKING/ WORKING SKILLS

First-hand Investigation

X X X X X X 15 10 Term 4 Week 7

Mid-Course Examination

X X X X X X X X 10 5 5 Tem 1 Week 9

Research / Fieldwork

X X X X X 10 5 10 Term 2 Week 4

Trial HSC Examination X X X X X X X X X X X X 20 5 5 Term 3

Weeks 1-2

H1 Evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking. H2 Analyses the ways in which models, theories and laws in biology have been tested and validated. H3 Assesses the impact of particular advances in biology on the development of technologies. H4 Assesses the impacts of applications of biology on society and the environment. H5 Identifies possible future directions of biological research. H6 Explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism. H7 Analyses the impact of natural and human processes on biodiversity. H8 Evaluates the impact of human activity on the interactions of organisms and their environment. H9 Describes the mechanisms of inheritance in molecular terms. H10 Describes the mechanisms of evolution and assesses the impact of human activity on evolution. H11 Justifies the appropriateness of a particular investigation plan. H12 Evaluates ways in which accuracy and reliability could be improved in investigations. H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding. H14 Assesses the validity of conclusions from gathered data and information. H15 Explains why an investigation is best undertaken individually or by a team. H16 Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a

critical evaluation of the consequences of the applications of science.


BIOLOGY

33

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE

DATE H1

H2 H3 H4 H5 H6 H7 H8 H9 H10 KNOWLEDGE &

UNDERSTANDING STIMULUS BASED

SKILLS INQUIRY & RESEARCH

COMMUNICATION OF BUSINESS

IDEAS

Operations Business Report

X X X X 10 5 10 5 Term 4 Week 7

Finance Test


Marketing and Research Response


Trial HSC Examination X X X X X X 15 10 5 Term 3

Week 1-2

H1 Critically analyses the role of business in Australia and globally. H2 Evaluates management strategies in response to changes in internal and external influences. H3 Discusses the social and ethical responsibilities of management. H4 Analyses business functions and processes in large and global businesses. H5 Explains management strategies and their impact on businesses. H6 Evaluates the effectiveness of management in the performance of businesses. H7 Plans and conducts investigations into contemporary business issues. H8 Organises and evaluates information for actual and hypothetical business situations. H9 Communicates business information, issues and concepts in appropriate formats. H10 Applies mathematical concepts appropriately in business situations.


BUSINESS STUDIES

34

TASK SYLLABUS OUTCOMES 40% 30% 30%

DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 KOWLEDGE &

UNDERSTANDING INVESTIGATION

SKILLS

COMMUNICATING

/ THINKING/ WORK SKILLS

Research / Fieldwork X X X X X 10 5 10 Term 4

Week 9



Practical Design

X X X X 15 10 Term 2 Week 9

Trial HSC Examination X X X X X X X X X 20 10 Term 3

Week 1-2

H1 Evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking. H2 Analyses the ways in which models, theories and laws in chemistry have been tested and validated. H3 Assesses the impact of particular advances in chemistry on the development of technologies. H4 Assesses the impacts of applications of chemistry on society and the environment. H5 Identifies possible future directions of chemical research. H6 Explains reactions between elements and compounds in terms of atomic structures and periodicity. H7 Describes the chemical basis of energy transformations in chemical reactions. H8 Assesses the range of factors which influence the type and rate of chemical reactions. H9 Describes and predicts reactions involving carbon compounds. H10 Analyses stoichiometric relationships. H11 Justifies the appropriateness of a particular investigation plan. H12 Evaluates ways in which accuracy and reliability could be improved in investigations. H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding. H14 Assesses the validity of conclusions from gathered data and information. H15 Explains why an investigation is best undertaken individually or by a team. H16 Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a

critical evaluation of the consequences of the applications of science.


CHEMISTRY

35


DUE DATE H1.1 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H4.1 H4.2 H5.1 H5.2 H6.1 H6.2

KNOWLEDGE &

UNDERSTANDING

SKILLS

RESRRACHING,

ANALYSING, COMMUNICATING

Independent Research Project


Groups in Context

X X X 10 10 Term 1 Week 6

Technology Essay / Report


Trial HSC Examination X X X X X X X X 20 10 Term 3

Week 1-2

H1.1 Analyses the effects of resource management on the wellbeing of individuals, groups, families & communities. H2.1 Analyses different approaches to parenting & caring relationship. H2.2 Evaluates strategies to contribution to positive relationship & welling of individuals, groups, families & communities. H2.3 Critically examine how individual’s rights & responsibilities in various environments contribute to welling. H3.1 Analyses the sociocultural factors that lead to special needs of individuals in groups. H3.2 Evaluates networks available to individuals, groups & families within communities. H3.3 Critically analyses the role of policy & communities structures in supporting structures in supporting diversity. H3.4 Critically evaluates the impact of social, legal & technological change in individuals, groups, families & communities. H4.1 Justifies and applies appropriate research methodologies. H4.2 Communicates ideas, debates issues & justifies opinions. H5.1 Proposes management strategies to enable individuals to satisfy their specific needs & to ensure equitable access to resources. H5.2 Develops strategies for managing multiple roles and demands of family, work and other environments H6.1 Distinguishes those actions that enhance wellbeing. H6.2 Analyses how the empowerment of women & men influences the way they function within society.


COMMUNITY AND FAMILY STUDIES

36


DUE DATE H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2

INNOVATION & EMERGING

TECHNOLOGIES

DESIGNING & PRODUCING

Innovation & Emerging Technology Case Study

X X X X X 20 Term 4 Week 9

Design Task (in class)

X X X X X X 20 Term 1 Week 6

Oral Presentation Major Design Project


Trial HSC Examination X X X X X X 20 20 Term 3 Week 1-2

H1.1 Critically analyses the factors affecting design and the development and success of design projects. H1.2 Relates the practices and processes of designers and producers to the major design project. H2.1 Explains the influence of trends in society on design and production. H2.2 Evaluates the impact of design and innovation on society and the environment. H3.1 Analyses the factors that influence innovation and the success of innovation. H3.2 Uses creative and innovative approaches in designing and producing. H4.1 Identifies a need or opportunity and researches and explores ideas for design development and production of the major design project. H4.2 Selects and uses resources responsibly and safely to realise a quality major design project. H4.3 Evaluates the processes undertaken and the impacts of the major design project. H5.1 Manages the development of a quality major design project. H5.2 Selects and uses appropriate research methods and communication techniques. H6.1 Justifies technological activities undertaken in the major design project through the study of industrial and commercial practices. H6.2 Critically assesses the emergence and impact of new technologies, and the factors affecting their development.


DESIGN AND TECHNOLOGY

37


DUE DATE H.1.1 H.1.2 H.1.3 H.1.4 H1.5 H1.6 H1.7 H1.8 H.1.9 H.2.1 H.2.2 H.2.3 H.2.4 H.2.5 H.3.1 H.3.2 H.3.3 H.3.4 H.3.5

MAKING

PEFORMING

CRITICALLY STUDYING

Core Topic Performance Essay for Australian Drama

X X X X X X 5 10 5 Term 4 Week 6

Performance Essay / Logbook for Black Comedy


Prac Trial Performance of GP and submission of IP


Theory Trial. Two Extended responses on set texts

X X X X X X 25 Term 3 Week 1-2

H.1.1 Uses acting skills to adopt and sustain a variety of characters and roles. H.1.2 Uses performance skills to interpret and perform scripted and other material. H.1.3 Uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised work. H.1.4 Collaborates effectively to produce a group-devised performance. H.1.5 Demonstrates directorial skills. H.1.6 Records refined group performance work in appropriate form. H.1.7 Demonstrates skills using the elements of production. H.1.8 Recognises the value of individual contributions to the artistic effectiveness of production. H.1.9 Values innovation and originality in group and individual work. H.2.1 Demonstrates effective performance skills. H.2.2 Uses dramatic and theatrical elements effectively to engage an audience. H.2.3 Demonstrates directional skills for theatre and other media. H.2.4 Appreciates the dynamics of drama as a performing art. H.2.5 Appreciates the high level of energy and commitment necessary to develop and present a performance. H.3.1 Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements. H.3.2 Analyses, synthesises and organise knowledge, information and opinion in coherent, informed oral and written responses. H.3.3 Demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements. H.3.4 Appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies. H.3.5 Appreciates the role of the audience in various dramatic and theatrical styles and movements.


