kooringal high school Year 12 2017/2018 assessment schedules · KOORINGAL HIGH SCHOOL YEAR 12...

Higgins, Andrew

[COMPANY NAME] [Company address]

KOORINGAL HIGH SCHOOL YEAR 12 2017/2018

ASSESSMENT SCHEDULES (INSERT COVER PAGE)

KOORINGAL HIGH SCHOOL YEAR 12 2017/2018 ASSESSMENT SCHEDULES

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Page

Index 1

Forward 2

Year 12 Higher School Certificate Assessment Schedules 2017/2018

NESA Content Developed Courses

Agriculture 14

Ancient History 16

Biology 18

Business Studies 20

Chemistry 22

Community and Family Studies 24

Design and Technology 26

Engineering Studies 28

English Advanced 30

English Extension 1 32

English Extension 2 34

English Standard 36

History Extension 38

Industrial Technology 40

Legal Studies 42

Mathematics 2 Unit 44

Mathematics Extension 1 46

Mathematics Extension 2 48

Mathematics General 2 Unit 50

Modern History 52

Music 1 54

Personal Development, Health and Physical Education 56

Physics 58

Senior Science 60

Society and Culture 62

Software, Design and Development 64

Visual Arts 66

NESA Content Endorsed Courses

English Studies 69

Mathematics General 1 71

Sport, Life and Recreation 73

VET Courses

Business Services 77

Construction 78

Live Production and Services (Entertainment) 80

Kitchen Operations (Hospitality) 82

Metal and Engineering 83


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Forward Please read in conjunction with Kooringal High School Assessment Policy. The Assessment Policy is located on the school’s website as well as through the Year Adviser and Deputy Principal. Dear Student and Parent/Carer, Please ensure that you read this booklet, in conjunction with the Kooringal High School Assessment Policy Booklet, and return the slip included in this booklet to Mr Andrew Higgins, Deputy Principal, by Monday 30th October 2017, if you and your son/daughter ARE or ARE NOT prepared to abide by the Assessment Policy of this school. The NESA NSW Higher School Certificate rules and requirements are covered in the Assessment, Certification and Examination (ACE) Manual. This and many other NESA publications, including syllabi, can be found on the NESA's website: www.boardofstudies.nsw.edu.au/hsc

The New South Wales Higher School Certificate The Higher School Certificate is the highest educational award you can gain in New South Wales schools. It is an internationally recognised credential that provides a strong foundation for the future, whether you wish to pursue tertiary qualifications, vocational training or employment. For most HSC NESA developed courses, they comprise of a moderated school based assessment mark (50% of the total mark in each course) and the external HSC examination mark (the other 50%). The combined mark is reported on your Higher School Certificate Record of Achievement. School based assessment is the focus of this booklet. Scheduling of Assessment Tasks Assessment in the HSC uses a variety of tasks. Assessment tasks, therefore, might occur at different times in different courses. Listed below are the periods available within the school year when assessments occur

Time Scheduled Assessment Periods

TERM 4, 2017 Assessment according to a published schedule

TERM 1, 2018 Assessment according to a published schedule

TERM 2, 2018 Assessment throughout the term – according to a published schedule

TERM 3, 2018 THE TRIAL HSC EXAMINATIONS - Weeks 4 – 5 (13 – 24 July)

This booklet outlines the nature of the assessment tasks within Kooringal High School for each course, and includes the following information:

• The assessment components and their weightings for each course

• When assessment tasks will take place

• The nature of each assessment task (e.g. assignment, test, project, etc) A detailed description including outcomes to be assessed will be issued and marking criteria or guidelines for a task will be issued at least two weeks before the task is to be completed.

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


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Kooringal High School – Planner – Term Four – 2017 (For student use) Monday Tuesday Wednesday Thursday Friday

Week 1 A

9/10 10/10 11/10 12/10 13/10

Week 2 B

16/10 17/10 18/10 19/10 20/10

Week 3 A

23/10 24/10 25/10 26/10 27/10

Week 4 B

30/10 31/10 1/11 2/11 3/11

Week 5 A

6/11 7/11 8/11 9/11 10/11

Week 6 B

13/11 14/11 15/11 16/11 17/11

Week 7 A

20/11 21/11 22/11 23/11 24/11

Week 8 B

27/11 28/11 29/11 30/11 1/12

Week 9 A

4/12 5/12 6/12 7/12 8/12

Week 10 B

11/12 12/12 13/12 14/12 15/12


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Kooringal High School – Planner – Term One – 2018 (For student use)

Monday Tuesday Wednesday Thursday Friday

Week 1 A

29/1 School development day

30/1 31/1 1/2 2/2

Week 2 B

5/2 6/2 7/2 8/2 9/2

Week 3 A

12/2 13/2 14/2 15/2 16/2

Week 4 B

19/2 20/2 21/2 22/2 23/2

Week 5 A

26/2 27/2 28/2 1/2 2/2

Week 6 B

5/3 6/3 7/3 8/3 9/3

Week 7 A

12/3 13/3 14/3 15/3 16/3

Week 8 B

19/3 20/3 21/3 22/3 23/3

Week 9 A

26/3 27/3 28/3 29/3 30/3

Week 10 B

2/4 3/4 4/4 5/4 6/4

Week 11 A

9/4 10/4 11/4 12/4 13/4


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Kooringal High School – Planner – Term Two – 2018 (For student use) Monday Tuesday Wednesday Thursday Friday

Week 1 A


1/5 2/5 3/5 4/5

Week 2 B

7/5 8/5 9/5 10/5 11/5

Week 3 A

14/5 15/5 16/5 17/5 18/5

Week 4 B

21/5 22/5 23/5 24/5 25/5

Week 5 A

28/5 29/5 30/5 31/5 1/6

Week 6 B

4/6 5/6 6/6 7/6 8/6

Week 7 A

11/6 12/6 13/6 14/6 15/6

Week 8 B

18/6 19/6 20/6 21/6 22/6

Week 9 A

25/6 26/6 27/6 28/6 29/6

Week 10 B

2/7 3/7 4/7 5/7 6/7


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Kooringal High School – Planner – Term Three – 2018 (For student use) Monday Tuesday Wednesday Thursday Friday

Week 1 A


24/7 25/7 26/7 27/7

Week 2 B

30/7 31/7 1/8 2/8 3/8

Week 3 A

6/8 7/8 8/8 9/8 10/8

Week 4 B

13/8

Trial HSC

14/8 15/8 16/8 17/8

Week 5 A

20/8

Trial HSC

21/8 22/8 23/8 24/8

Week 6 B

27/8 28/8 29/8 30/8 31/8

Week 7 A

3/9 4/9 5/9 6/9 7/9

Week 8 B

10/9 11/9 12/9 13/9 14/9

Week 9 A

17/9 18/9 19/9 20/9 21/9

Week 10 B

24/9 25/9 26/9 27/9 28/9


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Kooringal High School's Assessment Policy for the 2018 Higher School Certificate HSC Results NESA Developed Courses have an external HSC examination and your achievement will be reported against standards that clearly describe the level of knowledge, skills and understanding you have reached. In December, your HSC results will be available via the internet and SMS. If you are eligible for an HSC, your HSC documentation will be available in January. Results of NESA Developed Courses are recorded under the following headings on the Record of Achievement:

• An Assessment Mark - a moderated mark calculated from the marks awarded for your assessment tasks at school

• An Examination Mark - the mark awarded for the external examination

• The HSC Mark - the average of the Examination Mark and the Assessment Mark

• A Performance Band - your level of achievement in that course as measured against the published course

standards.

The Course Report will include descriptors for each Performance Band. These provide a summary of what students know and are able to do. The mark gained by students in the course is shown next to the relevant Performance Band. Requirements for the Award of an HSC and Satisfactory Completion of a Course It is expected that:

• the student's attendance, conduct and progress will be satisfactory

• the student will follow a pattern of study that makes him/her eligible for the award of the HSC

• the student will study appropriate courses as approved by the NESA NSW

• the student will complete all the requirements of each course including any necessary oral, aural, practical, field

work, project work, class work

• the student will have completed, and made a genuine attempt at, all tasks required as part of the assessment

program

• the student will avoid behaviour which could be considered cheating, including plagiarism, and ensure that all

assessment work is their own or acknowledges the contribution of others

• the student will sit for, and make a genuine attempt at, any examination set as part of the course including the

Higher School Certificate examination.

The Courses Two types of courses are approved for study in the Higher School Certificate:

• NESA Developed Courses - are the courses for which the NESA NSW develops a syllabus, setting out the

objectives, outcomes, structure and content. NESA also sets Higher School Certificate examinations for most of

these courses.

• NESA Endorsed Courses - all of which form part of an approved HSC program of study and are listed on your

Record of Achievement. However, only 2 units of a NESA Endorsed Course can be used in the calculation of the

Australian Tertiary Admission Rank (ATAR).

