Year 12 2018 HSC Assessment Book

St John's College Woodlawn

Year 12 2018 HSC

Assessment Book

ST JOHN’S COLLEGE

Woodlawn

HSC Assessments 2018

Leader of Curriculum : Nadine Connolly

Leaders of Learning

Religious Education : Fiona Fennamore

English : Claire Ritchie

Mathematics : Bradley Ryall

Science : Ian Judd

Creative Arts : Mark Finlayson

HSIE : Matthew Bailey

Modern Languages : Michelle Went

PDHPE : Scott Whitby

TAS : David Maslen

VET : Dean Bressan

Index Page

Part 1: Assessment Policy .................................................................................................................. 1

1.1 Rationale .................................................................................................................................. 1

Part 2: Assessment Procedures ......................................................................................................... 2

2.1 Overview .................................................................................................................................. 2

2.2 Policy for Late Assessment ..................................................................................................... 2

2.3 Procedure When a Student is Absent for an Assessment Task.............................................. 3

2.3a Procedure when a student is absent the day before an assessment task .............................. 3

2.4 Procedure for Submitting an Assessment Task ...................................................................... 4

2.5 Procedure for Asking for an Extension for an Assessment Task ............................................ 4

2.6 Students on Leave for Examinations and Assessment Tasks ................................................ 4

2.7 Special Consideration .............................................................................................................. 4

2.8 Appeals Arising Over Assessment Tasks ................................................................................ 5

2.9 Higher School Certificate Assessment Ranking Appeals ........................................................ 5

2.10 Plagiarism ................................................................................................................................ 6

2.11 Malpractice / Plagiarism / Cheating ......................................................................................... 7

2.12 Use of the Internet / Computers .............................................................................................. 7

2.13 Referencing ............................................................................................................................. 8

Part 3: Student Responsibilities ......................................................................................................... 9

3.1 Board of Studies Requirements ............................................................................................... 9

3.2 Student Responsibilities Beyond Assessment Tasks .............................................................. 9

3.3 Satisfactory Completion of a Course ....................................................................................... 9

3.4 Attendance ............................................................................................................................... 9

3.4 Changes of Course .................................................................................................................. 9

Part 4: Subject Assessment Outlines .............................................................................................. 10

Religious Education Faculty ............................................................................................................. 11

Studies of Religion 1 – 1 Unit ................................................................................................... 11

Studies of Religion II – 2 Unit ................................................................................................... 13

Catholic Studies – 1 Unit .......................................................................................................... 15

English Faculty ................................................................................................................................. 17

English Advanced – 2 Unit ....................................................................................................... 17

English Standard – 2 Unit ........................................................................................................ 19

English Extension 1 - 1 Unit ..................................................................................................... 21

English Studies ........................................................................................................................ 23

Mathematics Faculty ........................................................................................................................ 25

General Mathematics 2 ............................................................................................................ 25

General Mathematics 1 ............................................................................................................ 27

Mathematics – 2 Unit ............................................................................................................... 29

Mathematics Extension 1 – 1 Unit ........................................................................................... 31

Mathematics Extension 2 – 1 Unit ........................................................................................... 33

Science Faculty ................................................................................................................................ 35

Biology - 2 Units ....................................................................................................................... 35

Chemistry - 2 Units ................................................................................................................... 37

Physics - 2 Units ...................................................................................................................... 39

Senior Science – 2 Unit............................................................................................................ 41

Creative Arts Faculty ........................................................................................................................ 43

Dance - 2 Unit .......................................................................................................................... 43

Drama - 2 Unit .......................................................................................................................... 45

Music 1 - 2 Units ...................................................................................................................... 47

Photography, Video And Digital Imaging ................................................................................. 49

Visual Art - 2 Units ................................................................................................................... 51

Human Society and Its Environment Faculty ................................................................................... 53

Ancient History - 2 Unit ............................................................................................................ 53

Modern History - 2 Unit ............................................................................................................ 55

History Extension - 1 Unit......................................................................................................... 57

Business Studies - 2 Unit ......................................................................................................... 59

Geography - 2 Unit ................................................................................................................... 61

Legal Studies - 2 Unit ............................................................................................................... 63

Society & Culture - 2 Unit ......................................................................................................... 65

Modern Languages .......................................................................................................................... 67

Italian Continuers ..................................................................................................................... 67

Personal Development Health and Physical Education Faculty ...................................................... 69

Community and Family Studies ............................................................................................... 69

Personal Development Health and Physical Education ........................................................... 71

Sports, Lifestyle and Recreation .............................................................................................. 73

Technological & Applied Studies Faculty ......................................................................................... 75

Timber Products and Furniture Technologies .......................................................................... 75

Textiles & Design 2 Unit ........................................................................................................... 77

Vocational Education and Training .................................................................................................. 79

Appendices ...................................................................................................................................... 83

Glossary of key words .............................................................................................................. 84

Special Consideration Application Due To Illness/Misadventure – Stage 6 ............................ 89

Request for an Extension/Substitute Assessment Task .......................................................... 91

Academic Appeal Request ....................................................................................................... 93

HSC Assessment Book – 2018 Page 1

Part 1: Assessment Policy 1.1 Rationale

Assessment is a system using standards referenced frameworks. It involves tasks designed to produce an image of what students have achieved at a particular point in the teaching and learning process relative to the outcomes for the course. Assessment provides a link between the syllabus and performance standards.

This assessment policy is developed from specific advice relating to Assessment in individual courses in subject handbooks and circulars published by the Board of Studies.

It is designed with: (i) a focus on the outcomes (ii) a range of task types (iii) students knowing and understanding the outcomes to be assessed (iv) marking schemes based on the outcomes to be assessed.

Assessment is a process of identifying, gathering and interpreting information about students' learning. It is intended to provide a clear sense of the syllabus standards through its aims, objectives, outcomes and content.

Assessment tasks can be either of a formative; assessment for learning or of a summative nature; assessment of learning.

Areas of assessment should be observable and measurable demonstrating knowledge and skills objectives and outcomes from the syllabus.

The outcomes being assessed are those outcomes included in the teaching/learning programs.

Assessing student achievement is an integral part of teaching any course as it provides feedback to teachers, parents and students.

Assessment can also set the direction for ongoing teaching and learning strategies.


Part 2: Assessment Procedures

2.1 Overview

Where there are two or more classes in a particular subject, who follow a particular course, assessment must be such that students are ranked across the entire course.

The following methods may assist with comparability:

(i) Common units of work throughout a year group.

(ii) Use of common tasks, in which case there could be one marker per task of agreed marking procedures.

(iii) Sharing of marking tasks so that one marker marks all of one section.

The cumulative assessment marks are never made available to students/parents.

Students' cumulative RANK ORDER must be given after each HSC task. The privacy of other students must be respected.

Changes to the Assessment Calendar are only permitted with the approval of the Leader of Curriculum and with APPROPRIATE notice to students.

This Assessment Booklet is the first notice of the task. Subject teachers will give further details prior to the task.

For assessment tasks that are handed in, the teacher will endeavour to provide the task criteria at least two weeks before the task is due.

For tests and examinations, the assessment booklet details the outcomes to be assessed. Separate notification is not required.

It is the responsibility of the teachers setting an assessment task to

(i) publish the full details of the task at least two weeks before the assessment is due.

(ii) incorporate the details onto the Student Assessment Calendar at the beginning of each term.

Each task will have a criterion sheet for the task based on the outcomes of the course.

HSC Assessment will commence concurrently with the HSC courses in Term 4 and will conclude prior to the date stipulated by BOSTES.

When a student changes schools before 30th June in the year of the HSC Examination, they will be assessed on the basis of work completed at this COLLEGE. After the 30th June the previous school is responsible for all assessment and moderating procedures.

2.2 Policy for Late Assessment

Assessment Tasks are to be given to the relevant subject teacher in the class on the due date.

Assessment tasks are due on the date of notification. They are to be handed to the class teacher during class time. Students do not have permission to continue working on tasks after the timetabled class.


Students who do not hand in an assessment on the due date or fail to come to an assessment task scheduled on that due date without a counsellor’s report, doctor's certificate, police report or notification of funeral, may be awarded zero.

At 9 a.m. on their return to school after the missed task, the student must report to the Leader of Curriculum’s Office and arrange to complete the task. A student failing to report on the first day after a missed task will receive a zero for the task unless the student has negotiated an extension date for the task.

The teacher will issue a warning letter for any unexplained missed task.

Parents will be notified by an official warning letter in compliance with the Board of Studies. The student must comply with the requests of the letter. An 'N' Award will result if students do not meet their responsibilities.

The teacher will report the failure to complete the task to the Leader of Curriculum who places them on the BOS malpractice register.

Computer failure, USB error and printer malfunction are not excuses for late assessment. In the event of computer failure, drafts of the assessment task and USB must be submitted on the due date of the task.

2.3 Procedure When a Student is Absent for an Assessment Task

It is the student’s responsibility to notify the College if they will be absent for a task. They can phone the College on 66262600 and leave a message for the Leader of Learning or Leader of Curriculum.

Students who are absent the day of a task MUST obtain the relevant documentation explaining this absence, e.g. doctor’s certificate, police report, notification of a funeral etc.

Students who have supplied the College with a doctor's certificate, police report, notification of funeral, counsellor report or newspaper clippings, must submit the assessment task or sit for the task on their return at a time negotiated with the Leader of Curriculum.

If the nature of the task does not allow for this then an estimate may be given at the discretion of the Leader of Learning in consultation with the class teacher.

In the case of the student being isolated from school due to inclement weather or other unforeseen circumstances the student needs to contact the College Leader of Curriculum as soon as possible. The student will then submit the task on their return to the College.

2.3a Procedure when a student is absent the day before an assessment task

This policy inclusion is to minimise students gaining an advantage over others.

All students must be present for the entire day before an assessment task.

It is the student’s responsibility to notify the College if they will be absent the day before an assessment task. This includes being absent on a Friday for a Monday assessment. They can phone the College on 66262600 and leave a message for the Leader of Learning or the Leader of Curriculum. Alternatively, they can email the Leader of Curriculum at [email protected]

If a student knows in advance that they will be away the day before an assessment task, they must speak with Mrs Connolly and/or obtain school approved leave for their absence.

Students who are away the day before an assessment task (even for a partial absence) must supply the College with a counsellor’s report, doctor’s certificate, police report or other documentation as discussed with the Leader of Curriculum.

mailto:[email protected]


Students who do not obtain permission, talk to the Leader of Curriculum or present documentation for their absence will be issued with an N Warning Letter.

The academic penalty for this absence may be zero for the assessment task.

2.4 Procedure for Submitting an Assessment Task

Tasks are handed to the teacher in the timetabled lesson on the due date.

If the class is cancelled all assessments must be submitted to Student Services’ Office. It is the responsibility of the student to attain a dated, signed receipt. (see sample)

All assessments must be submitted as hard copy unless otherwise arranged.

2.5 Procedure for Asking for an Extension for an Assessment Task

A student is to apply for the extension of a task ideally one week before the due date. The Leader of Learning has the discretion to grant an extension.

Process:

(i) The student is to collect an extension request form from the Leader of Curriculum (See sample at the back of the booklet).

(ii) The student is to complete the form and have it signed by the relevant class teacher and Leader of Learning.

(iii) The class teacher will set a new date for the task if the extension is granted.

2.6 Students on Leave for Examinations and Assessment Tasks

Students who will be away on non-school business on assessment or examination dates need to apply for school leave.

If leave is approved, extensions can be granted for assessment tasks and examination dates can be changed. Students need to see the Leader of Curriculum for these.

If leave is classified as unjustified, students need to hand assessments in before they leave and examinations cannot be changed.

If a student is on unjustified leave on the date of an examination, they will receive zero for this examination.

2.7 Special Consideration

Special consideration is a process used by BOSTES and schools that allows pastoral considerations for students in the area of exams and assessments.

This process is predominantly used during exam periods but can also be extended depending on the circumstance.

This process allows the school to take into consideration, when marking, external circumstances which may have impacted on a student’s performance. There are few specific criteria because the process is supposed to be as open ended as possible to allow for diverse situations.

If you believe that you have been adversely affected for some reason during exams or on a particular assessment, please contact the Leader of Curriculum and further discussion around this issue will ensue. (See sample form at the back of the booklet.)


2.8 Appeals Arising Over Assessment Tasks

If a dispute arises over marks awarded in any one task, then in the first instance an attempt at resolution is made by the concerned student and teacher in consultation with the Leader of Learning. If resolution is not made then the matter should be referred to the Leader of Curriculum. (See sample appeal form at the back of the booklet.)

