HSC ASSESSMENT PROCEDURES AND SCHEDULES 2011€¦ · COFFS HARBOUR HIGH SCHOOL HSC Assessment...

COFFS HARBOUR HIGH SCHOOL HSC Assessment Policy & Schedule Booklet 2010‐11

COFFS HARBOUR HIGH SCHOOL

HSC ASSESSMENT PROCEDURES AND SCHEDULES

2010‐2011


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TABLE OF CONTENTS

Section Heading Page

A Year Adviser’s Welcome to Yr 12 3

B Pathways of study in Year 12 3

C Assessment requirements in Year 12 – HSC ATAR and HSC NON ATAR students 4

D Vocational Education – dual accreditation 4

E The school’s responsibilities in relation to assessment 5

F Student responsibilities in relation to assessment 6

G Satisfactory completion of courses 7

H Unsatisfactory completion of courses 7

I Warning Letters to students

8

J Appealing an assessment mark 8

K Student Support 9

L Reporting to parents/caregivers 9

M Misadventure Form 10

N Flow Chart of procedures for N Award Warning 11

O Ancient History

Biology

Business Studies

Chemistry

12

14

16

18


2

Community and Family Studies

Design and Technology

Earth and Environment

English – Advanced

English – Standard

English‐ CEC

English – Extension 1 and 2

Geography

Hospitality

Information Technology

Information Processes and Technology

Legal Studies

Mathematics – General

Mathematics – Advanced

Mathematics – Extension 1 and 2

Modern History

History – Extension

Music

Personal Development, Health and Physical Education

Photographic and Digital Media

Physics

Senior Science

Society and Culture

Spanish – Beginners

Sport, Lifestyle and Recreation

Textiles

Visual Arts

Work Studies

20

22

24

26

28

30

32

36

38

41

42

44

46

48

50

54

56

58

60

62

64

66

68

70

72

74

76

78

Q Appendix 1 – Calendar for assessment tasks 81 ‐ 85


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A. A message from the Year Adviser Welcome back! The four terms of the HSC course will flash by. It will be an intensive time of work and enjoyment of the remaining time you have with your friends and teachers. The HSC Exam although a formidable task ahead, is just a milestone as you move from being a student to the next part of your life. Stay focused and plan how you use your time so that you stay in control of your workload and meet assessment deadlines. All work must be completed on time for assessment tasks to count. Your teachers are keen to support and help you. It is important to communicate early with your teachers if you have any problems with your work or completing tasks on time. If you experience stress or personal problems that interfere with your ability to feel in control of life and study, please speak to me or a teacher before you fall behind. Although everyone wants to succeed at the HSC, it is important to remember that there are many other pathways to higher education and training. Work hard and do your best but don’t think of the HSC as the only way to access your future goals if you don’t do as well as expected. Two useful sites that can provide you with very good information related to your courses and the exam are www.boardofstudies.nsw.edu.au and www.hsc.csu.edu.au . I am looking forward to this last year with you Year 12, stay positive and enjoy the great moments and days that occur along the way. Troy Sodeau Year 12 Adviser

B. Pathways of study in Year 12 At Coffs Harbour High School, pathways of study in Year 12 fit into one of the following categories, depending upon the student’s academic ability, career aspirations, interests and skills.

1. HSC course/ ATAR pathway means that students are studying at least 10 units of Board Developed Courses and they are eligible to apply for an ATAR and attend University. They may include one VET course in these 10 units.

2. HSC course/ NON ATAR pathway means that students are studying at least 10 units which may be a combination of Board Developed and Board Endorsed Courses. They are not eligible to apply for an ATAR or attend University straight from school, and are more likely to have career aspirations which include TAFE or on the job training. (Students are reminded that there are other pathways to university for mature aged students, should they change their mind in a few years time).

3. Year 12 Certificate of Attainment means that students are studying courses which are mostly Board Endorsed and may include substantial time at TAFE, such as the Fast Track TVET course. (Formerly known as SPY). These students are generally keen to exit to employment once they turn 17 years.


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C. Assessment requirements in Year 12 – HSC ATAR and HSC NON ATAR students Assessment consists of a series of tasks which measure a student’s achievement in a particular course. The purpose of HSC assessment is to compare the achievement of all students within a course and rank them accordingly, showing relative differences.

In addition to the formal exam, a variety of formal assessment tasks are used in each course. These tasks may be completed in the classroom or assigned as homework or study activities, for example written, practical, oral, aural tests, assignments, essays, projects, field work, oral presentations, research, design and creation of major works, demonstrations, rehearsed and impromptu performances. The final Higher School Certificate Examination is included for courses which are externally assessed and contribute to ATAR.

The final assessment total is sent to the Board of Studies (BOS) in Term 3 of Year 12. The BOS will moderate this school mark using the HSC exam marks obtained by all students in each course at Coffs Harbour High School. The rank order within each course will not change, but the mark given by the school will be altered by this process. This moderated assessment mark will appear on the HSC along with the HSC examination mark for each course. These marks will be allocated within one of 6 performance bands with band 6 being the highest.

The Australian Tertiary Admission Rank (ATAR) calculated by the universities is based on the raw exam mark and the moderated assessment mark where you have selected a combination of courses which will make you eligible for an ATAR.

D. Vocational Education – dual accreditation

Students who have elected to study a VET (Vocational Education and Training) course will be assessed on their ability to achieve competency standards over a continuous, two‐year course of study (as opposed to other courses which separate preliminary (Year 11) and HSC (year 12) requirements).

Students have the opportunity to gain Industry Accreditation by achieving the required competency standards: AND Higher School Certificate Accreditation by sitting for the Higher School Certificate Examination in the Vocational Education course.


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E. The school’s responsibilities in relation to assessment

1. At the commencement of each course each faculty is required to provide students with a list of all assessment tasks to be completed through the course and the value (weighting) of each task. The list will indicate the time that the task is due. These details are found in this book.

2. Students must be notified of the specific date and time when each assessment task will fall due at least 10 school days prior to the date of the task.

3. Students will be provided with clear instructions on the basis on which their performance will be judged. This advice is called a “RUBRIC” and will be issued, in writing, with each task.

4. The same or equivalent tasks will be undertaken by all students in a course, regardless

of which class they are in. Marking procedures will include consultation between teachers and double marking where appropriate.

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

6. Award zero marks (0%), if a student fails to submit an assessment task when it is due, and no misadventure form is received or accepted.

7. Award zero marks (0%), to assessment task submitted late (after the stipulated time on the notified due date), but record that completion of the task will be accredited towards satisfying mandatory HSC course requirements.

8. Award zero marks (0%), to an assessment task where a student has been found guilty of malpractice (eg cheating in an exam, copying the work of others).

9. No assessments are allowed after the Trial HSC examination. This is to allow students

time to consolidate learning and apply themselves to intensive study programs in preparation for the HSC examination.


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F. Student responsibilities in relation to assessment

1. You are expected to complete all assessment tasks by the due date and time.

2. Use the calendar pages in the book to track all of your assessment tasks.

3. Some assessment tasks involve attendance at excursions, field studies etc. Attendance is compulsory. Where financial hardship is a factor the Head Teacher Welfare should be approached for assistance.

4. It is your responsibility to ensure that you make backup copies of computer disks and other media. Failure of technology is not a valid reason for failing to submit a task on time.

5. All work submitted for assessment must be your own work. Any breach of this rule will result in a mark of zero.

6. It is your responsibility to be aware of assessment task dates for all of your courses and to organise your schedule accordingly.

7. Students must attend all timetabled classes and will not be granted leave of absence to study for other assessment tasks in these times.

8. Students who are absent on the day when the class is notified of an assessment task are

responsible for obtaining details from their teachers immediately on their return to school. They will be expected to complete the task on time.

9. If you know in advance that you are going to miss an assessment task, either hand in the assessment task before the absence or negotiate alternative arrangements with your teacher and/or the Head Teacher of the faculty. Documentation explaining the absence (as outlined above) will be required

10. If you are sick on the day when an assessment item is due you must arrange to get the task to the teacher by the deadline set for the task. Inform the school on the day of the task – phone, fax or e‐mail the school and leave a message for your teacher or Head Teacher of the relevant faculty

11. Where you feel there is a valid reason, such as serious illness, for missing a task or being unable to submit a task, you must complete a Misadventure form and report to the relevant teacher or Head Teacher immediately upon your return to school with supporting documentation, such as a medical certificate, to discuss your case.

12. If your Misadventure form is accepted, the choice of completing the original task, completing an alternative task or receiving an estimate for the task rests with the Head Teacher of the relevant faculty.

13. Assessment tasks may be submitted to the course teacher in person, by courier, by postal mail or by e‐mail to the school address. The assessment task must be submitted at the stipulated time. Where no time is stipulated it cannot be submitted after 3.30 pm on the day it is due.