DRAMA

38


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16

KNOWLEDGE &

UNDERSTANDING

INVESTIGATION

SKILLS

COMMUNICATION /

THINKING / WORKING

Research X X X X X X X 10 5 10 Term 4 Week 10


X X X X X X X X 10 5 5 Term 1 Week 9

Practical Design X X X X X X X 15 10 Term 2 Week 8

Trial HSC Examination X X X X X X X X X X X 20 5 5 Term 3

Week 1-2

H1 Evaluates how major advances in scientific understanding or technology have changed the direction or nature of scientific thinking. H2 Analyses the ways in which models, theories and laws in Earth and Environmental Science have been tested and validated. H3 Assesses the impact of particular advances in Earth and Environmental Science on the development of technologies. H4 Assess the impact of applications of Earth and Environmental Science on society and the environment. H5 Identifies possible future directions of Earth and Environmental Science research. H6 Evaluates the use of the Earth’s resources. H7 Discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments. H8 Describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continent. H9 Evaluates the impact of resources utilisation on the Australian environment. H10 Assesses the effects of current pressures on the Australian environment. H11 Justifies the appropriateness of a particular investigation plan. H12 Evaluates ways in which accuracy and reliability could be improved in investigations. H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding. H14 Assess the validity of conclusions drawn from gathered data and information. H15 Explains why an investigation is best undertaken individually or by a team. H16 Justifies positive values about and attitudes towards the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the

consequences of the application of science.


EARTH AND ENVIRONMENTAL SCIENCE

39

TASK SYLLABUS OUTCOMES 30% 30% 25% 15%

DUE DATE H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H3.1 H3.2 H4.1 H4.2

DEVELOPMENT KNOWLEDGE &

UNDERSTANDING OF TEXTS

DEVELOP SKILLS IN

READING, LISTENGING &

REPRESENTATIVES

DEVELOP SKILLS IN USING LANGUAGE

ACCURATELY

DEVELOP SKILLS IN

PLANNING AND WORKING

COLLABORATIVELY

Task 1: Module 1 Landscapes of the Mind


Task 2: Module 2 We are Australians (Mandatory) In class Exam


Task 3: Module 3 The Big Screen. Short Film Making Task

X X X 10 10 5 5 Term 2 Week 5

Task 4: Module 4 On the Road. Series of Written Responses on Journeys

X X X X 10 5 10 5 Term 3 Week 5

H1.1 Analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning. H1.2 Explains the ideas and values of the texts. H1.3 Explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms. H1.4 Produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques. H2.1 Comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future

education, careers and citizenship. H2.2 Demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound

basis for current and future education, careers and citizenship. H2.3 Demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts. H3.1 Recognises a range of purpose for and contexts in which language is used and selects appropriate text forms, vocabulary, style, and tone when writing and speaking for

those purposes. H3.2 Recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences. H4.1 Plans and organises to complete tasks or projects, both individually and collaboratively H4.2 Works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of sources.


ENGLISH STUDIES

40

TASK SYLLABUS OUTCOMES 15% 15% 25% 30% 15%

DUE DATE 1 2 3 4 5 6 7 8 9 10 11 12 13

LISTENING

SPEAKING

READING

WRITING

VIEW /

REPRESENT

Task 1: Area of Study: Discovery. Speaking Task


Task 2: Module B: Close Study- In class written response


Task 3: Module A: Experience Through Language – In class Written response

X X X 15 5 5 5 Term 2 Week 5

Task 4: Trial HSC Exam. Paper 1: Area of Study ‘Discovery’ Paper 2: Module A, B, C

X X X X X X X X X 15 15 Term 3 Week 1-2

Task 5: Module C: Texts and Society – In class Written Response to Audio Visual Stimulus


1 Demonstrates understanding of the relationships between composer, responders, text and context shape meaning. 2 Demonstrates relationships among texts. 3 Develops language relevant to the study of English. 4 Describes and analyses the ways that language forms and features and structures of particular texts that shape meaning and influence responses. 5 Analyses the effect of technology and medium on meaning. 6 Engages with the details of the text in order to respond critically and personally. 7

Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

8 Articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 9 Assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10 Analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts. 11 Draws upon the imagination to transform experience and ideas into text demonstrating control of language. 12 Reflects on own processes of responding and composing. 13 Reflects on own processes of learning.


STANDARD ENGLISH

41

TASK SYLLABUS OUTCOMES 15% 15% 25% 30% 15%

DUE DATE 1 2 2a 3 4 5 6 7 8 9 10 11 12 12a 13

LISTENING

SPEAKING

READING

WRITING

VIEW &

RESPOND

Task 1: Area of Study Discovery. Speaking Task X X X 15 5 5 Term 4

Week 8

Task 2: Module B: Critical Studying class written response


Task 3: Module A: Comparative study – In-class Written Response


Task 4: Trial HSC Exam. Paper 1: Area of Study ‘Discovery’. Paper 2: Modules A, B, C

X X X X X X X X 15 15 Term 3 Week 1-2

Module C: Representation. In class written response to audio visual stimulus

X X X X 5 5 5 Term 3 Week 5

1 Explains and evaluates the effects of different contexts of responders and composers in texts. 2 Explains the relationship among texts. 2a Advanced only Recognises different ways in which particular texts are valued. 3 Develops language relevant to the study of English. 4 Explains and analyses the ways in which language forms and features, and structures of particular texts shape meaning and influence responses. 5 Explains and evaluates the effects of textual forms, technologies and their media of production affect meaning. 6 Engages with details of text in order to respond critically and personally. 7 Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 8 Articulates and represents own ideas in critical, interpretive and imaginative texts form a range of perspectives. 9 Evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas. 10 Analyses and synthesises information and ideas onto sustained and logical argument for a range of purposes, audiences and contexts. 11 Draws upon the imagination to transform experience and ideas into texts demonstrating control of language. 12 Reflects on own processes of responding and composing. 12a Advanced only Explains and evaluates different ways of responding to and composing particular texts. 13 Reflects on own processes of learning.


ADVANCED ENGLISH

42


DUE DATE 1 2 3 4

KNOWLEDGE AND UNDERSTANDING OF

COMPLEX TEXTS AND OF HOW AND WHY THEY ARE VALUED

SKILLS IN: COMPLEX ANALYSIS,

SUSTAINED COMPOSITION, INDEPENDENT INVESTIGATION

Task 1: Critical Response on set text


Task 2: Tutorial Presentation on Life Writing genre


Task 3: Trial HSC Examination. Creative and Critical responses on Life Writing genre

X X X 10 5 Term 3 Weeks 1-2

1 Distinguishes and evaluates the values expressed through texts. 2 Explains different ways of valuing texts. 3 Composes extended texts. 4 Delivers sophisticated presentations.


ENGLISH EXTENSION 1

43

TASK SYLLABUS OUTCOMES 25% 25% DUE DATE

1 2

Skills in extensive

investigation

SKILLS IN: COMPLEX

ANALYSIS, SUSTAINED COMPOSITION,

Task 1: Viva Voce- addressing the proposal for the major work.

X X 5 10 Term 4 Week 10

Task 2: Report on the impact of the independent investigation of the development of the major work.