Process for an appeal

(i) Appeals need to be lodged in writing within one (1) week of the date the determination was received.

(ii) The school will provide support in preparing an appeal if approached.

(iii) Appeals meeting these conditions will be reviewed within two (2) weeks of being received.

(iv) The review will focus on whether the determination conforms to school policy.

(v) Provided the review panel is satisfied these conditions have been met, no change to the determination will be made.

(vi) The panel will provide the appellant with written notification of the result of the review within one (1) week of the review.

(vii) The panel will consist of the Leader of Curriculum and the Leader of Learning.

Responsibilities

(i) Appellant

To lodge an appeal in writing with the relevant Leader of Learning within one (1) week of having initial appeal rejected by the class teacher, stating all reasons to be considered by the review panel.

(ii) Leader of Learning

To inform the Leader of Curriculum of the appeal on the day it is received to provide the Leader of Curriculum with copies of the appeal and the original written notice of the determination together with any other relevant documentation at the time of notification.

(iii) Leader of Curriculum

To form the review panel

To ensure the panel meets within two (2) weeks of the receipt of the appeal in the school.

To notify the appellant and the relevant Leader of Learning of the result of the review in writing within one week of the review.

2.9 Higher School Certificate Assessment Ranking Appeals

Students who feel that their HSC Assessment Ranking is inaccurate in any course are able to seek a school review of their assessment ranking. If the appeal is declined at school level they may subsequently appeal to the BOSTES. Appeals should be made in writing to the Leader of Curriculum or directly to the Principal.

A school review will ascertain whether:

The weightings for course components in the school assessment program conform with the Board’s requirements as detailed in the syllabus;

The school’s procedures for determining assessments conform with its stated assessment program;


There are no clerical or computational errors in the determination of the assessment mark.

Once the review has been undertaken the Principal or Leader of Curriculum will respond in writing to the student indicating that a change to the assessment ranking will be made.

The school will return to the Board of Studies on Assessment Review Schedule detailing all reviews sought by students.

Students may appeal to the Board of Studies in writing if the Appeal is not upheld at the school level.

Appeal to the Board of Studies, Teaching and Educational Standards

Where possible, all reviews will be resolved within the school. However, provision exists for subsequent appeals to the Board. There is no provision for appeals against the marks awarded for individual assessment tasks. The Board will consider only whether:

(a) the school review process was adequate for determining that:

the weightings for course components in the school assessment program conform with the Board’s requirements as detailed in the syllabus;

the school’s procedures for determining the final assessment mark conform with its stated assessment program – in particular the weightings used for the various assessment tasks should be consistent with those specified in the assessment program;

there are no computational or other clerical errors in the determination of the assessment mark.

(b) the conduct of the school review was proper in all respects.

If the appeal is upheld, the Board will refer the matter back to the school for a further review. The results of that review may affect the assessment of the student making the appeal and/or the assessments of other students. This may then be reflected in the moderated assessment marks for all students so affected.

The Board will not consider further appeals from other students whose assessment ranking may be affected by reviews or appeals. Although initiated by individual students, the reviews and appeals related to the assessment process and are designed to correct any errors affecting the assessment for the entire school group.

Appeals should be submitted through the school on the official forms which can be found on Schools Online under ‘Memos and Documents’.

2.10 Plagiarism What is plagiarism? The use of another person’s words or ideas without stating where they came from is a

form of theft called PLAGIARISM.

Why be concerned?

it is dishonest

it is unfair to you and to others

it is illegal under the Copyright Act 1968

Deliberate plagiarism

buying or stealing an essay or response

hiring someone to write your report or assignment

copying from any source without citing it


Accidental plagiarism

using someone’s ideas without reference to that person

using ‘notes’ which are actually ‘quotes’

To avoid plagiarism, the following sources must always be cited:

internet: websites

CD ROMS

Magazines/newspapers, pamphlets, books, letters, advertisements

Music, TV programs/movies

Personal interviews. Teachers/lecturers

Maps, quotations, paraphrases, summaries

Other students’ work, others’ ideas

There is no need to cite:

own experiences

when using common knowledge

own experimental results

Note taking tips to avoid plagiarism:

always write new information in point form

identify your source immediately after every point or phrase

add each new source to a list which will become a bibliography

ensure all details are kept of each source – eg. author, title, publication details, website

use your own phrases – don’t rely on exact phrases from the source

put quotation marks around each direct quote (text, table, statistics, logo, image, graph, map etc or anything that is not your own work) – record the source and page number of the quote and write this next to the quote or as a footnote.

(Taken from Plagiarism Posters 1 to 4, Syba Signs 2002)

For further reminders of these issues, the posters are on display in the Library.

2.11 Malpractice / Plagiarism / Cheating

Students need to be made aware of the rules associated with plagiarised work.

The teacher who suspects malpractice is to report the offence to the Leader of Learning.

Students who are suspected of plagiarism will be interviewed by the Leader of Learning and asked to provide evidence of research in note or draft form.

Students who are suspected of cheating will be interviewed by the Leader of Learning who places them on the discipline level system.

Students who are found to have plagiarised or cheated will receive zero for the task.

Parents will be notified by letter or phone by the Leader of Learning.

In these cases the student is given one week to complete the task or similar task.

In relation to the study of Modern Languages, students are reminded that the use of online translation websites (like Google Translate or similar sites) and/or apps are considered a form of plagiarism. Suspected use of such sites or apps will be investigated by the class teacher and may result in the awarding of a zero mark.

2.12 Use of the Internet / Computers

We encourage students to use the Internet and other information sources in the development of their assignments.


Students must acknowledge sources, the web site address and the date accessed is the appropriate method to acknowledge internet sites.

Students are to keep evidence of their research process including notes, plans etc in case of computer failure.

2.13 Referencing

What is referencing? Referencing is a standardised way of acknowledging the sources of information and ideas that you have used in your assignments. This allows the sources to be identified.

Why reference? Referencing is important to avoid plagiarism, to verify quotations and to enable readers to identify and follow up to works to which you have referred. A System of Reference Systems of reference refer to the way students cite the material that they have used in their assessments and how they create a reference list or bibliography to acknowledge all of the sources they have used in their research. It is important to remember that not all systems of reference are the same and that different disciplines may have different methods of referencing that they would like you to use. Which referencing style should I use?

There is no standard style used at Woodlawn

In some cases there is a standard style used by a particular discipline, but even

in those cases it is still possible that a particular teacher or subject may require

a different style

Students should check with their teacher before they begin their assessment

Two popular styles of referencing include the Harvard System and the APA System,

both of which are very similar.

For more information on the wide range of referencing styles, please refer to the

following link

https://www.library.uq.edu.au/help/referencing-style-guides

What is the difference between a Bibliography and a reference list? A reference list includes just the books, articles, and web pages etc that are cited in

the text of the document. A bibliography includes all sources consulted for background reading. The student planner contains further information of referencing, bibliographies and reference lists.

https://www.library.uq.edu.au/help/referencing-style-guides#school

https://www.library.uq.edu.au/help/referencing-style-guides


Part 3: Student Responsibilities

3.1 Board of Studies Requirements

The Board of Studies gives the following criteria for the completion of a course. "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 the Board; 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." If a student is in danger of not satisfactorily completing the course a warning letter will be sent home in time for them to address the issue.

3.2 Student Responsibilities Beyond Assessment Tasks Satisfactory application to "in-class" tasks other than "School Assessment Tasks" is

necessary in order to complete the overall requirements of a course. Students are required to have a satisfactory attendance and conduct record.

3.3 Satisfactory Completion of a Course For courses where assessments are submitted, students must make a genuine

attempt at all tasks. It is emphasised that completion of assessment tasks worth exactly 50% is not sufficient; tasks work in excess of 50% must be attempted. It is worth noting that students may be requested to resubmit any work which is deemed a non-genuine attempt, especially if they have received an official warning.

3.4 Attendance The school expects students to be present for all scheduled classes and school

functions. If you are absent you must provide written support detailing reasons for your absence. Any prolonged absence needs to first be approved by the Principal.

3.4 Changes of Course Any student wishing to change a course must complete a change of course application

located in the Leader of Curriculum’s office. The application needs to be signed by the Course Teacher, Leader of Learning, Leader of Curriculum and parents. An interview may be requested, to determine the best possible progression for each application/student.

Changes to courses will be closed four weeks prior to an examination period.

All changes need to be made in consultation with the Leader of Curriculum.


Part 4: Subject Assessment Outlines The following pages contain outlines of each subject's assessment tasks and weightings. The subjects are grouped by Faculty (see Table of Contents) and fuller details of procedures may be obtained from relevant staff listed.


Religious Education Faculty

Studies of Religion 1 – 1 Unit

HSC Course 2018 Scope and Sequence

Term Week HSC Course - 2018

F O U R

1 Religion and Belief Systems in Australia Post 1945 (19 lessons) Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9

2 RETREAT WEDNESDAY - FRIDAY

3

4

5

6

7

8 MYL Begins Friday

9 Religious Tradition Depth Study – Islam (26 lessons) Outcomes: H1, H2, H4, H5, H6, H7, H8, H9

MYL

10 CLASSES FINISH ON THURSDAY

O N E

1

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMINATIONS – FORMATIVE TASK

8 HALF YEARLY EXAMS

9

10

11

T W O

1

2

3 Religious Tradition Depth Study – Christianity (26 lessons) Outcomes: H1, H2, H4, H5, H6, H7, H8, H9

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMINATION – 20%

4 TRIAL EXAMS

5 TRIAL EXAMS – FINISH TUESDAY AT THE LATEST

6

7

8

9

10

Islam task - Week 4– 10%

Christianity task - Week 8 – 20%


Component Weighting Sequence

Components Task 1

Term 1

Week 4

Religious Tradition

Depth Study

Task 2

Term 2

Week 8

Religious Tradition

Depth Study

Task 3

Term 3

Week 3

Trial HSC Examination

Weight

Knowledge and understanding of course content 10 10 20 40

Source-based skills 5 10 5 20

Investigation and research 10 10 20

Communication of information, ideas and issues in appropriate forms

5 10 5 20

Marks 30 40 30 100

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

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

H8, H9

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


Studies of Religion II – 2 Unit



F O U R

1 Religion and Belief Systems in Australia Post 1945 (19 lessons) Outcomes: H1, H2, H3, H4, H5, H6,


3

4

5 Religion and Peace (26 lessons) Outcomes: H1, H2, H5, H6, H7, H8, H9

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Religious Tradition Depth Study – Judaism (26 lessons) Outcomes: H1, H2, H4, H5, H6, H7, H8, H9

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS – Formative Assessment Task

8 HALF YEARLY EXAMS

9 Religious Tradition Depth Study – Christianity (26 lessons) Outcomes: H1, H2, H4, H5, H6, H7, H8, H9

10

11

T W O

1

2

3

4 Religious Tradition Depth Study – Islam (26 lessons) Outcomes: H1, H2, H4, H5, H6, H7, H8, H9

5

6

7

8

9 Religion and Non-Religion (19 lessons) Outcomes: H1, H2, H6, H7,H8, H9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMINATION – 30%

4 TRIAL EXAMS


6

7

8

9

10

Religion and Peace Task Week 9 – 15%

Judaism Task Week 4 – 25%

Christianity Task Week 5 – 30%



Components Task 1 Term 4 Week 9 Religion

and Peace Research

essay

Task 2 Term 1 Week 4

Religious Tradition

Depth Study Short

answer


Religious Tradition

Depth Study Text book

Task 4 Term 3

Trial HSC

Weight

Knowledge and understanding of course content

5 10 10 15 40

Source-based skills

10 5 5 20

Investigation and research

5 10 5 20


5 5 5 5 20

Marks 15 25 30 30 100

Outcomes H1, H2, H5, H6,

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

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

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


Catholic Studies – 1 Unit



F O U R

1 A6-2 Mary and Women in the Scriptures (18 lessons)

2 respect the role and significance of women in the Scriptures and in the Christian communities

recognise the place of Mary in the Scripture, history and Tradition

think critically about the role and significance of women in the contemporary Church and world

3

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1

2

3

4 Living with Good and Evil (18 lessons)

Appreciate the tension which exists between good and evil

Identify aspects of good and evil, as expressed in personal actions and local, national and global issues

Using contemporary case studies, analyse the impact of good and evil

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 NO EXAMINATION

8

9

10

11

T W O

1

2

3

4

5

6 E6-1 Justice and Compassion (18 lessons) appreciate how individuals can make positive contributions to their own lives

and the lives of others explain the place of compassion and justice in the way the followers of Jesus

are called to live

apply principles of virtue, especially justice and compassion, to one’s decisions and actions

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3

4 NO EXAMINATION

5

6

7

8

9

10

D6-1 Christian Prayer (18 lessons) will run for one lesson/cycle for the duration of the HSC course.

