Preliminary Term 1, 2020 Task Notifications...Preliminary which clearly states that the student is...

Preliminary Term 1, 2020

Task Notifications

Term 2, 2019

Welcome to Stage 6!

You will be awarded a Year 11 Record of School Achievement (RoSA) at the successful completion of the three terms of Year 11. You MUST complete all the Year 11 course requirements before going onto to HSC studies.Narromine High School (NHS) has developed a Year 11 curriculum that will offer students a wide range of choice in their decisions after completing their Year 12 course.The New South Wales Education Standards Authority (NESA) manages the HSC course and NHS follows their rules for the award of the HSC.

HSC assessment: a standards-referenced approachAssessment is the process of identifying, gathering and interpreting information about student achievement. In the context of the Year 11 course and the Higher School Certificate, the school’s internal assessment program aims to provide a cumulative measure of a student’s achievement in each of their courses.School based assessment schedules use a wider range of syllabus outcomes than those tested in the HSC examinations as well as a greater variety of tasks over the year.

Assessment task notificationStudents will be provided with a written assessment notice containing information on the nature of the task and the outcomes to be assessed, at least two weeks prior to an assessment task.Tasks reflect the weightings and components specified in the relevant syllabus.Each Year 11 task should contribute not less than 10% and not more than 40% of the final mark and if the task does not discriminate between students, it may be followed by a similar task, but marks cannot be discarded.

Absence when an assessment task is notifiedWhenever a student is absent from school, it is their responsibility to ensure that they find out what work has been missed and to catch up on that work. The same conditions apply if the student is absent when an assessment task is notified.Students are not entitled to any automatic extension of time for the task.However, if a student has a prolonged absence, they may submit to the subject Head Teacher an Illness/Misadventure Form. This form can be acquired through the school’s website, or at the end of this booklet.

Assessment periodThe assessment period begins in Week 5 of Term 1 and ends in Week 9 of Term 3 2018. Due dates for all subjects are contained in this booklet on the Page 12 summary table and in the assessment schedule for each subject.Completion of over 50% of the total assessment within a subjectStudents studying a Year 11 course must complete and make a genuine attempt to complete all

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assessment tasks (including examinations). Students must attempt tasks. As a minimum, students must attempt tasks that make up more than 50% of the total marks for the course.If this is not the case, the Principal must certify that the course has not been satisfactorily completed. The Principal will warn the student (and their parents/caregivers) in advance if they are in danger of not meeting the assessment requirements of the course.A zero mark is awarded for a task submitted after the due date with no approved reason, not submitting a task at all, a non-serious attempt or malpractice.

ExcursionsExcursions will not be scheduled for the week before the examinations.Requirements for the submission of Assessment Tasks and Penalties● Students will present the task to their class teacher either by email, or in person by 9am on the DUE DATE or in the period nominated if it is a presentation task. Tasks may be handed in to the front office. (Office staff will note the time and store the task in a box provided by the supervising teacher/Head Teacher. The class teacher will be notified by email.)● If the class teacher is absent the Head Teacher of the subject will manage the collection of tasks.● Any student not in the lesson to hand in or complete the task will need to complete an Illness/Misadventure Form within THREE calendar days of the due date to be eligible for full marks, otherwise penalties will apply.● Students absent for an in class task or presentation must complete the task at the earliest opportunity upon their return to school. This should be organised by the classroom teacher.● N Award letters will be sent home within five days for students who have not completed an Illness or Misadventure Form.Penalties● A late penalty of 10% of the awarded/final mark per calendar day late will apply to assessment tasks across Years 7 - 12 up to a maximum of FIVE days.● This ONLY applies to students who fail to submit tasks on time without an Illness/Misadventure Form.● IF a task is not submitted by the FIFTH calendar day, a mark o ‘0’ is awarded and an N-warning letter is generated via Sentral.● Students MUST still complete the task to provide evidence of course outcomes.● It is the classroom teacher’s responsibility to keep assessment records, including the date of submission of tasks.

Illness or misadventureIf a student is sick, will be away from school because of a school related reason like sport or debating or they have a significant reason why they cannot do their best in an assessment task he or she can ask for special consideration. This is called an illness or misadventure claim.

If a student attempts an assessment task, the mark obtained in that task will stand until the matter is resolved. If a student does not attempt an assessment, he/she must contact the Deputy Principal or the head teacher of the subject as soon as possible if he/she wishes to be considered for an illness or misadventure claim.

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An application form is available at the back of this booklet and on the school website.The application form asks students to provide independent evidence of illness or misadventure. The student must return that documentation (e.g. medical certificate) to the Head Teacher of the subject on the first day of their return to school. The Deputy Principal will determine the validity of each illness/misadventure application.

If the school accepts the illness or misadventure claim, the student through the Head Teacher or teacher of the subject must arrange a new time for an alternative task. Every student is expected to sit for every assessment task. Alternative tasks must be arranged as soon as possible after the student has returned to school.

Only in exceptional circumstances will a student be granted an estimate rather than completing an alternative task. In this circumstance the Deputy Principal will determine if, after consultation with the Head Teacher of the subject, if the student is unable to complete another appropriate task. The Head Teacher of the subject will provide a mark that supports the student’s current rank in that subject.In the case of an illness or misadventure occurring during the course of an assessment, the student should immediately notify the head teacher of the subject and obtain a doctor’s certificate as soon as possible after the assessment. The certificate needs to be handed to the Deputy Principal on the day the student returns to school. Other appropriate documentation needs to be supplied in the case of misadventure.Illness or misadventure protocols apply to all assessment tasks including oral presentations, vivas, exams, individual and group performances.

Illness or misadventure checklistIf a student has a valid reason for not submitting an assessment task on the due date he/she should:Follow these steps● If a student knows that they will not be able to complete the task on the due date they or their parent/caregiver MUST notify the school on or before the due date in writing / in person and go to the doctor for a doctor’s certificate

OR

● If a student cannot attend school on the day of the task due to sudden changes or misfortune they or their parent/caregiver MUST phone the school on 6889 1499 and leave a message for the teacher, Head Teacher of the subject or the Year Adviser. The staff member will inform all parties involved in the assessment task.The parent/caregiver should provide the following information● Student name, assessment task/s details (including subject) and details of the illness/misadventure and possible return date.● The parent/caregiver should note who they spoke to and the time they contacted the school.● The parent/caregiver should also obtain a medical certificate or other appropriate documentation

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which clearly states that the student is unfit to attend school for assessment task/examination.On the day the student returns to school the student must:1. Report to the Head Teacher with a completed Illness/Misadventure form, available at the back of this booklet and on the NHS school website.2. Work with the Head Teacher of the subject to arrange an alternative time for the task.3. The Head Teacher will retain the form and file in the subject folder for the course.4. The students will do the task or an alternative task as required by the Head Teacher. The Head Teacher will determine the most appropriate option.5. Concerns about the process should be referred to the Deputy Principal. It is the student’s responsibility to follow these procedures and to complete all assessment tasks. If a student is absent when information about an assessment task is given out, it is their responsibility to ask about the task notification information. Students have received prior information about the time an assessment task so they know when tasks are due.Information and advice about assessmentAdvice about assessment tasks is available from:● The class teacher.● The Head Teacher of the faculty concerned.● The Deputy Principal for information about NHS procedures.● The Learning Centre for assistance. Access the Learning Centre well before the task is due.● The Library. Access the Library well before the task is due.● The NESA website for information about how the RoSA assessment program must be delivered in schools.Students requiring adjustments and accommodations to the assessment task should approach the Learning Centre for advice and help.