Task 3: Submission of the draft (complete) version of the Major Work, and Reflection on progress to date.

X X 10 15 Term 3 Week 1-2

1. A student develops and presents an extended composition that demonstrates depth, insight, originality and skills in independent investigation 2. A student reflects on and documents own process of composition.


ENGLISH EXTENSION 2

44


DUE DATE 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1 4.1 4.2 4.3 5.1 6.1 6.2

KNOWLEDGE &

UNDERSTANDING

DEVELOPMENT SKILLS IN

READING, LISTENING & REPRESENTING

1. Food and Nutrition for Babies and Young Children

X X X X X 5 25 Term 4 Week 5

2. Starting School


3. Young Children with Special Needs X X X X X X X 20 Term 2

Week 7

4. Children’s literature X X X X X 5 25 Term 3

Week 4

1.1 Analyses prenatal issues that have an impact on development. 1.2 Examines major physical, social-emotional, behavioural, cognitive and language development of young children. 1.3 Examines the nature of different periods in childhood – infant, toddler, preschool and the early years. 1.4 Analyses the way in which family, community and culture influence the growth and development of young children. 1.5 Examines the implications for growth and development when a child has special needs. 2.1 Analyses issues relating to the appropriateness of a range of services for different families. 2.2 Critically examines factors that influence the social world of young children. 2.3 Explains the importance of diversity as a positive issue for children and their families. 2.4 Analyses the role of a range of environmental factors that have an impact on the lives of young children. 2.5 A student examines strategies that promote safe environments. 3.1 Evaluates strategies that encourage positive behaviour in young children. 4.1 Demonstrates appropriate communication skills with children and/or young adults. 4.2 Interacts appropriately with children and adults from a wide range of cultural backgrounds. 4.3 Demonstrates appropriate strategies to resolve group conflict. 5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development. 6.1 Demonstrates an understanding of decision making processes. 6.2 Critically examines all issues including beliefs and values that may influence interactions with others.


EXPLORING EARLY CHILDHOOD

45


DUE DATE 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4

WRITING IN

FRENCH

SPEAKING

LISTENING AND RESPONDING

READING AND RESPONDING

Task 1: Writing/Reading and Responding


Task 2: Speaking/Listening/Writing/Reading


Task 3: Speaking/Listening & responding


Task 4: Trial HSC Examination X X X X X X 5 10 20 10 Term 3

Week 1-2

1.1 Establishes and maintains communication in French. 1.2 Manipulates linguistic structures to express ideas effectively in French. 1.3 Sequences ideas and information. 1.4 Applies knowledge of the culture of French-speaking communities to interact appropriately. 2.1 Understands and interprets information in texts using a range of strategies. 2.2 Conveys the gist of and identifies specific information in texts. 2.3 Summarises the main points of a text. 2.4 Draws conclusions from or justifies an opinion about a text. 2.5 Identifies the purpose, context and audience of a text. 2.6 Identifies and explains aspects of the culture of French-speaking communities in texts. 3.1 Produces texts appropriate to audience, purpose and context. 3.2 Structures and sequences ideas and information. 3.3 Applies knowledge of diverse linguistic structures to convey information and express original ideas in French. 3.4 Applies knowledge of the culture of French-speaking communities to the production of texts.


FRENCH BEGINNERS

46


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13

KNOWLEDGE &

UNDERSTANDING

SKILLS

INQUIRY

COMMUNICATION

In Class Skills Test X X X X 5 5 5 5 Term 4

Week 8

Ecosystems at Risk Report

X X X X X 5 5 10 5 Term 1 Week 9

Urban Places Report


Trial HSC Examination X X X X X 20 10 5 Term 3

Weeks 1-2

H1 Explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity. H2 Explains the factors which place ecosystems at risk and the reasons for their protection. H3 Analyses contemporary urban dynamics and applies them in specific contexts. H4 Analyses the changing special and ecological dimensions of an economic activity. H5 Evaluates environmental management strategies in terms of ecological sustainability. H6 Evaluates the impacts of, and responses of people to, environmental change. H7 Justifies geographical methods applicable and useful in the workplace and relevant to a changing world. H8 Plans geographical inquiries to analyse and synthesis information from a variety of sources. H9 Evaluates geographical information and sources for usefulness, validity and reliability. H10 Applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts. H11 Applies mathematical ideas and techniques to analyse geographical data. H12 Explains geographical patterns, processes, and future trends through appropriate case studies and illustrative examples. H13 Communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.


GEOGRAPHY

47


DUE DATE HE12. 1 HE12. 2 HE12. 3 HE12. 4

SKILLS IN DESIGNING UNDERTAKING AND COMMUNICATING HISTORICAL INQUIRY – THE HISTORY PROJECT

KNOWLEDGE AND UNDERSTANDING OF

SIGNIFICANT HISTORICAL IDEAS AND PROCESSES

‘What is History?’ Essay

X X X 10 Term 1 Week 3

History Investigation X X X X 80 Term 2

Week 8

Trial HSC

X X X 10 Term 3 Weeks 1-2

HE12-1

Analyses and evaluates different historical perspectives and approaches to history and the interpretations developed from these perspectives and approaches.

HE12-2

Plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches.

HE12-3 Communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues. HE12-4 Constructs a historical position about an area of historical inquiry and discusses and challenges other positions.


HISTORY EXTENSION

48


DUE DATE H1.1 H1.2 H1.3 H2.1 H3.1 H3.2 H3.3 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2 H7.1 H7.2

KNOWLEDGE ,

ORGANISATION & MANAGEMENT OF/AND

PROCESSES AND TECHNIQUES

KNOLWEDGE, SKILLS &

UNDERSTANDING IN DESIGNING, PROBLEM-

SOLVING, SAFE USE IN A MAJOR PROJECT

Timber Industry Study X X X X X X X 20 Term 4

Week 8

Manufacturing Practical Examination

X X X X X X X 30 Term 1 Week 4

Major Project/ Management Folio X X X X X X X X 15 Term 2

Week 5

Trial HSC X X X X X X X 20 15 Term 3 Week 1-2

H1.1 Investigates industry through the study of business 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 through production of a Major Project. H4.1 Demonstrates a range of practical skills in the production of A Major Project. H4.2 Demonstrates competency in a range of practical skills appropriate to the Major Project. 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 related to the management of projects. 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 one related industry on society and the environment.


INDUSTRIAL TECHNOLOGY

49


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

KNOWLEDGE &

UNDERSTANDING

INQUIRY & RESEARCH

COMMUNICATION OF

INFORMATION

Crime Research Task


Human Rights Research


Trial HSC examination X X X X X X 30 5 Term 3

Weeks 1-2

Family Writing Task X X X X X 15 10 5 Term 3 Week 5

P1 Identifies and applies legal concepts and terminology. P2 Describes and explains the key features of and the relationship between Australian and international law. P3 Describes the operation of domestic and international legal systems. P4 Evaluates the effectiveness of the legal system in addressing issues. P5 Explains the role of the law in encouraging cooperation and resolving conflict, as well as initiating and responding to change. P6 Assesses 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.


LEGAL STUDIES

50

TASK SYLLABUS OUTCOMES 50% 50% DUE DATE MG1H-1 MG1H-2 MG1H-3 MG1H-4 MG1H-5 MG1H-6 MG1H-7 MG1H-8 MG1H-9 MG1H-

10 MG1H-

VA

KNOWLEDGE & SKILLS

APLLICATIONS

Assignment and Practical


Research Task


Assignment and Practical

X X X X 15 10 Term 2 Weeks 8

Investigation X X X X 10 15 Term 3 Week 5

MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts. MG1H -2 Analyses representations of data in order to make predictions. MG1H -3 Makes predictions about everyday situations based on simple mathematical models. MG1H -4 Analyses simple two-dimensional and three-dimensional models to solve practical problems. MG1H -5 Interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units. MG1H -6 Makes informed decisions about financial situations likely to be encountered post-school. MG1H -7 Develops and carries out simple statistical processes to answer questions posed. MG1H -8 Solves problems involving uncertainty using basic counting techniques. MG1H -9 Chooses and uses appropriate technology to organise information from a range of practical and everyday contexts. MG1H -10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others. MG1H -VA Appreciates the importance of mathematics in everyday life and its usefulness in contributing to society.


