Nicole Shrestha 2017 HSC - Home - Tempe High School WHAT IS AN “N” WARNING? If you are “at risk” of not completing your Year 12 HSC Course an ‘N’ warning letter is sent

TEMPE HIGH SCHOOL

Nicole Shrestha

2017 HSC

ASSESSMENT SCHEDULE

2

COURSES OFFERED AT TEMPE HIGH SCHOOL

2017 Higher School Certificate

YEAR 12

BOARD DEVELOPED COURSES ( 2 Unit )

ENGLISH

English Advanced (5 tasks)

English Standard (5 tasks)

English as a Second Language (5 tasks)

English Fundamentals (1 Unit) (3 tasks)

English Extension I (1 Unit) (3 tasks)

English Extension II (1 Unit) (3 tasks)

English Studies (2 Unit) (5 tasks)

MATHEMATICS

General Mathematics 1 (Non – ATAR) (4 tasks)

General Mathematics 2 (4 tasks)

Mathematics (4 tasks)

Mathematics Extension 1 (4 tasks)

Mathematics Extension II (4 tasks)

SCIENCE

Biology (4 tasks)

Chemistry (4 tasks)

Physics (4 tasks)

Earth and Environmental Science (4 tasks)

Senior Science (5 tasks)

HUMAN SOCIETY AND ITS ENVIRONMENT

Ancient History (5 tasks)

Business Studies (4 tasks)

Economics (4 tasks)

Legal Studies (4 tasks)

Modern History (4 tasks)

Extension History (1 Unit) (4 tasks)

LANGUANGES

Chinese Beginners ( 4 tasks )

Heritage Chinese ( 3 tasks )

Vietnamese Continuers ( 5 tasks )

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TECHNOLOGY AND APPLIED STUDIES

Food Technology ( 5 tasks )

Industrial Technology – Multi Media Industries (4 tasks)

Engineering Studies ( 5 tasks )

Software Design and Development (4 Tasks)

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Community & Family Studies ( 5 tasks )

Personal Development/Health/Physical Education ( 5 tasks )

Sport Lifestyle and Recreation Studies (Content Endorsed - Not For ATAR) ( 4 tasks )

CREATIVE AND PERFORMING ARTS

Drama ( 5 tasks )

Music I ( 5 tasks )

Music II (5 tasks)

Photography, Video & Digital Imaging (Content Endorsed - Not For ATAR) ( 5 tasks )

Visual Art (5 tasks)

SCHOOL VET COURSES

Vocational Education Courses ( Board Developed Courses - Category B )

VET Courses are designed by the Board of Studies, Teaching and Educational

Standards, the Department of Education and Communities and TAFE in NSW. The

Category B Course information, Assessment Schedule and details come to schools in late

October of each school Year. Students enrolled in VET Courses will be informed about

Course and Assessment requirements as soon as this information comes to Tempe High

School.

NOTE

Students studying a language outside school must see the Head Teacher Languages for details

and application forms regarding HSC courses at the Saturday School of Community Languages and

the Open High School.

Students studying TVET courses need to consult with the Careers Advisor regarding details for

the HSC.

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REQUIREMENTS FOR THE AWARD OF THE HSC

If you wish to be awarded the HSC

you must have satisfactorily completed courses that meet the pattern of study required by

the Board of Studies, Teaching and Educational Standards, for the award of the Higher

School Certificate. This includes the completion of the practical, oral or project works

required for specific courses, as well as the assessment requirements for each course

you must sit for and make a serious attempt at the Higher School Certificate

examinations

you must study a minimum of 12 units in the Preliminary course and a minimum of

10 units in the HSC course. Both the Preliminary course and the HSC course must

include the following:

o at least 6 units from Board Developed Courses including at least 2 units of

English o at least three courses of 2 units value or greater o at least four subjects.

ASSESSMENT AND REPORTING

The new HSC reports will provide you with more detailed descriptions of the knowledge,

skills and understanding you have attained in each subject

The new syllabuses, along with assessment and examination information and a

performance scale that will be used to describe your level of achievement, give a clear

idea of the standards that are expected

School-based assessment tasks will contribute to 50% of your HSC mark. Your

school assessment mark will be based on your performance in assessment tasks you have

undertaken during the course

The other 50% will come from the HSC examination

Your HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of

50 will represent the minimum standard expected. If you achieve the minimum standard

expected in a course you will receive a mark of 50. There will be five performance bands

above 50 that correspond to different levels of achievement in knowledge, skills and

understanding. The band from 90 – 100 will correspond to the highest level of

achievement

On satisfactory completion of your HSC you will receive a portfolio containing:

o The HSC Testamur (The official certificate confirming your achievement of all

requirements for the award)

o The Record of School Achievement (RoSA) (This document lists the courses you

have studied and reports the Grades, marks and bands you have achieved)

o Course Reports

For every HSC Board Developed Course you will receive a Course Report showing your

marks, the Performance Scale and the band descriptions for that course. A graph

showing the statewide distribution of marks in the course is also shown.

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WHAT IS AN “N” WARNING?

If you are “at risk” of not completing your Year 12 HSC Course an ‘N’ warning letter is sent

home. These will be sent if you don’t hand in or complete an assessment task or if you are not

satisfactorily completing course outcomes by not attending or participating or attempting homework.

The ‘N’ stands for ‘Non Completion’. Two or more letters can mean you may not be classified

as completing the Year 12 HSC Course. ‘N’ (Non-Completion of Course Requirements) letters

state what you have to do to ‘catch up’. Act on this immediately if you wish to complete the course.