Extension study is available in English, Mathematics, History, Music and some language courses. Extension courses build on the content of the 2-unit course, and require students to study beyond the 2-unit course. A second unit of Extension English and Mathematics may also be studied. Extension 2 Requirements A student must continue with a minimum of 11 units until the final assessment before the trial is completed and it is determined that the student will achieve 10 units. At the point of withdrawal from a course the student must have


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completed more than 50% of the course assessments. The student must seek approval from the head teacher of the extension course(s) prior to discontinuing another course which will result in the student completing a pattern of study with 10 units only. Allocation of Marks Your HSC mark for 2-unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. There will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding. The band from 90 to 100 will correspond to the highest level of achievement (Band 6). Marks are based on the standard of achievement reached, not based on set distributions of marks. Assessment Marks Your school submits your assessment marks for each NESA Developed Course studied to the NESA NSW. These marks are calculated from your results on each assessment task you undertake as part of your HSC course and outlined in this booklet. In the case of VET courses studied at school, there is no assessment mark. A student record of achievement for the competencies for each module is kept as a soft copy. VET course competencies and outcomes are included in this booklet. School-Based Assessment The assessment marks submitted by a school for each course are intended to indicate students’ achievements relative to each other and the standards of the course. The assessment marks will be based on achievements measured at points throughout the course. This measure of students’ achievements is based upon:

• a wider range of syllabus outcomes than may be measured by the external examination, although it must cover all

the outcomes measured by the examination;

• multiple measures and observations made throughout the HSC course rather than at a single, final examination.

Measuring achievement at points during the course provides a better indication of student achievement than a single examination. It increases the accuracy of the final assessment of each student’s achievement by using multiple measures. It caters for any knowledge and skills outcomes that are better assessed in specific settings (e.g. research, fieldwork or practical skills), thus broadening the base of the assessment. School based assessment comprises 50% of the overall mark in each course, and is reported on your Higher School Certificate Record of Achievement. Assessment tasks may include tests, written or oral assignments, practical activities, fieldwork and projects. The assessment requirements for each NESA Developed Course are set out in each syllabus. This information may be accessed through NESA’s website: www.boardofstudies.nsw.edu.au. The final HSC assessment mark will be moderated by the NESA NSW using HSC examination marks to ensure that students are not advantaged or disadvantaged by the pattern of marks used by their school. This process will retain the school’s measurement of the order of merit of its students and the relative differences between them. Plagiarism Plagiarism is when you present work or create work as yours that is the work or creation of someone else. Students should particularly note the definition and application of the rules found in the Kooringal High School Assessment Policy and in the NESA NSW publication “All My Own Work” found at www.boardofstudies.nsw.edu.au. Honesty in Assessment – the Standard

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



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The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the Higher School Certificate. Throughout the assessment process, the highest level of honesty is required. Each student’s mark will be determined by the quality of the work produced by the student only. Any component of a student’s work that has been written, created or developed by others must be acknowledged in accordance with the NESA subject-specific documentation. Use or inclusion of material from other sources, such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement. Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. Kooringal High School treats allegations of malpractice very seriously and detected malpractice will limit a student’s marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, students will be reported further. These requirements should be read in conjunction with NESA syllabuses and policies in related areas such as malpractice and satisfactory completion of a course. Details can be found on the NESA website: www.boardofstudies.nsw.edu.au NESA’s Responsibilities For each course, NESA produces a syllabus, a statement of subject rules, a list of prescribed texts (if applicable), works and projects and an assessment guide. The NESA NSW Higher School Certificate rules and requirements are covered in the Assessment, Certification and Examination (ACE) Manual. This and many other NESA NSW publications, including syllabi, can be found on the NESA NSW website: www.boardofstudies.nsw.edu.au It is recommended that students regularly access this site. Review of Final Assessment Ranks Following submission of assessment marks from the school in each HSC course, the NESA NSW will provide information for students on their relative positions in each course. If the position assigned by the school differs significantly from what was expected by a student, based on information provided during the course, the student may seek a review in that course. The teacher's professional judgement of the achievement level in individual assessments as reflected in the marks or grades awarded, will not be considered in any part of the review. Number of Assessment Tasks It is not the intention of the NESA NSW to distort the normal learning processes by the introduction of these assessments. For this reason, schools are advised to use the least number of measures possible to arrive at a fair assessment. It is deemed by NESA that up to 5 tasks for 2- unit courses and 3 tasks for 1-unit courses should be sufficient for assessment. Teachers will use other activities for diagnostic purposes and to establish success in the teaching/learning of a particular concept, topic or unit. These are essential parts of the course and should be carried out by all students. It should further be noted that not all tasks are weighted equally and a poor level of achievement in a major task may have significant consequences. At the same time, it should be recognised that significant variation in a student's rank may occur during the HSC year as a consequence of relatively small mark differences. Students, therefore, who take lightly their responsibility to submit their best work in all tasks, do so at serious risk. A pattern of non-serious attempt or non-attempt might well prejudice such student's eligibility to receive a Higher School Certificate.



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Non-Assessment Tasks Not all homework, assignments and tests provide assessment marks. The purpose of non-assessment tasks is to give you practice and so help you improve your result. You need to complete all your assigned work in order to have satisfactorily completed the course – not just the tasks specified for assessment. As these tasks are part of a course, their completion is required for you to meet course requirements. Concerns If you are experiencing any difficulty in assessments for a course you should seek help from your Year Adviser, Assistant Year Adviser or the Head Teacher responsible for that course. Satisfactory Completion of a Course Course Completion Criteria 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: (a) followed the course developed or endorsed by NESA; and

(b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the

school; and

(c) achieved some or all of the course outcomes.

(d) VET Courses only – completed mandatory work placement of 70 hours.

While the NESA NSW does not mandate attendance requirements, Principals may determine that, as a result of absence or lack of sustained effort, the course completion criteria may not be met. Clearly, absences and lack of application will be regarded seriously by Principals who must give students early warning of the consequences of such circumstances. Warning letters must relate to students’ meeting the completion of course requirements. If at any time it appears that a student is at risk of being given an ‘N’ (Non-completion of course requirements) determination in any course, the Principal must warn the student as soon as possible and advise the parent or carer (if the student is under 18 years of age) in writing. This warning should be given in time for the problem to be corrected. If the first warning letter is not effective, a further warning letter(s) should be sent. Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then apply the ‘N’ determination. "For courses where school assessment marks are submitted, students must make a genuine attempt at assessment tasks which contribute in excess of 50 per cent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 per cent is not sufficient; tasks worth in excess of 50 per cent must be attempted. Furthermore, the student must fulfil the course completion criteria. It is only when both of these conditions are met that the course is listed on the Record of Achievement. Until a student presenting for a Higher School Certificate has satisfactorily completed courses totalling at least 12 units of Preliminary courses and 10 units of HSC courses which satisfy the NESA NSW pattern of study requirements, the student will not be eligible to receive the award of a Higher School Certificate.” (ACE Manual). University Admission The Australian Tertiary Admission Rank (ATAR) is based on an aggregate of scaled marks in ten units of NESA Developed Courses and the highest rank of an ATAR is 99.95.


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The Australian Tertiary Admission Rank (ATAR) is calculated for the Universities Admissions Centre (UAC). Students wishing to have an ATAR calculated must ensure that this is recorded on their HSC Confirmation of Entry. The NESA NSW passes this information to UAC. For further information, visit the UAC website at www.uac.edu.au or call 1300 275 822. Disability Provisions The NESA NSW assesses applications from students with special assessment needs in order to provide eligible students with practical support in NESA NSW assessments and examinations. Applications may be made by students for the RoSA, Preliminary HSC and Higher School Certificate according to procedures determined by the NESA NSW. The coordinators of these applications are the Head Teacher Welfare and the Learning Support Teacher. They will be able to provide Year 9 - 12 students with Disabilities Provisions Application forms and Information Guides. Students who wish to apply for disabilities provisions should see a member of the Learning Support Team. Parents are encouraged to contact the Head Teacher Welfare or the Learning Support Teacher with any questions regarding the process. Parents will also be provided with the part of the form to be completed by any relevant specialists. It is most important that parents carry out this request in order to support the application with statements from medical professionals. The due date is always the last day of Term 1 for pre-existing conditions, except for applications based on chronic fatigue syndrome, post-viral syndrome, Ross River fever or glandular fever, which should be submitted in July of the examination year, with teacher comments and medical documentation also dated July. For more details, refer to the NESA NSW website on http://www.boardofstudies.nsw.edu.au/disability-provisions/ or contact the school. When an application is submitted, evidence must be included indicating the precise nature of the disability and the consequent effect on examination performance. Examples of provisions available include: braille or large-print papers, use of a writer and/or reader, use of an oral interpreter, extension of test time, rest breaks, separate examination supervision and permission to take medication. Schools are responsible for determining and approving disability provisions for all school-based assessment tasks. NESA only determines disability provisions for the Higher School Certificate examinations. Students and parents should be aware that there is no guarantee NESA will grant the same provisions as those given at school. Supporting documents, e.g. medical reports that confirm diagnosis of a particular condition; hearing and vision tests; timed essays should be submitted with the application. Supporting documentation should be less than 12 months old except where an existing medical condition/ diagnosis will not change with time, e.g. permanent vision loss, diabetes. Provisions for emergencies (eg a broken arm) may be sought up to the day of the examination. If all the necessary information is not provided, some requested provisions will be declined due to insufficient evidence. Where a student has a condition that may or may not occur during an examination, such as migraines or asthma, the occurrence of an episode during an examination is covered by illness/ misadventure appeals, not disability provisions. Also, disability provisions cannot compensate students for difficulties in undertaking a course or for lost preparation time. However, if there are identifiable factors known to contribute to or trigger a particular condition, an application can be submitted on this basis; for example, separate supervision in a room with natural light if bright lighting frequently results in a migraine. Students may need provisions for:

• a permanent condition, such as diabetes or reading difficulty

• a temporary condition, such as a broken arm, or

• an intermittent condition, such as back pain when sitting for long periods. NESA does not consider the lack of familiarity with the English language to be a disability in this context. Therefore, provisions such as the use of an English/foreign language dictionary will not be approved for students disadvantaged solely because of lack of familiarity with the English language.

http://www.uac.edu.au/

http://www.boardofstudies.nsw.edu.au/disability-provisions/


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Where a student has a condition that might manifest itself during an examination session (e.g. epilepsy or asthma), the occurrence of an episode during the examination will be covered by the illness/misadventure provisions. Students for whom disability provisions are approved may not be eligible for illness/misadventure consideration for the same condition unless they experience a deterioration or variation in their condition during the actual examinations. Common Grade Scale for Higher School Certificate Courses The Common Grade Scale describes performance at each of five grade levels.