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G. Satisfactory completion of courses Students are reminded that in order to complete their HSC satisfactorily they must achieve some or all of the course outcomes in at least ten units of study in Year 12. 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:

1. Followed the course developed or endorsed by the NSW Board of Studies; 2. Applied him/her self with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; 3. Achieved some or all of the course outcomes; 4. Sat for and made genuine attempts to complete all examinations; 5. Completed formal assessment tasks worth in excess of 50% of the total available marks,

within the timeframe determined by Coffs Harbour High School’s HSC Formal Assessment Schedule;

6. Maintained a satisfactory record of attendance.

H. Unsatisfactory completion of courses A student will be considered unsatisfactory in a course if they fail to apply themselves with diligence and sustained effort to the set tasks and experiences required by the school to achieve some or all of the course outcomes. Indicators of concern include:

1. An excessive number of absences or lateness to school, particularly if these are unexplained.

2. An excessive rate of absences from or lateness to classes in one or more courses, particularly if these are unexplained.

3. Poor achievement in class tests, assignments etc caused by lack of application.

4. Poor classroom behaviour which inhibits your own and others’ learning.

5. Failure to submit assessment tasks.

6. Failure to submit assessment tasks on time on the due date.

7. Failure to complete class work and homework.

8. Proven case of copying, plagiarism or cheating.


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I. Warning Letters to students

If at any stage during the course it appears that a student will not achieve a sufficient number of outcomes, a Warning Letter will be sent. The purpose of these letters is:

1. To give students a warning in time for them to correct the problem 2. To clarify their current status regarding an unsatisfactory designation

If a student receives Warning Letter 1, Warning Letter 2 and Warning Letter 3 for the same subject, the Head Teacher of the subject will refer the student to the Deputy Principal/Principal. An interview with the parents and student will be held and if satisfactory progress towards fulfilling the requirements is not demonstrated, the Principal is obliged to issue an “N” award. The student is entitled to appeal to the Board of Studies about the “N” award. If the “N” award issued by the school is upheld by the Board of Studies, the student will not be given HSC accreditation in that particular course. This would necessitate studying these units again the following year to complete the correct number of units. The HSC would be awarded when 10 units are completed.

J. Appealing an assessment mark If a student is unhappy with an assessment mark, they have the right of appeal, following the process outlined below.

1. See your classroom teacher within two school days of receiving your mark and explain the reason for your unhappiness. Attempt to negotiate a solution.

2. If you are still unhappy after the interview, see the Head Teacher of the faculty immediately. If necessary the Head Teacher may refer the problem to the Principal and Deputy Principal of Year 12.

3. Students may appeal against an assessment mark within five (5) working days of notification to the Principal.

4. Where a student’s performance is deemed unsatisfactory and an N‐Award in a particular course is recommended, the student has the right of appeal initially to the Principal and, subsequently, to the NSW Board of Studies.

5. Where a student’s position at Coffs Harbour High School is declared invalid due to Non‐

Serious Attempt, the student has the right of appeal through the School Education Director.


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K. Student Support

All students are encouraged to seek support from teaching staff during the year as needed. These support staff include:

Support personel Type of support

Classroom Teachers

Assistance with course work and assessment tasks

Head Teachers

Warning Letters, Misadventure forms and appeals oassessment marks

Student Advisers

Assistance and support with wellbeing related issueswhich may impact on school for the student

Mentors

A teacher whom the student has a good relationship withand can seek support from

School Counsellor

Support and counselling relating to personal andwellbeing issues and disabilities

Careers Adviser

Career and exit planning, assistance and advice aboutscholarships, UAC guide, University Open days

Support Teacher Learning Difficulties

Support and advice about Special Provisions includinghaving a reader/writer , additional time or rest breaks foexams if student has a learning disability or medical illnesswhich affects their performance

Deputy Principals and Principal

Final N Award determinations, wellbeing issues

L. Reporting to parents/caregivers

Parents/carers are encouraged to participate in their son’s/daughter’s education through regular communication with the teaching staff at Coffs Harbour High School.

Parents/carers are invited to contact teachers throughout the year, to arrange phone conferences, progress reports and interviews.

Coffs Harbour High School reports to parent/carers through information evenings; student’s Examination Reports; Parent/Carer/Teacher Evenings.

The NSW Board of Studies reports to parents/carers through the issue of the Higher School Certificate


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT – MISADVENTURE FORM

REQUEST FOR EXTENSION OF TIME/SUBSTITUTE/VARIATION TO ASSESSMENT

STUDENTS NAME: YEAR: SUBJECT: TASK: DATE DUE: DETAILS OF REQUEST: REASONS FOR REQUEST (include any notes of explanation from parents, doctors’ certificate etc): PARENT’S SIGNATURE: STUDENT’S SIGNATURE: DATE:

STUDENTS DO NOT WRITE BELOW THIS LINE Please initial and pass on with recommendation if appropriate. TEACHER: TEACHERS’S RECOMMENDATION:

HEAD TEACHER’S RECOMMENDATION: Approved/Not Approved PRINCIPAL: Approved/Not Approved TEACHER: Please inform student of result of this application YEAR ADVISOR: Please file this sheet with the student’s records

NOTE: THIS SHEET WILL BE FILED WITH YOUR RECORDS


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NON‐COMPLETION OF TASKS AND N AWARDS FOR SC, PRELIMINARY AND HSC COURSES

If a task or misadventure form is not submitted: Zero marks awarded. Teacher/ Head Teacher generates RISC Warning Letter 1. Letter must clearly indicate task to be completed and must allow 3 weeks for submission.

If the task is completed, teacher enters ‘redeemed’ on risk in action area drop down box.

If the student does not submit a second task (different from the first): Zero marks awarded. Teacher/Head Teacher generates RISC Warning Letter 2. Letter must clearly indicate task to be completed, adding previous tasks as well if needed and must allow 3 weeks for submission.


If the student does not submit a third task (different from the first and second):

Zero marks awarded. Teacher/Head Teacher generates RISC Warning Letter 3. Letter must clearly indicate task to be completed, adding previous tasks as well if needed and must allow 3 weeks for submission.


If a student has not completed assessment tasks to a total value of 50%, then the Principal, on request of the Head Teacher, may issue an N Award warning followed by an N award determination to the Board of Studies.


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ANCIENT HISTORY HSC COURSE OUTCOMES

H1.1

Describes and assesses the significance of key people, group, events, institutions, societies, and sites within the historical context

H2.1

Explain historical factors and assess their significance in contributing to change and continuity in the ancient world

H3.1

H3.2

H3.3

H3.4

H3.5

H3.6

Locate, select and organise relevant information from a variety of sources Discuss relevant problems of sources for reconstructing the past Analyse and evaluate sources for their usefulness and reliability Explain and evaluate differing perspectives and interpretations of the past Analyse issues relating to ownership and custodianship of the past Plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

H4.1

H4.2

Use historical terms and concepts appropriately Communicate knowledge and understanding of historical features and issues using appropriate oral and written forms


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ANCIENT HISTORY Contact Person: Mrs L Moore

C1 Ancient Society: The Minoans

C2 Core Study: Pompeii and Herculaneum

C3 Historical Period: New Kingdom Egypt

C4 Personalities and the times: Hatshepsut

Task 1 Task 2 Task 3 Task 4

Date Term 4Week 9

Term 1Weeks 9/10

Term 2Week 8

Term 3 Weeks 4/5

Task Type Research and Oral Mid‐Course Examination

Research and source analysis

Trial HSC Examination

Components (Syllabus)

Weightings

(Syllabus) Outcomes

H3.3, H3.6, H4.1, H4.2

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

H2.1, H3.6 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2

1 25

15 5 5

2

25 20 5

3 25

20 5

4

25 25

Marks 100 15 25 20 40

Weighting 15% Weighting 25%


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BIOLOGY HSC COURSE OUTCOMES

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 and implications 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 evaluation 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

Assesses the validity of conclusions from gathered data and information

H14

Explains why an investigation is best undertaken individually or by a team

H15

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


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: BIOLOGY Contact Person: Mr M Miller

C1

The history, nature, and practice of Biology, applications and use of Biology and their implications for society and the environment, and current issues, research and development in Biology

Genetic processes, homeostatic mechanisms of the human body, concept of disease and the bodies immune capacity

C2 Skills in planning and conducting first‐hand investigations and in communicating information and

understanding based on these investigations

C3 Skills in scientific thinking, problem‐solving, and in communicating understanding and conclusions


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3 Weeks 4/5

Task Type Practical

Examination Mid‐Course Examination

Disease Talk Trial HSC

Examination


Weightings (Syllabus)

Outcomes

H3, H12, H13, H14 H1, H3, H6, H7, H8, H10, H11, H13, H14

H2, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

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

H13, H14

1 40 15 5 20

2 30

15 15

3 30 10 20

Marks 100 15 25 20 40


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BUSINESS STUDIES HSC COURSE OUTCOMES