If you are unclear about what you need to do to ‘catch up’ speak to your Head Teacher or class

teacher.

ATAR - Australian Tertiary Admission Rank

Students are required to study a minimum of 10 units of Board Developed HSC courses to qualify for

a ATAR of which 8 must be from Category A and only a maximum of 2 can be from Category

B. The Board Developed courses must include at least three courses of two units or greater, and at

least four different subjects.

The ATAR will be based upon an aggregate of scaled marks comprising:

the best two units of English

and

the best eight units from the remaining units (only 2 units from Category B)

The ‘University Entry Requirements’ publication details course prerequisites and other relevant

information which assist the choice of HSC courses for study in Years 11 and 12 in preparation for

university entry.

If students do not wish to receive an ATAR, the rest of their courses may be made up from Board

Endorsed Courses once they have counted six units from Board Developed Courses.

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YEAR 12 ASSESSMENT

GENERAL INFORMATION

The purpose of this booklet is to describe how assessment marks are derived and to state the

assessment policy for each subject. Your final assessment mark for each course will be based

on a mixture of class work and examinations.

Make sure you are clear about what course outcomes are being assessed before you start each task,

the weighting or worth of each task in relation to all the other tasks for the course; also be clear on

the overall components assessed in each course. Be sure to read the rubric (detailed information on

what is required in the task), and the marking scale for the task. This will ensure you know precisely

what is required.

1. WHAT ARE ASSESSMENT TASKS?

These are the tasks used to assess a student in a particular aspect of the subject and may include such

things as major examinations, class tests, practical work, assignments, essays, oral presentations and

other forms of class work.

2. WHY IS ASSESSMENT NECESSARY?

The purpose of assessment is to measure syllabus objectives which are not measured in the final

examination and to give credit for work performed throughout the course rather than just at one

examination.

3. WHEN WILL I BE ASSESSED?

Assessments will commence when the course begins Term 4, 2016 and concludes at the end of Term

3, 2017.

At least TWO weeks’ notice will be given for any task and it is the student’s responsibility to

report unduly, onerous task loads immediately they occur. No assessment tasks will be held in the 10

days prior to Year 12 exams. NOTE: The details listed in these Assessment Schedules are

APPROXIMATE. Students will be informed by their teacher of the ACTUAL date and details of the

task at least TWO WEEKS before the task. The Assessment Task Notification has precedence over

any information listed in this Assessment Booklet. That includes but is not limited to the due date

and time of the task.

4. HOW IS ASSESSMENT DONE?

The teachers of each Board course will schedule a number of assessment tasks throughout the course.

The value of each task will be stated.

The final assessment mark is the scaled sum of the marks of the individual assessment tasks.

5. WHAT ARE COMPONENTS?

The Board of Secondary Education specifies for each subject which components are to be assessed

and their relative values. Weightings and components vary between courses.

These components are stated at the beginning of each subject assessment guide.

eg COMPONENT WEIGHTING (%)

Knowledge 20

Practical Work 40

Listening/Speaking 10

Use of Resources 20

Design and Planning 10

100%

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6. WHAT INFORMATION WILL I BE GIVEN PRIOR TO AN ASSESSMENT TASK?

Clear and detailed information, in writing, will be given to you at least two weeks before each task.

This information will include the outcomes being assessed, and a guide to the criteria used in

marking the task. Teachers will provide guidance in class as to what is expected with the task.

7. STUDENT ATTENDANCE BEFORE AN ASSESSMENT TASK

a. Students will attend all timetabled lessons or scheduled school activities (excursions) on the

school day prior to an assessment task. Where a task is due at the end of a school day then

this will also include all scheduled lessons prior to the task being due. Any variations to this

needs to be negotiated with the Principal or one of the Deputy Principals.

b. In the case of examination periods, five school days prior to the examination period.

c. If a student is absent on a day as prescribed in examples a. and b., suitable documentary

evidence must be provided to explain the absence. If the reason for absence is illness or injury

then a certificate from a medical practitioner is mandatory.

d. Where the student has a clash between an assessment task and another school or DEC activity

he/she MUST negotiate the absence and alternative time with the head teacher concerned as

soon as possible after the notification of the task.

8. WHAT HAPPENS IF A STUDENT IS ABSENT FROM AN ASSESSMENT TASK

DUE TO SICKNESS?

a. Students must attend school on the date of a task or date the task is due.

b. If a student is sick and cannot attend on the day of the task or date a task is due, an

illness/misadventure form should be completed with the appropriate section completed by a

medical practitioner and presented to the head teacher on the first day of return to school.

Medical certificates are unacceptable; the appropriate section of the illness/misadventure

form must be completed.

c. If a student fails to complete a task specified in the assessment program due to illness and the

head teacher considers the student has a valid reason with supporting medical evidence, an

extension of time may be granted or a mark may be awarded based on a substitute task. The

student should complete an illness/misadventure form, including appropriate evidence and

forward this to the head teacher.

d. If it is not possible to provide the student with a substitute task or unable to provide an

extension, the head teacher is to forward the appeal to the assessment committee to seek a

resolution.

e. Students completing a substitute task may be asked to complete a declaration indicating what

they know about the original task. This will be negotiated with the head teacher.

f. The head teacher may refer an appeal directly to the appeals committee for review.

g. Students with prolonged absences should follow the same procedure.

h. Where there is no valid reason for not completing an assessment task, a zero mark must be

recorded for that task.