Mary and Women in the Scriptures Task - Week 10 – 20%

Living with Good and Evil Task Week 5 – 40%

Justice and Compassion Week 6 – 40%



Components Task 1 Term 4

Task 2 Term 2

Task 3 Term 3

Weight


5 10 5 20

Source-based skills 5 5 10

Investigation and research 5 5 10


5 5 10

Marks 10 20 20 50

Outcomes A6-2 K, S, V C6-1 K, S, V A6-2 K, S, V

C6-1 K, S, V


English Faculty

English Advanced – 2 Unit



F O U R

1 Area of Study – Discovery: Shakespeare, William, The Tempest Outcomes 1, 4, 10, 12, 12a, 13


3

4

5

6

7 Area of Study Assessment Task 1: Writing Portfolio – Essay, Creative Writing, Reflection 20% - Reading 10% Writing 10% Outcomes 1, 4, 10, 12, 12a, 13

8 MYL Begins Friday Module B: Critical Study of Text: Winton,Tim, Cloudstreet Outcomes 3, 4, 6, 7

9 MYL


O N E

1

2

3

4 Assessment Task 2: Module B Speech 20% - Speaking 15% Reading 5% Outcomes 3, 6, 7, 8

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS Assessment 3: HY Exam 10% - Reading 5% Writing 5% All outcomes

8 HALF YEARLY EXAMS

9 Module A Comparative Study of Text and Context: W;t and Donne Outcomes 2A, 5, 9, 11, 12

10

11

T W O

1

2

3

4 Assessment Task 4: Module A Listening 15% Outcomes 1, 2, 2A, 5

5 Module C: Representation and Text: de Botton, The Art of Travel Outcomes 5, 9, 10

6

7

8

9

10 Assessment Task 5: Module C Representing People and Landscapes Viewing and Representing 15% Outcomes 5, 9, 10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS Assessment 6: Trial HSC 20% - Reading 10% Writing 10% All outcomes

4 TRIAL EXAMS


6

7

8

9

10




Task 2 Term 1

Task 3 Term 1

Task 4 Term 2

Task 5 Term 3 Module

C Represent-ation and

Text

Task 6 Term 3

Trial HSC

Weight

Area of Study

Discovery

Module B

Critical Study of

Texts

Half Yearly Exams

Module A Comparative

Study of Texts and Context

Listening 15% 15%

Speaking 15% 15%

Reading 10% 5% 10% 25%

Writing 10% 5% 5% 10% 30%

Viewing/ Representing

15% 15%

Marks 20 20 10 15 15 20 100

Outcomes 1,4,10,12,12A,13

3,6,7,8 All 1,2,2A, 5 5,9,10 All


English Standard – 2 Unit



F O U R

1 Area of Study – Discovery – Ang Lee Life of Pi (Film) Outcomes 1,3, 4, 5, 10


3

4

5

6

7 Assessment 1: Area of Study 30% - Viewing and Representing 15% Writing 15% Outcomes 1, 3, 4, 5, 10

8 MYL Begins Friday Module A: Distinctively Visual – The Shoe-Horn Sonata (Drama) Outcomes 1 & 4

9 MYL


O N E

1 Mod A: Distinctively Visual (Cont’d)

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS Assessment 2: Half Yearly Exam 10% Reading 5% Writing 5% Outcomes 2, 3, 4, 5, 11, 12

8 HALF YEARLY EXAMS

9 Module B: Close Study of Text – Oodgeroo Noonuccal (Poetry) Outcomes 1, 4, 6, 13

10

11

T W O

1

2

3 Assessment 3: Listening 20% Outcomes 1, 4, 6, 13

4 Module C Exploring Transitions – The Story of Tom Brennan (Fiction) Outcomes: 2, 7, 8, 9, 12

5

6

7

8

9 Assessment 4: Speech 20% - Speaking10% Writing 10% Outcomes: 2, 7, 8, 9, 12

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS Assessment 5: Trial HSC 20% - Reading 5% Writing 15% All outcomes

4 TRIAL EXAMS


6 Return of Examinations and module enrichment

7

8

9

10




Syllabus Component

Modules /

Electives 60% Common Content

40%

Task 1 Term 4

Area of Study

Discovery

Task 2 Term 1

Half

Yearly Exam

Task 3 Term 2 Close

Study of a text

Oodgeroo

Poetry Module B

Task 4 Term 3

Module C Elective 2 Text and Society

Exploring Transitions

Task 5 Term

3

Trial Exam

Weight

Listening

15% 15%

Speaking

15% 15%

Reading

5% 5% 5% 5% 5% 25%

Writing

10% 5% 15% 30%

Viewing Representing

15% 15%

Marks 30% 10% 20% 20% 20% 100%


English Extension 1 - 1 Unit



F O U R

1 Introduction to Module A: Genre Elective 3: Science Fiction


3 Context/Values immersion. Research. Students explore and evaluate texts relating to the science fiction genre

4

5 Film: Scott, Ridley, Blade Runner – The Director’s Cut

6

7

8 MYL Begins Friday

9 MYL


O N E

1

2

3 Assessment 1: Creative Writing Task 30% Outcomes 1, 3

4 Prose fiction: Herbert, Frank, Dune

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS (NO EXAMINATION FOR EXT 1)

8 HALF YEARLY EXAMS

9

10

11

T W O

1

2

3

4 Assessment 2: Tutorial Presentation 40% on Blade Runner and Dune.Outcomes 1,2,4

5 Prose fiction: Le Guin, Ursula, The Left Hand of Darkness

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS Assessment 3: TRIAL EXAMINATION 30% (Outcomes 1,2,3)

4 TRIAL EXAMS


6 Examination feedback, writing skills and revision

7

8

9

10



Components Term 4 Task 1 Task 2 Task 3 Weight

NO

ASSESMENTS Writing Task

Tutorial Presentation

Trial Exam

DUE Week 3 Term 1

Week 4 Term 2

Week 5 Term 3

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

7 10 8 25

Skills in Sustained composition Complex analysis Independent investigation

8 10 7 25

Marks 15 20 15 50

Weight 30% 40% 30% 100%

Outcomes 1, 3 1,2,4 1,2,3


English Studies



F O U R

1


3 Digital Worlds – English for the Web

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

5

6

7

8

9


O N E

1

2 Assessment – Year 12 website – 30% H1.4, H2.3, H4.1, H4.2

3 On the Road – English and the Experience of Travel

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

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS

8 HALF YEARLY EXAMS

9

10

11

T W O

1

2 Assessment – Travel Journal – 30% H1.1, H2.3, H3.1, H4.1

3 We Are Australians – English in Citizenship Community and Cultural Identity

4 H1.1, H1.2, H1.4, H2.2, 3.2, H4.2

5

6

7

8

9

10

T H R E E

1 The Big Screen – English in Film Making - H1.1, H1.4, H2.2, H2.3, H3.1, H4.2

2 NO ASSESSMENTS

3 Assessment Trail Examination – 20% H1.2, H3.2, H4.2

4 TRIAL EXAMS


6

7

8 Assessment – Film Preview – 20% H1.1, H4.2

9

10



Components

Task 1

Term 1

Website

Task 2

Term 2

Travel Journal

Task 3

Term 3

Trial Exam

Task 4

Term 3

Film Preview

Weight

Students will develop knowledge and understanding 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.

10 10 5 5 30

Students will develop skills in reading, listening and viewing and in writing, speaking and representing.

10 10 5 5 30

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

5 5 10 5 25

Students will develop skills in planning and working individually and collaboratively.

5 5 5 15

Marks 30 30 20 20 100

Outcomes H1.4, H2.3, H4.1, H4.2

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

H1.2, H3.2, H4.2

H1.1, H4.2


Mathematics Faculty

General Mathematics 2

HSC Course 2018

Scope and Sequence


F O U R

1 DS4 Interpreting sets of Data (Ch 4) Retreat Wed - Fri 2

3

4 AM3 Further Algebraic skills and techniques (Ch 3) + AM4 Modelling Linear Relationships (Ch 9) 5

6 MM4 Further Applications of area and volume (Ch 2) Assessment: Task 1 (Week 7) 15% Outcomes: MGH2-1, 2

7

8

9 FM4 Credit and Borrowing (Ch 1)

10

O N E

1

2 DS5 The Normal distribution (Ch 8)

3

4 FSHe1

5 MM5 Applications of Trigonometry (Ch 5) No Assessments

6 Half Yearly Examination – 35%

Outcomes: All Prelim + HSC Outcomes (Except MGH2-6) 7

8

9 MM5 Applications of Trigonometry (Ch 5) cont …

10 FSRe2

11

T W O

1 FM5 Annuities and loan repayments (Ch 7)

2

3 PB2 Multistage events and applications of probability (Ch 6)

4

5 FSHe3 6

7 Assessment: Task 4 (Week 7) 15% Outcomes: MGH2-1, 2, 3, 4, 5, 6, 8, 9, 10

8 MM6 Spherical Geometry (Ch 10) 9

10 FSHe2 (Ch 13)

T H R E E

1 FSHe2 (Ch 13) Revision

No Assessments 2

3 Trial Examination - 35%

Outcomes: All Prelim + HSC Outcomes 4

5

6 7

AM5 Modelling non-Linear functions (Ch 12) DS6 Sampling and populations (Ch 11)

8 FSRe1, FSRe3 (Ch 14) Revision

9

10


Component Weighting Sequence Task 1: Test 1 (15%) Task 2: Half Yearly Exam (35%) Task 3: Test 4 (15%) Task 4: Yearly Exam (35%)

Components (Syllabus)

Test 1 Half Yearly Test 3 Trial Totals

Financial Mathematics

Data Analysis

Measurement

Probability

Algebraic Modelling

Concepts, skills and techniques

10% 20% 10% 10% 50%

Reasoning and communication

5% 15% 5% 25% 50%

Marks 15% 35% 15% 35% 100%

Outcomes MGH2-1, 2, 3, 4, 5, 7, 9, 10

All Prelim + HSC outcomes (Except MGH2-6)

MGH2-1, 2, 3, 4, 5, 6, 8, 9, 10

All Prelim + HSC Outcomes

- Topic assessed in this task


General Mathematics 1

HSC Course 2018

Scope and Sequence


F O U R

1 AM3CEC Further Algebraic Skills AM4CEC Modelling with functions 2

3

4 FM4CEC Credit Cards

5

6

7

8 PB2CEC Multistage events and applications of probability Assessment Task 1: Test (15%) Outcomes MG1H-3, MG1H-4, MG1H6, MGH1-8, MGH1-9

9

10

O N E

1

2 DS4CEC Distributions DS5CEC Interpreting sets of data DS6CEC Working with statistics

3

4

5 No Assessments 6

7 Half Yearly Examination (30%) Outcomes: All Prelim + MG1H-1 to MGH1-9 8

9 MM4CEC Further applications of area and volume FSDe1CEC Scale drawings and house plans 10

11

T W O

1 MM4CEC, FSDe1CEC cont …

2 FSPe1CEC Water usage and collection FSPe2CEC Electricity FSPe3CEC Sustainability and energy-efficient housing

3

4

5

6 FSHo1CEC Accommodation costs: buying and renting FSHo2CEC Costs of running a household, maintenance and repairs Assessment Task 3 (Week 7): Test (20%) Outcomes: MG1H-5, MG1H-6, MG1H-9, MG1H-10 Assessment Task 4 (Week 10): Report Part A (20%). Written Submission.

7

8

9

10

T H R E E

1 FSDe2CEC Design 2

3

No Trial Examination 4

5

6 FSHu1CEC Blood FSHu2CEC Body measurements FSHu3CEC Lung capacity Assessment Task 4: Report Part B (15%). Oral Presentation.