H1.1

H1.2

Explains the impact of the global business environment on business role and structure Critically analyses the role of business in Australia

H2.1

H2.2

Describes and analyses business functions and operations and their impact on business success Evaluates processes and operations in global business

H3.1

H3.2

H3.3

Explains management theories and strategies and their impact on business Evaluates the effectiveness of management in the organisation and operations of business and its responsiveness to change Analyses the impact of management decision‐making on stakeholders

H4.1

H4.2

Critically analyses the social and ethical responsibilities of management Evaluates management strategies in response to internal and external factors

H5.1

H5.2

H5.3

H5.4

Selects, organises and evaluates information and sources for usefulness and reliability Plans and conducts an investigation into business to present the findings in an appropriate business format Communicates business information, ideas and issues, using relevant business terminology and concepts in appropriate forms Applies mathematical concepts appropriately in business situations


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: BUSINESS STUDIES Contact Person: Mr J Mellalieu

C1 Test Type

C2 Case Studies: Interpretation, Application and Communication

C3 Stimulus Based Skills


Date Term 4Week 6

Term 1Weeks 9/10

Term 2 Week 8

Term 3Weeks 4/5

Task Type Test –

Structured Essay

Mid‐Course Examination

Case Study – Business Report



Weightings

(Syllabus)

Outcomes

H3.1, H3.5 H2.1, H3.1, H3.2, H4.1, H4.2, H5.3

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

H1.1, H2.1, H3.3, H4.1, H4.2, H5.1, H5.3, H5.4

1 50 10 10 30

2 30

5 20 5

3 20 15 5

Marks 100 10 30 20 40


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CHEMISTRY HSC COURSE OUTCOMES

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

Evaluates the impacts and implications of research in chemistry on the development of technologies

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


H12


H13

Uses terminology and reporting styles appropriately and successfully to communicate information and understanding

H14


H15


H16

Justifies their positive values about and attitude 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


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: CHEMISTRY Contact Person: Mr S Hollingsworth

C1

The history, nature, and practice of Chemistry, applications and use of Chemistry and their implications for society and the environment, and current issues, research and development in Chemistry

Atomic structure and periodic table, energy, chemical reactions, carbon chemistry and stoichiometry



C3 Skills in scientific thinking, problem‐solving, and in communicating understanding and conclusions


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3 Weeks 4/5

Task Type 1st & 2nd Hand Investigation


Titration Practical Test




Outcomes

H4, H5, H7, H11, H14, H15

H1, H2, H6, H10, H11

H5, H6, H10, H12, H13, H14, H15

H1, H2, H3, H4, H6, H7, H8, H9, H10, H11, H12, H14

1 40 20 20

2 30

5 5 10 10

3 30 5 5 10 10

Marks 100 10 30 20 40


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COMMUNITY and FAMILY STUDIES HSC COURSE OUTCOMES

H1.1 Analyses the effect of resource management on the well‐being of individuals, groups, families and communities

H2.1

H2.2

H2.3

Analyses different approaches to parenting and caring relationships Evaluates strategies to contribute to positive relationships and the well‐being of individuals, groups, families and communities Critically examines how individual rights and responsibilities in various environments contribute to well‐being

H3.1

H3.2

H3.3

H3.4

Analyses the sociocultural factors that lead to special needs of individuals in groups Evaluates networks available to individuals, groups and families within communities Critically analyses the role of policy and community structures in supporting diversity Critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H4.1

H4.2

Justifies and applies appropriate research methodologies Communicates ideas, debates issues and justifies opinions

H5.1

H5.2

Proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources Develops strategies for managing multiple roles and demands of family, work and other environments

H6.1

H6.2

Analyses how the empowerment of women and men influences the way they function within society Formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: COMMUNITY and FAMILY STUDIES Contact Person: Mrs N McKee

C1 Research Methodology

C2 Groups in Context

C3 Parenting and Caring

C4 Option: Social Impact of Technology

Task 1 Task 2 Task 3 Task 4 Task 5

Date Term 4 Week 8 Term 1 Week 4

Term 1 Weeks 9/10

Term 2Week 5

Term 3Week 1

Term 3 Weeks 4/5

Task Type Research + Oral


Research – Information Pamphlet

Research + Oral




Outcomes

H4.1, H4.2

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

H2.2, H3.2, H5.1 H3.4, H4.1, H4.2H2.3, H3.4, H5.2, H6.1

1 25

25

2 25 10 10 5

3 25

5 10

10

4 25 15 10

Marks 100 25 15 20 15 25


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DESIGN and TECHNOLOGY HSC COURSE OUTCOMES

A student:

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


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COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: DESIGN and TECHNOLOGY Contact Person: Mr N Jacob

C1 Innovation and Emerging Technologies

C2 Designing and Producing

C3 Other Tasks


Date Term 4Week 7

Term 1Week 9

Term 2Week 10

Term 3 Week 5

Task Type

Investigative Component of Major Design Project – Oral Presentation

Case Study Report Research & Testing & Evaluation – Oral

Presentation




Outcomes

H1.1, H3.2, H4.1, H5.2

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

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

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

1 20

20

2 60

30 30

3 20 20

Marks 100 30 20 30 20


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EARTH and ENVIRONMENTAL SCIENCE HSC COURSE OUTCOMES

A student:

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 Assesses 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 continents

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 investigation

H13 Uses terminology and reporting styles appropriately and successfully to communicate information and understanding

H14 Assesses 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 applications of science


25

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: EARTH and ENVIRONMENTAL SCIENCE Contact Person: Mr M Miller

C1

Knowledge and Understanding of:

The history, nature, and practice of Earth and Environmental Science, applications and use of Earth and Environmental Science and their implications for society and the environment, and current issues, research and development in Earth and Environmental Science

The resources of the Earth, the abiotic features of the environment, models to explain structures and processes of change, Australian resources and biotic impacts on the environment



C3 Skills in scientific thinking, problem‐solving and in communicating understanding and conclusions


Date Term 4Week 9

Term 1Weeks 9/10

Term 2Week 10

Term 3 Weeks 4/5

Task Type Literature

Research and Report


Trial HSC

Examination



Outcomes

H1, H3, H4, H13, H15, H16

H1, H2, H3, H4, H5, H7, H8, H9, H14

H2, H4, H9, H11, H14 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

1 40

5 5 15 15

2 30

5 5 10 10

3 30 10 5 15

Marks 100 20 15 25 40


26

ENGLISH – ADVANCED HSC COURSE OUTCOMES

H1

A student explains and evaluates the effects of different contexts of responders and composers on texts

H2

A student explains relationships among texts

H2A

A student recognises different ways in which particular texts are valued

H3

A student develops language relevant to the study of English

H4

A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses

H5

A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning

H6

A student engages with the details of text in order to respond critically and personally

H7

A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts

H8

A student articulates and represents their own ideas in critical, interpretive and imaginative texts from a range of perspectives

H9

A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas

H10

A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts

H11

A student draws upon the imagination to transform experience and ideas into text demonstrating control of language

H12

A student reflects on their own processes of responding and composing

H12A

A student explains and evaluates different ways of responding to and composing text

H13

A student reflects on their own processes of learning


27

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ENGLISH – ADVANCED Contact Person: Mrs P Madigan

C1 Area of Study – Belonging: Romulus, My Father (Non Fiction)

C2 Module A – Comparative Texts: Frankenstein and Blade Runner (Novel/Film)

C3 Module B – Critical Study of Text: Hamlet (Shakespeare)

C4 Module C – Representation and Text: Conflicting Perspectives – Ted Hughes (Poetry)

Modes Listening 15% Speaking 15% Reading 25% Writing 30% Viewing/Representing 15%

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6

Date Term 4Week 10

Term 1Week 5

Term 1Weeks 9/10

Term 2Week 6

Term 3Week 2

Term 3 Weeks 4/5

Task Type

Area of Study

Examination

Comparative Texts: Vis

Representation

Area of Study Journal & Speech

Conflicting Perspectives

Essay

Critical Study Radio

Interview




Outcomes

H3, H4, H5, H8, H11

H5, H6, H7, H8, H9, H11

H1, H2, H6 H9, H10, H12, H12A, H13

H3, H6, H8, H10

H2A, H6, H8, H10, H11

H1, H2, H3, H4, H5, H8, H10, H11

1

Writing (5) Reading (5)

Writing (5)

Speaking (10) Listening (10)

Reading (5)

2

Representing (10)

Speaking (5) Writing (5)

Writing (5)

3

Reading (10) Listening (5)

Writing (5)

4

Writing (5) Viewing (5)

Reading (5)

Marks 100 10 20 25 10 15 20


28

ENGLISH – STANDARD HSC COURSE OUTCOMES

H1

A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning

H2

A student demonstrates understanding of the relationships among texts

H3

A student develops language relevant to the study of English

H4

A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses

H5

A student analyses the effect of technology and medium on meaning

H6

A student engages with the details of text in order to respond critically and personally