9. WHAT HAPPENS IF A STUDENT IS ABSENT FROM AN ASSESSMENT TASK

DUE TO MISADVENTURE? a. Misadventure refers to an event beyond the student’s control which allegedly prevented the

student from attending the assessment task or school the date a task was due. (eg, a car

accident).

b. Following failure to complete an assessment task on time, the student must see the head

teacher on the first day of return to school to negotiate alternative arrangements. A

misadventure appeal must be submitted with supporting evidence. This may include a

statutory declaration from parents or an appropriate adult detailing the specifics of the

misadventure. Notwithstanding the previous paragraph, the student should complete an

illness/misadventure form with the appropriate section on page two completed and forward

this to the head teacher. Continued over the page

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c. The head teacher may provide an extension of time or a mark may be awarded based on a

substitute task. d. Students completing a substitute task may be asked to complete a declaration indicating what

they know about the original task.

e. The head teacher may refer an appeal directly to the appeals committee for review.

f. Where there is no valid reason for not completing an assessment task, a zero mark will be

recorded for that task.

10. WHAT HAPPENS IF A STUDENT COMPLETES THE ASSESSMENT TASK WHEN

THEY HAVE HAD AN ILLESS OR A MISADVENTURE JUST BEFORE THE

TASK?

a. Students may lodge an illness/misadventure appeal if they believe that circumstances

immediately prior or during the assessment task, which were beyond their control,

significantly diminished their assessment performance.

b. In such cases, students need to provide documentary evidence via the illness/misadventure

form clearly detailing and supporting, through signed statements by medical practitioners or

appropriate persons, the illness or misadventure. The provision of such documents does not

dictate the outcome of the appeal.

c. Students should submit this appeal to the appeals committee through one of the deputy

principals. This should be done as soon as possible after the student is back in at school

(either for lessons or other examinations) but within 7 days of the assessment task date.

d. Students should receive a written acknowledgement of the submission of all assessment

appeals to the assessment committee.

e. The varied nature of appeals and assessment marks prevents a set time frame established for

the finalisation of these appeals. All students will have their appeals finalised after the trial

examination period.

f. Students will receive a written reply from the assessment committee to the outcome of their

illness/ misadventure appeal. This reply will be posted home.

11. WHAT HAPPENS IF A STUDENT MISSES A TASK?

It is important to be present for each in class assessment task. In the event of illness or misadventure

a repeat or substitute task must be done. A note, accompanied by a doctor’s certificate, must be

produced to verify the reason for absence. This must be presented to the respective head

teacher on the first morning of return to school.

In the case of a prolonged absence, or where a substitute task is inappropriate, an estimate, based on

previous performance, may be given. This is only done with the approval of the Principal.

12. SUBMISSION OF TASKS

In keeping with the School’s and DEC Policy on plagiarism, work submitted by students must be ‘All

Their Own Work’. Submitted tasks must be clearly labelled with your full name, class and teacher.

All tasks are to be submitted by the due date and time (as per the teacher notification). Faculties will

maintain a record of tasks submitted.

All tasks submitted after the designated time, without a note, will be deemed to be LATE.

Consequences of submitting a task late:

a. If an assessment task is submitted late, and there is no successful illness / misadventure

appeal, students will receive a zero for that task. Students should still submit the task to gain

necessary feedback. In this instance, the student and their parents will be advised by the head

teacher in writing. Should a student feel that this decision is inappropriate; an appeal can be

lodged with the school’s Assessment Committee.

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b. Students are required to submit all component parts of an assessment task. If students fail to

submit a part or section of a task, students will receive a zero for that part of the task.

c. The Tempe High School Assessment Policy for late submission of a Task applies to all

sections/components of an Assessment Task.

d. Students must submit all tasks regardless of how late they are submitted. Feedback provided

to students based on their work in the task is a valuable part of the learning process.

13. WHAT IF I DON’T DO MUCH WORK?

The minimum requirement is that students make a genuine attempt at assessment tasks which

contribute in excess of 50% of available marks in that course. ‘N’ Warning letters will be sent

home if you don’t complete a task. More than two of these may lead to Non Completion of the

course, which will not be listed on your HSC Record of Achievement. This could mean no HSC

at all.

14. DO I ONLY HAVE TO COMPLETE ASSESSMENT TASKS?

No. You are expected to complete coursework for all subjects. All work set in a subject is part of

the curriculum regardless of whether it is assessable or not and it is examinable at the final exam. It

would be very foolish for students to restrict their studies to assessment tasks only, and the Principal

may rule that you have not satisfactorily completed the course, requiring you to repeat the course.