7

8

9

10



Task 1: Task 1 (15%) Task 2: Half Yearly Exam (30%) Task 3: Test 3 (20%) Task 4: Report (35%)

Components

(Syllabus) Task 1: Test

Half Yearly

Exam Task 3: Test Task 4:

Report

Financial Mathematics

Data Analysis

Measurement

Probability

Algebraic Modelling

Marks 15% 30% 20% 35%

Outcomes MG1H-3, 4, 6, 8, 9

All Prelim + HSC outcomes MG1H-1 to MGH1-9

MG1H-5, 6, 9, 10




Mathematics – 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1 Quadratic Function and Locus and Parabola Outcomes: P2, P3, P5 (9.1-9.5) 2

3

4 Geometrical applications of differentiation Outcomes: H1, H4, H6, H7, H9 (10.1-10.8) 5

6 Week 6 – HSC Test 1 (15%) Outcomes: P2, P3, P5, H4, H5, H6, H7, H9

7 Geometrical applications of differentiation cont … Probability Outcomes: H4, H5, H9 (3.1-3.3) 8

9

10

O N E

1

2 Probability Review

3 Plane Geometry Outcomes: P2, H2, P4, H5 (2.1-2.4) Coordinate methods in Geometry Outcomes: H2, H5, H9 (6.8)

4

5 Integration Outcomes: H1, H2, H3, H4, H5, H9 (11.1-11.4)

No Assessments

6 Half Yearly Examination (30%)

All Preliminary + HSC Outcomes 7

8

9 Integration cont … Logarithms and exponentials functions Outcomes: H3, H5, H6, H8, H9 (12.1-12.4)

10

11

T W O

1 Logarithms and exponentials functions cont … 2

3 Trigonometric functions Outcomes: H4, H5, H8, H9 (13.1-13.7) 4

5

6 Week 6 – HSC Test 4 (15%) Outcomes: H3, H4, H5, H6, H8, H9

7 Applications of calculus to the physical world Outcomes: H2, H3, H4, H5, H6, H7, H9 (14.1-14.3) 8

9

10

T H R E E

1 Sequences and Series Outcomes: H2, H4, H5, H9 (7.1-7.3)

No Assessments 2

3 Trial Examination (40%)


5

6 Sequences and Series cont … Series Applications Outcomes: H1, H4, H5, H9 (7.5) Revision

7

8

9

10



Task 1: Test 1 (15%) Task 2: ½ Yearly Exams (30%) Task 3: Test 3 (15%) Task 4: Trial Exam (40%)


Test 1

½ Yearly Exam

Test 3 Trial Exam Totals

Quadratic function

Locus and Parabola

Coordinate methods in geometry

Applications of geometrical properties

Geometrical applications of differentiation

Integration

Trigonometric functions (including applications of trigonometric ratios)

Logarithmic and exponential functions

Applications of calculus to the physical world

Probability

Series and Series Applications


10% 10% 10% 20% 50%


5% 20% 5% 20% 50%

Marks 15% 30% 15% 40% 100%

Outcomes P2, P4, H1, H2, H4, H5, H6, H7, H9


H3, H4, H5, H6, H8, H9




Mathematics Extension 1 – 1 Unit



F O U R

1 Mathematical Induction Outcomes: HE2 (7.4) 2

3 Binomial Theorem Outcomes: HE2, HE7 (17.1 – 17.3)

4

5

6 Further Probability Outcomes: HE3, HE7 (18.2) Week 7 – HSC Test 1 (10%) Outcomes: HE2, HE3, HE7

7

8

9 Further Graphs Outcomes: HE4, HE7 (10.5E) 10

O N E

1

2 Iterative methods. Roots of Polynomials Outcomes: HE7 (16.4) 3

4 Methods of Integration, Further Trigonometric equations and Primitive of sin2x and cos2x Outcomes: HE6 (11.5, 13.6E)

No Assessments

5

6 Half Yearly Examination (30%)

All Preliminary Outcomes + HE2, HE3, HE6, HE7 7

8

9 Methods of Integration, Further Trigonometric equations and Primitive of sin2x and cos2x cont… Outcomes: HE6 (11.5, 13.6E)

10

11

T W O

1 Inverse Functions Outcomes: HE4, HE7 (15.1 – 15.5) 2

3

4

5 Rates involving two or more variables, Growth and Decay Outcomes: HE3 (14.2E) 6

7 Velocity and Acceleration and SHM Outcomes: HE3, HE4, HE5 (14.3E, 14.4) Week 9 – HSC Test 3 (20%) Outcomes: HE3, HE4, HE5, HE7

8

9

10

T H R E E

1 Projectile Motion Outcomes: HE3 (14.3E)

No Assessments 2

3 Trial Examination (40%)


5

6 Finish Projectiles Revision 7

8

9

10


Component Weighting Sequence Task 1: HSC Test 1 (10%) Task 2: Half Yearly Exam (30%) Task 3: HSC Test 3 (20%) Task 3: Trial Exam (40%)


Task 1 Half Yearly Task 3 Trial Exam Totals

Methods of Integration

Primitive of sin2x and cos2x

Growth and Decay

Velocity and acceleration

Projectile Motion

Simple Harmonic Motion

Inverse functions

Mathematical Induction

Binomial Theorem

Further Probability

Iterative methods. Roots of polynomials

Harder Applications of 2 Unit Topics


5% 15% 10% 20% 50%


5% 15% 10% 20% 50%

Marks 10% 30% 20% 40% 100%

Outcomes HE2, HE3, HE7 All Preliminary Outcomes + HE2, HE3, HE6, HE7

HE3, HE4, HE5, HE7

All Preliminary + HSC Outcomes



Mathematics Extension 2 – 1 Unit



F O U R

1 Graphs

2

3

4 Complex Numbers

5

6

7

8 Polynomials

9

10

O N E

1

2 Polynomials con’t

3 Conics 4

5 No Assessments 6

7 Half Yearly Examination (30%) Outcomes: E3, E4, E6 8

9 Conics con’t

10

11

T W O

1 Further integration

2

3

4

5

6 Volumes

7

8

9 Assessment task 2 (20%) (Week 9) Outcomes: E4, E7, E8

10

T H R E E

1 Mechanics No Assessments 2

3 Trial Examination Trial – 50%

Outcomes: E2 - E9 4

5

6 Mechanics cont’d

7

8 Harder Extension1 Topics

9

10 Revision for HSC


Component Weighting Sequence Task 1: Half Yearly Exam (30%) Task 2: Task 2 (20%) Task 3: Trial Exam 1 (50%)


Half Yearly Exam

Task 2 Trial Exam 1 Totals

Graphs

Complex Numbers

Conics

Integration

Volumes

Polynomials

Mechanics

Harder 3 Unit Topics


15% 10% 25% 50%

Reasoning and communicating

15% 10% 25% 50%

Marks 30% 20% 50% 100%

Outcomes E3, E4, E6 E4, E7, E8 E2-E9



Science Faculty

Biology - 2 Units



F O U R

1 Maintaining a Balance Outcomes: H1, H2, H3, H4, H5, H6, H11, H12, H13, H14, H15, H16


3

4

5

6 Assessment Task 1: 1st Hand Investigation - 20% Outcomes: H11, H12, H13, H14, H15 7

8 MYL Begins Friday

9 MYL


O N E

1 NO STUDENTS

2 Blueprint of Life - Outcomes: H1, H2, H3, H4, H5, H8, H9, H10, H11, H12, H13, H14, H15, H16

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS - HALF YEARLY EXAMS BEGIN THURSDAY

7 HALF YEARLY EXAMS- 20% - Outcomes: H1, H2, H3, H4, H5, H6, H8, H9, H10

8 HALF YEARLY EXAMS

9

10

11

T W O

1 The Search for Better Health - Outcomes: H1, H2, H3, H4, H5, H6, H8, H11, H12, H13, H14, H15, H16

2

3

4

5

6 Assessment Task 3: 2nd Hand Investigation - 30% - Outcomes: H8, H11, H12, H13, H14, H15

7

8

9 Communications - Outcomes: H1, H2, H3, H4, H5, H6, H8, H11, H12, H13, H14, H15, H16

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS - 30% - H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

4 TRIAL EXAMS


6

7

8

9

10



Components

Task 1 Term 4

Task 2 Term 1

Task 3 Term 2

Task 4 Term 3

Weight

1st Hand Investigation

Term 1 Examination

2nd Hand Investigation

Trial Examination

Knowledge 20 20 40

Investigation 15 15 30

Analysis 5 15 10 30

Outcomes

H11, H12, H13, H14, H15

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

H8, H11, H12, H13, H14, H15

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

Marks 20% 20% 30% 30% 100%


Chemistry - 2 Units



F O U R

1 Production of Materials - Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15, H16


3

4

5

6

7

8 MYL Begins

9 MYL


O N E

1 NO STUDENTS

2 The Acidic Environment - Outcomes: H1, H2, H3, H4, H5, H6, H8, H9,H10, H11, H12, H13, H14, H15, H16

3

4 Assessment Task 1: Reporting Skills - 20% - Outcomes: H4, H6, H10, H13

5 NO ASSESSMENTS


7 HALF YEARLY EXAMS - 20% - Outcomes: H1, H2, H3, H4, H5, H6, H8

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Chemical Monitoring and Management - Outcomes: H1, H2, H3, H4, H5, H8, H9, H10, H11, H12, H13, H14, H15, H16

2

3

4

5

6 Assessment Task 3: First-Hand Investigation - 30% - Outcomes: H11, H12, H14, H15

7

8

9

10

T H R E E

1 NO ASSESSMENTS - Industrial Chemistry - Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15, H16

2 NO ASSESSMENTS

3 TRIAL EXAMS - 30% - Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14

4 TRIAL EXAMS


6

7

8

9

10



Task 1 Task 2 Task 3 Task 4

Syllabus Weights Term 1 Term 1 Term 2 Term 3

Component Reporting Skills

Term 1 Exam

First-hand Investigations

Trial Exam

Knowledge 40% 5 15 5 15

Investigations 30% 10 20

Analysis 30% 5 5 5 15

Outcomes H7, H9, H10, H12, H13

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

H10, H11, H12, H14, H15

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14

Marks 100% 20% 20% 30% 30%


Physics - 2 Units



F O U R

1 Space - Outcomes: H1, H2, H3, H4, H5, H6, H7, H9, H10, H11, H12, H13, H14, H15, H16


3

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 NO STUDENTS

2 Motors and Generators - Outcomes: H1, H2, H3, H4, H5, H7, H9, H11, H12, H13, H14, H15, H16

3

4 Assessment Task 1: First hand investigation and Reporting Skills - 20% - Outcomes: H7, H9, H13, H14, H15

5 NO ASSESSMENTS


7 HALF YEARLY EXAMS - 20% - Outcomes: H1, H2, H3, H4, H5, H6, H7, H9, H10, H11, H12, H13, H14, H15

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Ideas to Implementation - Outcomes:H1, H2, H3, H4, H5, H7, H8, H9, H10, H11, H12, H13, H14, H15, H16

2

3

4

5

6 Assessment Task 3: Skills - 30% - Outcomes: H7, H8, H9, H10, H11, H12, H13, H14

7

8

9

10

T H R E E

1 NO ASSESSMENTS Astrophysics (Option) Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

2 NO ASSESSMENTS

3 TRIAL EXAMS- 30% - Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

4 TRIAL EXAMS


6

7

8

9

10



Task 1 Task 2 Task 3 Task 4

Syllabus Weights Term 1 Term 1 Term 2 Term 3

Component Reporting Skills

Term 1 Exam

First-hand Investigations

Trial Exam

Knowledge 40% 5 15 5 15

Investigations 30% 10 20

Analysis 30% 5 5 5 15


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

H7, H8, H9, H10, H11, H12, H13, H14,

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15

Marks 100% 20% 20% 30% 30%


Senior Science – 2 Unit



F O U R

1 Lifestyle Chemistry Outcomes: H1, H2, H3, H4, H5, H6, H8, H11, H12, H13, H14, H15, H16


3

4

5

6 Assessment Task 1: 1st Hand Investigation 20% H11, H12, H13, H14, H15

7

8 MYL begins Friday

9 MYLA


O N E

1 Medical Technology - Outcomes: H1, H2, H3, H4, H5, H7, H9, H10, H11, H12, H13, H14, H15, H16

2

3

4

5 NO ASSESSMENTS


7 HALF YEARLY EXAMS - 20% H6, H7, H8, H9, H10

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Information Systems Outcomes:H1, H2, H3, H4, H5, H6, H10, H11, H12, H13, H14, H15, H16

2

3

4

5

6 Assessment Task 3 : 2nd Hand Investigation 30% H11, H12, H13, H14, H15

7

8

9 Space Outcomes: H1, H2, H3, H4, H5, H6, H7

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS - 30% H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

4 TRIAL EXAMS


6

7

8

9

10



Components

Task 1

Term 4

Task 2

Term 1

Task 3

Term 2

Task 4

Term 3

Weight

1st Hand Investigation

Half Yearly Examination

2nd Hand Investigation

Trial Examination

Knowledge 20 20 40

Primary Investigations and analysis

10 15 30

Secondary Investigation and analysis

10 15 10 30

Outcomes H11,H12, H13, H14, H15

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

H11, H12, H13, H14, H15

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

Marks 20% 20% 30% 30% 100


Creative Arts Faculty

Dance - 2 Unit



F O U R

1 Component: Performance Set the Core Performance Dance – Assessment task.


3 Component: Composition Improvisation, generating movement, selection/refinement, motifs. Component: Appreciation Watch work 1 – study and analysis of prescribed work.\

4

5

6

7

8 MYL Begins Friday

9 MYL

10 Assessment Task 1 (20%) Performance 10%, Composition 5%, Appreciation 5% Outcomes: H2.1 H2.2 H2.3 H3.1 H3.2 H4.1 H4.2 CLASSES FINISH ON THURSDAY

O N E

1 Component: Performance Safe Dance Practice, Sequencing, Body Skills Component: Composition Organising the dance, journey through the compositional process, conversations/rationales Component: Appreciation Watch work 2 – study and analysis of prescribed work. Component: Major Study Begin Major Study Option, revision of safe dance, terminology, conversation

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 Assessment Task 2 (10%) HALF YEARLY EXAMS 8

9 Component: Major Study continued 10

11

T W O

1 Assessment Task 3 (15%) Major Study Option Component: Performance Performance quality, technique of dance Component: Composition Unity, looking at the big picture, terminology, conversation, evaluate appraise, rearrange. Component: Appreciation Practise analysis skills, practise essay writing skills, discussion of works personal presentation. Component: Major Study Completion of final product, written process diary – documentation of process, terminology/conversation.