Notification of assessment tasksNHS will provide students with:● An assessment booklet at the beginning of each year.● Assessment notifications at least two weeks before an assessment task is due.● Students will sign a form to show they have received the assessment task notification.LeaveExtended leave from school can only be granted by the Principal. Students must make written application to the Principal stating the nature and duration of the leave to be taken. Only in exceptional circumstances will leave be granted during an assessment week or when a task is due.If leave is granted by the Principal, class teachers, Year Adviser and the Deputy Principal will be notified prior to the leave. The assessment task, in most cases, will be due on the day prior to the leave. The granting of leave and a possible concession is always at the discretion of the Principal.If a family wishes to apply for extended leave the Department of Education form is available from:https://www.det.nsw.edu.au/policies/student_admin/attendance/sch_polproc/app-extl.pdf

Notification of assessment resultsStudents are provided with information on their performance in each task through feedback and a mark or grade.

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‘N’ DeterminationsStudents and their parents/guardians will be notified when students are in danger of receiving an ‘N’ determination. Official warnings will be issued when students have not:a) Followed the course developed or endorsed by NESA.b) Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school.c) Achieved some or all of the course outcomes.d) Made a genuine attempt at assessment tasks.e) Handed the task in on time, consequently being awarded zero.Official warnings are issued to give students the opportunity to redeem themselves. Official warnings are course specific not task specific.“N” Determinations and award of zero marksStudents and their parents/guardians will be notified when students are in danger of receiving an “N” determination through non-completion of course criteria in a subject. Official warnings will be issued when students have not:● Handed the task in on time, consequently being awarded zero.● Official warnings are issued to give students the opportunity to redeem themselves.If a student is sick or has a reason for not completing the task it is their responsibility to complete an illness or misadventure form and hand it to the Head Teacher of the subject as soon as they return to schoolA zero mark is awarded for a task submitted after the due date, not submitting a task at all, a non-serious attempt or plagiarism.Note: to complete more than 50% of the course all students will complete assessment tasks even if they miss the due date without explanation.

AppealsStudents may request an appeal if they believe the school/faculty did not follow the procedures stated in the assessment program for that subject.Please note marks awarded by the teacher for assessment tasks will not be subject to review.The school review panel will consist of the Deputy Principal, the Head Teacher concerned and the YearAdviser. The Year Adviser will act as student advocate.

MalpracticeMalpractice is dishonest behaviour carried out for the purpose of gaining unfair advantage● Plagiarism is ‘the wrongful attempt to pass off another’s work as one’s own’ or ‘the act of copying without permission or acknowledgement’.● Cheating is deliberately copying someone else’s’ work and claiming it as one’s own.● Giving work to other people to copy and claim as their own is also malpractice.Proven plagiarism or cheating may incur the following penalties when any student:1. Deliberately plagiarises someone else’s work, the student/s may receive a mark of zero for the assessment task.

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2. Cheats in an examination or in any other assessment situation, may receive a mark of zero.3. Gives their work from an assessment task or knowingly allows their work to be copied, may receive a mark of zero.Any student who feels that he/she has been wrongly accused of plagiarism or cheating may appeal against the zero assessment allocated by writing a full account to the Principal, who will decide on the merits of the appeal.Students who attempt to gain unfair advantage over other students by actions such as plagiarism or cheating, or who abet such activities will be subject to disciplinary action. This may take the form of:i. A written reprimand, providing the student does not gain any unfair advantage;ii. Making alternative arrangements for assessment;iii. Cancellation of the result in the particular component of the assessment concerned.Any action taken will relate only to the particular assessment item concerned.The penalty will be determined the Deputy Principal in consultation by the Head Teacher of the subject.The Year Adviser and Principal will be informed of the offence and the action taken. The parent/caregiver of the student must also be advised and the incident entered into the student’s record on SENTRAL.Subsequent or more serious breaches of discipline such as an attempt to gain access to, or alter, computer records of student assessments, may lead to:i. Cancellation of the total assessment in the unit or course concerned;ii. Cancellation of all the candidate’s results for a period of study, with that period of time being determined by the school.All instances of alleged malpractice will be reported to the deputy Principal. Where the deputy Principal is satisfied there is clear evidence of malpractice, the award of zero (0) will be recorded for the assessment task.The outcome in such cases will be conveyed in writing to parents. Year 10 RoSA, Year 11 and HSC candidates will be issued a warning letter after the Deputy Principal consults with the Principal.Subject assessment programsSubjects develop an assessment program for each course. This means the teacher will:● Identify the student tasks, which best measure, each component of the syllabus.● Specify values to be applied to each of the tasks to maintain the relative importance of each of the components. These are the weightings included in the booklet.● Schedule the various tasks throughout the course. There can be no more than 5 tasks for English and four tasks for two unit courses. Any one unit course will have a maximum of three tasks.● Prepare a statement for students showing the requirements in each course, before the commencement of the assessment program. This is why NHS has developed this assessment booklet.Assessment advice must include:● The type of task.● The components and weights for each course.● The week the tasks are due.Any changes to assessment dates must be given in writing and with two weeks notice approved by the Principal except where an extension of time is notified.

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If the task does not discriminate between students, it may be followed by a similar task. The rank from the first task will be sued to balance the second task. If the task is declared invalid then the same process will apply.

Submission of TasksAll hand-in tasks, major works and assessments must be given to the class teacher in the lesson at the specified time and date. If the teacher is absent on the due date, the Head Teacher of the subject will collect the assessment task.If the class teacher is away for an in-class task the Head Teacher will make arrangements for the task to be done at the set time.Late submissions submitted without a satisfactory explanation will result in a zero mark.Note: students who do not attend school on the due date in order to complete a task may also be given a mark of zero.Technology and assessment tasksSome assessment tasks will require students to use technology while others may require tasks to be submitted in electronic form, and this will be specified when the task is set. All other tasks must be submitted in hard-copy format. It is the responsibility of the student to ensure the handing in of a task by the due date.Technology failure is NOT, in itself, a valid reason for failure to submit a task on time.To minimise problems in relation to technology, students should adhere to the following protocols:● When working at home, continually back up all work on the hard drive of their computer and on an external storage device such as a flash drive or email.● When working at school, save the latest version of their work to their personal file on the school server whenever possibleNote: students should keep all notes and rough drafts of assessment tasks.

Examination RulesThe day-to-day rules of the school apply during all examinations. Failure to comply can result in exclusion from the exam and zero marks. Students are expected to be in the correct uniform and behave in a polite and courteous manner towards exam supervisors and other students at all times.Students are also expected● to be seated in the examination room five minutes before the start of the examination.● Have no phones, smartwatches, bags or notes in the exam room – students must hand● it to staff to be collected at the end of the exam. Students must leave all bags and notes outside the door.● Only clear water bottles, pencil cases or plastic bags with pens, pencils etc are to be brought into the exam room. Students need to provide their own calculator and ruler for all exams. They may not borrow equipment from other students during the exam. They cannot have geometry sets in a tin. No correction tape is allowed.● Students must use pen and the provided examination booklets. They should not write outside the lines on each page of the writing booklet.● Students must make a serious attempt at the examination. Simply attempting multiple-choice questions is not sufficient for an attempt to be considered serious.

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● Toilet breaks – NESA permits toilet breaks only in an emergency. A staff member will accompany students to the staff bathroom and wait outside for the student.● No student is allowed to leave the examination room. Students are expected to remain for the duration of the exam. Students with Disability Provisions may leave before the end of their extra time.Any breaches of examination rules MUST be reported to the Deputy Principal. Students may receive zero for the examination and the offence recorded on the school’s Malpractice Register.

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Examination Equipment ListYou should write in black pen. Make sure you bring spare pens to each exam. You may also bring a ruler, highlighters, pencils (should be at least 2B) and a sharpener, and a bottle of water in a clear bottle. You can wear your watch to your exams, but once you sit down you will have to take it off and place it in clear view on your desk. Programmable watches, including smart watches, will not be allowed in the exam room. All equipment you bring is subject to inspection on entry. Make sure any equipment you are allowed to bring, such as a calculator, is in good working order because an appeal under misadventure provisions for equipment failure will not be upheld.