H7

A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts

H8

A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives

H9

A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas

H10

A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts

H11

A student draws upon the imagination to transform experience and ideas into text demonstrating control of language

H12

A student reflects on their own processes of responding and composing

H13

A student reflects on their own processes of learning


29

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ENGLISH ‐ STANDARD Contact Person: Mrs P Madigan

C1 Area of Study – Belonging: The Simple Gift (Poetry)

C2 Module A – Distinctly Visual : Run, Lola, Run (Film)

C3 Module B – Close Study of Text: Cosi (Drama)

C4 Module C – Text and Society: The Story of Tom Brennan (Novel) Modes Listening 15% Speaking 15% Reading 25% Writing 30% Viewing/Representing 15%

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6

Date Term 4Week 10

Term 1Week 6

Term 1 Week 10

Term 2Week 7

Term 3 Week 1

Term 3 Weeks 4/5

Task Type Area of Study Distinctly

Visual Essay Area of Study

Speech Close Study Vis Representation

Text and Society Essay




Outcomes

H1, H3, H4, H5, H11

H3, H4, H5, H7, H8, H10, H12, H13

H9, H11, H12, H13

H4, H5, H6, H7, H8, H9, H10

H2, H3, H4, H7, H13

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

H11

1 40

Reading (5) Writing (5) Listening (5)

Listening (5) Speaking (10) Reading (5)

Reading (5)

2 20

Writing (10) Viewing (5)

Writing (5)

3 20

Listening (5)

Representing (10) Reading (5)

4 20

Writing (5) Reading (5) Speaking (5)

Writing (5)

Marks 100 15 15 20 15 15 20


30

ENGLISH STUDIES HSC COURSE OUTCOMES

H1.1 A student 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

A student explains the ideas and values of the texts

H1.3

A student explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms

H1.4

A student produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques

H2.1

A student 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

A student 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

A student 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

A student recognises a range of purposes 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

A student recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences

H4.1

A student plans and organises to complete tasks or projects, both individually and collaboratively

H4.2

A student works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics


31

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ENGLISH STUDIES (Non – Atar) Contact Person: Mrs P Madigan

Module 1

“Telling us all about it” – English and the media

Module 2

“We are Australians” – English in citizenship, community and cultural identity (Mandatory Module)

Module 3

“Discovery and Investigation” – English in Science

Module 4

“The Big Screen” – English in Film Making

Assessment Components C1 30% C2 30% C3 25% C4 15%

Task 1 Task 2Task

3 Task 4 Task 5

Date Term 4Week 9

Term 1

Week 7

Term 2

Week 5

Term 3 Week 1

Term 3 Weeks 4/5

Task Type Module

1- Portfolio

Module 2 -

Power Point

Module 3 -

Podcast

Module 4- Film

Promotion




Outcomes

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

H.1.2; H1.4; H2.1; H2.3; H3.2; H4.1; H4.2

H1.4; H2.2; H2.3; H3.1; H3.2

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

H1.1, H1.2, H1.3, H2.1; H2.2; H2.3; H3.1; H3.2

C1 30

5 5 5 10 5

C2 30

5 5 5 10 5

C3 25

5 5 5 5 5

C4 15

5 5 5

Marks 100 20 20 15 25

15


32

ENGLISH – Extension 1 HSC COURSE OUTCOMES

H1.1

H1.2

H1.3

Students learn to distinguish and evaluate the values expressed through texts by: Identifying aspects of texts that reflect and shape values Considering the ways that values identified in and through texts can vary Evaluating the effects of changes in perceived values

H2.1

H2.2

H2.3

H2.4

Students learn how different texts are valued by: Identifying aspects of texts that are valued in different contexts Explaining why and how different aspects of texts are valued in different contexts Speculating about different ways in which texts might be valued Generalizing about the nature of the process of valuing texts

H3.1

H3.2

H3.3

H3.4

Students will learn to compose extended texts by: Engaging with the complexity of a range of texts Refining the clarity of their own compositions to meet the demands of increasing complexity of thought and expression Using and manipulating a range of generic forms in a range of modes and media for different audiences and purposes Using stylistic devices appropriate to purpose, audience and context

H4.1

H4.2

H4.3

H4.4

Students learn to develop sophisticated presentation by: Engaging in extended independent investigation Reflecting on their findings Presenting the results to a specific audience and for a specific purpose Reflecting on the effectiveness of the presentation


33

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ENGLISH ‐ EXTENSION 1 Contact Person: Mrs P Madigan

C1 Module A – Genre

Modes Speaking/Listening 10% Reading/Writing 30% Viewing/Representing 10%


Date

Term 4 Week 8

Term 1 Weeks 9/10

Term 2 Week 8

Term 3 Weeks 4/5

Task Type

Oral Presentation Mid‐Course Examination

Extended Composition

Trial HSC

Examination



Outcomes

H1, H2, H4 H1, H2, H3 H1, H3 H1, H2, H3

1 50 Speaking/Listening 10

Viewing 5 Reading/ Writing 10

Reading/Writing 10 Representing 5

Reading/ Writing 10

Marks 50 15 10 15 10


34

ENGLISH – Extension 2 HSC COURSE OUTCOMES

H1.1

H1.2

H1.3

Students learn to develop and use skills in extensive independent investigation by: Autonomous, thorough and extensive investigation in a specialised field Monitoring, reflecting on and documenting their interpretation, analysis and composition in a journal Presenting aspects of investigation to specific audiences, in a range of modes

H2.1

H2.2

H2.3

Students learn to reflect on and document their processes of composition by: Developing texts drawn from personal, affective, cognitive and other experiences, understanding and ideas Monitoring, reflection on and documenting their process of inquiry in a journal Presenting aspects of composition to specific audiences, in a range of modes


35

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: ENGLISH ‐ EXTENSION 2 Contact Person: Mrs P Madigan

C1 Major Work

Modes Written Proposal 10 Marks Oral/Work in Progress 20 Marks Report/Reflective Statement 20 Marks

Task 1 Task 2 Task 3

Date Term 4 Week 8

Term 1Week 7 Term 2 Week 4

Term 3 Week 1

Task Type

Written Proposal Vive Voce/Work in Progress Report/Reflective Statement



Outcomes

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

H2.2, H2.3

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

H2.2, H2.3

1 50 Viewing

/Representing 10 Reading/Writing 20

Speaking/Listening 20

Marks 50 10 20 20


36

GEOGRAPHY HSC COURSE OUTCOMES

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

H2

Explains the factors which place ecosystems at risk and the reasons for their protection

H3

Analyses contemporary urban dynamics and applies them in specific contexts

H4

Analyses the changing spatial and ecological dimensions of an economic activity

H5

Evaluates environmental management strategies in terms of ecological sustainability

H6

Evaluates the impacts of, and responses of people to, environmental change

H7

Justifies geographical methods applicable and useful in the workplace and relevant to a changing world

H8

Plans geographical inquiries to analyse and synthesise information from a variety of sources

H9

Evaluates geographical information and sources for usefulness, validity and reliability

H10

Applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11

Applies mathematical ideas and techniques to analyse geographical data

H12

Explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples

H13

Communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms


37

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: GEOGRAPHY Contact Person: Mr A Core

C1 Geographical Research

C2 Interpretation and Synthesis of Geographical Stimulus

C3 Geographical Writing

C4 Fieldwork


Date Term 4Week 6

Term 1 Weeks 10/11

Term 2Week 10

Term 3Weeks 4/5

Task Type Fieldwork Report


Extended Response




Outcomes

H1, H3, H12, H13 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10,

H11, H12, H13

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

H12, H13

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

H11, H12, H13

1 20 10 5 5

2 30

10 10 10

3 40 5 5 20 10

4

10 5 5

Marks 100 20 20 30 30


38

HOSPITALITY

Students who study Hospitality gain credit towards the NSW HSC and credit towards national vocational qualifications under the Australian Qualifications Framework.

All students who study Hospitality will be studying the Hospitality Operations (240 indicative hours) Course. If students are competent in all units of work and complete the 70 hours of work placements they will qualify for Certificate II in Hospitality (Operations). The competencies will be recorded in a Student Log.

Definition of Competency‐Based Assessment

Competency based assessment is largely activity based and practical. It is the process of collecting evidence and making judgements on student progress towards satisfying the performance criteria set out in a standard, or learning outcome. Competence implies that an individual displays an understanding of the knowledge that underpins the practical performance of the task. At an appropriate point a judgement is made as to whether competency has been achieved.