MATHEMATICS GENERAL 1 (NON ATAR)

51

TASK SYLLABUS OUTCOMES 50% 50% DUE DATE

MG2H-1 MG2H-2 MG2H-3 MG2H-4 MG2H-5 MG2H-6 MG2H-7 MG2H-8 MG2H-9 MG2H-10

KNOWLEDGE & SKILLS

APLLICATIONS

Measurement written task with questions given prior


Algebra and finance study sheet to assist written task


Assignment with written task in class


Trial Examination X X X X X X X X X X 15 15 Term 3 Week 1-2

MG2H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts. MG2H -2 Analyses representations of data in order to make inferences, predictions and conclusions. MG2H -3 Makes predictions about situations based on mathematical models, including those involving cubic, hyperbolic or exponential functions. MG2H -4 Analyses two-dimensional and three-dimensional models to solve practical problems, including spheres and right angled triangles. MG2H -5

Interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and calculations and the conversion to appropriate units.

MG2H -6 Makes informed decisions about financial situations including annuities and loan repayments. MG2H -7 Answers questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data. MG2H -8 Solves problems involving counting techniques, multistage events and expectation. MG2H -9 Chooses and uses appropriate technology to organise information from a range of contexts. MG2H -10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others.


MATHEMATICS GENERAL 2 (ATAR)

52


DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9

CONCEPTS, SKILLS &

TECHNIQUES

REASONING &

COMMUNICATION

Written Test with Summary Sheet


Mid-Course Examination X X 15 15 Term 1 Week 7

Written Test


Trial Examination X X X X X X X X X 15 15 Term 3 Week 1-2

H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts. H2 Constructs arguments to prove and justify results. H3 Manipulates algebraic expressions involving logarithmic and exponential functions. H4 Expresses practical problems in mathematical terms based on simple given models. H5 Applies appropriate techniques from study of calculus, geometry, probability, trigonometry and series to solve problems. H6 Uses derivative to determine the features of the graph of a function. H7 Uses the features of a graph to calculate areas and volumes. H8 Uses techniques of integration to calculate areas and volumes. H9 Communicates using mathematical language, notion, diagrams and graphs.


MATHEMATICS

53


DUE DATE HE1 HE2 HE3 HE4 HE5 HE6 HE7

CONCEPTS, SKILLS AND

TECHNOLOGIES

REASONING AND COMMUNICATION

Written Task


Written Test


Trial Examination

X X X X X X X 10 10 Term 3 Week 1-2

HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics. HE2 Uses inductive reasoning in the construction of proofs. HE3

Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay.

HE4 Uses the relationship between functions, inverse functions and their derivatives. HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement. HE6 Determines integrals buy reduction to a standard form through a given substitution. HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form.


MATHEMATICS EXTENSION 1

54


DUE DATE E1 E2 E3 E4 E5 E6 E7 E8 E9

CONCEPTS, SKILLS AND

TECHNOLOGIES

REASONING AND COMMUNICATION

Written Test


Written Test


Trial Examination

X X X X X X X X X 15 10 Term 3 Week 1-2

E1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems E2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings E3 Uses the relationship between algebraic and geometric representations of complex numbers and conic sections E4 Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials E5 Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion E6 Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions E7 Uses the techniques of slicing and cylindrical shells to determine volumes E8 Applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems E9 Communicates abstract ideas and relationships using appropriate notation and logical argument


MATHEMATICS EXTENSION 2

55

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE

DATE

MH12.1

MH12.2

MH12.3

MH12.4

MH12.5

MH12.6

MH12.7

MH12.8

MH12.9

KNOWLEDGE

SOURCE BASED

SKILLS

HISTORICAL INQUIRY & RESEARCH

COMMUNICATION

Power & Authority in the Modern World 1919- 1946 Source Analysis


National Study Research and Presentation – Australia 1918-1949


Change in the Modern World- Apartheid in South Africa 1960-94 Google Forms - class test


Trial HSC Examination X X X X 20 10 5 5 Term 3

Week 1-2

MH21.1 Accounts for the nature of continuity and change in the modern world MH12.2 Proposes arguments about the varying causes and effects of events and developments. MH12.3 Evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12.4 Analyse the different perspectives of individuals and groups in their historical context MH12.5 Assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12.6 Analyses and interprets different types of sources for evidence to support an historical account or argument MH12.7 Discusses and evaluates differing interpretations and representations of the past MH12.8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12.9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms


MODERN HISTORY

56

TASK SYLLABUS OUTCOMES 10% 10% 10% 25% 15% 15% 15% DUE DATE H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11

PERFORMAN

CE CORE

COMPOSITIO

N CORE

MUSICOLOGY

CORE

AURAL CORE

ELECTIVE

1

ELECTIVE

2

ELECTIVE

3 Composition and Viva Voice


Performance


Aural Exam


HSC Trial – Performances and Aural Exam

X X X X X X 10 5 15 15 Term 3 Week 1-2

H1 Performs stylistically, music that is characteristic of the topics studied, both as a soloist and a member of an ensemble. H2 Reads, interprets, 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 sources reflecting the cultural and historical contexts studied. H4 Articulates and aural understanding of musical concepts and their relationships in a wide variety of musical styles. H5 Critically evaluates and discusses performances and compositions. H6 Critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening. H7 Understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied. H8 Identifies, recognises, experiments with and discusses the use of technology in music. H9 Performs as a means of self-expression and communication. H10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities. H11 Demonstrates a willingness to accept and use constructive criticism.


MUSIC 1

57

TASK SYLLABUS OUTCOMES 40% 60% DUE

DATE

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 H17 Knowledge and understanding

Skills in critical thinking, research,

analysis and communication

Health Promotion Analysis X X X 10 15 Term 4

Week 9

Factors Affecting Performance Video Evaluation


Option Research Task X 10 10 Term 2

Week 9

Trial Examination X X X X X X X X X X X X 25 5 Term 3 Week 1-2

H1 Describes the nature and justifies the choice of Australia’s health priorities. H2 Analyses and explains the health status of Australians in terms of current trends and groups most at risk. H3 Analyses the determinants of health and health inequities. H4 Argues the case for health promotion based on the Ottawa Charta. H5 Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities. H6 Demonstrates a range of personal health skills that enables them to promote and maintain health. H7 Explains the relationship between physiology and movement. 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. H11 Design psychological strategies and nutritional plans in response to individual performance needs. H12 Analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport. H13 Selects and applied 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 the 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.


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

58



KNOWLEDGE &

UNDERSTANDING

SKILLS IN

INVESTIGATION

COMMUNICATION

THINKING WORKING SKILLS

Research/Fieldwork



X X X X X X X 10 5 5 Term 1 Week 9

Practical Design

X X X X X X X X 15 10 Term 2 Week 7

Trial HSC Examination

X X X X X X X X X X 15 10 5 Term 3 Week 1-2

H1 Evaluates major advances in scientific understanding and technology have changed the direction or nature of scientific thinking. H2 Analyses the ways in which models, theories and laws in physics have been tested and validated. H3 Assesses the impact of particular advances in physics on the development of technologies. H4 Assesses the impacts of applications of physics on society and the environment. H5 Identifies possible future directions of physics research. H6 Explains events in terms of Newton’s Law, Law of Conservation of Momentum and relativity. H7 Explains the effects of energy transfers and energy transformations. H8 Analyses wave interactions and explains the effects of those interactions. H9 Explains the effects of electric, magnetic and gravitational fields. H10 Describes the nature of electromagnetic radiation and matter in terms of particles. H11 Justifies the appropriateness of a particular investigation plan. H12 Evaluates ways in which accuracy and reliability could be improved in investigations. H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding. H14 Assesses the validity of conclusions from gathered data and information. H15 Explains why an investigation is best undertaken individually or by a team. H16

Justifies positive values about, and attitudes towards, both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science.