What you CANNOT bring into your exam room • A mobile phone. Mobile phones are not permitted in an exam room under any circumstances • A programmable watch, eg a smart watch• Any electronic device (except a calculator where permitted). This includes mobile phones or other communication devices, organisers, tablets (eg iPads), music players or electronic dictionaries• Paper or any printed or written material. You can ask your presiding officer for working paper. • Print dictionaries, except where permitted in language exams• Correction fluid

You are NOT allowed to borrow equipment during exams

Appendix:• Havard Style Referencing Guide• Tips and Tricks• HSC Verbs• Helpful Websites• Study Planner• Illness/Misadventure Form

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Monday Tuesday Wednesday Thursday Friday1A

2B

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Calendar of Assessment 2020

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AGRICULTURETask Type: Research Project/Hand InWeighting: 35%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 27th March - Week 9

Task Description:You are to create a research project about animal microbes, invertebrates and pests and an animal technology. You research project should include references to images and data where appropriate.

You must select one farm animal – examples include but are not limited to - beef cattle, dairy cattle, sheep, goats or poultry.

Your project must answer the following questions (each question must be answered on a separate page).

The project must: 1. Have an introduction that outlines the animal and what you are going to talk about throughout the project. 2. Describe a prevalent disease AND pest for the selected animal. 3. Evaluate methods that can be used to control and prevent the animal disease and pest. 4. Outline the role of beneficial organisms in production systems.5. Describe a current technology in animal production systems within Australia. 6. Develop a conclusion that summarizes all main focal points of your project. 7. Provide a reference list, of at least 5 references from a variety of sources in alphabetical order.

Syllabus Outcomes: • P1.1 describes the complex, dynamic and interactive nature of agricultural production systems• P2.2 describes the biological and physical resources and applies the processes that cause changes in animal production systems• P4.1 applies the principles and procedures of experimental design and agricultural research

Rebecca SmythHT TAS/PDHPE

Signed: Date:

This assessment task has been reviewed by the responsible Head Teacher and bears the endorsement of that Head Teacher.

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AGRICULTURE


Signed: Date:

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SECTION: Introduction Criteria Mark/Grade

- The introduction is clear and concise, outlining all the key areas of the assignment in a logical order- No spelling or grammatical errors.

2 - 3

- A basic introduction is provided, identifying most of the key areas of the assignment- Few spelling or grammatical errors.

1

SECTION: Animal Disease Criteria Mark/Grade

- A farm animal is selected and a disease that can effect it is described, including the name of the disease (scientific and common names), cause of the disease, transmission of the disease and the symptoms of the disease on the animal.- No spelling or grammatical errors.

7 – 8

- A farm animal may/may not be selected and a disease that can effect it is described. This description may/may not include the name of the disease (scientific and common names), cause of the disease, transmission of the disease and the symptoms of the disease on the animal.- Some spelling or grammatical errors.

3 – 6

- A brief outline of an animal disease is provided- Spelling or grammatical errors are present.

1 – 2

SECTION: Methods of Control and Prevention of the chosen Animal Disease Criteria Mark/Grade

- A range of control and prevention methods of the chosen animal disease are clearly ex-plained and a supported judgment is made about the best method/s.- The information shows evidence of research to back up the judgment- No spelling or grammatical errors are present

9 – 10

- A range of control and prevention methods of the chosen animal disease is described/explained and a judgment is made about the best method/s.- The information may/may not show evidence of research to back up the judgment- Some spelling or grammatical errors are present

6 – 8

- Two (2) to Three (3) control and prevention methods of the chosen animal disease are described and a judgment may/may not be made about the best method/s.- Some spelling or grammatical errors are present

3 – 5

- Control and prevention methods of the chosen animal disease are identified and a judg-ment may/may not be made about the best method/s.- Many spelling or grammatical errors are present

1 – 2

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AGRICULTURE


Signed: Date:

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SECTION: Animal Pest Criteria Mark/Grade

- A farm animal is selected and a pest that can effect it is described, including the name of the pest (scientific and common names), type of pest, lifecycle of the pest and the symp-toms of the pest on the animal.- No spelling or grammatical errors.

7 – 8

- A farm animal may/may not be selected and a pest that can effect it is described. This de-scription may/may not include the name of the pest (scientific and common names), type of pest, lifecycle of the pest and the symptoms of the pest on the animal.- Some spelling or grammatical errors.

3 – 6

- A brief outline of an animal pest is provided- Spelling or grammatical errors are present.

1 – 2

SECTION: Methods of Control and Prevention of the chosen Animal Pest Criteria Mark/Grade

- A range of control and prevention methods (including IPM) of the chosen animal pest are clearly explained and a supported judgment is made about the best method/s.- The information shows evidence of research to back up the judgment- No spelling or grammatical errors are present

9 – 10

- A range of control and prevention methods (including IPM) of the chosen animal pest are described/explained and a judgment is made about the best method/s.- The information may/may not show evidence of research to back up the judgment- Some spelling or grammatical errors are present

6 – 8

- Two (2) to Three (3) control and prevention methods of the chosen animal pest are de-scribed and a judgment may/may not be made about the best method/s.- Some spelling or grammatical errors are present

3 – 5

- Control and prevention methods of the chosen animal pest are identified and a judgment may/may not be made about the best method/s.- Many spelling or grammatical errors are present

1 – 2

SECTION: Beneficial Organisms Criteria Mark/Grade

- An overview of the role of beneficial organisms in animal production systems is provided, whereby at least three (3) roles are given- No spelling or grammatical errors

4 – 5

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AGRICULTURE


Signed: Date:

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- An overview of the role of beneficial organisms in animal production systems is provided, whereby at least two (2) roles are given- No spelling or grammatical errors

2 – 3

- Response lists one or two roles of beneficial organisms in animal production systems- Response has many spelling or grammatical errors

1

SECTION: Animal Technology Criteria Mark/Grade

- Response clearly provides characteristics and features of a chosen current technology in animal production systems, showing evidence of research to back up their information.

- Response has no spelling or grammatical errors

7 – 8

- Response provides characteristics and/or features of a chosen current technology in an-imal production systems, which may/may not show evidence of research to back up their information.

- Response has few spelling or grammatical errors

3 – 6

- Response lists or outlines a chosen current technology in animal production systems, where no evidence of research is evident to back up their information.- Response has many spelling or grammatical errors

1 – 2

SECTION: Conclusion Criteria Mark/Grade

- The conclusion clearly summarises the information provided in the presentation, provid-ing key points for the audience.- Response has no spelling or grammatical errors

2 - 3

- A basic conclusion is provided.- Response has some spelling or grammatical errors

1

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BIOLOGYTask Type: Practical InvestigationWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Thursday 26th March - Week 9

Task Description:In class test, consisting of 2 sections:• Performing a first-hand investigation• Practical report writingStudents will have one hour to complete this task.

Further Instructions:• Students are to attempt all questions• Students will need to supply their own writing equipment, ruler, • Students are required to supply a board approved calculator

Syllabus Outcomes: • BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation• BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information• BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information• BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose• BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes

Christopher SchubertHT Mathematics/Science/Library

Signed: Date:


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hool

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ublic

Sch

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NSW

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Pr

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Comm

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Term 1, 2019


Signed: Date:

Term 1, 2020

Preliminary

COMMUNITY AND FAMILY STUDIESTask Type: Open Book TestWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Monday 9th March - Week 6

Task Description:You will be completing an open book test based on the topic Resource Management. Questions will require a range of answers ranging from short answer to extended response.