Grade A

The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition, the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

Grade B

The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition, the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

Grade C The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition, the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

Grade D The student demonstrates a basic knowledge of content and understanding of course concepts, and applies skills and processes in some familiar contexts. In addition, the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

Grade E The student demonstrates an elementary knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in recounting information and communicating ideas.

This HSC Assessment Information and Schedule should be read in conjunction with the Kooringal High School Assessment Policy.

This can be found at http://www.kooringal-h.schools.nsw.edu.au/ – “Curriculum & Activities” – “Assessment & reporting”.

http://www.kooringal-h.schools.nsw.edu.au/


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Individual HSC Course Assessment Schedules

Content Developed Courses


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Agriculture

Component Task 1 Task 2 Task 3 Task 4 Weighting

Task description Elective Research task

Farm Product Study Practical Report

Plant/Animal Production Research Task

Trial HSC Written Examination

Date Term 4 Week 8

Term 1 Week 10

Term 2 Week 8

Term 3 Week 4/5

Outcomes assessed H1.1, H2.1, H2.2

H3.1, H3.2, H3.3, H3.4

H3.4, H4.1, H5.1

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

Knowledge and understanding of: the physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems the impact of innovation, ethics and current issues on Australian agricultural systems

10 10 20 40%

Knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner Knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing

5 20 15 40%

Skills in effective research, experimentation and communication

5 15 20%

Total 20 20 25 35 100


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Component Weighting

Knowledge and understanding of:

• the physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems

• the impact of innovation, ethics and current issues on Australian agricultural systems

40

• Knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner

• Knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing

40

Skills in effective research, experimentation and communication 20

Explanation of Outcomes

H1.1 explains the influence of physical, biological, social, historical and economic factors on sustainable agricultural production

H3.3

critically examines the technologies and technological innovations employed in the production and marketing of agricultural products

H2.1 describes the inputs, processes and interactions of plant production systems

H3.4 evaluates the management of the processes in agricultural systems

H2.2 describes the inputs, processes and interactions of animal production systems

H4.1

justifies and applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural problems and situations

H3.1

assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products

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

H3.2 critically assesses the marketing of a plant OR animal product

Head Teacher contact: Mr Andrew Upton


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Ancient History

Task Number Task 1 Task 2 Task 3 Task 4 Weighting

Date Term 4 Week 8 Term 1 Week 8 Term 2 Week 7 Term 3 Week 4/5

Topic Spartan Society to the Battle of Leuctra 371 B.C

Greek World 500-440 B.C

Xerxes Cities of Vesuvius

Task Description Historical Analysis Podcast

Source Analysis Essay Task Trial Examination

Outcomes Assessed

1.1, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2

1.1, 2.1, 3.1, 3.2, 3.3, 3.6, 4.2

1.1, 3.3, 3.4, 3.6,4.1, 4.2

1.1, 2.1, 3.1, 3.3, 3.4, 4.1

Knowledge and understanding of course content

5 5 10 20 40%

Source-based skills

5 10 5 20%

Historical inquiry and research

5 5 10 20%

Communication of historical understanding in appropriate forms

5 5 5 5 20%

Total 20 25 25 30 100


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Component Weighting

Knowledge and understanding of course content 40

Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20


H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context

H3.4 explain and evaluate differing perspectives and interpretations of the past

H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world

H3.5 analyse issues relating to ownership and custodianship of the past

H3.1 locate, select and organise relevant information from a variety of sources

H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

H3.2 discuss relevant problems of sources for reconstructing the past

H4.1 use historical terms and concepts appropriately

H3.3 analyse and evaluate sources for their usefulness and reliability

H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

Head Teacher contact: Mr Paul Mowbray


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Biology

Task Number Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

Date Term 4 Week 10

Term 1 Week 8

Term 1 Week 11

Term 2 Week 8

Term 3 Week 4/5

Task Description Research Skills Prac Book Extended Response Questions

Trial Examination

Prac Books

Outcomes Assessed H2, H3, H4, H6, H7, H8, H9, 10, H13, H14

H1, H2, H3, H6

H3, H4, H6, H7, H8, H9, H10, H13, H14

H3, H4, H6, H7, H8, H9, H10, H13, H14, H16

H7, H8, H9, H10, H13, H14, H16

Knowledge and understanding of: The history, nature and practice of biology, applications and uses of biology and their implications for society and the environment, and current issues, research and development in biology Cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

10 5 10 10 5 40%

Skills in: Planning and conducting first-hand investigations Gathering and processing first-hand data Gathering and processing relevant information from secondary sources

5 5 5 10 5 30%

Skills in: Communicating information and understanding Developing scientific thinking and problem-solving techniques Working individually and in teams

5 5 5 10 5 30%

Total 20 15 20 30 15 100


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Component Weighting


• the history, nature, and practice of biology, applications and uses of biology and their implications for society and the environment, and current issues, research and developments in biology

• cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

40

Skills in:

• planning and conducting first-hand investigations

• gathering and processing first-hand data

• gathering and processing relevant information from secondary sources

30

Skills in:

• communicating information and understanding

• developing scientific thinking and problem-solving techniques

• working individually and in teams

30


H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

H9 describes the mechanisms of inheritance in molecular terms

H2 analyses the ways in which models, theories and laws in biology have been tested and validated

H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

H3 assesses the impact of particular advances in biology on the development of technologies

H11 justifies the appropriateness of a particular investigation plan

H4 assesses the impacts of applications of biology on society and the environment

H12 evaluates ways in which accuracy and reliability could be improved in investigations

H5 identifies possible future directions of biological research

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

H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

H14 assesses the validity of conclusions from gathered data and information

H7 analyses the impact of natural and human processes on biodiversity

H15 explains why an investigation is best undertaken individually or by a team

H8 evaluates the impact of human activity on the interactions of organisms and their environment

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

Head Teacher contact: Dr Nim Weerakoon


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Business Studies



Task Description Case study task - Operations

Objective and short answer task - Finance and Operations

Research task - Human Resources

Trial Examination All topics

Outcomes Assessed

H2, H3, H5, H6, H7, H8

H1, H2, H4, H5, H8, H9, H10,

H3, H4, H6. H7, H8, H9

H1, H2, H5, H6, H9, H10


5 10 5 20 40%

Stimulus based skills

5 10 5 20%

Inquiry and Research

5 10 5 20%

Communication of business information ideas and issues in appropriate forms.

5 5 5 5 20%

Total

20 25 20 35 100


P a g e 21 | 87

Component Weighting


Stimulus-based skills 20

Inquiry and research 20

Communication of business information, ideas and issues in appropriate forms 20


H1 critically analyses the role of business in Australia and globally

H6 evaluates the effectiveness of management in the performance of businesses

H2 evaluates management strategies in response to changes in internal and external influences

H7 plans and conducts investigations into contemporary business issues

H3 discusses the social and ethical responsibilities of management

H8 organises and evaluates information for actual and hypothetical business situations

H4 analyses business functions and processes in large and global businesses

H9 communicates business information, issues and concepts in appropriate formats

H5 explains management strategies and their impact on businesses

H10 applies mathematical concepts appropriately in business situations



P a g e 22 | 87

Chemistry



Task Description Research skills secondary source report

Extended response questions

Practical first-hand Investigation

Trial examination

Outcomes Assessed H3, H4, H5, H13, H14

H1-H13 H11, H12, H13, H14, H15

H1-H16

Knowledge and understanding of The history, nature and practice of chemistry, applications and uses of chemistry and their implications for society and the environment, and current issues, research and development in chemistry Atomic structure, the periodic table and bonding, energy, chemical reactions, carbon chemistry and stoichiometry

5 10 10 15 40%


5 5 15 5 30%


10 5 5 10 30%

Total 20 20 30 30 100


P a g e 23 | 87

Component Weighting


• the history, nature, and practice of chemistry, applications and uses of chemistry and their implications for society and the environment, and current issues, research and developments in chemistry

• atomic structure, periodic table and bonding, energy, chemical reactions, carbon chemistry and stoichiometry

40

Skills in:




30

Skills in:




30



H9 describes and predicts reactions involving carbon compounds

H2 analyses the ways in which models, theories and laws in chemistry have been tested and validated