2

3

4

5

6

7

8

9 Assessment Task 4 (45%) Trial HSC Dance Practical Examination 10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 Assessment Task 4 (10%) - Trial Examination Trial HSC Appreciation Examination

4 TRIAL EXAMS


6 Component: Performance (6 Lessons) Polish and refine dance, finished product. Component: Composition (6 Lessons) Polish and refine work, conversation/rationales. Component: Appreciation (10 Lessons) Practise, discuss, and refine the written response. Component: Major Study (10 Lessons) Extension of practice of performance piece in formal setting, practice conversations.

7

8

9

10



Syllabus Component



(Half Yearly Exam)



(Trial HSC Exam)

Task 5 Term 3

(Trial HSC

Exam)

Weight

Core Components

Composition and

Appreciation

Major Study Progress

Task

Practical Exam

Appreciation Written Exam

Core Performance 10% 10% 20%

Core Composition 5% 5% 10% 20%

Core Appreciation 5% 5% 20%

Major Study 15% 25% 40%

Marks 20% 10% 15% 45% 10% 100%

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

H3.1, H3.3, H3.4, H4.3, H4.4, H4.5

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

H2.2, H3.1, H3.2, H3.3, H3.4, H4.1, H4.4, H4.5 (MSA)

H4.3, H4.4, H4.5


Drama - 2 Unit


Term Week HSC Course – 2018

F O U R

1 Individual Project - introduction


3 Content Area: Contemporary Australian Theatre Texts: Stolen and Neighbourhood Watch Assessment Task: Directing workshop - H1.2, 1.3, 2.4, 3.1, 3.2, 3.3, 3.4 Performing 10% Critically Studying 5%

4

5

6

7

8

9 Individual Presentation #1


O N E

1 NO STUDENTS

2 Content Area: Verbatim Theatre

Texts: Parramatta Girls and Talking to terrorists

3

4

5 NO ASSESSMENTS


7 Half Yearly Exams – not assessable Essay (Australian Drama) Essay (Verbatim theatre)

8

9 Assessment Task: Workshop - H1.1, H1.2, H1.3, H1.5, H2.3, H2.4, H3.1, H3.2, H3.3, H3.4 Performing 10% Critically Studying 5%

Individual Project Presentation # 2

Core Content: Group Project

10

11

T W O

1

2

3

4

5 Assessment Task: Individual Project - H1.2, H1.3, H1.9, H2.1, H3.2 Presentation - Making 15% Logbook Making 15%

6

7

8

9

10

T H R E E

1 No Assessments

2

3 Trial Exams Essay (Australian Drama) Critically Studying 10% Essay (Verbatim Theatre) Critically Studying10% H1.3, H3.1, H 3.2, H3.3 Practical Exam: Lights Up Group Performance - H1.1, H1.2, H1.3, H1.4, H1.6, H1.9, H2.1, H2.2, H2.4, H3.3

Performing 10% Logbook Making 10

4


6 Practical Exam Period and Revision 7

8

9

10



Syllabus Component

Task 1 Australian

Theatre Term 4 2017

Task 2 Studies in

Drama Term 1 2018

Task 3 Individual

Performance June 2018

Task 5 Trial Exam

Weightings

Australian Drama and Theatre (Core) Contemporary Australian Theatre Practice Stolen Neighbourhood Watch

Workshop

(Performing 10%)

Essay

(Critically Studying

5%)

Essay (Critically

Studying 10%)

25

Studies in Drama and Theatre Verbatim Theatre Parramatta Girls Talking to Terrorists

Workshop

(Performing 10%)

Essay

(Critically Studying

5%)

Essay (Critically

Studying10%)

25

Development of Group Performance (Core)

Group Performance

(Performing 10%)

Group Logbook

(Making 10%)

20

Development of Individual Project

Individual Project

(Making 15%) Individual Logbook

(Making 15%)

30

Marks 15% 15% 30% 40% 100

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

H1.1, H1.2, H1.3, H1.5, H2.3, H2.4, H3.1, H3.2, H3.3, H3.4

H1.2, H1.3, H1.9, H2.1, H3.2,

H1.3, H3.1, H 3.2, H3.3 H1.1, H1.2, H1.3, H1.4, H1.6, H1.9, H2.1, H2.2, H2.4, H3.3

Assessment includes written reflections (40%) and workshop activities (60%). There will be 4 assessment tasks comprising of the following components and weightings: Making (40%), Performing (30%) and Critically Studying (30%).


Music 1 - 2 Units

HSC Course 2018

Scope and Sequence


F O U R

1 Topic 1: An instrument and it’s repertoire


3

4

5

6

7

8 Core Composition 10% H1,H3,H4,, H5,H6,H7, H8 (H10,H11)

MYL Begins Friday

9 Topic 2: Dependent on student elective choices (NSW Syllabus Music 1) MYL


O N E

1

2

3

4 Core Musicology Viva Voce 10% H2,H4,H6, H8, (H10,H11)

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 Half Yearly Examination Aural Examination 10%

Elective 1 15% H2,H5,H6, H7, (H10,H11)

8

9

10 Topic 3: Dependent on student elective choices (NSW Syllabus Music 1)

11

T W O

1

2

3

4

5

6 Elective 2: 15% (Performance, musicology, composition) H1,H3,H4,, H5,H6,H7 (H10,H11)

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 Trial Examination Practical Core Performance 10%

Trial Aural Examination 15% Elective 3: 15% (Performance, musicology, composition)

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

4

5

6 HSC Practical Exam preparation and revision

7

8

9

10



Component Task 1 Task 2 Task 3 Task 4 Task 5 Weight Date:

December Date: March Date: April Date: May Date: August

Trial HSC

Performance Core

10

Performance (Core)

10%

Composition Core

10 Composition

Task 10%

Musicology Core

10

Musicology Viva

10%

Aural Core 10

Aural

15 Examination

25%

Elective 15

(Elective) 3 15%

Elective 15

(Elective) 2 15%

Elective 15

(Elective) 1 15%

Marks 10 10 25 15 40 100%

Outcomes H1,H3,H4, H5,H6,H7 H8 (H10, H11)

H2,H4,H6, H8 (H10,H11)

H2,H5,H6, H7 (H10,H11)

H1,H3,H4, H5,H6,H7

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


Photography, Video And Digital Imaging



F O U R

1 Module: Individual/Collaborative Project (G1 – 40 hours)

2

3

4 Practice: Students select, in consultation with their teacher, an area for self directed study to create a portfolio of works. Choice of form and subject matter is left to the student. Students must also document their explorations and relate them to the practice of specific photographers. As a part of their Critical and Historical explorations students present a research paper on the photographers who influence their practice. Students must focus on at least one frame (of their own choice) in their project. Forms: As selected by the student Frames: As selected by the student

5

6

7

8

9

10

O N E

1

2

3

4

5 No Assessments

6 Half Yearly Examination Assessment Task 1 & 1a: Half Yearly Examination (40%)

Outcomes: M1, M2, M3, M4, M5, M6 CH1, CH2, CH3, CH4, CH5 7

8

9 Key Artists: As selected by the student Assessment Task 2: ICP Written (10%) Outcomes: CH1, CH2, CH3, CH4, CH5

10

11

T W O

1

2

3

4

5

6 Module: Developing A Point of View – Digital Imaging (DI2 – 20 hours) Practice: Students explore the concept of the artist’s book and self publishing using Blurb or a similar service. They publish a book which reflects a view of themselves as a photographer. Images can be drawn from their existing body of work or taken specifically for the book.

7

8

9

10

T H R E E

1 Assessment Task 3: ICP Folio (50%) Outcomes: M1, M2, M3, M4, M5, M6 (to be exhibited at Lights Up)

No Assessments

2

3

Trial Examination 4

5

6 Forms: Digital Imaging/Self Published book Frames: Cultural, Subjective and Structural Key Artists: As selected by the student

7

8

9

10



Syllabus Component

Task 1

Task 2

Task 3

Weight

Making

Half Yearly Exam

ICP Progress Interview and PowerPoint Presentation

Individual Collaborative Project

Folio of student directed works exhibited at “Lights Up”

70%

Due: Exam Period

Term 1 20%

Due: Week 2

Term 3 50%

Critical and Historical

Half Yearly Exam

Short answer responses.

Individual Collaborative Project

Student directed research project

30%

Due: Exam Period

Term 1 20%

Due: Week 5

Term 2 10%

Marks 40% 10% 50% 100%

Outcomes M1, M2, M3, M4, M5, M6, CH1, CH2, CH3, CH4, CH5

CH1, CH2, CH3, CH4, CH5

M1, M2, M3, M4, M5, M6


Visual Art - 2 Units



F O U R

1 Practice: HSC course introduction and BOW Proposals – work on developing BOW for duration of the program.


3 Students are introduced to the notion of artists in the artwork, performance artists and the importance of documentation in performance art. A range of artists are introduced, discussed and studied over the course of the program. Case Study 1: Artist in the Artwork - Body as Performance Students are given short answer and extended response questions.

4

5

6

7

8 MYL Begins Friday

9 MYL Assessment Task 1: Artmaking: BOW Proposal (20%) Outcomes: H1,H2, H3, H4,


O N E

1 Students revisit the Subjective Frame in art and artists who deal with issues of personal experiences and responses to the world-irrational and dreamlike. Artists: Marc Chagall, Max Beckmann, Peter Booth and James Gleeson. Case Study 2: The Subjective Frame in Art: students are given short answer and extended response questions. Practice: students continue to work on developing BOW during program.

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS

8 HALF YEARLY EXAMS

9 Review of half yearly exam responses. Case Study 3: Politics and Social Comment: Introduction of art as social statement and documentation. Art as medium for change: William Kentridge, Rew Hanks, Penny Byrne, Grayson Perry, George Gittoes and Goya. Students introduced to Duchamp and the legacy of the found object. Overview of Dada and its questioning of “what is art?” Lead onto Modernism and beyond to Abstract Expressionism, role of the critic and conceptual and earth art. Christo, James Turrell, Jackson Pollock, Rothko. Case Study 4: Dada and Beyond- earth and installation: short answer and extended responses. Assessment Task 2: Critical and Historical Study Structured essay (20%) BOW: students continue to work on BOW with view to complete by end of term two for exhibition and final school based assessment (Week 1-2, Term 3).

10

11

T W O

1

2

3

4

5

6

7

8

9

10

T H R E E

1 Assessment Task 3 Artmaking Trial BOW (30%) Outcomes: H1, H2, H3, H4, H5, H6 Evaluation of the conceptual and material aspects for the BOW, including diary development and student explanations. Outside marker and school provide feedback at Exhibition: Lights Up

2

3 Trial Examination Task 4 Critical and Historical Study Trial HSC (30%)

Outcomes: H7, H8, H9, H10 4

5

6

7

8

9

10



Components Task 1

Term 4

Task 2

Term 2

Task 3

Term 3

Task 4

Term 3

Weight

Nature of Tasks Development of the Body

of Work

VAPD

With annotated research and critical evaluation of material and conceptual

intention through eh frames.