PHYSICS

59



KNOWLEDGE &

UNDERSTANDING

INVESTIGATION

SKILLS

COMMUNICATION

THINKING WORKING SKILLS

First Hand Investigation

X X X X X X X 15 10 Term 4 Week 9

Mid-course Investigation

X X X X X X X 10 5 5 Term 1 Week 9

Research


Trial HSC Examination X X X X X X X X X X 20 5 5 Term 3

Weeks 1-2

H1 Discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking.

H2 Applies the processes that are used to test and validate models, theories and laws to investigations. H3 Assesses the contribution of scientific advances on the development of technologies. H4 Assesses the impacts of applications of science on society and the environment. H5 Describes possible future directions of scientific research. H6 Describes uses of the Earth’s resources. H7 Identifies effects of internal and external environmental changes on the human body. H8 Relates the properties of chemicals in their use. H9 Relates the structure of body organs and systems to their functions. H10 Discusses ways in which different forms of energy and energy transfers and transformations are used. H11 Justifies the appropriateness of a particular investigation plan. H12 Evaluates ways in which accuracy and reliability could be improved in investigations. H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding. H14 Assesses the validity of conclusions from gathered data and information. H15 Explains why an investigation is best undertaken individually or by a team. H16

Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the application of science.


SENIOR SCIENCE

60



KNOWLEDGE &

UNDERSTANDING

SOCIAL AND CULTURAL

RESEARCH

COMMUNICATION

Core: Personal Interest Project

X X X X X 10 10 Term 4 Week 7

Core: Social and Cultural Continuity and Change


Depth Study 1 : Inclusion and Exclusion


Trial Higher School Certificate X X X X X 30 10 Term 3

Weeks 1-2

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 Assess the interaction of personal experience and public knowledge in the development of social and cultural literacy. H5 Analyses continuity and change and their implications for societies and cultures. H6 Evaluates social and cultural research methods for appropriateness to specific research tasks. H7 Selects, organise, synthesis 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 information, ideas and issues using appropriate written, oral and graphic forms.


SOCIETY AND CULTURE

61


DUE DATE H1.1 H1.3 H1.4 H1.6 H2.1 H2.2 H2.3 H2.5 H3.1 H3.2 H3.3 H3.6 H4.1 H4.4

KNOWLEDGE &

UNDERSTANDING

SKILLS

Aquatics Practical Examination + Emergency Care


Athletics Discipline Presentation X X X X 5 20 Term 1

Weeks 8

Resistance Training Exam X X X 25 0 Term 2

Week 7

Coaching Presentation Games Application


H1.1 Applies the rules and conventions that relate to participation in a range of physical activities. H1.2 Explains the relationship between physical activity, fitness and healthy lifestyle. H1.3 Demonstrates ways to enhance safety in physical activity. H1.4 Investigates and interprets the patterns of participation in sport and physical activity. H1.6 Describes administrative procedures that support successful performance outcomes. H2.1 Explains the principles of skill development and training. H2.2 Analyses the fitness requirements of specific activities. H2.3 Selects and participates in physical activities that meet individual needs, interests and abilities. H2.5 Describes the relationship between anatomy, physiology and performance. H3.1 Selects appropriate strategies and tactics for success in a range of movement contexts. H3.2 Designs programs that respond to performance needs. H3.3 Measures and evaluates physical performance. H3.6 Assesses and responds appropriately to emergency care situations. H4.1 Plan strategies to achieve performance goals. H4.4 Demonstrates competence and confidence in movement contexts.


SPORT, LIFESTYLE AND RECREATION

62



MAKING

ART CRITICISM & ART HISTORY

Artmaking Task 1 – VAPD & BoW progress

X X X X X X 25

Term 1 Week 7

Critical & Historical Task 2 – Case Study 4 Research & Essay

X X X X 25 Term 2 Week 8

Critical & Historical Task 2 – Trial HSC Examination

X X X X 25 Term 3 Weeks 1-2

Artmaking Task 1 – VAPD & BoW progress

X X X X X X 25

Term 3, Week 5

H1 Initiates and organises art making practice that sustained, reflective and adapted to suit particular conditions. H2 Applies their understanding of the relationship 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.


VISUAL ARTS

63


DUE DATE 1 2 3 4 5 6 7 8 9

KNOWLEDGE &

UNDERSTANDING

SKILLS

Experiencing Work- Interview of a worker


Career Plan and Job Application

X X X 25 Term 1 Week 8

Managing work and life commitments- Group research task


workplace communication- In class test


1 Investigates a range of work environments. 2 Examines different types of work and skills for employment. 3 Analyses employment options and strategies for career management. 4 Assesses pathways for further education, training and life planning. 5 Communicates and uses technology effectively. 6 Applies self-management and teamwork skills. 7 Utilises strategies to plan, organise and solve problems. 8 Assesses influences on people’s working lives. 9 Evaluates personal and social influences on individuals and groups.


WORK STUDIES

64

VOCATIONAL EDUCATION AND TRAINING (VET)

65

VOCATIONAL EDUCATION AND TRAINING (VET) Assessment Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by the NSW Educational Standards Authority (NESA) and are based on national training packages. VET courses allow students to gain both HSC or RoSA qualifications and a qualification recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers and Universities and will assist students to move to various education and training sectors and employment. Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students. Board Developed VET courses are classified as Category B subjects and ONLY ONE may contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination. Board Developed VET courses have specified workplace requirement and include industry specific mandatory work placement (70 hours) or simulated workplace hours at school as specified by NESA. Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended industry specific work placement. Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace. Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry. Students will receive documentation showing the competencies achieved for the VET course undertaken. Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements.

Mandatory Work Placement Work placement is a mandatory HSC requirement and failure to attend does not impact on the AQF qualification. Students who do not complete at least 70 hours of work placement over the two years will not have the course recognised by the NESA. This might mean that students will receive an N award determination for the Preliminary Course or the HSC. Work placement requires students to participate in relevant industry placement for up to one week of both years. During work placement students are expected to practise and develop the competencies that are part of the course. Teacher and/or workplace supervisor will assess your performance on the job. Work Placement is a privilege offered by employers in the community. Employers are under no obligation to assist in work placement.

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Some students have gained employment or improved their employment chances due to work placement. It is expected that students will make the most of the opportunity given to you. Students who do not undertake Work Placement at the prescribed venue as organised the school will receive a Non-Completion of Work Placement warning letter which will jeopardise the satisfactory requirements for work placement. Work Placement Organisation for Camden High School Students undertaking a VET Course at Camden High School will be participating in their mandatory 35 hours work placement at a venue organised through the school and MWLP. Students wishing to complete mandatory work placement at another workplace venue are to see their teacher as soon as possible. Work placement in a VET course, will be in a one-week block per year. It is the students’ responsibility to catch up on missed class work. NB: It is each student’s responsibility to submit assessment tasks on time. Negotiation between student and subject teacher/ Head Teacher will be required for any assessment tasks scheduled during the work placement week. Students will be required to hand in the completed task before you commence Work Placement. Alternate arrangements for any in-class assessment tasks must also be negotiated with your teacher BEFORE Work Placement. Work Placement is not a reason for non-completion of assessment tasks Work Placement and student responsibilities All students going on Work Placement are required to complete a journal, which will be available from the VET teacher. These are to be completed and returned to the teacher immediately after work placement. This forms part of the evidence required for completion of mandatory work hours

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Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is the acknowledgement of skills and/or knowledge you may have obtained through one or more of the following acceptable methods:

1. Formal Training - which has been provided by another training company or educational institution. 2. Work Experience – skills/knowledge you have gained while actively working in the position. 3. Life Experience

Industry Curriculum Framework Courses have units of competency, which are uniform and nationally recognised outcomes. Students who have learned a skill or outcome which are linked to a unit of competency may apply for RPL through the Vocational Education Coordinator at Camden High School. The RTO RPL process is detailed in the flow chart below. An application form for Recognition of Prior Learning can be obtained from the VET Coordinator. A student who is applying for RPL must be able to demonstrate that they have already gained the skill or learning outcome for one or more competencies and therefore will not have to redo the relevant module / competency. Acceptable forms of evidence include:

• relevant documentation from a recognised RTO e.g. competency records • references from previous employers • work samples • RPL may also be assisted by the administration of challenge tests which suit the task being considered.