15. SPECIAL PROVISIONS

The Board of Studies, Teaching and Educational Standards, Teaching and Educational Standards

may provide special provisions for previously identified students in the Higher School Certificate

examinations. Principals have the authority to decide on and to implement special provisions for

school-based assessments including tests. ACE Manual 13.1

Regardless of the nature of the special need, the provisions granted will be solely determined by the

implications of that need on the student’s functioning in an examination situation. ACE Manual 13.2

e. Applying for Special Provisions

Special Examination Provision Application forms and Information Guides are available from

October each year for students in Year 11 who intend to sit for the tests or Higher School

Certificate examinations in the following year. A student may access Special Provisions from

the beginning of the assessment program by ensuring that application is made at this time.

f. Special Provisions for Examinations

Tempe High School will support students seeking special provisions for their Higher School

Certificate examinations. Where it is appropriate and suitable these provisions will also be

offered to the students to complete their internal assessment component. In order to ensure the

school does not prejudge the Board of Studies, Teaching and Educational Standards,

Teaching and Educational Standards decisions on the awarding of an individual’s Special

Provisions and hence jeopardise the fairness of the assessment process for all students, a

student will not be able to access Special Provisions until Board of Studies, Teaching and

Educational Standards approval is sought and the specific special provisions are confirmed in

writing. The Board of Studies, Teaching and Educational Standards, reviews each case

individually utilising specialised staff. Therefore, it is not possible for the school to evaluate

the appropriate Special Provisions that a student may be granted.

g. If a student experiences a one-off incident which affects his/her examination performance and

requires Special Provisions eg a physical injury, the Principal may elect to grant Special

Provisions for an individual task without seeking Board of Studies, Teaching and Educational

Standards, Teaching and Educational Standards approval. These provisions will be issued

using the Board of Studies, Teaching and Educational Standards, Teaching and Educational

Standards general guidelines.

Continued over the page

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h. In cases other than physical injury close to or during the HSC examination period, Tempe

High School will endeavour to provide students with access to Special Provisions to ensure a

fair process for all students. Parents and students are encourage to have documentation,

testing, results and Personal Learning Plans completed in good time before applying for

Special Provisions from the Board of Studies, Teaching and Educational Standards. The

implementation of Special Provisions is however restricted by the resources available. The

school will outline the manner and times these provisions may be used.

i. If a student is granted the use of a computer, he/she will only have access to Word Pad. The

school will provide the appropriate technology in the most suitable location available. The

school cannot be responsible for checking a student’s hard drive on laptops and hence all

electronic responses will be managed using school computers. This also ensures the printing

of student work is as efficient as possible. This decision is in line with the Board of Studies,

Teaching and Educational Standards, Teaching and Educational Standards requirements for

schools. Laptops can only be used when there is no alternative technology available.

16. STUDENT RESPONSIBILITES

Students who have been awarded special examination provisions are to check with their class teacher

the arrangements for these provisions for the upcoming task. This should be done when the

notification for the task has been distributed.

17. TECHNOLOGY ISSUES

Technology failure is NOT, in itself, a valid reason for failure to submit an assessment task on time.

Technology breakdown as grounds for extension will only be considered in extreme circumstances.

It is the responsibility of the student to back up all their work and to ensure that all reasonable steps

are taken to prevent technology failure from hampering their ability to submit a task by the due date.

To minimise problems in relation to technology, students should adhere to the following protocols:

a. when working at home, continually back up all work on the hard drive of your computer and

on an external portable storage media (such as a USB drive)

b. when working at school, save the latest version of your work to your personal files on the

school server (see Mr Esposito for assistance if you are experiencing difficulties with the

school server or you have forgotten your confidential username and password)

c. tasks which are to be submitted electronically should be checked well before the due date to

ensure that the data can be accessed at school by checking the compatibility of your home

software with the school’s technology.

d. save a copy of the final version of your task to your DEC email account, as well as bringing it

to school on external portable storage media.

e. To submit a hard copy of your task, print the task at home to avoid any software

incompatibility problems and to ensure that you do not encounter problems accessing the

school computers (during busy times, you may have trouble accessing the school computers /

printers). If you are unable to print your work at home, download the task onto external

portable storage media (such as a USB drive) and bring it to school for printing. Inform your

class teacher of this. (Note: printing at school should only be a last resort and must be

completed before the due hand in time.)

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18. MALPRACTICE IN ASSESSMENT TASKS a. Any student found involved in malpractice when completing an assessment task will be awarded a

mark of ZERO for that task.

b. Malpractice includes but is not limited to:

- Cheating or attempting to cheat

- assisting others to cheat

- copying someone else’s work in part or in whole, and presenting it as their own

- Plagiarism - using material directly from books, journals, CDs or the internet without reference to

the source

- submitting work to which another person such as a parent, coach or subject expert, has contributed

to substantially

- paying someone to write or prepare material

- distracting other students from their work during an assessment task or disrupting the assessment

task in any way

- breaching school examination rules

- using non-approved aids during an assessment task

- contriving false explanations to explain work not submitted by the due date

c. Any student found involved in malpractice when completing an assessment task will be awarded a

mark of ZERO for that task.

d. The decision with regard to malpractice having occurred will be taken by the class teacher, in

consultation with the Head Teacher of the course involved. The Principal will be notified

immediately.

e. Should the student choose to appeal the malpractice determination they must submit a written appeal

to the Principal within 24 hours.

f. The student, in writing, must make any appeal against such a decision to the Principal, within 24 hours

of the decision being taken.

g. The Principal’s decision is final and no further correspondence will be considered.

19. ORAL TASKS a. Oral tasks consist of two components – a written submission and the oral presentation itself. The form

of the written submission will be explained by your teacher when the task is distributed.

a. All written submissions must be handed in by the designated time on the due date. All written

submissions handed in after this time will be deemed LATE, unless there are exceptional

circumstances, and the student will receive a mark deduction for the written submission component of

the task.

b. In many cases, the actual oral presentation by students may take several periods over a number of days.

On the specified time and day that the task is due, teachers will normally indicate to students the order

in which they will make their presentations.

c. Students MUST attend the allocated time indicated for their oral presentation. Any student

that is not present to give their oral presentation at the designated time on the designated date

will be deemed LATE, unless there are exceptional circumstances, and the student will receive a

mark deduction for the oral presentation component of the task.