H10 analyses stoichiometric relationships

H3 assesses the impact of particular advances in chemistry on the development of technologies


H4 assesses the impacts of applications of chemistry on society and the environment


H5 describes 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

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

Head Teacher contact: Dr Nim Weerakon


P a g e 24 | 87

Community and Family Studies


Date Term 4 Week 10 Term 1 Week 8

Term 2 Week 7 Term 3 Week 4/5

Task Description Independent Research Project

Case Study: Groups in Context

Technology Study: Social Impact of Technology

Trial HSC examination

Outcomes H4.1, H4.2

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

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

H1.1 to H6.2

Knowledge and understanding of how the following impact on wellbeing: resource management positive relationships range of societal factors

10 10 20 40%

Skills in: applying management processes to meet the needs of individuals, groups, families and communities planning to take responsible action to promote wellbeing

5 5 10 5 25%

Knowledge and understanding about research, methodology and skills in researching critical thinking, analysing and communicating

15 5 5 10 35%

Total 20 20 25 35 100


P a g e 25 | 87

Component Weighting

Knowledge and understanding of how the following impact on wellbeing:

• resource management

• positive relationships

• range of societal factors

• nature of groups, families and communities

40

Skills in:

• applying management processes to meet the needs of individuals, groups, families and communities

• planning to take responsible action to promote wellbeing

25

Knowledge and understanding about research methodology and skills in researching, critical thinking, analysing and communicating

35


H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H2.1 analyses different approaches to parenting and caring relationships

H4.1 justifies and applies appropriate research methodologies

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H4.2 communicates ideas, debates issues and justifies opinions

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H5.1

proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

H3.2 evaluates networks available to individuals, groups and families within communities

H6.1 analyses how the empowerment of women and men influences the way they function within society

H3.3 critically analyses the role of policy and community structures in supporting diversity

H6.2

formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

Head Teacher contact: Mr Peter McCartan


P a g e 26 | 87

Design and Technology

Task Number Task 1 Task 2 Task 3 Weighting

Date Term 4 Week 8 Term 2 Week 2 Term 3 Week 4/5

Task Description Innovation Case Study

Presentation and Report on Project Proposal and Management, Creativity and Research

Trial Examination

Outcomes Assessed

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

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

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

Knowledge and skills in: Innovation and Emerging Technologies

30 10 40%

Designing and Producing

40 20 60%

Total

30 40 30 100


P a g e 27 | 87

Component Weighting

Innovation and emerging technologies 40

Designing and producing 60


H1.1 critically analyses the factors affecting design and the development and success of design projects

H4.2 selects and uses resources responsibly and safely to realise a quality major design project

H1.2 relates the practices and processes of designers and producers to the major design project

H4.3 evaluates the processes undertaken and the impacts of the major design project

H2.1 explains the influence of trends in society on design and production

H5.1 manages the development of a quality major design project

H2.2 evaluates the impact of design and innovation on society and the environment

H5.2 selects and uses appropriate research methods and communication techniques

H3.1 analyses the factors that influence innovation and the success of innovation

H6.1 justifies technological activities undertaken in the major design project through the study of industrial and commercial practices

H3.2 uses creative and innovative approaches in designing and producing

H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting their development

H4.1 identifies a need or opportunity and researches and explores ideas for design development and production of the major design project



P a g e 28 | 87

Engineering Studies



Task Description Civil Engineering Report

Personal and Public Transport Engineering Report

Aeronautical Engineering Report

HSC Trial Exams

Outcomes Assessed H1.2, H2.1, H3.1, H4.1, H4.2, H5.1, H6.1

H2.1, H3.1, P3.2, H4.2, H4.3, H6.2

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

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

Knowledge and understanding of engineering principles and developments in technology

15 15 10 10 50%

Skills in research, problem solving and communication related to engineering

5 5 10 10 30%

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

5 5 5 5 20%

TOTAL 25 25 25 25 100


P a g e 29 | 87

Component Weighting

Knowledge and understanding of engineering principles and developments in technology 50

Skills in research, problem solving and communication related to engineering 30

Understanding the scope and role of engineering including management and problem solving 20


H1.1 describes the scope of engineering and critically analyses current innovations

H4.1 investigates the extent of technological change in engineering

H1.2 differentiates between the properties and structure of materials and justifies the selection of materials in engineering applications

H4.2 applies knowledge of history and technological change to engineering based problems

H2.1 determines suitable properties, uses and applications of materials, components and processes in engineering

H4.3

applies understanding of social, environmental and cultural implications of technological change in engineering to the analysis of specific engineering problems

H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society

H5.1 works individually and in teams to solve specific engineering problems and prepare engineering reports

H3.1

demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H5.2 selects and uses appropriate management and planning skills related to engineering

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H6.1 demonstrates skills in research and problem solving related to engineering

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering



P a g e 30 | 87

English Advanced

Task Term Week Description Components Weighting

Area of Study 4 Week 4 Week 8

Part A: Creative Writing Part B: Speech and Reflection Statement (Outcomes: 2, 3, 4, 6, 7, 8, 11, 12, 13)

Writing/ Representing Speaking

10% 15% 5%

EXAM MOD B

1 Week 8

Timed essay (in class) (Outcomes: 2, 3, 4, 6, 8, 10, 12)

Reading/ Writing 15%

MOD A 2 Week 6

Feature Article (Outcomes: 1, 2A, 3, 4, 5, 6, 7, 9, 12A)


MOD C 3 Week 1

Listening: Supp. Text Lecture Assessed in Trial exam Mod C (Outcomes: 2, 3, 4, 6, 8, 10)

Listening 20%

EXAM 3 Week 4/5 Trial exam (Paper 1 & Paper 2 Mod A & B)



P a g e 31 | 87

Component Weighting

Area of Study 40

Module A 20

Module B 20

Module C 20

Modules to be assessed across the components Weighting

Listening 15

Speaking 15

Reading 25

Writing 30

Viewing/Representing 15


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

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

2 A student explains relationships among texts. 9

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.

2A A student recognises different ways in which particular texts are valued.

10

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

3 A student develops language relevant to the study of English.

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

4

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

12 A student reflects on own processes of responding and composing.

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

12A A student explains and evaluates different ways of responding to and composing text.

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

13 A student reflects on own processes of learning.

7

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.

Head Teacher contact: Mr Rob Chapman


P a g e 32 | 87

English Extension 1



Task Description Essay Creative writing Class presentation

Trial Exam

Outcomes Assessed

1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3

Reading 5 5 5 15%

Writing 5 5

10 20%

Speaking 10 10%

Listening 5 5%

Viewing/ Representing

TOTAL

10 10 15 15 50


P a g e 33 | 87

Component Weighting

Knowledge and understanding of complex texts and of how and why they are valued 25

Skills in:

• complex analysis

• sustained composition

• independent investigation

25


1 A student distinguishes and evaluates the values expressed through texts.

3 A student composes extended texts.

2 A student explains different ways of valuing texts.

4 A student develops and delivers sophisticated presentations.



P a g e 34 | 87

English Extension 2

Components

Tasks Objective 1 Objective 2 Total Dates

Viva Voce addressing the proposal for the Major Work

5 5 10% Term 4 Week 8

Report - The impact of independent investigation on the development of the Major Work

10 5 15% Term 1 Week 5

Draft version of the Major Work, and reflection on progress to date

10 15 25% Term 1 Week 10

Total 25 25 50


P a g e 35 | 87

Component Weighting

Objective 1: Skills in extensive independent investigation 25

Objective 2: Skills in sustained composition 25


1

A student develops and presents an extended composition which demonstrates depth, insight, originality and skills in independent investigation.

2 A student reflects on and documents own process of composition.



P a g e 36 | 87

English Standard

Task Term Week Description Components Weighting

Area of Study 4 Week 4 Week 8

Part A: Creative Writing Part B: Speech and Reflection Statement (Outcomes: 2, 3, 4, 6, 7, 8, 11, 12, 13)

Writing/ Representing Speaking

10% 15% 5%

EXAM MOD B

1 Week 6

Timed essay (in class) (Outcomes: 2, 3, 4, 6, 8, 10, 12)


MOD A 2 Week 6

Feature Article (Outcomes: 1, 2A, 3, 4, 5, 6, 7, 9, 12A)


MOD C 3 Week 1

Listening: Supp. Text Lecture Assessed in Trial Exam Mod C (Outcomes: 2, 3, 4, 6, 8, 10)

Listening 20%

EXAM 3 Week 4/5 Trial exam (Paper 1 & Paper 2 Mod A & B)



P a g e 37 | 87

Component Weighting

Area of Study 40

Module A 20

Module B 20

Module C 20

Modules to be assessed across the components Weighting

Listening 15

Speaking 15

Reading 25

Writing 30

Viewing/Representing 15


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

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

2 A student demonstrates understanding of the relationships among texts.

9

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

3 A student develops language relevant to the study of English.

10

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

4 A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

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

5 A student analyses the effect of technology and medium on meaning.

12 A student reflects on own processes of responding and composing.

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

13 A student reflects on own processes of learning.

7

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.



P a g e 38 | 87

History Extension

Task Number Task 1 Task 2 Weighting

Date Term 3 Week 1 Term 3 Week 4/5

Task Description

The History Project – complete a comprehensive research project culminating in essay and bibliography.