NOT MORE THAN 70HRS OF A 240HOUR COURSE CAN BE GRANTED RPL

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RECOGNITION OF PRIOR LEARNING (RPL)

Student applies for RPL to VET Teacher as per application form provided on NSW Education

Standards Authority website

Evidence assessed by school RPL panel including school VET Coordinator

Outcome of the RPL panel

Discussed with applicant

DEPARTMENT OF EDUCATION DECISION

FAVOURABLE DEPARTMENT OF EDUCATION DECISION

UNFAVOURABLE

RPL GRANTED

Appeal to School Executive

Further evidence collected and

application to be re-submitted

RPL NOT GRANTED

UPHELD

REJECTED

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Application for Recognition of Prior Learning (RPL) and/or Credit Transfer

within Stage 5 or Stage 6 VET Courses

This application has been developed to help schools, colleges and Registered Training Organisations (RTOs) to manage the determination of recognition of prior learning (RPL) and credit transfer within Stage 5 (Year 9 or 10) or Stage 6 (HSC) Vocational Education and Training (VET) courses.

The RTO involved in determining RPL/credit transfer must have the intended AQF VET qualification nominated in this application on their scope of registration.

Principals are delegated the authority to assess and approve applications for RPL or credit transfer for HSC VET course outcomes and content as defined by the indicative hour requirements for the HSC VET course and the mandatory work placement requirements.

Once processed, this application should be retained on record by the school or college and the RTO.

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Application for Recognition of Prior Learning (RPL) and/or Credit Transfer

within Stage 5 or Stage 6 VET Courses

SECTION 1 Student, school/college and RTO details

Student name:

NESA student number:

School year/grade:

School/college:

RTO responsible for VET course delivery and assessment:

SECTION 2 VET course & AQF VET qualification details

NESA course name:

NESA course number:

Pattern of study: Stage 5 100-hour elective

Stage 6 ____ HSC indicative hours ____ unit(s) x ____ year(s)

Intended AQF VET qualification (code and title):

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SECTION 3 VET HSC examination (Industry Curriculum Frameworks only)

Indicate whether the student intends to sit the HSC examination (optional) for the VET course:

no

unsure

yes NESA examination number:

Calendar year the student will sit the examination:

Note: To be eligible to sit the HSC examination, students must meet the requirements of the respective HSC VET course from the syllabus that applies to the year that the HSC examination will be undertaken.

SECTION 4 Evidence for recognition of prior learning (RPL) and/or credit transfer

It is the student’s responsibility to provide evidence to the school or college and the RTO for processing their request for RPL/credit transfer. Evidence must be submitted with this application (see below).

Examples of evidence for RPL include:

course outlines, reports and result transcripts

references from industry/employers

outline of experiences including times/dates, places and contacts

outline of skills and knowledge

other ___________________________________________________________________________

Forms of evidence for credit transfer are:

formal AQF VET Certificate and Transcript of Competencies achieved

AQF VET Statement of Attainment showing competencies achieved

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SECTION 5 VET course requirements

To gain credit towards the RoSA/HSC from the Stage 5/Stage 6 VET course, the student must meet ALL course requirements including:

a) mandatory (Frameworks)/core (VET BECs) and elective units of competency to meet indicative hour requirements of the Stage 5/Stage 6 VET course

b) HSC Content (Industry Curriculum Framework only) c) work placement requirements (where required).

These requirements may be met through RPL, credit transfer or further study as a part of the HSC program.

The RTO delivering the Stage 5/Stage 6 VET course is responsible for determining RPL or credit transfer for unit(s) of competency outcomes. This is to be done in accordance with the RTO’s policies which comply with the VET Quality Framework standards for RTOs.

SECTION 5 (a) Units of competency to meet VET course indicative hour requirements

This worksheet should be used to record details of how the course requirements for the Stage 5/Stage 6 VET course will be addressed (either by RPL, credit transfer or through further study as a part of the RoSA/ HSC program).

NESA course name:

Total indicative hours:

Stage 5/Stage 6 course requirements – unit(s) of competency

Course requirements will be met through:

(indicate the indicative hours in the relevant column)

Unit code Unit title Indicative

hours RPL

credit transfer

further study

Mandatory/core units of competency

[insert additional rows as required]

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Stage 5/Stage 6 course requirements – unit(s) of competency

Course requirements will be met through:

(indicate the indicative hours in the relevant column)

Unit code Unit title Indicative

hours RPL

credit transfer

further study

Indicative hours sub-total

Elective units of competency

List the elective units of competency to be included in the VET course to meet indicative hour requirements – refer to the HSC VET syllabus or course description for the Stage 5/Stage 6 VET BEC.

[insert additional rows as required]

Total indicative hours

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SECTION 5 (b) HSC Content (Industry Curriculum Frameworks – HSC focus areas)

Where an associated unit of competency has been awarded through RPL or credit transfer, the RTO delivering the HSC course is responsible for determining any gaps in learning for the HSC Content (HSC focus areas) and for providing a program that enables the student to address the identified gaps.

HSC Content gap program

Outline the learning opportunities/program that will be provided to the student to enable them to address identified gaps:

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SECTION 5 (c) Work placement (where required)

Mandatory work placement requirements for the VET course: _____________ hours

Quantity of credit awarded by RPL: _____________ hours

Gap to meet HSC course work placement requirements (minimum work placement hours minus hours awarded by RPL): _____________ hours

Work placement gap planning

Outline the planning to ensure that the student will be able to complete the remaining work placement requirements in accordance with timelines in the HSC and RoSA timetable of actions for schools:

SECTION 6 HSC examination preparation & estimated examination mark (where relevant)

It is the responsibility of the school or college/RTO delivering the HSC course to manage HSC examination preparation and determine an appropriate estimated examination mark for students who intend to undertake the VET course HSC examination and who have addressed the HSC focus areas (HSC Content) and been awarded RPL/credit transfer for the associated units of competency.

A program to support the student’s HSC examination preparation is available.

Outline the learning opportunities/program that will be provided to the student to support their HSC examination preparation:

An appropriate procedure to determine an estimated examination mark for the student has been identified.

http://www.boardofstudies.nsw.edu.au/key_dates/

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SECTION 7 Student, school/college and RTO sign off

The outcome of the application for RPL/credit transfer within the Stage 5/Stage 6 VET course as detailed above, and any programs identified to address gaps in the course requirements and/or HSC examination preparation (where relevant) have been agreed to by all parties involved.

Student’s name:

Student’s signature: Date:

Principal’s name:

Principal’s signature: Date:

RTO representative’s name:

RTO representative’s signature: Date:

School or College/RTO use only

Action Initial Date

RPL/credit transfer determinations have been documented in Section 5(a) of this document.

RPL/credit transfer outcomes have been reported through Schools Online (Administration) or the RTO’s processes for TAFE NSW.