You must answers questions about:- Concepts of resource management- Influences on resource management- Effective resources management

Syllabus Outcomes: • P1.2 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals • P1.2 proposes effective solutions to resource problems • P3.2 analyses the significance of gender in defining roles and relationships• P4.1 utilises research methodology appropriate to the study of social issues• P4.2 presents information in written, oral and graphic form• P5.1 applies management processes to maximize the efficient use of resources • P6.1 distinguishes those actions that enhance wellbeing

Nar

rom

ine

Hig

h Sc

hool

- P

ublic

Sch

ools

NSW

, Wag

ga W

agga

RTO

903

33Qu

alific

ation

: BSB

2011

5 Cer

tifica

te II i

n Bus

iness

Pr

elimi

nary

Comm

ence

ment:

2020

Uni

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ode

Uni

t Titl

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Term

1Te

rm 2

Term

31-

56-

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56-

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op

keyb

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digi

tal t

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docu

men

ts

25 20


Con

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alth

and

sa

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of s

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rs15

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l10

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20 15

19/02/2020

Term 1, 2019


Signed: Date:

Term 1, 2020

Preliminary

COMMUNITY AND FAMILY STUDIESQUESTION 1Demonstrates:

• Extensive knowledge of the term wellbeing

• Extensive examination of the relationship between at least 3 factors affecting wellbeing

• Extensive link between the factors affecting wellbeing and Zach’s story

• Illustrates answers with relevant examples

• Effectively communicates ideas clearly in an organised, logical and coherent manner, using appropriate terminology

6

Demonstrates:• Thorough knowledge of the term wellbeing

• Thorough examination of the relationship between 2-3 factors affecting wellbeing

• Thorough link between factors affecting wellbeing and Zach’s story

• Provides examples

• Communicates ideas in a clear manner, using appropriate terminology

5

Demonstrates:• Sound knowledge of the term wellbeing

• Sound examination of the relationship between 1-2 factors affecting wellbeing

• Sound link between factors affecting wellbeing and Zach’s story


• Communicates ideas in a clear manner, using some terminology

3-4

Demonstrates:• Basic knowledge of the term wellbeing

• Basic examination of the relationship between 2 factors affecting wellbeing

• Provides an example

• Communicates ideas in a basic form using some relevant terminology

2

Demonstrates:• Limited knowledge of the term wellbeing and little or no examination of the relationship between

factors affecting wellbeing1

Demonstrates:• Non-attempt or non-serious attempt of this question

N

19/02/2020

Term 1, 2019


Signed: Date:

Term 1, 2020

Preliminary

COMMUNITY AND FAMILY STUDIESQUESTION 2Demonstrates:• Extensive description on one specific need for Zach ‘

• Extensive explanation of how goal setting can satisfy the specific need

• Provides relevant examples from Zach’s story


5

Demonstrates:• Thorough description of one specific need for Zach

• Thorough explanation of how goal setting can satisfy the specific need

• Provides examples from Zach’s story


4

Demonstrates:• Sound description of one specific need for Zach

• Sound explanation of how goal setting can satisfy the specific need

• Provides examples an example from Zach’s story

• Communicates ideas in a clear manner using some terminology

3

Demonstrates:• Basic description of one specific need

• Basic description of how goal setting contributes to the satisfaction of that need

• Provides an example from Zach’s story

2

Demonstrates:• Limited outline of one specific need

• Little or no explanation of how goal setting contributes to the satisfaction of that need

1


N

19/02/2020

Term 1, 2019


Signed: Date:

Term 1, 2020

Preliminary

COMMUNITY AND FAMILY STUDIESQUESTION 3Demonstrates:• Extensive explanation on how age, gender and socioeconomic status will impact Zach’s

accessibility and availability of resources.



6

Demonstrates:• Thorough explanation on how age, gender and socioeconomic status will impact Zach’s




5

Demonstrates:• Sound description on how age, gender and socioeconomic status will impact Zach’s




3-4

Demonstrates:• Basic description on how age, gender and socioeconomic status will impact Zach’s accessibility

and availability of resources.



2

Demonstrates:• Provides limited outline on one point about age, gender or socioeconomic status/ or resources

1


N

19/02/2020

Term 1, 2019


Signed: Date:

Term 1, 2020

Preliminary

COMMUNITY AND FAMILY STUDIESQUESTION 4Demonstrates:• Extensive range of strategies to effectively manage Zach’s resources

• Extensive evaluation of the strategies proposed by making judgements on their effectiveness to manage resources



8

Demonstrates:• Thorough range of strategies to effectively manage Zach’s resources

• Thorough evaluation of the strategies proposed by making judgements on their effectiveness to manage resources



6-7

Demonstrates:• Sound range of strategies to effectively manage Zach’s resources

• Sound evaluation of the strategies proposed by making judgements on their effectiveness to manage resources



4-5

Demonstrates:• Basic information about managing Zach’s resources

• Basic evaluation into the strategies proposed



2-3

Demonstrates:• Provides one point about managing resources

1


N

19/02/2020

Nar

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ine

Hig

h Sc

hool

- Pu

blic

Sch

ools

NSW

, Wag

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Preliminary

ENGLISH STANDARDTask Type: In Class TaskWeighting: 40%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Tuesday 7th April - Week 11

Task Description:Part 1: Reading Journal 10 marks

Throughout the unit you will be keeping a reading journal. This is a free writing book in which you can keep records of ideas, and responses to your reading. This can include reading in other subjects. Your teacher will give you activities to do in your journal and other ideas. Some are included in this assessment.

Part 2: Choice of Imaginative or two other written pieces 20 marks

Throughout the unit you will be required to compose ONE of the following; - A 1500 word narrative based on the idea of ‘a dreams and reality OR- Two 800 word pieces of your own choice, based on texts read during the unit. These MUST be two different forms of writing. (see attached sheet)

Part 3: Discursive Reflection 10 marks

In class on the due date you will complete a reflection/ discussion on your reading and writing, which will be based on quotes or extracts and a question which will be provided to you prior to the lesson. You will be able to use your journal to assist you with this part of the task.

Syllabus Outcomes: • EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure• EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts• EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments• EN11-6 investigates and explains the relationships between texts• EN11-7 understands and explains the diverse ways texts can represent personal and public worlds• EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

Cathy ReynoldsHT ENGLISH/HSIE/CAPA

Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

ENGLISH STANDARD


Signed: Date:

Term 1, 2020

OUTCOMES ASSESSED EN11-1 EN11-5 EN11-6 EN11-7 CRITERIA GRADE

• Responds perceptively to texts through well considered thoughtful comments and judicious reflection

• Makes insightful connections between texts based on deep understanding of language forms, features & purpose

• Evidence of wide and committed reading practice which informs ideas and writing

A

9-10

• Responds to texts through well considered thoughtful writing and independent reflection

• Makes valid connections between texts based on competent understanding of language forms, features & purpose

• Evidence of wide reading which informs ideas and writing

B

7-8

• Responds to texts through thoughtful writing and guided reflection

• Makes connections between texts supported by understanding of language forms, features & purpose

• Evidence of reading a range of texts

C

5-6

• Responds to texts through limited writing and superficial reflection

• Makes limited connections between texts with inconsistent understanding of language forms, features & purpose

• Evidence of reading required texts

D

3-4

• Minimal evidence of engagement in writing or reflection • Attempts to make connections between texts • Little evidence of reading engagement

E1-2

19/02/2020

Date:

Preliminary

ENGLISH STANDARD


Signed: Date:

Term 1, 2020

WRITING MARKING CRITERIA

OUTCOMES ASSESSED ENA11-1 ENA 11-5Piece 1: Piece 2 Grade• Development of a wide &

sophisticated vocabulary, clarity and a clear personal voice

• Follows all conventions of SAE• Shows flair and sophistication

across all types of writing

• Development of a wide & sophisticated vocabulary, clarity and a clear personal voice

• Follows all conventions of SAE• Shows flair and sophistication across all

types of writing

A 9-10

• Development of a wide vocabulary, clarity and personal style

• Follows all conventions of SAE• Shows some flair and

sophistication across most types of writing

• Development of a wide vocabulary, clarity and personal style

• Follows all conventions of SAE• Shows some flair and sophistication

across most types of writing

B7-8

• Some growth in vocabulary, clarity and personal style

• Follows all common conventions of SAE and most uncommon

• Shows originality and creativity across most types of writing

• Some growth in vocabulary, clarity and personal style

• Follows all common conventions of SAE and most uncommon

• Shows originality and creativity across most types of writing

C5-6

• Limited growth in vocabulary and personal style

• Follows most of the common conventions of SAE

• Shows developing originality and creativity in most texts

• Limited growth in vocabulary and personal style

• Follows most of the common conventions of SAE

• Shows developing originality and creativity in most texts

D3-4

• Follows some of the common conventions of SAE

• Shows evidence of some originality and creativity in several texts

• Follows some of the common conventions of SAE

• Shows evidence of some originality and creativity in several texts

E1-2

19/02/2020

Preliminary

ENGLISH STANDARD


Signed: Date:

Term 1, 2020

19/02/2020

WRITING MARKING CRITERIA- NARRATIVE

OUTCOMES ASSESSED EN11-1A EN 11-5CCRITERIA GRADE

• Shows sophisticated ability to compose a sustained narrative that demonstrates highly developed understanding of the form, conventions and is linked to ‘Dreams and Reality’

• Development of a wide & sophisticated vocabulary, and a clear personal voice

• Displays highly developed control of language to express ideas with clarity and originality

A

17-20

• Shows substantial ability to compose a sustained narrative that demonstrates developed understanding of the form, conventions and is linked to ‘Dreams and Reality’

• Development of a wide vocabulary, and personal style• Displays effective control of language to express ideas with

clarity

B

13-16

• Shows sound ability to compose a sustained narrative that demonstrates developed understanding of the form, conventions and is linked to ‘Dreams and Reality’

• Some growth in vocabulary, and personal style• Displays competent control of language to express ideas

C

9-12

• Shows limited ability to compose a sustained narrative that demonstrates developed understanding of the form, conventions and is linked to ‘Dreams and Reality’

• Limited growth in vocabulary and personal style• Displays some control of language to express ideas

D

5-8

• Shows minimal ability to compose a sustained narrative that demonstrates developed understanding of the form, conventions and is linked to ‘Dreams and Reality’ Transformations’

• Displays minimal control of language to express ideas/ brief script

E

1-4

Date:

Preliminary

ENGLISH STANDARD


Signed: Date:

Term 1, 2020

19/02/2020

REFLECTION MARKING CRITERIA

OUTCOMES ASSESSED EN11-4C E11—9ECRITERIA GRADE

• Describes processes used clearly and succinctly• Refers to a range sources throughout reflection• Evaluates own processes of learning and areas for

development with insight

A

17-20

• Describes processes used clearly • Refers to sources throughout reflection• Evaluates own processes of learning and areas for

development

B

13-16• Describes some processes used • Refers to some sources • Developing Evaluation of own processes of learning

and areas for development

C

9-12• Attempts to describe processes used• Little reference to sources or evidence of reading• Basic evaluation of own learning and areas for

development

D

5-8

• Minimal description of processes used• Sources mentioned only• Minimal evaluation or evidence of reflection on

learning

E1-4

Preliminary

ENGLISH STUDIESTask Type: In Class TaskWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Wednesday 18th March - Week 8

Task Description:Part A: Resume and letter of application 15%Create a resume outlining your relevant qualifications and work history for your selected job. Write a letter of application suitable to be forwarded with your resume in order to apply for the adver-tised position. You must also submit a copy of the advertisement for the job.

PART B: Mock interview 15%You will participate in a mock interview for the position you have selected. You will be issued with questions you may be asked during the interview so that you can prepare. The Careers Advisor and other nominated staff/ community members may be part of the interview panel.

Syllabus Outcomes: • P2.3 Demonstrates familiarity with the language conventions of a variety of textual forms, including literary texts, informative texts and texts used in vocational contexts• P3.1 Recognises a range of purposes for and contexts in which language is used and the appropriate texts forms, vocabulary, style and tone when writing and speaking for those purposes• P3.2 Recognises a range of audiences and the appropriate texts forms, vocabulary, style and tone when writing and speaking for those purposes.• P4.1 Plans and organises, with teacher support to complete tasks or projects, both individually and collaboratively• P4.2 Works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety of topics.


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

ENGLISH STUDIES


Signed: Date:

Term 1, 2020

Student Demonstates: Mark

13 - 15

• Effectively utilises most of the conventions appropriate to each of the text types (resume/cover letter)• Effective use of language appropriate to resume and letter of application• Both texts effectively address most criteria of the advertisement

10 - 12

• Utilises most of the conventions appropriate to each of the text types (resume/cover letter)• Sound use of language appropriate to resume and letter of application• Both texts adequately address most criteria of the advertisement

7 - 9

• Utilises some of the conventions appropriate to each of the text types (resume/cover letter)• Developing use of language which is usually appropriate to resume and letter of application• One or both texts attempt to address some criteria of the advertisement

4 - 6

• Attempts to utilise some of the conventions of each of the text types (resume/cover letter)• Elementary use of language which is sometimes appropriate to resume and letter of application• Limited reference to some criteria of the advertisement

• Non-attempt or non-serious attempt of assessment task

1 - 3

0

• Effectively utilises all of the conventions appropriate to each of the text types (resume/cover letter) • Sophisticated use of language which is always appropriate to resume and letter of application• Both texts effectively address all criteria of the advertisement

Part A

19/02/2020

Preliminary

ENGLISH STUDIES


Signed: Date:

Term 1, 2020


13 - 15

• Skilful use of verbal techniques• Pertinent and relevant responses to most interview questions• Effective personal presentation 10 - 12• Sound use of verbal techniques• Relevant responses to most interview questions• Adequate personal presentation 7 - 9• Mostly adequate use of verbal techniques• Relevant responses to some interview questions• Some attention to personal presentation 4 - 6• Limited use of verbal techniques• Inconsistent responses to interview questions• Limited attention to personal presentation


1 - 3

0

• Sophisticated and refined use of verbal techniques• Pertinent and relevant responses to all interview questions• Sophisticated and presentation

Part B

19/02/2020


13 - 15

• Skilful use of verbal techniques• Pertinent and relevant responses to most interview questions• Effective personal presentation 10 - 12• Sound use of verbal techniques• Relevant responses to most interview questions• Adequate personal presentation 7 - 9• Mostly adequate use of verbal techniques• Relevant responses to some interview questions• Some attention to personal presentation 4 - 6• Limited use of verbal techniques• Inconsistent responses to interview questions• Limited attention to personal presentation


1 - 3

0

Preliminary

EXPLORING EARLY CHILDHOODTask Type: Research Project/Hand InWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Thursday 12th March - Week 7

Task Description:Prepare a word processed report that examines one of the following issues in detail. Your report should be presented on A4 paper stapled together. Relevant pictures should also be included.

The report should be 600-800 words in length. You must gather your information from at least three sources (eg book, internet site, Department of Health pamphlet etc). Select one of the following issues that may impact on a couple as they approach parenthood:-Foetal alcohol syndrome-Down syndrome

1. For the issue you have selected:a) Name the issue being investigated.b) Identify the causes and symptoms of the issue. c) Outline how the baby may be affected: • Emotionally• Physically• Intellectually (cognitively)• Socially d) Identify the occurrence of this issue in Australian society. 2.For the issue you have selected:a) Identify and discuss two decisions that the parent / parents may have to consider during pregnancy. b) Evaluate the community support available for parents and children with this issue. c) Write a personal response regarding this issue. “How would you deal with it as a parent?”

3. Examine the selected issue in terms of Australian society’s views.• In your answer, identify and discuss the beliefs and values that most Australians holdabout this issue. It may help to ask the following questions about the issue: • Do most Australians know much about the issue?


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

EXPLORING EARLY CHILDHOOD

Syllabus Outcomes: • 1.1 Analyses prenatal issues that have an impact on development• 5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development• 6.1 Demonstrates an understanding of decision making processes• 6.2 Critically examines all issues including beliefs and values that may influence interactions with others


Signed: Date:


Term 1, 2020

• How do people react when they meet families dealing with this issue?• Are some people judgemental about the issue? Explain how.• From the parent / parents perspective, examine how these beliefs and values influence the interactions they have with others.