Trial Examination

Outcomes Assessed

E2.1, E2.2, E2.3 E1.1, E2.2, E2.3

Knowledge and understanding of significant historical ideas and processes

10 10%

Skills in designing, undertaking and communication historical inquiry

40 40%

TOTAL

40 10 50


P a g e 39 | 87

Component Weighting

Knowledge and understanding of significant historiographical ideas and processes 10

Skills in designing, undertaking and communicating historical inquiry – the History Project 40


E1.1

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

E2.2 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

E2.1

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

E2.3 constructs a historical position about an area of historical inquiry and discusses and challenges other positions



P a g e 40 | 87

Industrial Technology

Task Number Task 1 Task 2 Task 3 Weighting

Date Term 4 Week 9 Term 1 Week 2 Term 3 Week 4/5

Task Description

Industry Study Written report on an organisation/business within the timber industry

Report highlighting the design and development of the major project. Includes evaluation methods used and the progress of folio documentation

Trial Examination

Outcomes Assessed

H1.1, H1.2, H1.3, H3.2, H7.1, H7.2

H2.1, H3.2, H3.3, H4.1, H4.2, H5.1, H5.2, H6.2, H7.1

H1.1, H1.2, H1.3, H3.1, H4.3, H6.1, H7.1, H7.2

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry

20 10 10 40%

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project

30

30

60%

Total

20 40 40 100


P a g e 41 | 87

Component Weighting

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area

40

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality Major Project

60


H1.1 investigates industry through the study of businesses in one focus area

H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical skills

H1.2

identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components

H1.3 identifies important historical developments in the focus area industry

H5.1 selects and uses communication and information processing skills

H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques

H5.2 examines and applies appropriate documentation techniques to project management

H3.1 demonstrates skills in sketching, producing and interpreting drawings

H6.1 evaluates the characteristics of quality manufactured products

H3.2 selects and applies appropriate research and problem-solving skills

H6.2 applies the principles of quality and quality control

H3.3 applies and justifies design principles through the production of a Major Project

H7.1 explains the impact of the focus area industry on the social and physical environment

H4.1 demonstrates competency in a range of practical skills appropriate to the Major Project

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



P a g e 42 | 87

Legal Studies



Task Description Multiple Choice Short answer

Multiple Choice Short answer

Research: Options

Trial Examination

Outcomes Assessed

H1; H2; H3; H4; H6; H7

H1; H2; H3; H4; H5; H6; H7;

H1; H4; H7; H8; H9 H10

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

Knowledge and Understanding

10 20 30 60%

Research

5 15 20%

Communication

5 5 5 5 20%

Total

20 25 20 35 100


P a g e 43 | 87

Component Weighting


Inquiry and research 20

Communication of Legal Studies information, issues and ideas in appropriate forms 20


H1 identifies and applies legal concepts and terminology

H6 assesses the nature of the interrelationship between the legal system and society

H2 describes and explains key features of and the relationship between Australian and international law

H7 evaluates the effectiveness of the law in achieving justice

H3 analyses the operation of domestic and international legal systems

H8

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

H4 evaluates the effectiveness of the legal system in addressing issues

H9 communicates legal information using well-structured and logical arguments

H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H10 analyses differing perspectives and interpretations of legal information and issues.



P a g e 44 | 87

Mathematics 2 Unit



Task Description

Test: * Trigonometry * Tangent to a Curve * Quadratic Polynomial & Locus

Test: * Geometrical Applications of Differentiation * Geometry * Integration

Test: * Sequence and Series * Logarithmic & Exponential Functions * Trigonometric Functions

Trial Examination -All Preliminary & HSC content to date

Outcomes Assessed

P 1-8 H1, H2, H5, H6, H7, H9

P 1-8 H1, H2, H5, H6, H7, H8, H9

P 1-8 H1, H2, H3, H5, H6, H7, H8, H9

P 1-8, H1, H2, H3, H4, H5, H6, H7, H8, H9

Preliminary Content 15 4 19%

Coordinate Methods in Geometry

10 4 14%

Applications of Geometrical Properties

5 4 9%

Integration 10 4 14%

Trigonometric Functions

5 4 9%

Logarithmic and Exponential Functions

10 4 14%

Applications of Calculus to the Physical World

6 6%

Probability 6 6%

Sequence & Series 5 4 9%

Total

15 25 20 40 100


P a g e 45 | 87

Component Description Weighting

Concepts, skills and techniques Use of concepts, skills and techniques to solve mathematical and techniques problems in a wide range of theoretical and practical contexts

50

Reasoning and communication

Application of reasoning and communication in appropriate communication forms to construct mathematical arguments and proofs and to interpret and use mathematical models

50


H1 seeks to apply mathematical techniques to problems in a wide range of practical contexts

H6 uses the derivative to determine the features of the graph of a function

H2 constructs arguments to prove and justify results H7 uses the features of a graph to deduce information about the derivative

H3 manipulates algebraic expressions involving logarithmic and exponential functions

H8 uses techniques of integration to calculate areas and volumes

H4 expresses practical problems in mathematical terms based on simple given models

H9 communicates using mathematical language, notation, diagrams and graphs

H5 applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems

Head Teacher contact: Mrs Helen Schmetzer


P a g e 46 | 87

Mathematics Extension 1



Task Description

Test: Parametric & Polynomials

Test: Induction & Integration

Test: * Inverse Functions * Calculus * Further Trigonometry

Trial Examination

Outcomes Assessed

PE1, 2, 3 & 6 HE1 & HE7

HE1, HE2, HE3, HE6, HE7

HE1, HE4, HE7

PE1-6 HE1, HE2, HE3, HE4 HE5, HE6, HE7

Polynomials 5 2 7%


Induction 10 5 15%

Inverse Functions

5 5 10%

Further Trigonometric Function

5 5 10%

Further Applications of Calculus to the Physical World

10 5 15%

Harder Mathematics Work

8 8%

Preliminary Content

15 5 20%

Total

20 20 10 40 100%


P a g e 47 | 87



50



50


HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

HE5 applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE2 uses inductive reasoning in the construction of proofs

HE6 determines integrals by reduction to a standard form through a given substitution

HE3

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

HE7 evaluates mathematical solutions to problems and communicates them in an appropriate form

HE4 uses the relationship between functions, inverse functions and their derivatives



P a g e 48 | 87

Mathematics Extension 2



Task Description Test: Complex Numbers

Test: Complex Numbers Polynomials Graphing

Test: Conics Integration

Trial Examination

Outcomes Assessed

E1, E2, E3, E9 E4, E6 E1, E2, E3, E4, E7, E8, E9

E1, E2, E3, E4, E5, E6, E7, E8, E9

Complex Numbers 15 3 3 21%

Conics 10 3 13%

Curve Sketching 11 3 14%


Mechanics 7 7%

Polynomials 11 3 14%

Volumes 7 7%

Harder Extension 1 10 10%

Total

15 25 20 40 100


P a g e 49 | 87



50



50


E1 appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

E6 combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

E2 chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

E7 uses the techniques of slicing and cylindrical shells to determine volumes

E3 uses the relationship between algebraic and geometric representations of complex numbers and of conic sections

E8 applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems

E4

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

E9 communicates abstract ideas and relationships using appropriate notation and logical argument

E5 uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion



P a g e 50 | 87

Mathematics General 2



Task Description Test: Algebra and assignment

Open Book Test and assignment

Test: Measurement and assignment

Trial Examination

Outcomes Assessed

MG2H: 1,2,3,9,10 MGP 1-10 MG2H: 1,2,3, 6,7,8,9,10

MG2H: 4,5,9,10 MGP: 1-10 MG2H: 1-10

Algebra and Modelling

15 5 20%

Financial Mathematics

15 6 21%

Data and Statistics

10 6 16%

Measurement

20 6 26%

Probability 5 6 11%

Mathematics and Health

6 6%

TOTAL 15 30 20 35 100


P a g e 51 | 87



50



50


MG2H-1

uses mathematics and statistics to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MG2H-7

answers questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data

MG2H-2

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

MG2H-8

solves problems involving counting techniques, multistage events and expectation

MG2H-3

makes predictions about situations based on mathematical models, including those involving cubic, hyperbolic or exponential functions

MG2H-9

chooses and uses appropriate technology to locate and organise information from a range of contexts

MG2H-4

analyses two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non-right-angled triangles

MG2H-10

uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others, and justifies a response

MG2H-5

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

MG2H-VA

appreciates the importance of mathematics in everyday life and its usefulness in contributing to society

MG2H-6

makes informed decisions about financial situations, including annuities and loan repayments



P a g e 52 | 87

Modern History



Topic National Study: Russia Personality: Leon Trotsky

Core Study: World War I

Peace and Conflict: Conflict in Europe

Task Description

Podcast Essay Source Analysis

Trial Examination

Outcomes Assessed

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

H4.2; H4.1; H3.5; H3.2; H3.1; H1.2

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

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

Knowledge and understanding of content

5 10 10 15 40%

Source-based skills

5 10 5 20%

Historical inquiry and research

5 15 20%

Communication of historical understanding in appropriate forms

5 5 5 5 20%

Total

20 30 25 25 100


P a g e 53 | 87

Component Weighting


Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20


H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H3.3 analyse and evaluate sources for their usefulness and reliability