Essay Extended written

research response

Resolving the Body of Work Submission of

artworks underdevelopme

nt, VAPD documenting

experimentation, written

reflections and intention of artmaking

practice through the conceptual

framework 30%

Trial HSC Examination Art Criticism

and Art History Written

Examination

Timing Term 4, Week 9 Term 2, Week 8 Term 3, Week 1 Term 3, Week 3

Outcomes Assessed

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

H7, H8, H9, H10

Artmaking 20% 30% 50%

Art Criticism and Art History

20% 30% 50%

Total % 20 20 30 30 100


Human Society and Its Environment Faculty

Ancient History - 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1


3

4

5

6

7

8 Pompeii Source Analysis task 20% H3.1, H 3.4, H3.5, H4.1, H4.2 MYL Begins Friday

9 MYL


O N E

1

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS

8 HALF YEARLY EXAMS

9

10 Sparta documentary film 20% H1.1, H2.1, H3.3, H3.6,

11

T W O

1

2

3

4

5

6

7 Xerxes critical representation task 30% H1.1, H3.1, H3.2, H3.3, H3.4, H3.6,

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS

4 TRIAL EXAMS Trial examination 30% H2.1, H3.2, H3.5, H4.1, H4.2


6

7

8

9

10



Components Task 1

Term 4

Pompeii Source analysis

task

Task 2

Term 1

Sparta documentary

film

Task 3

Term 2

Xerxes critical representation

Task 4

Term 3

Trial examination

Weight


5 5 10 20 40

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

5 5 5 5 20

Historical inquiry and research

5 5 10 20

Communication of historical understanding in appropriate forms

5 5 5 5 20

Marks 20 20 30 30 100

Outcomes H3.1, H 3.4, H3.5, H4.1,

H4.2

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

H1.1, H3.1, H3.2, H3.3, H3.4, H3.6,

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


Modern History - 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1 Core Study – World War 1 1914-1919 Outcomes: H1.1, H1.2, H3.3, H3.4, H4.1 War on the Western Front (Week 1) Home from Britain and Germany

2


4 Turning points of the war 5

6 Allied victory Assessment Task 1: Source Analysis – Journal and Essay (15%) Outcomes: H1.1, H1.2, H3.3, H4.1

7

8 National Study: Germany 1918 – 1939 Outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.2 Weimar Republic

9


O N E

1 NO STUDENTS

2 Rise to Nazi Power

3 Nazism in Power

4 Nazi Foreign Policy

5 NO ASSESSMENTS


7 HALF YEARLY EXAMS (15%) ● WW1 Sources ● National Study: Germany

Outcomes: H1.1, H4.1, H4.2

8

9 Personality Studies – Albert Speer 1905-1981 Outcomes: H1.1, H1.2, H2.1, H3, H3.2, H3.3, H3.4, H3.5, H4.1, H4.2 10

T W O

1 Historical Context Background

2 Rise of prominence

3 Significance Assessment Task 3: Podcast (20%) (Week 3) Outcomes: H1.2, H3.1, H3.2, H3.4, H4.2

4 International Studies in Peace and Conflict: Arab-Israeli Conflict 1948-1996 (Week 4) Outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.1, H4.2 Origins of the tension

5

6 War and peace- 1967 (Six Day) War

7 Assessment Task

8 War and peace- 1973 (Yom Kippur) War

9 The Occupied Territories and Lebanon- Israeli parties and settler movement

10 Assessment Task 4: In-Class Essay (20%) Outcomes: H2.1, H3.5, H4.2

T H R E E

1 NO ASSESSMENTS - Occupied Territories and Lebanon - Invasions

2 NO ASSESSMENTS Occupied Territories and Lebanon - Significance

3 TRIAL EXAMS – Assessment Task 5 (30%) Outcomes: H1.1, H1.2, H2.1, H3.3, H4.1, H4.2 TRIAL EXAMS – FINISH TUESDAY AT THE LATEST

4

5

6 The peace process- Intifada and Palestinian resistance, Israeli responses

7 The peace process- support and opposition for peace, Rabin and Netanyahu

8 Revision

9 Revision

10 Revision



Components Task 1 Source

Analysis World War

One

Task 2 Half Yearly

Examination Nazi Germany Perspectives

& Interpretations

Task 3 Podcast

Task 4 Arab- Israeli

Conflict Essay

Task 5 Trial Exam

Weight

Knowledge & Understanding of Content

5 10 5 20 40

Source-based Skills

10 10 20

Historical Inquiry and Research

10 10 20

Communication of Historical Understanding in Appropriate Forms

5 5 10 20

Marks 15 15 20 20 30 100

Outcomes

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

H1.1, H4.1, H4.2

H1.2, H3.1, H3.2, H3.4, H4.2

H2.1, H3.5, H4.2

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


History Extension - 1 Unit

HSC Course 2018

Scope and Sequence


F O U R

1 Core Study: What is History – (E1.1, E2.2, E2.3) Focus Questions: What is History? What are the Historical debates? Who are the Historians? What are the purposes of History? How has History been constructed and recorded over time? Why have approaches to History changed?


3

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS (UNWEIGHTED TASK)

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Major Project Due: (80%) E2.1, E2.2, E2.3

2 Case Study: The Thucydidean View of Empire

Principal focus: students investigate the way in which Thucydides constructed the history of the Athenian and Spartan Empires.

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS Trial examination (20%) E1.1, E2.2, E2.3

4 TRIAL EXAMS


6

7

8

9

10



Components Task 1

Major Project

Term 2

Task 2

Trial HSC

Term 3

Weight

Knowledge and understanding of significant historical ideas and processes

10 10

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

40 40

Marks 40 10 50

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


Business Studies - 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1 OPERATIONS: Role of Operations Management Outcomes: H1, H2, H3, H4, H5, H6, H7, H8, H9

2 Influences on Operations RETREAT WEDNESDAY - FRIDAY

3

4

5 Operations Processes

6

7 Operations Strategies

8 ASSESSMENT TASK 1 (20%) H1, H2, H3, H4 MYL begins

Friday 9 MARKETING: Role of Marketing MYL

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

10 Influences in Marketing CLASSES FINISH ON THURSDAY

O N E

1

2 Marketing Processes

3

4 Marketing Strategies ASSESSMENT TASK 2 (30%) H5, H7, H9

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS Formative Task

8 HALF YEARLY EXAMS

9 FINANCE: Role of Financial Management Outcomes: H2, H3, H4, H5, H6, H7, H8, H9

10 Influences on Financial Management

11

T W O

1 Processes of Financial Management

2

3

4 Financial Management Strategies

5 ASSESSMENT TASK 3 (20%) H9, H10

6 HUMAN RESOURCES: Role of Human Resources Outcomes: H2, H3, H4, H5, H6, H7, H8, H9

7 Key Influences on Human Resources

8

9 Processes of Human Resources

10

T H R E E

1 Strategies of Human Resource Management NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS ASSESSMENT TASK 4 (30%) H6, H8

4 TRIAL EXAMS


6 Effectiveness of Human Resources Strategies

7 Revision/Exam preparation

8

9

10



Components Task 1

Term 4

Task 2

Term 1

Task 3

Term 2

Task 4

Term 3

Weight

Task Type Media File and Report

Investigation and

evaluation of a Marketing

Plan

Construction and analysis of Financial

Reports

Trial Examination

Syllabus Content Operations Marketing Finance

Operations, Marketing, Finance, Human

Resources


5 5 10 20 40

Investigation, analysis, synthesis and evaluation of information from a variety of sources and perspectives

5 10 5 5 25

Research and inquiry 10 10 20

Communication of business information, ideas and issues in appropriate formats

5 5 5 15

Marks 20 30 20 30 100

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


Geography - 2 Unit

HSC Course 2018 Scope and Sequence Field Trip will occur somewhere within the course – details TBC


F O U R

1 1. Ecosystem at Risk Outcomes: H1, H2, H5, H6, H7, H8, H9, H10, H12, H13 Functions/Classifications/Diversity

2 Vulnerability and Resilience RETREAT WEDNESDAY - FRIDAY

3 Vulnerability and Resilience - continued

4 Human/Nature Impacts/Modification

5 Management/Protection/Evaluation

6 Case Study: Coastal Dunes Case Study: Coral Reefs – Spatial/Biophysical/Change/Impact and Management

7

8 Spatial, Interactions, Change/Management Assessment Task 1: Ecosystem Report (15%) Outcomes: H1, H2, H5, H6, H13 MYL Begins Friday

9 MYL


O N E

1 2. Urban Places Outcomes: H1, H3, H5, H6, H7, H8, H9, H10, H11, H12, H13 (a) World Cities – nature, spatial and rule, inter-global connection (b) Mega cities – nature, spatial challenges, responses (c) Urban Dynamics – a concept/implementation in large city - Sydney

2

3

4

5 NO ASSESSMENTS – Exam Revision

6

7 Half Yearly Examination Assessment Task 2: Half Yearly Exams (20%)

Outcomes: H1, H2, H3, H5, H11 8

9 Urban Places (cont) – Case Studies in Developing World: Mexico 10

11

T W O

1 3. People and Economics Activity

2 Aquaculture – Global nature, spatial and future directions

3 Factors affecting Aquaculture - Production and Consumption - Technology

4

5 Case study Global Economics Activity: Tassal Salmon – Nature, spatial and future directions.

6 Local case study economic enterprise Assessment Task 3: Fieldwork – People and Economic Activity (35%) Outcomes: H4, H7, H8, H9, H12

7

8

9

10

T H R E E

1 NO ASSESSMENTS – Exam Revision

2

3 Trial Examination Assessment Task 4: Trial HSC Exams (30%)

Outcomes: H1, H7, H9, H10 FINISH TUESDAY AT THE LATEST

4

5

6 HSC Review: Ecosystem at Risk Skills/Fieldwork Summary Urban Place People and Economic Activity

7

8

9

10



Components

Task 1 Term 4 - GBR report

Task 2 Term 1 - Half Yearly Eaxm

Task 3 Term 2

- PEA field work

Task 4 Term 3 - Trial Exam

Weight


5 10 5 20 40

Geographical tools and skills

5 10 5 20

Geographical inquiry and research, including fieldwork

5 15 20

Communication of geographical information, ideas and issues in appropriate forms

5 5 5 5 20

Marks 15 20 35 30 100


H1, H2, H3, H5, H11

H4, H7, H8, H9, H12

H1, H7, H9, H10


Legal Studies - 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1 Crime – Outcomes: H1, H2, H4, H5, H6, H7, H9


3 - The nature of crime

4 - Criminal Trial Process

5 - The criminal investigation process

6 - Sentencing + Punishment

7 - Young Offenders

8 MYL Begins Friday Assessment Task 1: Media File and Report (20%) H1, H2, H3, H4, H6, H8, H10

9 MYL - International Crime


O N E

1 Human Rights – H2, H3, H4, H5, H6, H8, H10

2 - The Nature and Development of HR

3 - Promoting and enforcing HR

4 Contemporary Issues - Child soldiers

5 NO ASSESSMENTS Contemporary Issues -Human Trafficking

6 NO ASSESSMENTS - Revision

7 HALF YEARLY EXAMS (HR) (25%) H1, H3, H4, H5, H6, H7, H9, H10 8

9 Global Environmental Protection – Option 1 H1, H2, H3, H4, H5, H8, H10

10 - The nature and development of GEP

11 - The need for GEP and importance of ESD

T W O

1 - Responses to GEP and contemporary issues

2 - Contemporary Issues


4 Assessment Task 3: Oral Presentation – Global Environment (25%) H1, H4, H6, H9

5 Indigenous Peoples – Option 2 – H1, H2, H3, H4, H6, H7, H8, H9, H10

6 - The nature of law and Indigenous Peoples

7 - Responses to legal Issues

8 - Contemporary issues



T H R E E



3 TRIAL EXAMS (30%)

H1, H2, H3, H4, H5, H6, H7, H9 4

5

6 Revision

7 Revision

8 Revision

9 Revision

10 Revision



Components

Task 1 Term 4

Task 2 Term 1

Task 3 Term 2

Task 4 Term 3

Weight

Crime: Media File and Report

Human Rights:

Half Yearly Examination

Global Environment

al Protection

Oral presentation

Trial Examination


5 15 10 30 60

Research 10 10 20

Communication of historical understanding in appropriate forms

5 10 5 20

Marks 20 25 25 30 100

Outcomes H1, H2. H3 ,H4, H6. H8, H10

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

H1, H4, H6, H9

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


Society & Culture - 2 Unit



F O U R

1 HSC core: Social and Cultural Continuity and Change Outcomes: H1, H2, H3, H4, H5, H6, H7, H9, H10 Introduce Personal Interest Projects Outcomes: H1, H6, H7, H8, H9, H10, H11 - The nature of social and cultural research methods

2 RETREAT WEDNESDAY – FRIDAY - the features of primary and secondary research - the nature and characteristics of quantitative and qualitative research

3 - the characteristics, strengths and weaknesses of the following research methods

4

5 - The nature of social and cultural continuity and change

6 - the nature of continuity and change:

7 - the influence that continuity and change have on the development of society at the micro, meso and macro levels

8 MYL Begins Friday - the impact of modernisation and westernisation on social and cultural continuity and change

9 MYL - theories of social change as attempts to explain change, and resistance to change, within societies and cultures in relation to societies

10 CLASSES FINISH ON THURSDAY - key features of each of the following theories: conflict, evolutionary, functionalist, interactionist

O N E

1 Popular Culture: Depth Study1 Outcomes: H1, H2, H3, H5, H7, H9, H10 The nature of popular culture

2 - associated with commercial products and paraphernalia:

3 Assessment Task: PIP Interviews Log Development – 15% Outcomes: H1, H4, H6, H8, H10 - achieves widespread consumer access:

4 Focus study - the creation and development of the popular culture:

5 NO ASSESSMENTS - the consumption of the popular cultures

6 NO ASSESSMENTS - the control of the popular cultures

the ownership of the popular culture and the tensions between consumers and producers

the stakeholders and how they influence the popular culture – family, peer groups, media, marketers, governments, global groups

the role and impact of official and unofficial censorship

the influence of power and authority at the micro, meso and macro levels

7 Half Yearly Examination – 20% Outcomes: H2, H5, H9 8

9 - the different perceptions of the popular culture

10 - the contribution of the popular culture to social change:

11 The near future (5 to 10 years) - determine current trends and suggest probable future directions for the popular culture - evaluate the impact and implications for the popular culture

T W O

1 - predict the importance of the popular culture to society in the near future.