Satisfactory Completion of Competencies

Students are assessed according to whether or not they have achieved the learning outcomes specified in the modules they have undertaken. This form of assessment judges performance against a prescribed standard, not against other students. Students are assessed as having achieved or not yet having achieved a particular competence. It is up to the teacher’s professional judgement to make certain that all aspects of the assessment process are valid, reliable, fair and flexible. The teacher will do this by:

Gathering evidence about a student’s performance. This is ideally completed by direct observation in the workplace or by simulation of the workplace. Evidence is also gathered by traditional assessment tools such as written tests and assignments.

Identifying performance criteria that can be used to judge whether a student is performing to the required standard.

Measuring that evidence against the performance criteria.

Students will be assessed by – a. Practical situations b. Practical exams c. Written work d. On the job training e. Assignments f. Verbal/discussion g. Case studies h. Role play i. Short answers j. Examinations k. Portfolio l. Work journal Students can nominate to undertake the optional exam unit during the HSC year.


39

Students can nominate to undertake the optional exam unit during the HSC year.

THHBCCO1 A Use basic Methods of Cooking

THHBCCO2 A Prepare appetizers and salads

THHBCCO3 A Prepare stocks and sauces

THHBCCO4 A Prepare vegetables, eggs and farinaceous dishes

THHBCC11 A Implement food safety procedures

Plus at least 35 hours of work pacement.


40

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010

Subject: HOSPITALITY OPERATIONS Contact Person: Mrs J South

C1 All Modules

C2 Research and Analysis

C3 Preparation and Presentation Procedures


Date Term 4Week 9

Term 1Weeks 9/10

Term 2Week 10

Term 3 Weeks 4/5

Task Type Research Practical Trial HSC

Examination



Outcomes

THHBCC01A – Use basic methods of

cookery

THHBKA03A – Receive & store stock

THHBCC01A – Use basic methods of

cookery THHBCC11A – Implement food safety procedures

THHBCC02Aa – Prepare sandwiches

OR THHBCC02A –

Prepare appetisers & salads

All Modules – Theory/practical examination

1 45

15 30

2 15

15

3 40 10 30

Marks 100 25 15 30 30


41

INFORMATION TECHNOLOGY

Assessment: Competency‐based assessment is largely activity based and practical. It also implies that the individual displays an understanding of the knowledge that underpins the practical performance of the task.

Students will be assessed by a combination of the following methods: a. Practical situations b. Practical exams c. Written work d. On the job training e. Assignments f. Verbal/discussion g. Case studies h. Role play i. Short answers j. Examinations k. Electronic Portfolio l. Work journal

Exam All students will be required to sit for the Half‐Yearly and the Trial Examination in Year 12. The HSC Examination in IT is optional. The HSC examination is not compulsory, but all students are encouraged to take it. Completion of as many of the following units of competency as possible by each student:

Unit Code Unit of Competency

BSBCMN106A Follow workplace safety procedures

ICAU1128A Operate a personal computer

ICAD2012A Design organisational documents using computing packages

ICAU2005A Operate computer hardware

ICAU2006A Operate computing packages

ICAU2013A Integrate commercial computing packages

ICAU2231A Use computer operating system

ICAW2001A Work effectively in all IT environment

ICAW2002A Communicate in the workplace

ICAD3218A Create user documentation

ICAI3020A Install and optimise operating system software

ICAS3031A Provide advice to clients

ICAS3234A Care for computer hardware

ICAT3025A Run standard diagnostic tests

ICAU3004A Apply occupational health and safety procedures

ICAB4169A Use development software and IT tools to build a basic website

ICAB3018A Develop macros and templates for clients using standard products

ICAS3115A Maintain equipment and software in working order

ICAU3126A Use advanced features of computer applications

ICPMM321A Capture a digital image


42

INFORMATION PROCESSES and TECHNOLOGY HSC COURSE OUTCOMES

H1.1

H1.2

Applies and explains an understanding of the nature and function of information technologies to a specific practical situation Explains and justifies the way in which information systems relate to information processes in a specific context

H2.1

H2.2

Analyses and describes a system in terms of the information processes involved Develops and explains solutions for an identified need which address all of the information processes

H3.1

H3.2

Evaluates and discusses the effect of information systems on the individual, society and the environment Demonstrates and explains ethical practice in the use of information systems, technologies and processes

H4.1

Proposes and justifies ways in which information systems will meet emerging needs

H5.1

H5.2

Justifies the selection and use of appropriate resources and tools to effectively develop and manage projects Assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices

H6.1

H6.2

Analyses situations, identifies needs, proposes and then develops solutions Selects, justifies and applies methodical approaches to planning, designing or implementing solutions

H7.1

H7.2

Implements and explains effective management techniques Uses methods to thoroughly document the development of individual and team projects


43

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: INFORMATION PROCESSES and TECHNOLOGY Contact Person: Mrs J South

C1 Communication Systems

C2 Information Systems and Databases

C3 Automated Manufacturing Systems

C4 Project Management

C5 Multimedia


Date Term 4Week 7

Term 1Week 9

Term 2Week 10

Term 3Weeks 4/5

Task Type Topic Test Project Project Trial HSC

Examination



Outcomes

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

H2.1, H2.2, H3.2, H4.1

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

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

1 20 15 5

2 20

15 5

3 20 20

4

20 10 10

5 20 20

Marks 100 15 15 30 40


44

LEGAL STUDIES HSC COURSE OUTCOMES

H1

H2

Identifies an applies legal concepts and terminology Describes and explains key features of and the relationship between Australian and international law

H3

H4

Analyses the operation of domestic and international legal systems Evaluates the effectiveness of the legal system in addressing issues

H5

H6

H7

Explains the role of law in encouraging co‐operation and resolving conflict, as well as initiating and responding to change Assesses the nature of the interrelationship between the legal system and society Evaluates the effectiveness of the law in achieving justice

H8

H9

H10

Locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents Communicates legal information using well‐structured and logical arguments Analyses differing perspectives and interpretations of legal information and issues.


45

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: LEGAL STUDIES Contact Person: Mr S Murphy

C1 Core: Crime

C2 Core: Human Rights

C3 Option 1: Family Law

C4 Option 2: Consumer Law


Date Term 4Week 8

Term 1Weeks 10/11

Term 2Week 9

Term 3Weeks 4/5

Task Type Extended Response Mid‐Course Examination

Extended Response Trial HSC

Examination



Outcomes

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

H5.2 H3.4, H4.1, H4.2, H4.3, H5.3, H5.4

1 20 10 5 5

2 30

20 10

3 25 20 5

4

25 25

Marks 100 10 25 20 45


46

MATHEMATICS ‐ GENERAL HSC COURSE OUTCOMES

H1 Appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society

H2

Integrates mathematical knowledge and skills from different content areas in exploring new situations

H3

Develops and tests a general mathematical relationship from observed patterns

H4

Analyses representations of data in order to make inferences, predictions and conclusions

H5

Makes predictions about the behaviour of situations based on simple models

H6

Analyses two‐dimensional and three‐dimensional models to solve practical and mathematical problems

H7

Interprets the results of measurements and calculations and makes judgements about reasonableness

H8

Makes informed decisions about financial situations

H9

Develops and carries out statistical processes to answer questions which she/he and others have posed

H10

Solves problems involving uncertainty using basic principles of probability

H11

Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others


47

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: MATHEMATICS ‐ GENERAL Contact Person: Mr S Borgert

C1 Knowledge and Skills

C2 Application


Date Term 4Week 9

Term 1 Weeks 9/10

Term 2Week 11

Term 3Weeks 4/5

Task Type Test Mid‐Course Examination

Class Test Trial HSC

Examination



Outcomes

H1, H2, H5, H7, H8, H11

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

H11

1 40 15 10 15

2 60

15 15 5 25

Marks 100 15 30 15 40


48

MATHEMATICS – 2 UNIT HSC COURSE OUTCOMES

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 the study of calculus, geometry, probability, trigonometry and series to solve problems

H6

Uses the derivative to determine the features of the graph of a function

H7

Uses the features of a graph to deduce information about the derivative

H8

Uses techniques of integration to calculate areas and volumes

H9

Communicates using mathematical language, notation, diagrams and graphs


49

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: MATHEMATICS – 2 UNIT Contact Person: Mr S Borgert

C1 Knowledge and Skills

C2 Reasoning, Interpretative, Explanatory and Communicative Abilities


Date Term 4Week 9

Term 1Weeks 9/10

Term 2Week 11

Term 3Weeks 4/5

Task Type Class Test Mid‐Course Examination

Class Test Trial HSC

Examination



Outcomes

H1, H5, H6, H7, H9 H1, H2, H5, H6, H8,

H9 H1, H2, H3, H4, H5,

H6, H9 H1, H2, H3, H4. H5, H6, H7, H8, H9

1 80 15 25 10 30

2 20

5 5 10

Marks 100 15 30 15 40


50

MATHEMATICS ‐ EXTENSION 1 HSC COURSE OUTCOMES

HE.1 Appreciates interrelationships between ideas drawn from different areas of mathematics