H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H3.4 explain and evaluate differing perspectives and interpretations of the past

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

H3.1 ask relevant historical questions H4.1 use historical terms and concepts appropriately

H3.2 locate, select and organise relevant information from different types of sources

H4.2

communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms



P a g e 54 | 87

Music 1



Task Description

Musicology (seminar/written)

Aural/Composition (Including composition diary)

Mid-Course assessment (Performance 2 pieces including core performance)

Trial HSC Elective x 2 (2 of perf/comp/m’ogy) Aural Written exam

Outcomes Assessed

H2, H4, H5, H6, H8, H10

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

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

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

Performance 25 25%

Composition 10 10%

Musicology 10 10%

Aural 10 15 25%

Electives 30 30%

Total 10 20 25 45 100


P a g e 55 | 87

Component Weighting

Performance Core 10

Composition Core 10

Musicology Core 10

Aural Core 25

Elective 1 15

Elective 2 15

Elective 3 15


H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H7

understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H9 performs as a means of self-expression and communication

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H5 critically evaluates and discusses performances and compositions

H11 demonstrates a willingness to accept and use constructive criticism

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

Head Teacher contact: Mr Joel Lowrie


P a g e 56 | 87

Personal Development, Health and Physical Education

Task No. 1 2 3 4

Date Due Term 4 Week 9 Term 1 Week 9 Term 2 Week 8 Term 3 Week 4/5

Task Description Core 2 Sports Analysis

Option: Improving Performance Case Study

Core 1 Research Task

Trial Exam Examination

Outcomes H8, H10,H11, H16 H7, H9, H17 H1, H2, H3, H4, H5, H16

H1, H2, H3, H4, H8, H9, H10, H11, H13, H14, H15


15 10 15 20

Movement Application

10 5

Process 10 10 5

Weighting 25% 20% 25% 30%


P a g e 57 | 87

Component Weighting


• factors that affect health

• the way the body moves

40

Skills in:

• influencing personal and community health

• taking action to improve participation and performance in physical activity

30

Skills in critical thinking, research and analysis 30


H1 describes the nature and justifies the choice of Australia’s health priorities

H10 designs and implements training plans to improve performance

H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk

H11 designs psychological strategies and nutritional plans in response to individual performance needs

H3 analyses the determinants of health and health inequities

H12

analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)

H4 argues the case for health promotion based on the Ottawa Charter

H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H14 argues the benefits of health-promoting actions and choices that promote social justice

H6

demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)

H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

H7 explains the relationship between physiology and movement potential

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

H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity

H17

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

H9 explains how movement skill is acquired and appraised

Head Teacher contact: Mr Tim Wykes


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Physics


Date Term 4 Week 9

Term 1 Week 9

Term 2 Week 9 Term 3 Week 4/5

Task Description Physics Skills Extended Response Questions

Investigation Skills

Trial Examination

Outcomes Assessed H3, H4, H5, H6, H13, H14

H1-H13 H11, H12, H13, H14, H15

H1-H16

Knowledge and understanding of The history, nature and practice of physics, applications and uses 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

5 10 5 25 45%

Skills in: Planning and conducting first-hand investigations Gathering and processing first-hand data Gathering and processing relevant information from secondary sources.

10 5 15 30%


10 5 5 5 25%

Total 25 20 25 30 100


P a g e 59 | 87

Component Weighting


• the history, nature, and practice of physics, applications and uses of physics and their implications for society and the environment, and current issues, research and developments in physics

• kinematics and dynamics, energy, waves, fields and matter

40

Skills in:




30

Skills in:




30



H9 explains the effects of electric, magnetic and gravitational fields

H2 analyses the ways in which models, theories and laws in physics have been tested and validated

H10 describes the nature of electromagnetic radiation and matter in terms of the particles

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

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



P a g e 60 | 87

Senior Science



Task Description

Investigation Skills (Lifestyle Chemistry)

Extended Response Questions

Research Skills (Prac. Books)

Trial Examination

Outcomes Assessed H7, H8, H9, H11.H12, H13

H1-H13 H11, H12, H13, H14, H15

H1-H14

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 development in science The resources of the Earth, internal and external environments, chemical changes, organs and systems of the body and energy

10 10 5 10 35%


5 5 15 15 40%


5 5 10 5 25%

Total 20 20 30 30 100


P a g e 61 | 87

Component Weighting


• 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, chemical changes, organs and systems of the body and energy

40

Skills in:




30

Skills in:




30


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

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

H2 applies the processes that are used to test and validate models, theories and laws, to investigations

H10 discusses ways in which different forms of energy and energy transfers and transformations are used

H3 assesses the contribution of scientific advances on the development of technologies


H4 assesses the impacts of applications of science on society and the environment


H5 describes possible future directions of scientific research


H6 describes uses of the Earth’s resources H14 assesses the validity of conclusions from gathered data and information

H7 identifies effects of internal and external environmental changes on the human body


H8 relates the properties of chemicals to their use 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



P a g e 62 | 87

Software, design and development



Task Description Research Task Major Project - Planning and Design

Major Project -Implementation and Testing

Trial Examination

Outcomes Assessed

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

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

H1.3, H3.2, H4.2, H4.3, H6.2

Knowledge and Understanding

5 15 20%

Design and Development

5 5 25 35%

Project Management Techniques

10 5 5 20%

Project 5 20 25%

Total

20 15 25 40 100


P a g e 63 | 87

Component Weighting

Knowledge and understanding about the development and impact of software solutions and the software development cycle

20

Design and development of software solutions 35

Project management techniques, including documentation, teamwork and communication 20

Project(s) 25


H1.1 explains the interrelationship between hardware and software

H4.3 applies a modular approach to implement well-structured software solutions and evaluates their effectiveness

H1.2 differentiates between various methods used to construct software solutions

H5.1 applies project management techniques to maximise the productivity of the software development

H1.3 describes how the major components of a computer system store and manipulate data

H5.2 creates and justifies the need for the various types of documentation required for a software solution

H2.1 explains the implications of the development of different languages

H5.3 selects and applies appropriate software to facilitate the design and development of software solutions

H2.2 explains the interrelationship between emerging technologies and software development

H6.1 assesses the skills required in the software development cycle

H3.1 identifies and evaluates legal, social and ethical issues in a number of contexts

H6.2 communicates the processes involved in a software solution to an inexperienced user

H3.2 constructs software solutions that address legal, social and ethical issues

H6.3 Uses and describes a collaborative approach during the software development cycle

H4.1 identifies needs to which software solutions are appropriate

H6.4

develops and evaluates effective user interfaces, in consultation with appropriate people

H4.2 applies appropriate development methods to solve software problems

Head Teacher contact: Mr Peter McCartan


P a g e 64 | 87

Society and Culture



Task Description Continuity & Change Research Task

Inclusion and Exclusion Oral Presentation

Popular Culture in Class Response

Trial HSC

Outcomes Assessed H1, H2, H3, H5, H7, H9, H10

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

H1, H2, H3, H5, H7, H9, H10

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


5 5 15

20 45%

Application and evaluation of social and cultural research methodologies

10 5 5 10 30%

Communication of information, ideas and issues in appropriate forms

5 10 5 5 25%

Total

20

20

25

35

100


P a g e 65 | 87

Component Weighting


Application and evaluation of social and cultural research methods 30

Communication of information, ideas and issues in appropriate forms 20


H1 evaluates and effectively applies social and cultural concepts

H6 evaluates social and cultural research methods for appropriateness to specific research tasks

H2 explains the development of personal, social and cultural identity

H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and bias

H3 analyses relationships and interactions within and between social and cultural groups

H8

uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complex

H4 assesses the interaction of personal experience and public knowledge in the development of social and cultural literacy

H9 applies complex course language and concepts appropriate for a range of audiences and contexts

H5 analyses continuity and change and their influence on personal and social futures

H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms



P a g e 66 | 87

Visual Arts



Task Description

Development of BOW- investigations of artmaking practice in VAPD, experiments, reflections, explanations and research about related artist’ practice

Critical/ Historical In-class essay based on case study content

Submission of BOW and VAPD

Critical/ Historical Trial HSC Exam

Outcomes Assessed

H1, H2, H3, H4

H7, H8, H9

H1, H2, H3, H4, H5, H6

H7, H8, H9, H10

Art Making 15 35 50%

Art History Art Criticism

20 30 50%

Total

15 20 35 30 100


P a g e 67 | 87

Component Weighting

Artmaking 50

Art criticism and art history 50


H1 initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions

H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

H2 applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

H7 applies their understanding of practice in art criticism and art history

H3 demonstrates an understanding of the frames when working independently in the making of art

H8 applies their understanding of the relationships among the artist, artwork, world and audience

H4 selects and develops subject matter and forms in particular ways as representations in artmaking

H9 demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

H5

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

H10 constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Head Teacher contact: Mr Joel Lowrie


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Individual HSC Course Assessment Schedules

Content Endorsed Courses


P a g e 69 | 87

English Studies


Date Term 4 Week 7 Term 1 Week 8 Term 2 Week 7 Term 3 Week 5

Task Description Text types

Relationships on Screen (2 x films) Blog + Visual + Justification

We Are Australians (Prose &/or Play + Poetry) + Exams Research + Exam

Creative Arts (Lyrics + Artwork) Research + Lyrics

Industry OR Travel (Documentary) PowerPoint

Outcomes Assessed

1.2 / 1.3 2.1 / 2.2 / 4.1 / 4.2 1.1 / 2.3 / 3.1 1.4 / 3.2

Reading 15 15

30%

Writing 10 10

10 30%

Representing/Viewing

10

10 20%

Speaking/Listening

15

5 20%

Total

20 30 25 25 100


P a g e 70 | 87

Objectives

Objective 1: Students will experience and develop knowledge, understanding and appreciation of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.