2 Assessment Task 3: Popular Culture Visual Presentations – 35% Outcomes: H2, H3, H5

3 Social Conformity and Non Conformity: Depth Study 2 Outcomes: H2, H3, H5, H7, H9, H10

4 The nature of social conformity and nonconformity

Students develop an understanding of the nature of social conformity and nonconformity by examining society

5 how nonconformity determines the boundary between ‘appropriate’ and ‘inappropriate’ behaviours and attitudes

6 the social costs and benefits of nonconformity for both individuals and the wider society

7 the impact of agenda setting, including the role of the media, on attitude formation in individuals and groups

the ways the ideologies, values and behaviours of a subcultural group

8

Focus study 9

10

T H R E E

1 NO ASSESSMENTS - The near future (5 to 10 years)

2 NO ASSESSMENTS – The near future

3 Trial Examination – 30%

Outcomes: H1, H4, H7, H9, H10 4

5

6

Revision

7

8

9

10



Components Task 1

Term 4

Task 2

Term 1

Task 3

Term 2

Task 4

Term 3

Weight

TASK PIP Interview

Half Yearly Exam

Popular Culture

Presentation

Trial Exam


5 10 15 20 50

Application and evaluation of social and cultural research methods

5 5 15 5 30


5 5 5 5 20

Weighting 15 20 35 30 100


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


Modern Languages

Italian Continuers

HSC Course 2018

Scope and Sequence


F O U R

1


3 Unit 1: I giovani e la famiglia

4

5

6

7 Listening Assessment – 20%

8 MYL Begins Friday

9 MYL


O N E

1 Unit 2: Voglia di communicare

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS – Reading & Responding Assessment 30%

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Unit 3: Il mondo in cui viviamo

2

3

4

5

6

7

8 Speaking Assessment – 20%

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS – Trial HSC (Reading, Writing, Listening) 30%

4 TRIAL EXAMS


6 Unit 4 (to commence beginning of term 3): Per concludere

7

8

9

10



Components Task 1

Term 4

Task 2

Term 1

Task 3

Term 2

Task 4

Term 3

Weight

Listening

Reading & Responding

Conversation TRIAL HSC

Reading 20% 10% 30%

Writing 10% 10% 20%

Listening 20% 10% 30%

Speaking 20% 20%

Total % 20 30 20 30 100

Outcomes 3.1, 3.2, 4.1, 4.2, 4.3

3.1, 3.2, 4.1, 4.2, 4.3, 2.1,

2.2, 2.3

1.1, 1.2, 1.3, 1.4, 2.1, 2.2,

2.3

All outcomes


Personal Development Health and Physical

Education Faculty

Community and Family Studies

HSC Course 2018

Scope and Sequence


F O U R

1 Core 1 – Research Methodology


3 Outcomes: H4.1, 4.2 Content: Research methods Research methodology Assessment Task 1: IRP (25%)

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Core 2 – Groups in Context Outcomes:H1.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 5.1, 6.2 Content: Identifying groups with specific needs

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS Assessment Task 2 - Core 1 and 2: Half Yearly Examination (25%)

8

9 Groups in Context Cont’d...

Identifying the needs of specific groups in the community

10

11

T W O

1 Assessment Task 3 - Core 3 - Parenting and Caring 20% Outcomes: H1.1, 2.1, 2.2, 2.3, 3.2, 3.4, 5.1, 5.2, 6.1 Content:

Becoming parents and carers

Managing parenting and caring responsibilities

Parenting and caring relationships

Support for parents and carers

HSC option: Social Impact of Technology

Outcomes: H2.3,H3.4, H4.1, H4.2, H6.1

Defining technology

Reasons for the development of technology

2

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS Assessment 4 Trial 30%

4 TRIAL EXAMS


6 Factors affecting access to and acceptance of technology

Issues related to technological development

A selected piece of technology

7

8

9

10



Components Task 1

IRP

Term 4

Task 2 Half Yearly

Term 1

Task 3 Parenting

and Caring

Term 2

Task 4 Trial HSC

Term 3

Weight

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

families and communities

10 10 5 15 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 5 10 25

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

10 10 10 5 35

Marks 25 25 20 30 100

Outcomes H4.1, H4.2 Additional outcomes dependent on topic

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

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

Depending on examination


Personal Development Health and Physical Education

HSC Course 2018

Scope and Sequence


F O U R

1 Core 2 – Factors Affecting performance Outcomes: H2, 8, 9,10, 11, 16, 17


3 Critical Questions examined in this unit – • How does training affect performance? • How can psychology affect performance? • How can nutrition and recovery affect performance? • How does the acquisition of skill affect performance? Assessment: In-class Lab Task - 25%

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Option – Improving Performance Outcomes: H7, 8, 9, 10, 16, 17 Critical Questions examined in this unit – •How do athletes train for improved performance?

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS Half Yearly Examination Core 2 and Option IP (20%)

8 HALF YEARLY EXAMS

9 Option – Improving Performance cont. * What are the planning considerations for improving performance? •What ethical issues are related to improving performance?

10

11

T W O

1 Core 1 – Australia’s Health Outcomes: H1, 2, 3, 4, 5, 14, 15, 16 Critical Questions examined in this unit – • How are the priority issues for Australia’s health identified? • What are the priority issues for improving Australia’s health? • What role do health care facilities and services play in achieving better health

for all Australians? • What actions are needed to address Australia’s health priorities? Assessment – Research Report - 25%

2

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAM Trial Examination All Cores and Options (30%)

4 TRIAL EXAMS


6 Option – Sports Medicine Outcomes: H8, 13, 16, 17 • Critical Questions examined in this unit –How are sports injuries classified? • How does sports medicine address the demands of specific athletes? • What role do preventative actions play in enhancing the wellbeing of the

athlete? • How is injury rehabilitation managed?

7

8

9

10



Components Task 1

Term 4 Task 2 Term 1

Task 3 Term 2

Task 4 Term 3

Weight

Knowledge and understanding of factors that affect health and the way the body moves

10 10 10 10 40

Skills in influencing personal and community health in physical activity

5 5 10 10 30

Skills in critical thinking, research and analysis

10 5 5 10 30

Marks 25 20 25 30 100

Outcomes H2, H8, H9,H10, H11, H16, H17

H7, H8, H9, H10, H16, H17

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

H8, H13, H16, H17 + others specific to paper


Sports, Lifestyle and Recreation

HSC Course 2018 - 1 Unit Scope and Sequence


F O U R

1


3 Resistance Training (20 hours) Outcomes: 1.2, 1.3, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 4.4

Uses of Resistance Training

Muscles of the Body

Training Methods

Resistance Programming Assessment Task 1 - /20 40%

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Fitness (20 hours) Outcomes: 1.2, 1.3, 2.2, 3.2, 3.3, 4.1

Nature of Fitness

Fitness Programming

Improving Fitness

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7

8 HALF YEARLY EXAMS

9 Assessment Task 2 2 /20 40% Fitness Testing Design Fitness Testing Participation

10

11

T W O

1 Individual Games & Sport Applications (20 hours) Outcomes: 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4 Sports: Tennis, Golf

Elements of Individual Performance

Individual Performance & Competition Practice, Training & Individual Performance

2

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3

4 TRIAL EXAMS Assessment Task 3 - Examination 20%


6 Sports Coaching & Training (20 hours) Outcomes: 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 4.5

The Roles & Responsibilities of the Coach

Aspects of a Coaching Session

Psychology & Coaching

The Coaching Program

Evaluating a Coaching Program

7

8

9

10



Components

Task 1 Term 4

Task 2 Term 1

Task 3 Term 2

Weight

Knowledge and understanding

5 10 10 25

Skills

15 10 25

Marks 20 20 10 50

Weighting

40%

40%

20%

100%

Outcomes Outcomes: 1.2, 1.3, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 4.4

Outcomes 1.2, 1.3, 2.2, 3.2, 3.3, 4.1

Outcomes: 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 4.5


Technological & Applied Studies Faculty

Timber Products and Furniture Technologies

HSC Course 2018

Scope and Sequence


F O U R

1


3

4 Topic: A Study of the organisation and management of the industry Assessment Task 1 - Industry Report (15%) Outcomes: H1.1, H1.2, H1.3, H3.2, H5.1, H7.1, H7.2 Students are required to prepare a report on the organisation and structure of a range of businesses related to the specific organisation studied in the Preliminary course. Due Week 8

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Topic: Management and Communication Assessment Task 2 - Major Design Project – (includes Project Development – Designing & Planning) (30%) Outcomes: H3.1 H3.2 H3.3 H5.1 H5.2 This assessment task will consist of design development of a Major Design Project incorporating Design & Planning – Folio Presentation, cutting lists, workshop drawings, research and construction plan.

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS

8 HALF YEARLY EXAMS

9

10

11

T W O

1 Topic: Production Assessment Task 3 - Major Design Project (includes Project Production – Documentation & Evaluation) (30%) Outcomes: H2.1 H4.1 H4.2 H4.3 H5.1 H5.2 H6.2 This assessment task will consist of Project Construction – Utilization of relevant hand and power tools / construction techniques, quality cabinetmaking / finishing. Documentation of construction. Evaluation of final product and ongoing evaluation throughout the development of the project.

2

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS

Assessment Task 4 - Trial HSC: Topic: Industry Related Manufacturing Technology (25%)

Outcomes H1.2 H1.3 H2.1 H4.3 H6.1 H7.1 H7.2

4


6

7

8

9

10



Mandatory Assessment Components

Task 1 Term 4

Task 2 Term 1

Task 3 Term 2

Task 4 Term 3

Weight

Industry Report

Major Project (Design Ideas

& Development)

Major Project (Production)

Trial HSC Examination

Mandatory Component Weighting

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

10 10 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

5 20 20 15 60

Outcomes Assessed

H1.1 H1.2 H1.3 H3.2 H5.1 H7.1 H7.2

H3.1 H3.2 H3.3 H5.1 H5.2

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

H1.2 H1.3 H2.1 H4.3 H6.1 H7.1 H7.2

Marks 15 30 30 25 100


Textiles & Design 2 Unit

HSC Course 2018

Scope and Sequence


F O U R

1


3 Topic: Project Presentation Assessment Task 1: Written Report (30%) Outcomes: H1.2, H2.1, H5.1, H6.1 Students are to prepare and present an oral presentation (maximum time allowed is 10 minutes) of what you are undertaking for your Major Textiles Project. The presentation must include verbal descriptions/explanations of your ideas, and can also include any of the following: mood boards, inspiration samples and pictures, colour and fabric swatches, overheads or handouts/posters showing sketches of the clothing/items you plan to make etc.

4

5

6

7

8 MYL Begins Friday

9 MYL


O N E

1 Topic: Investigation of a Designer Assessment Task 2: Contemporary Designer Study (20%) Outcomes: H1.1, H1.2, H2.1, H2.3, H6.1 Students are required to research a contemporary fashion designer of their choice – Australian or International to answer the following questions. You should answer the questions in minimum of 1800 words.