4. Provide a detailed bibliography of all resources used (minimum of THREE required).

19/02/2020

Preliminary

EXPLORING EARLY CHILDHOOD


Signed: Date:

Term 1, 2020


17 - 20

• Clearly identifies issue being investigated. • High level explanation of causes and symptoms of the issue being investigated• High level outline of effects on the child under the headings of emotionally, physical, intellectual and social effects • High level discussion of choices for parents, community support • High level personal response letter• High level discussion of societies views • Bibliography completed correctly and provides 2 sources.

13 - 16

• Identifies issue being investigated. • Sound explanation of causes and symptoms of the issue being investigated• Sound outline of effects on the child under the headings of emotionally, physical, intellectual and social effects • Sound discussion of choices for parents, community support • Sound personal response letter• Sound discussion of societies views • Bibliography completed correctly and provides a source

9 - 12

• Identifies issue being investigated. • Limited explanation of causes and symptoms of the issue being investigated• Limited outline of effects on the child under the headings of emotionally, physical, intellectual and social effects • Limited discussion of choices for parents, community support • Limited personal response letter• Limited discussion of societies views • Bibliography completed with errors and provides a source

5 - 8

• Identifies issue being investigated. • Basic explanation of causes and symptoms of the issue being investigated• Basic outline of effects on the child under the headings of emotionally, physical, intellectual and social effects • Basic discussion of choices for parents, community support • Basic personal response letter• Basic discussion of societies views • Bibliography completed with errors and provides a source

0 - 4

• Clearly identifies issue being investigated. • Outstanding explanation of causes and symptoms of the issue being investigated• Outstanding outline of effects on the child under the headings of emotionally, physical, intellectual and social effects • Outstanding discussion of choices for parents, community support • Outstanding personal response letter• Outstanding discussion of societies views • Bibliography completed correctly and provides a minimum of 3 sources.

19/02/2020

Preliminary

HOSPITALITY - CERTIFICATE II - VET


Signed: Date:

Term 1, 2020

Assessment Summary for SIT20416 Certificate II in Kitchen Operations Requirements for HSC purposes DatesWork Placement (compulsory for the HSC) 70 hours in total TBATrial HSC exam - Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial HSC exam.

Week 4 Term 3 2020

Cluster 1 Getting Along

BSBWOR203 Work effec-tively with others

Cluster 2 Safe and hygienic food preparation

Part A Hygienic Food PreparationSITXFSA001 Use hygienic practices for food safetyPart B Safe Food Prepa-rationSITHCCC001 Use food preparation equipmentSITXFSA002 Participate in safe food handling prac-tices

Cluster 3 Safe and sustainable work practices

BSBSUS201 Participate in environmentally sustain-able work practicesSITXWHS001 Participate in safe work practices

Cluster 4 Preparing quality simple dishes

SITHCCC002 Prepare and present simple dishesSITXINV002 Maintain the quality of perishable items

Cluster 5 Producing menu ItemsSITHCCC005 Prepare dishes using basic meth-ods of cookery

Cluster 6 Cleaning the kitchen

SITHKOP001 Clean kitch-en premises and equip-ment

Cluster 7 Preparing appetisers and salads

SITHCCC006 Prepare appetisers and salads

Cluster 8 Sandwich preparation

SITHCCC003 Prepare and present sandwiches

Cluster 9 Keeping up to date with industry

SITHIND002 Source and use information on the hospitality industry

Cluster 10 Use cookery skills effectively SITHCCC011 Use cookery skills effectively (holistic)

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Cluster 5 Producing menu ItemsSITHCCC005 Prepare dishes using basic meth-ods of cookery

Cluster 6 Cleaning the kitchen

SITHKOP001 Clean kitch-en premises and equip-ment

Cluster 7 Preparing appetisers and salads

SITHCCC006 Prepare appetisers and salads

Cluster 8 Sandwich preparation

SITHCCC003 Prepare and present sandwiches

Cluster 9 Keeping up to date with industry

SITHIND002 Source and use information on the hospitality industry

Cluster 10 Use cookery skills effectively SITHCCC011 Use cookery skills effectively (holistic)

Preliminary

INDUSTRIAL TECHNOLOGY - METALTask Type: Written Report/Hand InWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date:

Task Description:Students are to write a case study about a business which operates within the timber products and furniture industry as a part of the industry study focus area of the Industrial Technology HSC syllabus.

The class will go on an excursion to visit a local business in the Timber and Furniture Industry. Each student will be required to case study of the visit which will investigate and address the following areas; type of business, management structure and personnel, manufacturing processes and machinery, products, marketing, impact of new technology, environmental and sociological factors, occupational health and safety and the effects of regulations and legislation.

Alternatively students may wish to refer to a business of their own choosing

All written work is to be submitted in a word processed document (500 to 1000 words) with bibliography

Syllabus Outcomes: • P1.1 describes the organisation and management of an individual business within the focus area industry• P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologies• P3.2 applies research and problem-solving skills• P5.1 uses communication and information processing skills • P7.1 identifies the impact of one related industry on the social and physical environment • P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society and the environment


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

INDUSTRIAL TECHNOLOGY - METAL


Signed: Date:

Term 1, 2020


16 - 20

• demonstrates some knowledge and understanding of the furniture industry and of manufacturing processes and techniques used by industry• demonstrates some appreciation of the relationships between technology, the individual, society and the environment• composes and presents a report using satisfactory language appropriate to the audience, purpose and form including some industry terminology

11 - 15

• demonstrates limited knowledge and understanding of the furniture industry and of manufacturing processes and techniques used by industry• demonstrates limited appreciation of the relationships between technology, the individual, society and the environment• composes a presents basic report which attempts to use language appropriate to the audience, purpose and form with limited or no industry terminology

6 - 10

• Work not submitted or not meeting minimum requirements• Evidence of significant plagiarism.• Answers copied and pasted from website 0 - 5

• demonstrates a broad knowledge and understanding of the furniture industry and of manufacturing processes and techniques used by industry• demonstrates a broad appreciation of the relationships between technology, the individual, society and the environment• composes and presents an effective report using language appropriate to the audience, purpose and form including significant industry terminology

Industry Study

19/02/2020

Preliminary

INDUSTRIAL TECHNOLOGY - METAL


Signed: Date:

Term 1, 2020


16 - 20

• demonstrates some knowledge and understanding of the business, covering most aspects required, with evidence of some extra research• composes a report using satisfactory language appropriate to the audience, purpose and form including some industry terminology

11 - 15

• demonstrates limited knowledge and understanding of the business, covering some aspects required, with limited evidence of extra research• composes a basic report which attempts to use language appropriate to the audience, purpose and form with limited or no industry terminology

6 - 10

• Work not submitted or not meeting minimum requirements• Evidence of significant plagiarism

0 - 5

• demonstrates a broad knowledge and understanding of the business, covering all aspects required in detail, with evidence of extra research• composes an effective report using language appropriate to the audience, purpose and form including significant industry terminology

Excursion Report

19/02/2020

Preliminary

MATHEMATICS ADVANCEDTask Type: Topic TestWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Tuesday 31st March - Week 10

Task Description:Students will be completing a one-hour in class topic test on the following topics:• Functions• Trigonometry

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their absence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MA11-1: Uses algebraic and graphical techniques to solve, and where appropriate, compare alternative solutions to problems• MA11-2: Uses the concepts of functions and relations to model, analyse and solve practical problems• MA11-3: Uses the concepts and techniques of trigonometry in the solution of equations and problems involving geometric shapes


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

MATHEMATICS EXTENSIONTask Type: In Class TaskWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Friday 6th March - - Week 6

Task Description:Students will be completing a one-hour in class topic test on the following topics:• Functions

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their absence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • ME11-1: Uses algebraic and graphical techniques to solve, and where appropriate, compare alternative solutions to problems• ME11-2: Manipulates algebraic expressions and graphical functions to solve problems• ME11-6: Uses appropriate technology to investigate, organise and interpret information to solve problems in a range of contexts• ME11-7: Communicates making comprehensive use of mathematical language, notation, diagrams


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

MATHEMATICS STANDARD 1

Task Description:Students will be completing a one-hour in class topic test on the following topics:• Formulae• Equations

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their ab-sence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MS11-1: Uses algebraic and graphical techniques to compare alternative solutions to contextual problems• MS11-6: Makes predictions about everyday situations based on simple mathematical models• MS11-9: Uses appropriate technology to investigate, organise and interpret information in a range of contents• MS11-10: Justifies a response to a given problem using appropriate mathematical terminology and/or calculations


Signed: Date:


Term 1, 2020

Task Type: In Class TaskWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Tuesday 3rd March - Week 6

19/02/2020

Preliminary

MATHEMATICS STANDARD 2


Signed: Date:


Term 1, 2020

Task Type: In Class TaskWeighting: 30%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Tuesday 3rd March - Week 6

Task Description:Students will be completing a one-hour in class topic test on the following topics:• Formulae• Equations

Further Instructions:• Students are encouraged to revise these topics before the topic test.• Students will be allowed to use a calculator during the test.• Students who are absent on the day are required to bring a note from home explaining their ab-sence, and will be asked to complete the test upon their return.• The topic test is an individual test and any students caught collaborating in the test will be penalised.