Objective 2: Students will develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives and to consolidate a sound basis for current and future education, careers and citizenship.

Objective 3: Students will develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

Objective 4: Students will develop skills in planning and working independently and collaboratively and reflect on learning.


H1.1

Analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning

H2.3

Demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts

H1.2 Explains the ideas and values of the texts H3.1

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

H1.3 Explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms

H3.2

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

H1.4

Produces a range of texts hat demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques

H4.1 Plans and organises to complete tasks or projects, both individually and collaboratively

H2.1

Comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship

H4.2

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

H2.2

Demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship



P a g e 71 | 87

Mathematics General 1


Date Term 4 Week 10

Term 1 Week 11

Term 2 Week 7

Term 3 Week 5

Task Description Assignment Focus study

Exam Assignment Assignment

Outcomes Assessed

MGP 1-10 MG1H: 1,2,3, 6,9,10

MGP 1-10 MG1H: 1,2,3,4,5, 6,7,8,9,10

MGP 1-10 MG1H: 1,2,3,4,5, 6,9,10

MG1H: 1,2,3,4,5,6,7, 9,10

Algebra and Modelling 5 5%

Financial Mathematics 5 5%

Data and Statistics (Incorporated in Maths and Human body)

5 5%

Probability 5 5%

FOC

US

STU

DIE

S

Mathematics and Design 20 20%

Mathematics and Human Body (Use of Technology)

30 30%

Mathematics and Personal Resource Usage (use of Technology)

15 15%

Mathematics and Household Finance (Use of Technology)

15 15%

TOTAL 20 20 30 30 100


P a g e 72 | 87

Objectives Outcomes

apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models based on mathematical and statistical concepts

MG1H-1 uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts MG1H-2 analyses representations of data in order to make predictions

use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, and probability

MG1H-3 makes predictions about everyday situations based on simple mathematical models MG1H-4 analyses simple two-dimensional and three-dimensional models to solve practical problems MG1H-5 interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units MG1H-6 makes informed decisions about financial situations likely to be encountered post-school MG1H-7 develops and carries out simple statistical processes to answer questions posed MG1H-8 solves problems involving uncertainty using basic counting techniques

use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations

MG1H-9 chooses and uses appropriate technology to organise information from a range of practical and everyday contexts

interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and statistical graphs

MG1H-10 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others

appreciation of the relevance of mathematics MG1H-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to society



P a g e 73 | 87

Sport, Life and Recreation

Task No. 1 2 3 4

Date Due Term 4 Week 8 Term 1 Week 9 Term 2 Week 9 Term 3 Week 4

Outdoor Recreation Research task

Test Games and Sport Application Practical assessment

Sports Administration Case Study

Outcomes 1.2, 1.3, 3.6 1.2, 1.4,1.5, 2.1, 2.5 1.3, 2.3, 4.1, 4.2, 4.4 1.6, 4.1, 4.3, 3.2


10 20 5 10

Movement Application

15 20

Process 5 15

% weighting 25% 25% 25% 25%


P a g e 74 | 87

Objectives Outcomes

1. knowledge and understanding of the factors that influence health and participation in physical activity

1.1- applies the rules and conventions that relate to participation in a range of physical activities

1.2- explains the relationship between physical activity, fitness and healthy lifestyle

1.3- demonstrates ways to enhance safety in physical activity 1.4- investigates and interprets the patterns of participation in

sport and physical activity in Australia 1.5- critically analyses the factors affecting lifestyle balance and

their impact on health status 1.6- describes administrative procedures that support

successful performance outcomes

2. knowledge and understanding of the principles and processes impacting on the realisation of movement potential

2.1- explains the principles of skill development and training 2.2- analyses the fitness requirements of specific activities 2.3- selects and participates in physical activities that meet individual needs, interests and abilities 2.4- describes how societal influences impact on the nature of sport in Australia 2.5- describes the relationship between anatomy, physiology and performance

3. the ability to analyse and implement strategies that promote health, physical activity and enhanced performance

3.1- selects appropriate strategies and tactics for success in a range of movement contexts 3.2- designs programs that respond to performance needs 3.3- measures and evaluates physical performance capacity 3.4- composes, performs and appraises movement 3.5- analyses personal health practices 3.6- assesses and responds appropriately to emergency care situations 3.7- analyses the impact of professionalism in sport

4. a capacity to influence the participation and performance of self and others.

4.1- plans strategies to achieve performance goal 4.2- demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3- makes strategic plans to overcome the barriers to personal and community health 4.4- demonstrates competence and confidence in movement contexts 4.5- recognises the skills and abilities required to adopt roles that support health, safety and physical activity

5. a lifelong commitment to an active, healthy lifestyle and the achievement of movement potential

5.1- accepts responsibility for personal and community health 5.2- willingly participates in regular physical activity 5.3- values the importance of an active lifestyle 5.4- values the features of a quality performance 5.5- strives to achieve quality in personal performance

Head Teacher contact: Mr Tim Wykes


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Individual HSC VET Information


P a g e 76 | 87

Assessment Advice for HSC VET Courses

Assessment in VET courses is competency based. This means that you need to demonstrate that you have gained, and can

apply the specific knowledge and skills for the unit of competency to be deemed competent in that unit. Evidence of

competence will be collected in a variety of ways including written tasks, practical demonstration, portfolio or assignments.

You may be deemed ‘Competent’ if performance in all required assessment activities is satisfactory or Not Yet Competent

if you are still developing skills and/or your performance is at an unsatisfactory level. There is no pass or fail. This means

that a course mark is not allocated. For this reason, the assessment schedule for HSC VET courses is in a different format

to other Board Developed Courses. Formal assessment will be scheduled only when you have developed the necessary

skills, and underpinning knowledge to demonstrate competency.

Your trainer will keep a record of units of competency achieved. You may request to see this record at any time to determine

your progress. Alternately you will be supplied with a competency log for maintaining a record of units achieved. You are

entitled to seek advice about options for further training and assessment for competencies ‘not yet achieved’. You will also

receive a report from the school each semester indicating competencies achieved to date.

The achievement of units of competency, will lead to a Certificate at AQF level I, II or III or a Statement of Attainment

(SOA) towards the AQF qualification. A transcript will be issued by the NSW Education Standards Authority (NESA) on

behalf of Public Schools NSW Wagga Wagga, Registered Training Organisation (RTO) 90333 for successful completion.

Recognition of Prior Learning (RPL) is available by submitting evidence of skills and knowledge relevant to the unit/s of

competency for assessment by your trainer.

Credit Transfer will be given for units of competency previously achieved with another RTO.

Work placement is a mandatory HSC component in some courses and must be completed during the course. (Refer to

the specific course assessment summary for more detailed information).

Note

- you will not be permitted to participate in a work placement if you are not deemed ‘work ready’ by your trainer.

- an ‘N’ determination will be issued if work placement is not satisfactorily completed. This means that the course will not count towards your HSC pattern of study. However, you will still receive a Statement of Attainment which indicates the units of competency achieved towards the qualification.

- the scheduled date for work placement is shown in the course assessment summary.

HSC Examination is only available in some VET courses. (Refer to the specific course assessment summary for more

detailed information).

- Optional for students completing the 240 hour course and is intended for Australian Tertiary Admissions Rank (ATAR) purposes only. (Refer to the specific course assessment summary for more detailed information).

- Independent of the competency based assessment requirements for the Australian Qualifications Framework (AQF) VET qualification. The satisfactory completion of the course will still appear on your HSC if the optional exam is not undertaken.

If you intend to use your VET course towards the calculation of the ATAR, the school must submit an estimated mark of

your likely performance in the HSC. This will only be used in the case of an illness/misadventure appeal. Students whose

HSC pattern of study makes them eligible to receive an ATAR must sit the trial exam.


P a g e 77 | 87

Assessment Summary for BSB20115 Certificate II in Business

Additional requirements for HSC purposes Dates

Work Placement (compulsory for the HSC) - 70 hours in total. Weeks 6 & 7 Term 1

Trial HSC exam - Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial HSC exam.

Weeks 4 & 5 Term 3

Assessment Plan Evidence Gathering Techniques

Competency codes Units of competency

Ob

serv

atio

n o

f

pra

ctic

al w

ork

Pro

du

ct

asse

ssm

ent

Ora

l qu

esti

on

ing

Wri

tten

assi

gnm

ent,

Tes

t.