2

3

4

5 NO ASSESSMENTS

6 NO ASSESSMENTS

7 HALF YEARLY EXAMS

8 HALF YEARLY EXAMS

9

10

11

T W O

1

2 Topic: Fibres, yarns and Fabrics Assessment Task 3: Written Report (25%) Outcomes: H3.1, H3.2 Students are required to undertake an investigation on recent innovations in 1 fibre, 1 yarn and 1 fabric. Prepare a written report (minimum 1500 words) analysing: Properties and characteristics

3

4

5

6

7

8

9

10

T H R E E

1 NO ASSESSMENTS

2 NO ASSESSMENTS

3 TRIAL EXAMS

Assessment Task 4: Trial HSC (25%)

Outcomes: H1.3, H3.1, H3.2, H4.1, H5.1, H5.2, H6.1

4


6

7

8

9

10




Task 2 Term 1

Task 3 Term 2

Task 4 Term 3

Weight

Project presentation, written report

and oral presentation

Investigation of a designer

Written Report:

Fibres, yarns and fabrics

Trail HSC Examination

Component Weighting

Knowledge & Understanding of textiles & the textile industry

10% 10% 15% 15% 50%

Skills in design, manipulation, experimentation, analysis, manufacture & selection of textiles for specific end purposes using appropriate technologies

20% 10% 10% 10% 50%

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

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

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

Marks 30% 20% 25% 25% 100%


Vocational Education and Training

2 Unit – Construction - Certificate II Construction Pathways CPC20211 2 Unit – Furniture Making - Certificate II Furniture Making MSF 20313

2 Unit – Hospitality –Certificate II Kitchen Operations SIT20312

Assessment

ALL assessment in Vocational Education courses are based on competency based assessment.

Competency based assessment The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either competent or not yet competent. Competency based assessment incorporates all aspects of skill performance, including problem solving and the capacity to apply skills and knowledge in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined. Competency based assessment must meet the four principles of validity, reliability, fairness and flexibility. Competency assessment is the process where evidence is gathered and a decision or judgement is made based on that evidence against nationally endorsed competency standards. Therefore, to be deemed competent a student must demonstrate to a nationally qualified assessor that they can effectively carry out the various tasks and combination of tasks listed to the national industry standard required. There is NO mark awarded in competency based assessment. A mark or grade will not appear for these subjects on school reports. Students are assessed as either Competent, Not yet competent, or Ongoing assessment. A student needs to be deemed competent in all areas of competency in order to receive the relevant Certificate for that course. A Statement of Attainment will be awarded for students who are not deemed competent in all competencies. An accurate record of all students learning is kept via the teachers competency register. This means that student performance is judged against a prescribed standard, not against the performance of other students. It also means a student is judged either competent or not yet competent in relation to the prescribed learning outcomes. These courses will be listed on the Preliminary and/or HSC Records of Achievement, together with the unit value of the course. A MANDATORY requirement for all VET courses is that students participate in an Industry Work Placement. This is an important part of their assessment and must be satisfactorily completed in order to receive a Certificate of Attainment.


2 Unit – Construction

Certificate II Construction Pathways CPC20211 All Vocational Education courses have two components:

1. Assessment regarding the Board of Studies HSC requirements for illness and

misadventure, which this schedule is used for. 2. The AQF (Australian Qualifications Framework) competency assessment. Assessments outlined in this booklet refer to the competencies you will be assessed on during the HSC year of study. Your classroom teacher will inform you with at least 2 weeks’ notice for additional competency tasks, which go towards your achievement of a certificate level in your VET course.

All assessment throughout the HSC course will be competency based carried out over the duration of the HSC period. There will be one formal examination during the TRIAL period of the HSC course that does not count towards achievement of your Certificate but is used for your school assessment mark for your HSC. Your teacher may use other examinations for practice purposes for the optional HSC examination.

Competencies to be assessed throughout the HSC period

CPCCCM1015A Carry out measurements and calculations

CPCCCM2001A Read and interpret plans and specifications

CPCCCO2022A Use and maintain concreting plant, tools and equipment

CPCCCO2013A Carry out concreting to simple forms

CPCCCA2003A Erect and dismantle formwork for footings and slabs on ground

CPCCCM2006B Apply basic levelling procedures

CPCCBL2001A Handle and prepare bricklaying and blocklaying materials

CPCCBL2002A Use bricklaying and blocklaying tools and equipment

Note: A TRIAL Examination is compulsory during the Trial period. However, remember

the HSC examination is optional.

http://training.gov.au/Training/Details/CPCCCM1015A

http://training.gov.au/Training/Details/CPCCCM2001A

http://training.gov.au/Training/Details/CPCCCO2022A

http://training.gov.au/Training/Details/CPCCCO2013A

http://training.gov.au/Training/Details/CPCCCA2003A

http://training.gov.au/Training/Details/CPCCCM2006B

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

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


2 Unit – Furniture Making

Certificate II Furniture Making Pathways MSF20516

All Vocational Education courses have two components:

1. Assessment regarding the Board of Studies HSC requirements for illness and


All assessment throughout the HSC course will be competency based carried out over the duration of the HSC period. There will be no formal examination during the HSC course that counts towards achievement of your Certificate.


MSFFP2003 Prepare surfaces

MSFFP2001 Undertake a basic furniture making project

MSFFM2003 Select and apply hardware

MSFFP2004 Apply domestic surface coatings

MSFGN2001 Make measurements and calculations

MSMENV272 Participate in environmentally sustainable work practices

http://training.gov.au/Training/Details/MSF20516

http://training.gov.au/Training/Details/MSFFP2003


https://training.gov.au/Training/Details/MSFFM2003


http://training.gov.au/Training/Details/MSFGN2001

http://training.gov.au/Training/Details/MSMENV272


2 Unit – Hospitality

Certificate II Kitchen Operations SIT20416

All Vocational Education courses have two components: 1. Assessment regarding the Board of Studies HSC requirements for illness and


All assessment throughout the HSC course will be competency based carried out over the duration of the HSC period. There will be one formal examination during the TRIAL period of the HSC course that does not count towards achievement of your Certificate but is used for your school assessment mark for your HSC. Your teacher may use other examinations for practice purposes for the optional HSC examination.


SITHFAB005 Prepare and serve espresso coffee

SITHCCC006 Prepare appetisers and salads

SITHCCC003 Prepare and present sandwiches

STIHIND002 Source and use information on the hospitality industry

SITXINV002 Maintain the quality of perishable items

BSBWOR203 Work effectively with others

SITHCCC005 Prepare dishes using basic methods of cookery

SITHCCC011 Use cookery skills effectively

Note: A TRIAL Examination is compulsory during the Trial period. However, remember

the HSC examination is optional.

http://training.gov.au/Training/Details/SITHFAB005

http://training.gov.au/Training/Details/SITHCCC006


http://training.gov.au/Training/Details/SITHIND002

http://training.gov.au/Training/Details/SITXINV002

http://training.gov.au/Training/Details/BSBWOR203




Appendices

A GLOSSARY OF KEY WORDS

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 (analyse/evaluate)

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

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

Glossary of key words

A major goal for the New Higher School Certificate was that students should understand more clearly what they are expected to do to reach high standards.

These key words also appear frequently in outcomes statements and performance descriptions across HSC courses.

Purpose

The purpose behind the glossary was to help students to prepare better for the HSC by showing them that certain key words were used similarly in exam questions across the different subjects they were studying.

It is important to note that exam questions for the HSC will also continue to use self-explanatory terms such as ‘how’, or ‘why’ or ‘to what extent’. While key words have a purpose, they will not set limits on legitimate subject-based questions in exam papers.

Key words and levels of response

Along with the mark value and space provided in exam booklets, the key words can help a student to judge how much an answer needs to cover.

The table below provides a general guide to the kind of response required by each of the key words. The table is not intended to be prescriptive, and you will notice that some key words appear in more than one row.

Groupings of syllabus knowledge, skills and understanding

Groupings of key words

Skills in analysis and critical thinking

Analyse, distinguish, examine, explain, extract, investigate

Skills in application and performance

Demonstrate, discuss, apply, calculate, construct

Knowledge, recall and understanding

Define, describe, explain, give an account, identify, outline, recall, recount

Skills in evaluation Appreciate, assess, discuss, evaluate, justify, predict, account for


Skills in problem solving Apply, calculate, clarify, compare, contrast, construct, deduce, demonstrate, investigate, predict, propose, recommend

Skills in synthesis and creative thinking

Classify, extrapolate, interpret, summarise, synthesise

The left-hand column in the table is a grouping of the knowledge, skills and understanding typically found in Stage 6 syllabuses.

The key words from the glossary are grouped in the right hand column alongside the groupings of knowledge, skills and understanding.

The terms in the right-hand column such as ‘describe’, ‘identify’ and ‘outline’ are typically used in questions requiring recall of knowledge. Questions using these terms generally require less depth and are worth fewer marks than questions using terms such as ‘assess’, ‘evaluate’ and ‘justify’ which call for higher-order thinking. The latter generally require an answer of greater depth and usually attract higher marks.

Other terms such as ‘explain’ and ‘discuss’ can vary considerably in the mark value and depth of response required.


NAME: ____________________________________ YEAR: ____________ PLEASE NAME ALL THE ASSESSMENT/S FOR WHICH YOU ARE APPLYING FOR SPECIAL CONSIDERATION:

ASSESSMENT NAME DATE DID YOU ATTEMPT OR COMPLETE THE ASSESSMENT

If you need more space, please attach another sheet of paper. REASON FOR APPEAL:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

EVIDENCE PROVIDED: (please attach the relevant evidence) ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________ Signed: ________________________________________________ (student) Signed:________________________________________________ (parent/guardian) APPEAL GRANTED: APPEAL DENIED: OUTCOME: _______________________________________________________________________

________________________________________________________________________________ SIGNED:_______________________________________________ (Leader of Curriculum)

Office Use Only Staff to Notify:_____________________________________________ Complete: HSC file updated:

Special Consideration Application Due To

Illness/Misadventure – Stage 6


Year 10, Preliminary and Higher School Certificate Assessment Program

Request for an Extension/Substitute Assessment Task REQUEST: Extension Substitute Task (Tick appropriate box) NAME: ________________________________________________________________ HOME GROUP: ___________________ SUBJECT: _______________________________________________________________________________ YEAR: _________________ TEACHER: _________________________________________________________________________________________________________ DATE OF ASSESSMENT TASK: ________/_______/________ REASON FOR REQUESTING EXTENSION/SUBSTITUTE TASK (attach evidence where applicable - Doctor's Certificate etc):

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________ Signed: ______________________________________________ (Student) SUBJECT TEACHER'S COMMENTS AND RECOMMENDATION: _____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________ Signed: ______________________________________________ (Teacher) _________________________________________________________ (Leader of Learning) RESULT OF APPLICATION: Approved DATE TO COMPLETE TASK:

Declined Signed: ___________________________________________________ Date: (Leader of Curriculum)



Year 10, Preliminary and Higher School Certificate

Assessment Program

Academic Appeal Request NAME: _______________________________________________ HOME GROUP: ______________ SUBJECT: ___________________________________________________________ YEAR: _____________ TEACHER: ______________________________________________________________________________ DUE DATE OF ASSESSMENT TASK:___/____/____ DATE ASSESSMENT RETURNED TO STUDENTS: _____/_____/_____

Appeals must be submitted no later than 1 week after assessments are returned to students TYPE OF APPEAL (Please tick appropriate box)

I believe that the process resulting in my mark/s has been unfair (please supply a written explanation and attach to this form

An administrative error or irregularity relevant to the assessment process has been made

Other reason (please provide a brief description)

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Signed: ________________________________________(Student) Date:____________________________ ---------------------------------------------------------------------------------------------------------------------------------------------- Office Use Only

Received:______________________________

Academic Staff Comments:

Decision:

Student advised by:_____________________________ Date:__________________________

Signed: ______________________________________ Date: __________________________ (Leader of Curriculum)



HOW TO REQUEST AN APPEAL OF YOUR RESULTS

Appeals have to be lodged NO LATER than one week after your results have been released. Before lodging an appeal, please check that you have done the following:

I have spoken with my teacher and/or the Leader of Learning for this subject to and have sought an explanation as to how my mark was calculated and why I have received the mark I was awarded.

Results for a task can be appealed on the following grounds only:

You have grounds to believe that the process resulting in your mark has been unfair; in which case, you have to attach a clear statement explaining your concerns, eg. The results were not calculated based on the marking criteria. You believe there has been an error in the process.

Why an appeal might not be considered:

Dissatisfaction with your grade is not considered grounds for appeal. You appealed the result outside the given timeframe. If a student is away for a longer period of time and the absence is not school approved leave or covered by a Doctor’s certificate, your appeal will not be heard.

Year 12 2018 HSC Assessment Book

Documents

Transcript of Year 12 2018 HSC Assessment Book