HE.2

Uses inductive reasoning in the construction of proofs

HE.3

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

HE.4

Uses the relationship between functions, inverse functions and their derivatives

HE.5

Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE.6

Determines integrals by reduction of integration, including partial fractions, integration by parts and recurrence formulae, to problems

HE.7

Evaluates mathematical solutions to problems and communicates them in an appropriate form


51

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: MATHEMATICS ‐ EXTENSION 1 Contact Person: Mr S Borgert

C1 Knowledge, Understanding and Skills



Date Term 1

Weeks 9/10 Term 2Week 9

Term 3Weeks 4/5

Task Type Mid‐Course Examination

Class Test Trial HSC Examination



Outcomes

HE.2, HE.3, HE.4, HE.6, HE.7 HE.3, HE.5, HE.7 HE.2, HE.3, HE.4, HE.5, HE.6,

HE.7

1 35 10 5 20

2 15

5 5 5

Marks 50 15 10 25


52

MATHEMATICS ‐ EXTENSION 2 HSC COURSE OUTCOMES

HE.1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

HE.2

Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

HE.3

Uses the relationship between algebraic and geometric representations of complex numbers and of conic sections

HE.4

Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

HE.5

Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion

HE.6

Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

HE.7

Uses the techniques of slicing and cylindrical shells to determine volumes

HE.8

Applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems

HE.9

Communicates abstract ideas and relationships using appropriate notation and logical argument


53

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: MATHEMATICS – EXTENSION 2 Contact Person: Mr S Borgert

C1 Knowledge, Understanding and Skills



Date Term 1

Weeks 9/10 Term 2Week 9

Term 3Weeks 4/5

Task Type Mid‐Course Examination

Class Test Trial HSC Examination



Outcomes

HE.1, HE.2, HE.3, HE.4, HE.6, HE.9

HE.1, HE.4, HE.8, HE.9 HE.1, HE.2, HE.3, HE.4, HE.5,

HE.6, HE.7, HE.8, HE.9

1 60 20 15 25

2 40

10 5 25

Marks 100 30 20 50


54

MODERN HISTORY HSC COURSE OUTCOMES

H1.1

Describe the role of key features, issues, individuals, groups and events of selected twentieth‐century studies

H2.1

Explain forces and ideas and assesses their significance in contributing to change and continuity during the twentieth century

H3.1

H3.2

H3.3

H3.4

H3.5

Ask relevant historical questions Locate, selects and organises relevant information from different types of sources Analyses and evaluates sources for their usefulness and reliability Explains and evaluates different perspectives and interpretations of the past Plans and presents the findings of historical investigations after analysing and synthesising information from a variety of sources

H4.1

H4.2

Uses historical terms and concepts appropriately Communicates knowledge and understanding of historical features and issues, using appropriate oral and written forms


55

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: MODERN HISTORY Contact Person: Mrs L Bailey

C1 Core Study – World War One

C2 National Study: Germany 1918‐1939

C3 Individual Study: Leni Riefenstahl

C4 International Study: Anglo‐Irish Relations


Date Term 1Weeks 9

Term 1 Weeks 9/10

Term 2Week 9

Term 3Weeks 4/5

Task Type Source Study Oral/Research Research Essay/Test Trial HSC

Examination



Outcomes

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

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

H4.2

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

H4.2

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

1

25 15 5 5

2

25 15

10

3

25 20 5

4

25

25

Marks 100 15 20 20 45


56

HISTORY ‐ EXTENSION HSC COURSE OUTCOMES

HE1.1

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

HE2.1

HE2.2

HE2.3

Plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches Communicates through detailed, well‐structured texts to explain, argue, discuss, analyse and evaluate historical issues Constructs an historical position about an area of historical inquiry and discusses and challenges other positions


57

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: HISTORY ‐ EXTENSION Contact Person: Mrs R Laurens

C1 What is History?

C2 History Project


Date Term 4Week 7

Term 1Weeks 9/10

Term 2Week 4

Term 3Weeks 4/5

Task Type Process Log Full Proposal


Project Trial HSC

Examination



Outcomes

HE2.1, HE2.2, HE2.3 HE2.1, HE2.2, HE2.3 HE2.2, HE2.3 HE2.1, HE2.2, HE2.3

1 10 2.5 7.5

2 40

10 30

Marks 50 10 2.5 30 7.5


58

MUSIC 1 HSC COURSE OUTCOMES

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

student:

H1

Performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2

Reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3

Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H4

Articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H5

Critically evaluates and discusses performances and compositions

H6

Critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening


59

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: MUSIC 1 Contact Person: Ms Montgomery

C1 Performance

C2 Composition

C3 Musicology

C4 Aural

C5 Elective I

C6 Elective II

C7 Elective III


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 10

Term 3Weeks 4/5

Task Type Mid‐CourseExamination


Components(Syllabus)

Weightings (Syllabus) Outcomes

Core Musicology + Elective I

Elective II + Aural Core Composition +

Elective III Core Performance +

Aural

1 10 10

2 10

10

3 10 10

4 25 10 15

5 15 15

6 15 15

7 15 15

Marks 100 25 25 25 25


60

PERSONAL DEVELOPMENT, HEALTH and

PHYSICAL EDUCATION HSC COURSE OUTCOMES

H1

Describes the nature, and justifies the choice, of Australia’s health priorities

H2

Analyses and explains the health status of Australians in terms of current trends and groups most at risk

H3

Analyses the determinants of health and health inequities

H4

Argues the case for the new public health approach to health promotion

H5

Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H6

Demonstrates a range of personal health skills that enables them to promote and maintain health

H7

Explains the relationship between physiology and movement potential

H8

Explains how a variety of training approaches and other interventions enhance performance and safety in physical activity

H9

Explains how movement skill is acquired and appraised

H10

Designs and implements training plans to improve performance

H11

Designs psychological strategies and nutritional plans in response to individual performance needs

H12

Analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport

H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity

H14

Argues the benefits of health‐promoting actions and choices that promote social justice

H15

Critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

H16 Devises methods of gathering, interpreting and communicating information about health and physical activity concepts

H17 Selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation


61

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: PERSONAL DEVELOPMENT, HEALTH and PHYSICAL EDUCATION Contact Person: Mr C Field/Mr N Henry

C1 Factors that affect health

The way the body moves

C2 Influencing personal and community health

Taking action to improve participation and performance in physical activity

C3 Skills in Critical Thinking, Research and Analysis


Date Term 4Week 9

Term 1Weeks 9/10

Term 2Week 8‐10

Term 3Weeks 4/5

Task Type Research task on Factors affecting performance


Response to sports medicine + Improving

performance scenarios




Outcomes

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

H1 ‐ H5, H7 ‐ H11, H14 ‐ H17

H7, H8, H9, H10, H13, H16, H17

H1 ‐ H5, H7 ‐ H11, H13 ‐ H17

1 40

10 5 10 15

2 30

5 10 5 10

3 30

10 5 10 5

Marks 100 25 20 25 30


62

PHOTOGRAPHIC and DIGITAL MEDIA HSC COURSE OUTCOMES

M1

Generates a characteristic style that is increasingly self‐reflective in their photographic and/or video and/or digital practice

M2

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

M3

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

M4

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

M5

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

M6

Takes into account issues of occupational health and safety in the making of photographs and/or videos and/or digital works

CH1

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

CH2

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

CH3

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

CH4

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

CH5

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


63

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: PHOTOGRAPHIC and DIGITAL MEDIA Contact Person: Ms Chivas

C1 Making

C2 Criticism and History


Date Term 1Week 8

Term 2 Week 6

Term 2Week 10

Term 3Week 5

Task Type Stop‐motion video Joiner photos Research

Assignment

Major project digital still or video production




Outcomes

M1, M2, M3, M4, M5, M6

M1, M2, M3, M4, M5, M6

CH1, CH2, CH3, CH4, CH5

M1,M2,M3,M4,M5.M6 CH1, CH2, CH3, CH4,

CH5

1 70

20 20 30

2 30

15 15

Marks 100 20 20 15 45


64

PHYSICS HSC COURSE OUTCOMES

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 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 Laws, 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 the particles

H11


H12


H13 Uses terminology and reporting styles appropriately and successful to communicate information and understanding

H14


H15


H16

Justifies positive values about and attitude 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


65

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: PHYSICS Contact Person: Mr T Sodeau

C1 The history, nature and practice of Physics, applications and use of Physics and their implications for

society and the environment, and current issues, research and development in Physics

Kinematics and dynamics, energy, waves, fields and matter



C3 Skills in scientific thinking, problem‐solving and in communicating understanding and conclusions


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3Week 5

Task Type Practical Research

and Report Mid‐Course Examination

Literary Research and Report




Outcomes

H4, H7, H11, H12, H13, H15

H1, H2, H3, H4, H5, H7, H8, H9, H14

H1, H3, H4, H11, H14

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

1 40

5 10 5 20

2 30

15 5 5 5

3 30

5 5 5 15

Marks 100 25 20 15 40


66

SENIOR SCIENCE HSC COURSE OUTCOMES

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 that affect 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 to their use

H9 Relates the structure of body organs and systems to their function

H10

Discusses ways in which different forms of energy and energy transfers and transformations are used

H11


H12


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


67

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: SENIOR SCIENCE Contact Person: Mr C Hundle

C1

Knowledge and understanding of:

The history, nature, and practice of science, applications and uses of science and their implications for society and the environment, and current issues, research and developments in science.