This application, along with the evidence for RPL/credit transfer as noted in Section 4 has been filed at the school or college/RTO.

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Appeals of Assessment for VET

In line with the NESA policy an assessment appeal or review may be made on the grounds of the decision applied to a student’s work not being consistent with the school’s assessment policy and procedures.

In Vocational Education courses you are able to make 3 attempts in order to prove competency for a module being assessed. If you are deemed “Not Yet Competent” you may:

1) Discuss why this decision was made with the classroom teacher. If necessary, discuss an appropriate alternative assessment with the Vocational Coordinator

2) Arrange further training in the area deemed “Not Yet Competent” 3) Repeat the assessment

From the Public Schools NSW, Ultimo 90072 VET Handbook Students have access to an appeals process if they feel in any way dissatisfied with the assessment process. Students have the right to lodge an appeal against the assessment of their competency on the following grounds:

The assessment process did not provide them with a fair and reasonable opportunity to demonstrate their competency

They were not informed in advance of the conditions and method of assessment The process used was discriminatory in some way They were ill or suffered misadventure at the time of assessment (must be supported

by a medical certificate)

Formal appeals need to be based on identified problems with the assessment process rather than an unsuccessful assessment result. The student lodges a formal appeal in writing to the Principal.

Appeals must be lodged within 5 days from the date of assessment. The school must deal with the appeal in ten working days. See flowchart on the following page.

PUBLIC SCHOOLS NSW, ULTIMO 90072 – VOCATIONAL EDUCATION AND TRAINING

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APPEALS FLOWCHART School/delivering teachers explain rights of appeal to students at commencement

of course and assessment process

Teacher receives informal appeal

Appeal is resolved

YES

No Further

Action required

NO

Mediation by Teacher’s Direct

Supervisor

YES

No Further

Action required

NO

Formal appeals process initiated:

Student lodges formal appeal to principal within 5 working days

NO

upheld

School Appeal Panel convened with student and assessor input

(within 10 days)

rejected

Reassessment process by school

Student can lodge further

appeal to SPO

Who will convene an appeal panel

NO Student can lodge further

appeal to ASQA if required

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Student Assessment Appeal Form for VET courses

Student Name: (please print): _________________________ Year 9, 10, 11, 12 (please circle)

Assessor’s / Teacher’s Name: ________________________________________________

VET Course: _____________________________________________________________

Please identify in the table below the unit/s of competency that are the subject of the appeal.

Unit Code(s) Unit of competency title(s) Date assessed

Please detail the grounds for your appeal and ensure that you describe the alleged fault in the assessment process. Please attach the assessment task and feedback from the teacher. Attach further information or evidence.

Grounds for the appeal :

Signed:

(student name)

Date:

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School use only

Date received: Received by:

Date reviewed: Reviewed by:

(Reviewer cannot be the original assessor)

Decision: Upheld Rejected List the reviewer name and qualifications

If rejected. provide reason

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ASSESSMENT SCHEDULES BY

SUBJECTS

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CONSTRUCTION ASSESSMENT SCHEDULE Preliminary Year 2017

QUALIFICATION: CPC20211 Certificate II in Construction Pathways Training Package: CPC08 Construction and Property Services v 9.1

NESA course code 240 X 2 YR:26201 240 X 1 YR: 26202

TERM

Unit Code

Units Of Competency AQF

CORE

/ EL

ECTI

VE

NESA

MA

INST

REAM

/ EL

ECTI

VE

HSC

INDI

CATI

VE

Hrs. Assessment Task Cluster &

Method of Assessment Prelim and HSC

Exam weightings to total 100%**

Term 1

5 PRELIMINARY UOCs

240 Indicative Hours over 2 years 30% Prelim Yearly Exam 35 hrs. Work placement

CPCCOHS1001A Work safely in the construction industry C Cert I

M 10 Cluster A - WorkCover WHS Induction Written Test

Term 1/2

CPCCCM1013A CPCCOHS2001A

Plan and organise work Apply OHS requirements, policies and procedures in the construction industry

C C

M M

10 15

Cluster B - Small project, Oil Stone Case or Concrete Float Practical, Teacher observations and written test.

Term 2/3

CPCCCA2002B CPCCCA2011A

Use carpentry tools and equipment Handle carpentry materials

E E

M E

20 20

Cluster C 1. Tool box or Saw Horse 2. BBQ Table Practical, Teacher observations and written test.

Terms 4/5

10 HSC UOCs 35 hrs. Work placement 30% HSC Half Yearly 40% Trial HSC Exam

CPCCCA2003A CPCCCM2006B CPCCCM1015A CPCCCO2013A CPCCCM2001A

Erect and dismantle formwork for footings and slabs on ground Apply basic levelling procedures Carry out measurements and calculations Carry out concreting to simple forms Read and interpret plans and specifications

E

E C E C

E

E M E M

25

15 20 20 20

Cluster D - School Project – Concreting Practical, Teacher observations and written test.

Terms 6/7 CPCCJN2001A CPCCJN2002A

Assemble components Prepare for off-site manufacturing process

E E

E E

15 10

Cluster E – Joinery Practical, Teacher observations and written test.

Terms 6/7 CPCCWF2001A CPCCWF2002A

Handle wall and floor tiling materials Use wall and floor tiling tools and equipment

E E

E E

25 10

Cluster E – Wall and Floor Tiling Practical, Teacher observations and written test

Terms 6/7 CPCCBL2001A CPCCBL2002A

Handle and prepare bricklaying and blocklaying materials Use bricklaying and blocklaying tools and equipment

E E

E E

20 10

Cluster E – Bricklaying (subject to teacher qual) Practical, teacher observation and written test

Work placement

CPCCCM1014A CPCCCM1012A

Conduct workplace communication Work effectively and sustainably in the construction industry

C C

E M

10 25

Cluster F - WPL Journal Teacher observations and Written test, Third party evidence

Total hours

235 245 240

The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. It should be derived from a minimum of two exams.

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ULTIMO 90072 ENTERTAINMENT INDUSTRY ASSESSMENT SCHEDULE

Preliminary Year 2017- HSC 2018 QUALIFICATION: Statement of attainment towards CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture

NESA code 240 X 2 YR:26401 240 X 1 YR: 26402

TERM Unit Code Units Of Competency AQF

CORE

/ EL

ECTI

VE

EDUC

ATIO

N ST

ANDA

RD

AUTH

ORIT

Y ST

ATUS

HS

C IN

DICA

TIVE

Hr

s. Assessment Task Cluster & Methods of Assessment

Prelim and HSC Exam weightings to

total 100%**

Term 1 6 PRELIMINARY UOCs 240 Indicative Hours over

2 years 30% Prelim Yearly Exam 35 hrs Work placement 35 hrs Work placement 70% Trial HSC Exam **The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. This mark should be derived from two exams.

CPCCOHS1001A Work Safely in the Construction Industry C M 10 Cluster A: White Card

Term 1/2

CUAWHS302 CUASOU301

Apply work health and safety practices Undertake live audio operations

C E

M M

15 25

Cluster B: Safe and Sound Observation, written, self- assessment

Term 3

SITXCCS303 CUAVSS302 CUAIND301

Provide services to customers Operate vision systems Work effectively in the creative arts industry

C E C

M M M

20 25 20

Cluster C: Let’s see it! Observation, written, presentation, portfolio

Term 4/5

6 HSC UOCs CUASOU306 CUASTA301 CUALGT301

Operate sound reinforcement systems Assist with production operations for live performances Operate basic lighting

E E E

E M M

20 25 25

Cluster D: Setting the Scene Observation, self –assessment, written

Term 6/7 CUASTA202 CUASMT301 MEM18002B

Assist with bump in and bump out of shows Work effectively backstage during performances Use power tools or hand held operations

E E E

E E E

20 25 20

Cluster E: Behind the Scenes Observation, self –assessment, written

EDUCATION STANDARD AUTHORITY requires students to study a minimum of 240 hours to

meet Preliminary and HSC requirements. Total Hours 250

Units of competency from the HSC focus areas will be included in the optional HSC examination.

http://training.gov.au/Training/Details/CUE30203

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ULTIMO 90072 ENTERTAINMENT INDUSTRY SPECIALISATION STUDY (60 Indicative hours) ASSESSMENT SCHEDULE

Preliminary Year 2017 or HSC 2018 QUALIFICATION: CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture

NESA code 60 X 1 YR: 26403


CORE

/ ELE

CTIV

E

EDUC

ATIO

N ST

ANDA

RD

AUTH

ORIT

Y ST

ATUS

HSC

INDI

CATI

VE H

rs.