Syllabus Outcomes: • MS11-1: Uses algebraic and graphical techniques to compare alternative solutions to contextual problems• MS11-6: Makes predictions about everyday situations based on simple mathematical models• MS11-9: Uses appropriate technology to investigate, organise and interpret information in a range of contents• MS11-10: Justifies a response to a given problem using appropriate mathematical terminology and/or calculations

19/02/2020

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MUSICTask Type: Rock and Roll CompositionWeighting: 20%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 1Due Date: Wednesday 25th March - Week 9

Task Description:Students are to complete the following:

You will compose a 12 bar Rock n Roll melody based on a combination of the A major and Blues scales.- it will be in 4/4 time- you will create your own 12 bar rhythm using a combination of minims, crotchets, quavers and semiqua-vers (notes and rests). - Compose your piece in the treble clef- Ensure your phrases are even and balanced

Syllabus Outcomes: • P2 - observes, reads, interprets and discusses simple musical scores characteristic of topics studied• P3 - improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary

MUSIC


Signed: Date:

Term 1, 2020

Student Demonstates: Grade

17 - 20

• Thorough understanding of development of musical phrases• Thorough understanding of blues and major scales• Thorough understanding in development and balance in creation of a 12 bar rhythm• Thorough understanding of relationship between notes in the major and blues scales.

13 - 16

• Sound understanding of development of musical phrases• Sound understanding of blues and major scales• Sound understanding in development and balance in creation of a 12 bar rhythm• Sound understanding of relationship between notes in the major and blues scales

9 - 12

• Basic understanding of development of musical phrases• Basic understanding of blues and major scales• Basic understanding in development and balance in creation of a 12 bar rhythm• Basic understanding of relationship between notes in the major and blues scales.

4 - 8

• Elementary understanding of development of musical phrases• Elementary understanding of blues or major scales• Elementary understanding in development and balance in creation of a 12 bar rhythm• Elementary understanding of relationship between notes in the blues or major scales.


1 - 3

0

• Outstanding understanding of development of musical phrases• Outstanding understanding of blues and major scales• Outstanding understanding in development and balance in creation of a 12 bar rhythm• Outstanding understanding of relationship between notes in the major and

19/02/2020

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PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Task Type: Report/Hand InWeighting: 30%Feedback: Feedback is to be given within two weeks of submission


Task Description:Part A:The SRC at Narromine High School has asked you to produce a one-sided A4 page report, identifying the prevalence and trends of ONE of the following factors that impacts the health of young people.• Physical Activity• Substance Use• Nutrition• Mental Health Issues

The report will be displayed around the school and will be included in the next school newsletter, so it needs to contain appropriate language, graphs and diagrams to make it appropriate for all students from Years 7-12 as well as parents and carers.

The primary source of information should be the Australian Institute of Health and Welfare (AIHW) – Young Australians: Their Health and Wellbeing (2011) report, although you should not limit yourself to this source only.

The report can be accessed online at: https://www.aihw.gov.au/getmedia/14eed34e-2e0f-441d-88cb-ef376196f587/12750.pdf.aspx?inline=true and will also be available through the NHS PDHPE Google Classroom.

Other sources may include but are not limited to:

Mission Australia (2018). Youth survey report 2018. Accessed online at https://www.missionaustralia.com.au/what-we-do/research-impact-policy-advocacy/youth-survey

NSW Ministry of Health (2016). NSW School physical activity and nutrition survey 2016. Accessed online at https://www.health.nsw.gov.au/heal/Publications/spans-2015-full-report.PDF


Signed: Date:


Term 1, 2020

19/02/2020

Mission Australia (2014). Youth survey 2014 - Youth concerns about drugs and alcohol. Accessed online at https://www.missionaustralia.com.au/publications/research/young-people/379-youth-concerns-about-drugs-and-alcohol/filePart B:Explain how health promotion based on the FIVE action areas of the Ottawa Charter has contributed to positive health outcomes for your topic chosen in Part A. All action areas of the Ottawa Charter need to be addressed and appropriate referencing to credible sources needs to be included.

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Syllabus Outcomes: • P5 – Describes factors that contribute to effective health promotion• P6 – Proposes actions that can improve and maintain an individual’s health• P16 – Uses a range of sources to draw conclusions about health and physical activity concepts


Signed: Date:


Term 1, 2020

19/02/2020

Preliminary



Signed: Date:

Term 1, 2020


14 - 15

• Thorough identification of the prevalence and/or trends of a selected health behaviour• Contains visual support that show clear links to and illustrate the research• Clear and logical response

11 -13

• Sound identification of the prevalence and/or trends of a selected health behaviour• Contains visual support that show links to and illustrate the research• Clear and logical response

8 - 10

• Basic identification of prevalence or trends of a selected health behaviour• No visual support or visual support not linked to the research

4 - 7

• Limited or no relevant information0 - 3

• Extensive identification of the prevalence and trends of a selected health behaviour• Contains visual support that show clear links to and illustrate the research• Utilises appropriate technical language suitable for the audience stated• Clear, cohesive and logical response

Part A

19/02/2020


14 - 15

• Thorough identification of the prevalence and/or trends of a selected health behaviour• Contains visual support that show clear links to and illustrate the research• Clear and logical response

11 -13

• Sound identification of the prevalence and/or trends of a selected health behaviour• Contains visual support that show links to and illustrate the research• Clear and logical response

8 - 10

• Basic identification of prevalence or trends of a selected health behaviour• No visual support or visual support not linked to the research

4 - 7

• Limited or no relevant information0 - 3

Part A

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Signed: Date:

Term 1, 2020


14 - 15

• Demonstrates detailed knowledge and understanding of the 5 action areas of the Ottawa Charter in relation to your health behaviour• Most of the characteristics are supported with relevant examples • Demonstrates thorough coverage of research with respect to chosen health issue and health promotion• Sound use of referencing of research sources

11 -13

• Demonstrates some knowledge and understanding of the 5 action areas of the Ottawa Charter in relation to your health behaviour• Some relevant examples used to support answer• Demonstrates sound coverage of research with respect to chosen health issue and health promotion• Sound use of referencing of research sources

8 - 10

• Demonstrates basic knowledge and understanding of the 5 actions areas of the Ottawa Charter in relation to your health behavior• Lists examples OR provides minimal examples relating to health promotion• Includes basic bibliography of research sources

4 - 7

• Limited or no relevant links to health promotion and the Ottawa Charter• No clear or relevant examples in respect to chosen health issue and health promotion

0 - 3

• Demonstrates extensive knowledge and understanding of the 5 action areas of the Ottawa Charter in relation to your health behaviour• Each characteristic is highlighted with relevant examples to support your answer• Demonstrates a comprehensive evaluation of research with respect to chosen health issue and health promotion• Implements a thorough and appropriate style of referencing research sources

Part B

19/02/2020

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SPORT, LIFESTYLE AND RECREATIONTask Type: Practical/Research TaskWeighting: 25%Feedback: Feedback is to be given within two weeks of submission

Task Number: Assessment Task 2Due Date: Monday 23rd March - Week 9

Task Description:You are required to attend and actively participate in SLR swimming sessions at the Narromine Community pool throughout term 1. Your teacher will notify you of these sessions according to the timetable. Part A: 15% During class time, you will be studying the various techniques and strokes used in swimming, water safety and survival techniques. Using your knowledge of this you are to practice these skills during the practical swimming sessions. Throughout these sessions you are required to demonstrate competency in the following: • Basic stroke techniques - Backstroke, freestyle, breaststroke, butterfly • Personal survival techniques – entries, survival swimming, floating, signaling for help • Swimming rescues – wade, tow, defensive position Part B: 10%You are to choose from one of the below population groups: - Toddlers - Elderly - Asthmatics You are to investigate the benefits of participation in aquatics recreation for your chosen population group. You are encouraged to use a range of websites, journals and books to help support your investigation.