The resources of the Earth, internal and external environments, chemicals changes, organs and systems of the body and energy

C2 Skills in planning and conducting first‐hand investigations, gathering and processing first‐hand data, gathering and

processing relevant information from secondary sources.

C3

Skills in:

Communicating information and understanding

Developing scientific thinking and problem‐solving techniques

Working individually and in teams


Date Term 4Week 8

Term 1 Week 8

Term 2Week 9

Term 4Weeks 4/5

Task Type

Lifestyle Chemistry Knowledge and Practical Test

Medical Technology ‐ Bionics

Knowledge and Practical Test

Option Knowledge Test and Research Assignment




Outcomes

H1, H2, H3, H4, H5, H6, H7, H8, H11, H12, H13, H14, H15, H16

H1, H2, H3, H4, H5, H6, H7, H9, H10, H11, H12, H13, H14, H15,

H16

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

H12, H14

H1, H2, H3, H4, H5, H10, H12, H13, H14,

H15, H16

1 40 10 10 10 10

2

30 15 15

3 30 15 15

Marks 100 25 25 25 25


68

SOCIETY and CULTURE HSC COURSE OUTCOMES

H1

Explains the interaction between persons, societies, cultures and environments across time

H2

Analyses relationships within and between social and cultural groups

H3

Accounts for cultural diversity and commonality within societies and cultures

H4

Evaluates continuity and change, and assesses social futures and strategies for change and the implications for societies and cultures

H5

Evaluates the influence of power, authority, gender and technology on decision‐making and participation of society

H6

Applies and evaluates the methodologies of social and culture research

H7

Applies appropriate language and concepts associated with society and culture

H8

Selects, organises and evaluates information and sources for usefulness, validity and bias

H9

Plans an investigation, analyses and synthesises information from a variety of perspectives and sources

H10

Communicates information, ideas and issues using appropriate written, oral and graphic forms

H11

Uses planning and review strategies to manage complex tasks, making effective use of time and resources


69

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: SOCIETY and CULTURE Contact Person: Mrs L Moore/Mrs G Latham

C1 Core – Social and Cultural Continuity and Change/Personal Interest Project

C2 Depth Study 1 – Popular Culture

C3 Depth Study 2 – Equality and Difference


Date Term 4 Week 9

Term 1 Weeks 9/10

Term 2 Week 10

Term 3 Weeks 4/5

Task Type Personal Interest

Project Mid‐Course Examination

Difference and Pop Culture Concept Map

Trial HSC

Examination



Outcomes

H1, H6, H7, H8, H9, H10, H11

H2, H3, H4, H5, H7, H8, H10

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

H7, H7, H10

1 40

30 10

2 30

15 15

3 30

20 10

Marks 100 30 10 35 25


70

SPANISH BEGINNERS HSC COURSE OUTCOMES

1.1 Establishes and maintains communication in Spanish

1.2 Manipulates linguistic structures to express ideas effectively in Spanish

1.3 Sequences ideas and information

1.4

Applies knowledge of the culture of Spanish‐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 Spanish‐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 Spanish

3.4 Applies knowledge of the culture of Spanish‐speaking communities to the production of texts


71

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: SPANISH BEGINNERS Contact Person: Mrs R Laurens

C1 Reading: Interacting and understanding texts

C2 Listening: Interacting and understanding texts

C3 Speaking: Interacting and producing texts

C4 Writing: Interacting and producing texts


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3Weeks 4/5

Task Type Reading Mid‐Course Examination

Listening Trial HSC

Examination



Outcomes

2.1, 2.2, 2.3, 2.4, 2.5, 2.6

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

2.1, 2.4, 2.5

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

1 30

20 5 5

2 30

5 20 5

3 20

5 15

4

20 5 15

Marks 100 20 20 20 40


72

SPORT, LIFESTYLE and RECREATION HSC COURSE OUTCOMES

H1.1

H1.2 H1.3 H1.4

H1.5

H1.6

Applies the rules and conventions that relate to participation in a range of physical activities Explains the relationship between physical activity, fitness and healthy lifestyle Demonstrates ways to enhance safety in physical activity Investigates and interprets the patterns of participation in sport and physical activity in Australia Critically analyses the factors affecting lifestyle balance and their impact on health status Describes administrative procedures that support successful performance outcomes

H2.1 H2.2 H2.3

H2.4 H2.5

Explains the principles of skill development and training Analyses the fitness requirements of specific activities Selects and participates in physical activities that meet individual needs, interests and abilities Describes how societal influences impact on the nature of sport in Australia Describes the relationship between anatomy, physiology and performance

H3.1

H3.2 H3.3 H3.4 H3.5 H3.6 H3.7

Selects appropriate strategies and tactics for success in a range of movement contexts Designs programs that respond to performance needs Measures and evaluates physical performance capacity Composes, performs and appraises movement Analyses personal health practices Assesses and responds appropriately to emergency care situations Analyses the impact of professionalism in sport

H4.1 H4.2

H4.3 H4.4 H4.5

Plans strategies to achieve performance goal Demonstrates leadership skills and a capacity to work co‐operatively in movement context Makes strategic plans to overcome the barriers to personal and community health Demonstrates competence and confidence in movement contexts Recognises the skills and abilities required to adopt roles that support health, safety and physical activity

H5.1 H5.2 H5.3 H5.4 H5.5

Accepts responsibility for personal and community health Willingly participates in regular physical activity Values the importance of an active lifestyle Values the features of a quality performance Strives to achieve quality in personal performance


73

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2010 Subject: SPORT, LIFESTYLE and RECREATION Contact Person: Mr C Field

C1 Knowledge and understanding C2 Skills


Date

Term 4 Week 9

Ongoing Term 2 Week 10

Ongoing

Task Type ICT Research Task Practical

Assessments 1 Sports Portfolio

Practical Assessments 1



Outcomes

1.5, 2.3, 3.5 & 4.3 1.3, 3.1, 3.2, 3.3, 4.1

& 4.2 1.1, 1.3, 2.1, 3.1, 3.2, 4.1 & 4.4

1.3, 3.1, 3.2, 3.3, 4.1 & 4.2

1 50

30 20

2 50

25 25

Marks

100

30

25

20

25


74

TEXTILES and DESIGN HSC COURSE OUTCOMES

H1.1

H1.2

H1.3

Critically analyses and explains the factors that have contributed to the design and manufacture of the Major Textiles Project Designs a textile item/s that demonstrates an understanding of functional and aesthetic requirements Identifies the principles of colouration for specific end‐uses

H2.1

H2.2

H2.3

Communicates design concepts and manufacturing specifications to both technical and non‐technical audience Demonstrates proficiency in the manufacture of a textile item/s Effectively manages the design and manufacture of a Major Textiles Project to completion

H3.1

H3.2

Explains the interrelationship between fabric, yarn and fibre properties Develops knowledge and awareness of emerging textile technologies

H4.1

H4.2

Justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end‐uses Selects and justifies manufacturing techniques, materials and equipment for a specific end‐use

H5.1

H5.2

Investigates and describes aspects of marketing in the textile industry Analyses and discusses the impact of current issues on the Australian textiles Industry

H6.1

Analyses the influence of historical, cultural and contemporary developments on textiles


75

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2009 Subject: TEXTILES and DESIGN Contact Person: Mrs J Martin

C1 Major Textiles Project

C2 Design

C3 Properties and Performance of Textiles

C4 ATCF and AI


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3Weeks 4/5

Task Type Major Folio Mark 1

Innovations Mid‐Course Examination

Folio Mark 2 Marketing of Textile

Products




Outcomes

H1.1, H1.2, H2.1, H2.2, H2.3, H6.1

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

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

H1.2, H3.1, H4.1, H4.2, H5.1, H5.2

1 50

10 10 25 5

2 20

5 5 5 5

3 20

5 5 10

4 10

5 5

Marks 100 25 20 30 25


76

VISUAL ARTS HSC COURSE OUTCOMES

H1

Initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions

H2

Applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

H3

Demonstrates an understanding of the frames when working independently in the making of art

H4

Selects and develops subject matter and forms in particular ways as representations in art‐making

H5

Demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

H6

Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

H7

Applies their understanding of practice in art criticism and art history

H8

Applies their understanding of the relationships among the artist, artwork, world and audience