Assessment Task Cluster & Methods of Assessment

Students enrolled in the 60 hour

specialisation course must also be enrolled

in the 240 hour course.

Term XX

3 UOCs

BSBWOR301 Organise personal work priorities and development C E 20 Cluster F: The Client Observation, Written, portfolio, self-assessment, questioning

CUAPPR304 Participate in collaborative creative projects C E 20

CUALGT304 Install and operate follow spots E E 20

Total Hours 60

There are no Units of Competency from the 60 hour specialisation study that are examinable in the 2016 HSC exam. The HSC examination will be based on the 240 hour course only. No additional work placement is required.

http://training.gov.au/Training/Details/CUE30203

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ULTIMO 90072 HOSPITALITY- KITCHEN OPERATIONS ASSESSMENT SCHEDULE

Preliminary Year 2017 - HSC 2018 QUALIFICATION: SIT20416 Certificate II in Kitchen Operations

Training Package: SIT Tourism, Travel and Hospitality V1.1

NESA course code 240 X 2 YR: 26511 240 X 1 YR: 26512


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CAT

IVE


Methods of Assessment Prelim and HSC


Term 1 6 PRELIMINARY UOCs

Evidence will be collected during Preliminary and HSC Course for the unit of competency SITHCCC011 Use cookery skills effectively 240 Indicative Hours

over 2 yrs. 30% Prelim Yearly Exam 35 hrs Work placement 70% Trial HSC Exam 35 hrs Work placement The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. This mark should be derived from two exams.

SITXFSA001 SITXWHS001

Use hygienic practices for food safety Participate in safe work practices

C C

M* M*

10 15

Cluster A: Getting Ready for Work Written task, observation of practical work, Internet research, case study

Term 2 SITHKOP001 SITHCCC001

Clean kitchen premises and equipment Use food preparation equipment

C C

S* S*

10 20

Cluster B: Introduction to the Commercial Kitchen Observation of practical work, written task Preliminary course: Portfolio of evidence

Term 3 SITXFSA002 SITHCCC005

Participate in safe food handling practices Prepare dishes using basic methods of cookery

E C

S* S*

15 40

Cluster C: Prepare and Cook Food Safely Observation of practical work, case study, written questioning Preliminary course: Portfolio of evidence

Term 4

7 HSC UOCs SITHCCC006 SITXINV002

Prepare appetisers and salads Maintain the quality of perishable items

E C

E E

25 5

Cluster D: Quality Meals Observation of practical work, scenario/role play (for testing temperatures), written task HSC course: Portfolio of evidence

Term 5&6

SITHCCC011 SITHCCC008 SITHCCC002 SITHCCC003

Use cookery skills effectively Prepare vegetable, fruit, eggs and farinaceous dishes OR Prepare and present simple dishes AND Prepare and present sandwiches

C E

E E

E E

E E

20 35 OR 20 10

Cluster E: Cookery Skills in Action Tbd HSC course: Portfolio of evidence

Term 7

BSBSUS201 BSBWOR203 SITHIND002

Participate in environmentally sustainable work practices Work effectively with others* Source and use information on the hospitality industry

E

C E

E

M* M*

15

15 20

Cluster F: The Hospitality Industry Tbd

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 240 or 245 * Units of competency from the HSC focus areas will be included in the optional HSC

examination.

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ULTIMO 90072 PRIMARY INDUSTRIES ASSESSMENT SCHEDULE

Preliminary Year 2017 - HSC 2018 QUALIFICATION: AHC20116 Certificate II in Agriculture

Training Package: AHC Agriculture and Horticulture and Land Management R1

NESA course code 240 X 2 YR: 26801 240 x 1 YR :26802


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE


Method of Assessment Prelim and HSC


Term 1-2

7 PRELIMINARY UOCs 240 HSC Indicative Hours over 2 years 30% Prelim Yearly Exam 35 hrs Work placement 30% HSC Half Yearly 40% Trial HSC Exam 35 hrs Work placement The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. This mark should be derived from two exams.

AHCWHS201 AHCLSK205 AHCLSK204

Participate in work health and safety processes Handle livestock using basic techniques Carry out regular livestock observation

C E E

M E E

15 15 10

Cluster A: Livestock Written, Observation, Teacher questioning

Terms 2-3 AHCLSK202 AHCLSK211 AHCLSK209 AHCLSK206

Care for health and welfare of livestock Provide feed for livestock Monitor water supplies Identify and mark livestock

S E E E

M E E E

20 10 10 10

Cluster B: Care for livestock Research, Written, Presentation, Observation

Term 4

10 HSC UOCs AHCCHM201 AHCPMG201 AHCPCM201

Apply chemicals under supervision Treat weeds Recognise plants

E E E

M E

E

20 10 20

Cluster C: Chemicals Research, Written, Observation

Term 5 AHCWRK201 AHCWRK209 AHCBIO201

Observe and report on weather Participate in environmentally sustainable work practices Inspect and clean machinery for plant, animal and soil materials

E C E

M M E

15 15 10

Cluster D: The Environment Research, Written, Observation

Term 6 AHCNSY203 AHCMOM202 AHCSOL202

Undertake propagation activities Operate tractors Assist with soil or growing media sampling and testing

E E E

E E E

20 20 15

Cluster E: Machinery Research, Written, Observation

Term 7 AHCWRK204 AHCINF202 AHCINF201

Work effectively in the industry Install, maintain and repair farm fencing OR Carry out basic electric fencing operations

C E E

M E E

20 10 10

Cluster F: Fencing Research, Written, Observation Third Party Evidence

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements.

Total hours 265

Units of competency from the HSC focus areas will be included in the optional HSC examination.

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HSC Directional Verbs Account - Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

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

Apply - Use, utilise, employ in a particular situation

Appreciate - Make a judgement about the value of

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

Calculate - Ascertain/determine from given facts, figures or information

Clarify - Make clear or plain

Classify - Arrange or include in classes/categories

Compare - Show how things are similar or different

Construct - Make; build; put together items or arguments

Contrast - Show how things are different or opposite

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

Deduce - Draw conclusions

Define - State meaning and identify essential qualities

Demonstrate - Show by example

Describe - Provide characteristics and features

Discuss - Identify issues and provide points for and/or against

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

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

Examine - Inquire into

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

Extract - Choose relevant and/or appropriate details

Extrapolate - Infer from what is known

Identify - Recognise and name

Interpret - Draw meaning from

Investigate - Plan, inquire into and draw conclusions about

Justify - Support an argument or conclusion

Outline - Sketch in general terms; indicate the main features of

Predict - Suggest what may happen based on available information

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

Recall - Present remembered ideas, facts or experiences

Recommend - Provide reasons in favour

Recount - Retell a series of events

Summarise - Express, concisely, the relevant details

Synthesise - Putting together various elements to make a whole

Note: There may be a number of other verbs used in your syllabus that isn’t listed above. If this is the case, then you will need to create a definition for that verb and provide it to the students to provide a shared understanding.

year 12 - camden high school · year 12 . camden high school . ... senior school study, from year...

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