Ro

le P

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

HSC

exa

min

able

Cluster 1-Work Health & Safety

BSBWHS201 Contribute to health and safety of self and others Yes

Cluster 2-File it

BSBINM201 Process and maintain workplace

information

Yes

BSBWOR202 Organise and complete daily work activities

Cluster 3-Let’s Communicate

BSBITU203 Communicate electronically

BSBCMM201 Communicate in the workplace

Cluster 4-Keyboarding Speed & Accuracy & Word Processing

BSBITU307 Develop keyboarding speed and accuracy

BSBITU201 Produce simple word processed documents

Cluster 5-Handle Mail

BSBINM202 Handle mail

Cluster 6-Going Green

BSBSUS201 Participate in environmentally sustainable

work practices

Yes

BSBITU202 Create and use spreadsheets

Cluster 7-Financial Documents

TLIP2029 Prepare and process financial documents Yes

Cluster 8-Let’s work together

BSBIND201 Work effectively in a business environment Yes

BSBINN201 Contribute to workplace innovation Yes

BSBCUS201 Deliver a service to customer Yes

Depending on the achievement of units of competency; the possible AQF qualification outcome is BSB20115 Certificate II

in Business or a Statement of Attainment towards BSB20115 Certificate II in Business.


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Assessment Summary for CPC20211Certificate II in Construction Pathways

Requirements for HSC purposes Dates



Weeks 4 & 5 Term 3

Assessment Plan Evidence gathering techniques

Competency

codes

Units of competency

Ob

serv

atio

n o

f p

ract

ical

wo

rk

Pro

du

ct a

sses

smen

t

Ora

l qu

esti

on

ing

Wri

tten

ass

ign

men

t, T

est,

Qu

iz

Ro

le p

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

HSC

Exa

min

able

CPCCOHS1001A Work safely in the construction industry

(white card) ✓ ✓ ✓ ✓ ✓ Yes

Cluster 1:Getting Started in the Construction Industry

CPCCOHS2001A Apply OHS requirements, policies and

procedures in the construction industry ✓ ✓ ✓ ✓ ✓ Yes

CPCCCA2011A Handle carpentry materials ✓ ✓ ✓ ✓ ✓ ✓

Cluster 2: Measure up

CPCCCM1015A Carry out measurements & calculations ✓ ✓ ✓ ✓ Yes

CPCCCA2002B Use carpentry tools and equipment ✓ ✓ ✓ ✓ ✓

Cluster 3:Reading plans and levelling

CPCCCM2001A Read and interpret plans and

specifications ✓ ✓ ✓ Yes

CPCCCM2006B Apply basic levelling procedures ✓ ✓ ✓

Cluster 4: Prepare to Concrete

CPCCO2021A* Handle concreting materials ✓ ✓ ✓ ✓

CPCCCM2004A Handle construction materials ✓ ✓ ✓

Cluster 5: Group Project

CPCCCM1013A Plan and organise work ✓ ✓ ✓ ✓ ✓ Yes

CPCCCM2005B Use construction tools and equipment ✓ ✓ ✓ ✓ ✓ Yes

Cluster 6-Working Effectively

CPCCCM1012A Work effectively and sustainably in the

construction Industry ✓ ✓ ✓ Yes

CPCCCM1014A Conduct workplace communication ✓ ✓ ✓ Yes

Cluster 7: Option 1-Joinery


P a g e 79 | 87

CPCCJN2001A Assemble components ✓ ✓ ✓ ✓

CPCCJN2002B Prepare for off-site manufacturing process ✓ ✓ ✓ ✓

Depending on the achievement of units of competency; the possible AQF qualification outcome is CPC20211 Certificate II

in Construction Pathways or a Statement of Attainment towards CPC20211 Certificate II in Construction Pathways.


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Assessment Summary for CUA30415 Certificate III in Live Production and Services


Work Placement (compulsory for the HSC) - 70 hours in total. Ongoing


Weeks 4 & 5 Term 3


Competency

codes

Units of competency

Ob

serv

atio

n o

f

pra

ctic

al w

ork

Pro

du

ct

asse

ssm

ent

Ora

l qu

esti

on

ing

Wri

tten

assi

gnm

ent,

Tes

t.

Ro

le P

lay,

ora

l

pre

sen

tati

on

Thir

d p

arty

rep

ort

Self

-ass

essm

ent

HSC

exa

min

able

Cluster 1-Working in the entertainment industry

Prerequisite

CPCCCOHS1001A Work safely in the construction industry

CUAIND301 Work effectively in the creative arts

industry

Yes

Cluster 2-Lighting

CUALGT301 Operate basic lighting Yes

CUFLG304 Install and operate follow spots

Cluster 3-Live Performance

CUASTA301 Assist with production operations for live performances

Yes

CUASMT301 Work effectively backstage during

performances

Cluster 4-Audio

CUASOU301 Undertake live audio operations Yes

CUASOU306 Operate sound reinforcement systems

Cluster 5-Staging

CUAWHS302 Apply work health and safety practices Yes

CUASTA202 Assist with bump in bump out shows

MEM18002B Use power tools/hand held operations

Cluster 6-Vision system the live feed

CUAVSS302 Operate vision systems Yes

BSBWOR301 Organise personal work priorities and

development

Cluster 7-Creative projects and customer service

CUAPPRP304 Participate in collaborative creative

projects


P a g e 81 | 87

SITXCCS303 Provide service to customers Yes

Depending on the achievement of units of competency; the possible AQF qualification outcome is CUA30415 Certificate III

in Live Production and Services or a Statement of Attainment towards CUA30415 Certificate III in Live Production and

Services.


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Assessment Summary for SIT20416 Certificate II in Kitchen Operations

(including coffee)




Weeks 4 & 5 Term 3

Assessment Plan Evidence gathering techniques


Ob

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Pro

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Test

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HSC

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Cluster: Getting along

BSBWOR203 Work effectively with others ✓ ✓ YES

Cluster: Safe and sustainable work practices

SITXWHS001 Participate in safe work practices

✓ ✓ ✓

YES

BSBSUS201 Participate in environmentally sustainable work practices

Cluster: Safe and hygienic food preparation

SITXFSA001 Use hygienic practices for food safety

✓ ✓ ✓

YES

SITHCCC001 Use food preparation equipment

SITXFSA002 Participate in safe food handling practices

Cluster: Preparing quality simple dishes

SITHCCC002 Prepare and present simple dishes ✓ ✓ ✓

SITINV002 Maintain the quality of perishable items

Cluster: Producing menu Items

SITHCCC005 Prepare dishes using basic methods of cookery ✓ ✓ ✓ ✓ ✓ YES

Cluster: Cleaning the kitchen

SITHKOP001 Clean kitchen premises and equipment ✓ ✓ ✓ YES

Cluster: Preparing appetisers and salads

SITHCCC006 Prepare appetisers and salads ✓ ✓ ✓ ✓ ✓

Cluster: Keeping up to date with industry

SITHIND002 Source and use information on the hospitality industry

✓ YES

Cluster: Prepare and serve espresso coffee

SITHFAB005 Prepare and serve espresso coffee ✓ ✓ ✓ ✓ ✓

Cluster: Use cookery skills effectively

SITHCCC011 Use cookery skills effectively (holistic) ✓ ✓ ✓ ✓

Depending on the achievement of units of competency; the possible AQF qualification outcome is SIT20416 Certificate II

in Kitchen Operations or a Statement of Attainment towards SIT20416Certificate II in Kitchen Operations


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Assessment Summary for MEM10105 Certificate I in Engineering




Weeks 4 & 5 Term 3



Ob

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Test

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Wo

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HSC

exa

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able

Prerequisite - Manufacturing, engineering and related services industries induction. (HSC unit only)

✓ ✓ YES

Cluster 1-Working Safely in the Metals Industry

MEM13014A Apply principles of occupational health and safety in the work environment

✓ ✓ ✓ YES

MEM 11011B Undertake manual handling ✓ ✓ ✓ ✓

Cluster 2-Using Hand Tools

MEM14004A Plan to undertake a routine task ✓ ✓ ✓ ✓ YES

MEM18001C Use hand tools ✓ ✓ ✓ ✓ YES

Cluster 3-Using Power Tools

MEM18002B Use power tools/hand held operations ✓ ✓ ✓ ✓ YES

MEM12023A Perform engineering measurements ✓ ✓ ✓ ✓ YES

Cluster 4-Calculating and Cutting

MEM05005B Carry out mechanical cutting ✓ ✓ ✓ ✓

MEM12024A Perform computations ✓ ✓ ✓ ✓ YES

Cluster 5-Worshop Machines

MEM05012C Perform routine manual metal arc

welding ✓ ✓ ✓ ✓

MEM07032A Use workshop machines for basic

operations ✓ ✓ ✓ ✓

Cluster 6-Skills in Action

MEM15002A Apply quality systems ✓ ✓ ✓ ✓ YES

MEM15024A Apply quality procedures ✓ ✓ ✓ ✓ YES

MEM16007A Work with others in a manufacturing,

engineering or related environment ✓ ✓ ✓ ✓ YES

Cluster 7-Technical Drawing (HSC unit only)

MEM09002B Interpret technical drawing ✓ ✓ YES


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Cluster 8

MEM16008A Interact with computing technology

(2 units) ✓ ✓ ✓ ✓

Depending on the achievement of units of competency; the possible AQF qualification outcome is MEM10105 Certificate I

in Engineering or a Statement of Attainment towards MEM10105 Certificate I in Engineering


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