H9

Demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

H10

Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts


77

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: VISUAL ARTS Contact Person: Ms Chivas

C1 Artmaking

C2 Art Criticism and Art History


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3Weeks 4/5

Task Type Development of

Body of Work VAPD/Research Project

Development of Body of Work/ Mid‐Course Examination

Development of Body of Work/ Research Project

Body of Work/Final Mark/




Outcomes

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

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

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

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

1 50

5 5 15 25

2 50

10 10 10 20

Marks 100 15 15 25 45


78

WORK STUDIES HSC COURSE OUTCOMES

Objectives Outcomes

The nature and patterns of work Develop a variety of definitions of the meaning of work

in our society

Identify a variety of patterns and categories of work

The impact of work on the individual and society

Explain why people work

Describe the role of work in the functioning of society

Explain the implications of paid and unpaid work for society

Identify a range of factors that contribute to differing attitudes to work

Describe the impact of paid and unpaid work on lifestyle of the individual

Change in the structure and nature of work

Identify factors which are changing the nature of work

Identify major effects of the changing nature of work organisation

Links between education, training and work

Identify a range of recent changes to links between education, training and work

Identify a variety of pathways from school into further education, training and work

Principles and processes involved in choosing, acquiring and keeping a job

State factors affecting job choice identify major elements of the job‐seeking process

Explain the role and importance of workplace conventions

Legal and ethical issues in the workplace

Explain the need for occupational health and safety procedures

Describe the major principles of EEO and anti‐discrimination legislation

Describe the roles of unions and professional associations in the workplace and outline factors that are changing these roles

The operation of an enterprise Explain the structure and function of an enterprise

Identify work practices uses in an enterprise

Identify career pathways that exist within an enterprise

Social issues that affect workplaces Identify a range of social issues that affect workplaces

Explain how these social issues impact on workplaces

Communication skills relevant to the workplace

Use effective oral and written communication skills applicable in a variety of work contexts

Use interpersonal skills appropriate to communicating with co‐workers, supervisors, management and clients

Skills in the major elements of the job‐seeking process

Develop a personal inventory of abilities, qualifications and competencies for presentation to an employer

Write letters of application, complete application forms and develop a resumè and portfolio for presentation at


79

an interview

Demonstrate appropriate personal presentation in work related contexts

Assess and use feedback on their performance in job‐seeking to improve their job‐seeking skills

Skills in decision marking

Research and assess available career, education and training options

Determine personal career, education and training priorities

Develop strategies to implement personal career, education and training decisions

Skills in workplace practices, procedures and conventions

Follow workplace instructions

Follow safe work practices

Follow workplace procedures and routines

Work effectively as part of a team, use time effectively

Dress appropriately for the workplace

Skills of researching, gathering, organising and presenting information

Use a variety of sources to research a topic

Select appropriate information, organise information for the chosen method of presentation

An appreciation that work has different meanings for different people

Value the contributions of paid and unpaid work for the individual, family and society

Recognise the need for a variety of work patterns

Evaluate the effects of work on lifestyle

A willingness to participate in the workforce

Appraise their personal contribution as a participant in a work placement

Accept responsibility for developing and maintaining co‐operative relationships and productive work practices

Recognise the features of high quality performance in a work context

Appreciate the need for safe work practices

A respect for the fair and equal treatment of all people in the workplace

Acknowledge and respect the ideas, feelings and attitudes of others in the workplace

Show sensitivity to the needs of others in the workplace

Respect individual and cultural differences in the workplace

An appreciation of themselves as future employees with abilities and experiences that are of value in the workplace

Express their interests, and values in relation to work

Reflect on and evaluate their personal strengths and weaknesses

Express realistic perceptions of their personal capabilities

Recognise the self‐restricting factors that influence their +career decision making

An appreciation of the links between education, training and work

Appreciate the value of learning new skills

Acknowledge the value of continuing education and training for job availability, job mobility and career advancement


80

COFFS HARBOUR HIGH SCHOOL HSC ASSESSMENT PROGRAM 2011 Subject: WORK STUDIES Contact Person: Ms M Grice‐Little

C1 Knowledge and understanding

C2 Skills


Date Term 4Week 8

Term 1Weeks 9/10

Term 2Week 9

Term 3Weeks 4/5

Task Type Industry Work

Project

Portfolio of Workplace

Communications

Work Placement Diary and Contacts




Outcomes

On‐going On‐going On‐going On‐going

1 30

5 5 15 5

2 70

15 25 20 10

Marks 100 20 30 35 15


81

Year 12 Assessment Planner 2010/11

Term 4 (2010) Term 1 (2011) SLR

Term 2 (2011) Term 3 (2011)

Week 1 CAFS English Standard English Extension 2

Week 2 English Advanced Week 3 Week 4 English Extension 2 Trials Week 5 English Advanced CAFS Trials Week 6 Business Studies

Geography English Advanced

Week 7 Design and Technology English Advanced English Standard IPT History Extension Photography

English Extension 2 English Standard

Week 8 Biology, Chemistry, CAFS, English Extension, English Extension 2 Legal Studies, Music 1 Physics, Senior Science Spanish Beg., Textiles Visual Arts, Work Studies

Senior Science Ancient History English Extension

Week 9 Ancient History, Earth &Env. Science, Hospitality, Mathematics General Mathematics, Modern History Society and Culture, SLR Hospitality Operations

Ancient History*, Biology*, Business Studies*, Chemistry* CAFS*Design and Technology Earth and Environmental Science* English Extension*, Geography* Hospitality, IPT, Legal Studies* Mathematics General* Mathematics* Mathematics Extension 1* Mathematics Extension 2* Modern History, History Extension Music 1*, PDHPE, Physics* Society and Culture*, Spanish Beg.*, Textiles*, Visual Arts* Work Studies*, Hospitality Operations

Biology, Business Studies, Chemistry, Legal Studies Mathematics Extension 1 Mathematics Extension 2 Modern History, PDHPE Physics, Senior Science, Spanish Beg., Textiles, Visual Arts Work Studies

Week 10 PDHPE English Advanced English Standard Photography

Design and Technology Earth and Environmental Science Geography, Hospitality IPT, Music 1, Photography Society and Culture, SLR Hospitality Operations

Week 11 Mathematics General Mathematics

* Mid-Course Examination


82

PLANNER - TERM 1 2011 Friday 28 January – Friday 8 April

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 24 JAN 25 JAN 26 JAN 27 JAN 28 JAN

Staff Return

1

31 JAN 1 FEB 2 FEB 3 FEB 4 FEB

Years 7, 11 & 12 Return Years 8, 9 & 10 Return

2

CHHS Swimming Carnival

7 FEB 8 FEB 9 FEB 10 FEB 11 FEB

3


4A


5

28 FEB 1 MAR 2 MAR 3 MAR 4 MAR

6

7 MAR 8 MAR 9 MAR 10 MAR 11 MAR

7


8


9

28 MAR 29 MAR 30 MAR 31 MAR 1 APR

10

4 APR 5 APR 6 APR 7 APR 8 APR

11


83

PLANNER - TERM 2 2011 Tuesday 26 April – Friday 1 July

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 25 APR 26 APR 27 APR 28 APR 29 APR

Staff Return Students Return

1

2 MAY 3 MAY 4 MAY 5 MAY 6 MAY

2


3


4A


5

30 MAY 31 MAY 1 JUN 2 JUN 3 JUN

6

6 JUN 7 JUN 8 JUN 9 JUN 10 JUN

7


Queen’s Birthday

8


9

28 JUN 29 JUN 30 JUN 31 JUN 1 JULY

10


84

PLANNER - TERM 3 2011 Monday 18 July – Friday 23 September

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 18 JUL 19 JUL 20 JUL 21 JUL 22 JUL Staff Return Students Return

1

25 JUL 26 JUL 27 JUL 28 JUL 29 JUL

2

1 AUG 2 AUG 3 AUG 4 AUG 5 AUG

3


4A


5


6

29 AUG 30 AUG 31 AUG 1 SEP 2 SEP

7

5 SEP 6 SEP 7 SEP 8 SEP 9 SEP

8


9


10


85

PLANNER - TERM 4 2010 Monday 11 October – Friday 17 December

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

11 OCT 12 OCT 13 OCT 14 OCT 15 OCT

Staff & Students Return

1


2


3

1 NOV 2 NOV 3 NOV 4 NOV 5 NOV

4


5


6


7

29 NOV 30 NOV 1 DEC 2 DEC 3 DEC

8

6 DEC 7 DEC 8 DEC 9 DEC 10 DEC

9

13 DEC 14 DEC 15 DEC 16 DEC 17 DEC

10

HSC ASSESSMENT PROCEDURES AND SCHEDULES 2011€¦ · COFFS HARBOUR HIGH SCHOOL HSC Assessment...

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