Syllabus Outcomes: • 1.1 applies the rules and conventions that relate to participation in a range of physical activities• 1.3 demonstrates ways to enhance safety in physical activity • 2.2 analyses the fitness requirements of specific activities • 3.1 selects appropriate strategies and tactics for success in a range of movement contexts • 3.6 assesses and responds appropriately to emergency care situations • 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


Signed: Date:


Term 2, 2020

19/02/2020

Preliminary

SPORT, LIFESTYLE AND RECREATION


Signed: Date:

Term 2, 2020


14 - 15

• Demonstrates excellent water survival and rescue techniques • Showcased proficient skills in application of basic stroke techniques • Consistent in actively participating in most practical lessons 11 - 13• Demonstrates sound water survival and rescue techniques • Showcased satisfactory skills in application of stroke techniques • Consistent in actively participating in some practical lessons 7 - 10

• Demonstrates basic water survival and rescue techniques • Showcased basic skills in application of stroke techniques • Inconsistent in actively participating in practical lessons 4 - 6

• Incomplete attempt to demonstrate water survival and rescue techniques • Unsatisfactory/non-attempt to demonstrate basic stroke techniques • Unsatisfactory/non-attempt to actively participate in practical sessions


1 - 3

0

• Demonstrates outstanding water survival and rescue techniques • Showcased great skills in application of basic stroke techniques • Consistent in actively participating in all practical lessons

19/02/2020


14 - 15

• Demonstrates excellent water survival and rescue techniques • Showcased proficient skills in application of basic stroke techniques • Consistent in actively participating in most practical lessons 11 - 13• Demonstrates sound water survival and rescue techniques • Showcased satisfactory skills in application of stroke techniques • Consistent in actively participating in some practical lessons 7 - 10

• Demonstrates basic water survival and rescue techniques • Showcased basic skills in application of stroke techniques • Inconsistent in actively participating in practical lessons 4 - 6

• Incomplete attempt to demonstrate water survival and rescue techniques • Unsatisfactory/non-attempt to demonstrate basic stroke techniques • Unsatisfactory/non-attempt to actively participate in practical sessions


1 - 3

0

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VISUAL ARTSTask Type: Body of WorkWeighting: 20%Feedback: Feedback is to be given within two weeks of submission


Task Description:

Create three different print series based on the Elements of Design.

The main methods of printmaking will be screenprint, drypoint and lino.

Each method will express a different element and the element cannot be repeated. For example screenprint may be used to express colour as its main element, but the other two methods will have to focus on different elements.

Each print will have to have an edition of 4 prints each except for drypoint which will have two.

All work will have to have an edition number, title and signed by the artist. The Visual Arts Process Diary (VAPD) will have to be handed in as support material.

The series:• Screenprint: 4 prints, minimum of three colours, on A4 sheets, edition number, title and signature• Drypoint: 2 prints, black ink only, on A4 sheets, edition number, title and signature• Lino: 4 prints, minimum of three colours, on A4 sheets, edition number, title and signature

Syllabus Outcomes: • P1: explores the conventions of practice in artmaking• P2: explores the roles and relationships between the concepts of artist, artwork, world and audience• P3: identifies the frames as the basis of understanding expressive representation through the making of art• P4: investigates subject matter and forms as representations in artmaking


Signed: Date:


Term 1, 2020

19/02/2020

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VISUAL ARTS


Signed: Date:

Term 1, 2020

Student Demonstates: Grade

13-15

• 3 series of prints with correct amount for each• Thorough printmaking technique (most care taken, some smudging, mostly consistent quality)• Resolved design• Expressed single Element of Design for each series• Majority of prints clearly marked with edition, title and signature

10-12

• 2-3 series of prints with most containing correct amount for each• Sound printmaking technique (care taken, smudging, some consistent quality)• Sound design• Unclear which Element of Design for each series• Most prints are clearly marked with edition, title and signature

7-9

• 1-2 series of prints with some containing correct amount for each• Basic printmaking technique (some care taken, a lot smudging, inconsistent quality)• Basic design• Unclear which Element of Design for each series• Some prints are clearly marked with edition, title and signature

4-6

• 1-2 series of prints with some containing correct amount for each• Elementary printmaking technique (little care taken, smudging, inconsistent quality)• Elementary design• Unclear/conflicting Element of Design for each series• Few prints are clearly marked with edition, title and signature

1-3

• 3 series of prints with correct amount for each• Exceptional printmaking technique (care taken, no smudging, consistent quality)• Well resolved design• Clearly expressed single Element of Design for each series• All prints clearly marked with edition, title and signature

19/02/2020

Date:

Assessment Advice for 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

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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.

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How do I do it?

The Harvard System requires two elements: in-text citations throughout your assignment, and a list of references at the end.

1. In-text citations

Include three pieces of information about a source within the text of your work:- the name of the author or authors- the year of publication- the page number (when the information/idea can be located on a particular page, or when directly quoted)

Diagram of steps in in-text citation

2. List of references

At the end of your text, you must include a List of References, a list of all the sources of information you have used to research your assignment.

- Each list item requires specific information (details and exampes can be found on the next pages)

Harvard Style Referencing

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- List each item in alphabetical order (by author surname).- Titles should be in italics.- Each item should have a hanging indent.

Citing electronic or online sources

What are electronic sources?An electronic source is any information source in digital format. The library subscribes to many electronic information resources in order to provide access for students.

Electronic sources can include: full-text journals, newspapers, company information, e-books, dictionaries, encyclopedias, economic data, digital images, industry profiles, market research etc.

Should I include extra information when I cite them?

Referencing electronic or online sources can be confusing - it’s difficult to know which information to include or where to find it. As a rule, provide as much information as possible concerning authorship, location and availability.

Electronic or online sources require much of the same information as print sources (author, year of publication, title, publisher). However, in some cases extra information may be required:

- the page, paragraph or section number (what you cite will depend on the information available; many electronic or online sources don’t have pages)

Preliminary

- identify the format you accessed the source in (for example, E-book, podcast)- provide an accurate access date for online sources (that is, identify when a source was viewed or downloaded)- provide the location of an online source (for example, a database or web address)Not all electronic sources will require all the items in the above list. For examples of what type of information to include for your sources, review the particular entry.

Here are some useful websites to help with Harvard Style Referencing:

https://student.unsw.edu.au/citing-different-sourceshttp://www.citethisforme.com/

Tips and Tricks for Smashing Your HSC

How to Study• Learn your syllabus for each subject.

• Practice past HSC papers – see Board of Studies Website: www.boardofstudies.nsw.gov.au

• Use Board of Studies ‘Test Yourself’ Multiple Choice questions.

• Know your Glossary of Terms

• Revise regularly – don’t leave it to the last minute

• Other points to note:

• study in a quiet environment

• break down the syllabus into manageable chunks

• use a variety of study techniques to help you prepare for different types of questions

• exercise regularly, eat a balanced diet and get sufficient sleep

• have regular breaks

Preliminary

Preliminary

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

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

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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