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BOARD DEVELOPED

COURSES

13

ENGLISH

14

HSC ASSESSMENT PROGRAM

TERM 4, 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH (ADVANCED)

TYPE OF COURSE: BOARD DEVELOPED UNITS: 2

Syllabus

Outcomes

Syllabus

Modes

Weightings Task 1

Area of

Study

(AOS)

NATURE

OF TASK:

Read and

Write

Date: T 4

Week 9

Task 2

AOS

NATURE OF

TASK:

Listen, Read,

Write and

View/

Represent

Date: T1

Week 9

Task 3

Module A

NATURE OF

TASK:

Speak

Date: T2

Week 1

Task 4

Module B

NATURE

OF TASK:

Read and

Write

Date: T2

Week 8

Task 5

Module C and

Trials

NATURE OF

TASK:

Mod C hand in

task: Write,

View/Rep, Listen

Trials: Read,

Write and

View/Rep

1, 2, 2A, 3,

4, 5, 6,9, 10,

12, 12A

Reading

25%

5

5

10

5

1, 2, 3, 4, 5,

6, 7, 8, 10,

11, 12, 12A

Writing

30%

5

5

5

5

10

1, 2, 2A, 3,

4, 6, 7, 8, 10, 11, 12, 13

Speaking

15%

15

1, 2, 3, 5, 6, 9, 10, 11, 12,

13

Listening

15%

5

10

1, 2, 2A, 3,

4, 5, 6, 7, 8,

9, 10, 11, 12,

12A, 13

Viewing and

Representing

15%

5

5

5

Total=100%

10% 20% 15% 15% 20%

Mod C Hand-In

Task

20%

Trial

Times stated are approximate only

OUTCOMES

A student:

H1 explains and evaluates the effects of different contexts of responders and composers on texts

H2 explains relationships among texts

H2A recognises different ways in which particular texts are valued

H3 develops language relevant to the study of English

H4 explains and analyses the way in which language forms and features, and structures of texts shape meaning and

influence responses

H5 explains and evaluates the effects of textual forms, technologies and their media of production on meaning

H6 engages with the details of text in order to respond critically and personally

H7 adapts and synthesises a range of textual features to explore and communicate information, ideas and values for

a variety of purposes, audiences and contexts

H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives

H9 evaluates the effectiveness of a range of processes and technologies for various learning purposes including the

investigation and organization of information and ideas

H10 analyses and synthesises information and ideas into sustained and logical argument for a range of purposes,

audiences and contexts

H11 draws upon the imagination to transform experience and ideas into texts demonstrating control of language

H12 reflects on own processes of responding and composing

H12 explains and evaluates different ways of responding to and composing texts

H13 reflects on own processes of learning

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TERM 4, 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH (STANDARD)


Syllabus

Outcomes

Syllabus

Modes

Weightings Task 1

Area of

Study

(AOS)

NATURE

OF TASK:

Read and

Write

Date: T 4

Week 9

Task 2

AOS

NATURE

OF TASK:

Listen,

Read,

Write and

View/

Represent

Date: T1

Week 9

Task 3

Module A

NATURE

OF TASK:

Speak

Date: T2

Week 1

Task 4

Module B

NATURE

OF

TASK:

Read and

Write

Date: T2

Week 8

Task 5

Module C and

Trials

NATURE OF

TASK:

Mod C hand in

task: Write,

View/Rep, Listen

Trials: Read,

Write and

View/Rep

1, 2, 3, 4,

5, 6, 9, 10,

11, 12, 13

Reading

25%

5

5

10

5

1, 2, 3, 4,

6, 7, 8, 10,

11, 12, 13

Writing

30%

5

5

5

5

10

1, 2, 3, 4,

5, 6, 7, 8,

10, 11, 12

Speaking

15%

15

1, 2, 3, 5,

6, 8, 9, 10,

11, 12

Listening

15%

5

10

1, 2, 3, 4,

5, 6, 7, 8,

9, 10, 11,

12, 13

Viewing and

Representing

15%

5

5

5

Total=100%

10% 20% 15% 15% 20%

Module

C Hand-

In Task

20%

Trials


OUTCOMES: H1: demonstrates understanding of how relationships between composer, responder, text and context shape meaning

H2: demonstrates understanding of the relationships among texts

H3: develops language relevant to the study of English

H4: describes and analyses the ways that language forms and features, and structures of texts shape meaning and

influence responses

H5: analyses the effect of technology and medium on meaning

H6: engages with the details of text in order to respond critically and personally

H7: adapts and synthesises a range of textural features to explore and communicate information, ideas and values for

a variety of purposes, audiences and contexts

H8: articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives

H9: assesses the appropriateness of a range of processes and technologies in the investigation and organisation of

information and ideas

H10: analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and

audiences

H11: draws upon the imagination to transform experience and ideas into text, demonstrating control of language

H12: reflects on own processes of responding and composing

H13: reflects on own processes of learning

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TERM 4, 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH (ESL)


Syllabus

Outcomes

Syllabus

Modes

Weightings Task 1

NATURE

OF TASK:

Module A

Australian

Visions

Speaking

Date: T 4

Week 8

Task 2

NATURE

OF TASK:

AOS

Listening

Date: T1

Week 4

Task 3

NATURE

OF TASK:

AOS

Reading/

View

Date: T1

Week 7

Task 4

NATURE

OF TASK:

Module B

Living and

Working in

the

Community

Date: T2

Week 7

Task 5

NATURE

OF TASK:

TRIALS

AOS +

Module A

& B +

Listening

Date: T3

Week 3

1, 2, 3, 6, 9,

10, 14 Reading 20%

10 5 5

1, 2, 4, 5, 7,

8, 9, 11, 12,

13

Writing

25%

5

5

15

1, 2, 3, 4, 5,

8, 9, 11, 12,

13

Speaking

20%

20

5, 9, 10, 11,

12, 13, 14 Listening 20%

10

10

1, 2, 3, 4, 5,

6, 7, 9, 11,

13, 14

Viewing and

Representing

15%

5

10

Total=100%

20% 10% 20% 20% 30%


OUTCOMES

A student:

H1 demonstrates understanding of how relationships between composer, responder, text and context shape meaning

H2 describes and explains different relationships among texts

H3 demonstrates understanding of cultural reference in texts

H4 uses language relevant to the study of English

H5 demonstrates understanding of how audience and purpose affect the language and structure of texts

H6 interprets texts using key language patterns and structural features

H7 analyses the effect of technology on meaning

H8 adapts a variety of textual forms to different purposes, audiences and contests in all modes

H9 engages with the details of text I n order to develop a considered and informed personal response

H10 assesses the appropriateness of a range of processes and technologies in the investigation and organisation of

information and ideas

H11 analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and

audiences

H12 draws upon the imagination to transform experience and ideas into text, demonstrating control of language

H13 reflects on own processes of responding and composing

H14 reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in

English

17


TERM 4 - 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH – FUNDAMENTALS


Syllabus

Outcomes

Syllabus

Components

Weightings Task 1

NATURE OF

TASK:

Written

Reflection

Date: T 4

Week 6

Task 2

NATURE OF

TASK:

Journal

Date: T1

Week 8

Task 3

NATURE OF

TASK:

Job Application and

Resume

Date: T2

Week 8

1,2,3,4,7,9,11

Module A

Approaches to

AOS

20%

20

5, 6,7,9,10,11

Module C

Writing for Study

15%

15

3,4,5,6,8, 9

Module E

Workplace

Communication

15%

15

Total = 50%

20

15

15


OUTCOMES

A student:

P1 recognises some of the relationships between context and meaning

P2 recognises the ways in which changes in context require changes in form

P3 understands how the responder interacts with text and context to shape meaning

P4 develops language relevant to the field of English

P5 communicates ideas effectively using appropriate language forms, features and structures

P6 responds to and composes texts for a range of purposes and audiences, in various forms, modes and media

P7 interprets texts using key language patterns and structural features

P8 uses a range of appropriate processes and technologies to investigate, organise and clarify ideas

P9 uses effective work practices

P10 understands and uses various and appropriate strategies and styles of learning

P11 reflects on and assesses own processes of responding and composing

18


TERM 4 – 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH EXTENSION 1


Syllabus

Outcomes

Syllabus Components Weightings Task 1

NATURE OF

TASK:

Tutorial

Presentation

Date: T1

Week 2

Task 2

NATURE OF

TASK: In class

extended

Response

Date: T2

Week 4

Task 3

NATURE OF

TASK: Trials

Date:T3

Week 3

1, 2, 4

Knowledge and

understanding of

complex texts and of

how and why they are

valued

25%

10

5

10

1, 2, 3, 4

Skills in:

complex

analysis

sustained

composition

independent

investigation

25%

10

10

5

Total= 50%

20%

15%

15%


OUTCOMES

A student:

1. distinguishes and evaluates the values expressed through texts

2. explains different ways of valuing texts

3. composes extended texts

4. develops and delivers sophisticated presentations

19


TERM 4 – 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH EXTENSION 2


Syllabus

Outcomes

Syllabus

Components

Weightings Task 1

NATURE OF

TASK: Viva Voce

Date: T4 2016

Week 9

Task 2

NATURE OF

TASK: Report-

independent

investigation and

its impact on the

development of the

Major Work

(MW)

Date: T1 2017

Week 9

Task 3

NATURE OF

TASK: Draft

MW and

reflection on

progress to date

Date:T2 2017

Week 9

1, 2

Skills in

extensive

independent

investigation

25%

5

10

10

1, 2

Skills in

sustained

composition

25%

5

5

15

Total=50%

10

15

25


OUTCOMES

A student develops and presents an extended composition which demonstrates depth, insight,

originality and skills in independent investigation

A student reflects on and documents own processes of composition.

20


TERM 4 – 2016

TERMS 1 – 3, 2017

NAME OF COURSE: ENGLISH STUDIES

TYPE OF COURSE: Content Endorsed UNITS: 2

Syllabus

Outcomes

Syllabus

Components

Weightings Task 1

NATURE

OF TASK:

Group Task On the Road-

(English and

The

Travel

Date: Y4

2016

Week 9

Task 2

NATURE

OF TASK:

Exam during

Half-yearly

On the Road

and We are

Australians

Date: T1

2017

Week 9

Task 3

NATURE

OF TASK:

Portfolio

We are

Australians

(mandatory)

Date: T2

Week 1

Task 4

NATURE

OF TASK:

Creative

Telling Us All

About It –

English and

the Media

Date: T2

Week 8

Task 5

NATURE

OF TASK:

PBL

English in

Sport-Playing

the Game

Date: T3

Week 3-4

H1.1., 1.2,

1. 3 and 1.4

30% 10% 10% 10%

H2.1 and 2.2

30% 10% 10% 10%

H2.3, 3.1

and 3.2

25% 10% 10% 5%

H4.1 and 4.2

15% 15%

Total =

100%

15% 20% 30% 15% 20%


Outcomes:

H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and

appreciation of how English is used to convey meaning

H1.2 explains the ideas and values of the text

H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in

a range of forms

H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying

meaning through language and other techniques

H2.1 comprehends sustained written, spoken and multimodal texts at an appropriate level to enrich their

personal lives and to provide a sound basis for current and future education, careers and citizenship

H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy

and fluency to enrich their personal lives and provide a sound basis for current and future education,

careers and citizenship

H2.3 demonstrates skills in using the language conventions of a variety of textual forms including literary

texts, informative texts and texts for vocational contexts

H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text

forms, vocabulary, style and tone when writing and speaking for those audiences

H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone, when

writing and speaking for those audiences

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

H4.2 works effectively, both as an individual and within a group, to research, select, organise and

communicate information and ideas related to a variety of topics

21

MATHEMATICS

22


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: GENERAL MATHEMATICS 1

TYPE OF COURSE: Content Endorse Course (Non- ATAR) UNITS: 2

Outcomes

Components

Weightings

(%)

TASK 1

Date:

Term 4

Weeks 9 & 10

TASK 2

Date:

Term 1

Weeks 9&10

TASK 3

Date:

Term 2

Week 10

TASK 4

Date:

Term 3

Weeks 3&4

H1, H2,

H6, H9,

Skills

25

Research

Assignment

“Finance”

H4, H5,

H7,

Knowledge &

Understanding

25

Multiple Choice

& Short Answer

Test

H1, H2,

H3, H4,

H 10

Skills

25

Class Test

Stimulus

Questions

H1, H2,

H 6, H7,

H 8.

Knowledge &

Understanding

25

Mathematics

(Focus Area)

Internet Research

Assignment/Oral

Report

100%

25

25

25

25


Note: Assessment Component Weightings for:

Knowledge, understanding and skills = 50%

Reasoning, Interpretation, Explanation, Communication = 50%

OUTCOMES A student:

MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of

familiar contexts

MG1H-2 Analyses representations of data in order to make predictions

MG1H-3 Makes predictions about everyday situations based on simple mathematical models

MG1H-4 Analyses simple two-dimensional and three-dimensional models to solve practical

problems

MG1H-5 Interprets the results of measurements and calculations and makes judgements about

reasonableness, including the conversion to appropriate units

MG1H-6 Makes informed decisions about financial situations likely to be encountered post-

school

MG1H-7 Develops and carries out simple statistical processes to answer questions posed

MG1H-8 Solves problems involving uncertainty using basic counting techniques

MG1H-9 Chooses and uses appropriate technology to organise information from a range of

practical and everyday contexts

MG1H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other

sources, communicating a position clearly to others

23


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: GENERAL MATHEMATICS 2


Outcomes

Components

Weightings

(%)

TASK 1

Date:

Term 4

Weeks 9 & 10

TASK 2

Date:

Term 1

Weeks 9&10

TASK 3

Date:

Term 2

Week 10

TASK 4

Date:

Term 3

Weeks 3&4

H6, H9,

H10

Knowledge &

Skills

Applications

10

Class Test

H1, H2,

H6, H7,

H9, H10,

Knowledge &

Skills

Applications

30

Mid Course

Exam

H3, H4,

H5, H8,

Knowledge &

Skills

Applications

20

Extended

Investigation/ test

H1 – H10

Knowledge &

Skills

Applications

40

Trial Exam

100%

15

30

15

40





OUTCOMES A student:

MG2H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of

familiar and unfamiliar contexts

MG2H-2 Analyses representations of data in order to make inferences, predictions

and conclusions

MG2H-3 Makes predictions about situations based on mathematical models, including those

involving cubic, hyperbolic or exponential functions

MG2H-4 Analyses two-dimensional and three-dimensional models to solve practical problems,

including those involving spheres and non-right-angled triangles

MG2H-5 Interprets the results of measurements and calculations and makes judgements about

reasonableness, including the degree of accuracy of measurements and calculations

and the conversion to appropriate units

MG2H-6 Makes informed decisions about financial situations, including annuities and loan

repayments

MG2H-7 Answers questions requiring statistical processes, including the use of the normal

distribution, and the correlation of bivariate data

MG2H-8 Solves problems involving counting techniques, multistage events and expectation

MG2H-9 Chooses and uses appropriate technology to locate and organise information from a

range of contexts

MG2H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other

sources, communicating a position clearly to others, and justifies a response

24


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MATHEMATICS






OUTCOMES

A student:

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

H2 Constructs arguments to prove and justify results

H3 Manipulates algebraic expressions involving logarithmic and exponential functions

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

H5 Applies appropriate techniques from the study of calculus, geometry, probability,

trigonometry and series to solve problems

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

H7 Uses the features of a graph to deduce information about the derivative

H8 Uses techniques of integration to calculate areas and volumes

Outcomes

Components

Weightings

(%)

TASK 1

Date:

Term 4

Weeks 9 & 10

TASK 2

Date:

Term 1

Weeks 9&10

TASK 3

Date:

Term 2

Week 10

TASK 4

Date:

Term 3

Weeks 3&4

H0,H2,

H4,H6, H7

Knowledge,

Understanding Skills

Reasoning, Interpretation,

Explanation,

Communication

15

Class Test

H1 – H8

Knowledge,

Understanding, Skills,


Explanation,

Communication

30

Mid-Course

Exam

H1 – H8

Knowledge,

Understanding, Skills


Explanation,

Communication

15

Class

Assessment

H1 – H8

Knowledge,

Understanding,

Skills, Reasoning,

Interpretation,

Explanation,

Communication

40

Trial Exam

100%

15

30

15

40

25


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MATHEMATICS EXTENSION 1


Outcomes

Components

Weightings

(%)

TASK 1

Date:

Term 4

Weeks 9 & 10

TASK 2

Date:

Term 1

Weeks 9&10

TASK 3

Date:

Term 2

Week 10

TASK 4

Date:

Term 3

Weeks 3&4

HE1,HE2

HE4,HE5

Knowledge,



Explanation,

Communication

15

Common Class

Test

HE1 – HE6

Knowledge,



Explanation,

Communication

30

Mid-Course

Exam

HE1 – HE7

Knowledge,



Explanation,

Communication

15

Common

Class Test

HE1 – HE7

Knowledge,



Explanation,

Communication

40

Trial

Exam

100%

15

30

15

40


Note: The Assessment Component Weightings for:

Knowledge, Understanding, Skills = 70%,


OUTCOMES

A student:

HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 Uses inductive reasoning in the construction of proofs

HE3 Uses a variety of strategies to investigate mathematical models of situations involving

binomial probability, projectiles, simple Harmonic motion, or exponential growth and decay

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

HE5 Applies the chain rule to problems including those involving velocity and acceleration as

functions of displacement

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

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

26


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MATHEMATICS EXTENSION II


Outcomes

Component

Weightings

(%)

TASK 1

Date:

Term 4

Weeks 9 &10

TASK 2

Date:

Term 1

Weeks 9&10

TASK 3

Date:

Term 2

Week 10

TASK 4

Date:

Term 3

Weeks 3&4

E1,E2

E3, E6

E8

Knowledge,



Explanation,

Communication

15

Common

Class Test

E1,E2

E3,E6

E8

Knowledge,



Explanation,

Communication

30

Mid-Course

Exam

E1 – E9

Knowledge,

Understanding, Skills

Reasoning, Interpretation

Explanation,

Communication

15

Common Class

Test

E1 - E9

Knowledge,



Explanation,

Communication

40

Trail Exam

100%

15

30

15

40


Note: The Assessment Component Weightings for:

Knowledge, Understanding, Skills = 60%


OUTCOMES

A student:

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

problems

E2 Chooses appropriate strategies to construct arguments and proofs in both concrete and

abstract settings

E3 Uses the relationship between algebraic and geometric representations of complex numbers

and of conic sections

E4 Uses efficient techniques for the algebraic manipulation required in dealing with questions

such as those involving conic sections and polynomials

E5 Uses ideas and techniques from calculus to solve problems in mechanics involving resolution

of forces, resisted motion and circular motion

E6 Combines the ideas of algebra and calculus to determine the important features of the graphs

of a wide variety of functions

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

E8 Applies further techniques of integration, including partial fractions, integration by parts and

recurrence formulae, to problems

E9 Communicates abstract ideas and relationships using appropriate notation and logical

Argument

27

SCIENCE

28

HSC BIOLOGY ASSESSMENT PROGRAM

TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: BIOLOGY


Component

Weighting

Task 1

Nature of

Task:

Planning

and

Performing

a Practical

Task

Date: T4

2016

Assessment

week

Task 2

Nature of

Task:

Mid-course

Exam

Date: T1

2017

Exam period

Task 3

Nature of

Task:

Open-Ended

Investigation

Date: T2

2017

Week 5

Task 4

Nature of

Task:

Trial

Exam

Date: T3

2017

Exam

period

H11, H12,

H13, H14,

H15

H1, H2, H5,

H6, H7, H9,

H10, H13

H3, H4, H8,

H12, H13,

H14

H1-H16

Knowledge and understanding of:

The history, nature and practice of biology, applications

and uses of biology and their implications for society and the environment, and current issues, research and

development in biology

Cell ultra-structure and processes, biological diversity, environmental interactions, mechanisms of inheritance and

biological evolution.

40%

15%

10%

15%

Skills in:

Planning and conducting first-hand investigations

Gathering and processing first-hand data

Gathering and processing relevant information from

secondary sources.

30%

15%

5%

5%

5%

Skills in:

Communicating information and understanding

Developing scientific thinking and problem-solving techniques. Working individually and in teams.

30%

10%

10%

10%

TOTAL %

100%

25%

20%

25%

30%

TIMES STATED ARE APPROXIMATE ONLY

Outcomes

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

thinking

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

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

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

H5 identifies possible future directions of biological research

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

H7 analyses the impact of natural and human processes on biodiversity

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

H9 describes the mechanisms of inheritance in molecular terms

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

H11 justifies the appropriateness of a particular investigation plan

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

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

H14 assesses the validity of conclusions from gathered data and information

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

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical

behaviour and a desire for a critical evaluation of the consequences of the applications of science.

29

HSC CHEMISTRY ASSESSMENT PROGRAM

TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: CHEMISTRY



Outcomes

A student: H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific

thinking

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

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

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

H5. describes possible future directions of chemical research

H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

H7. describes the chemical basis of energy transformations in chemical reactions

H8. assesses the range of factors which influence the type and rate of chemical reactions

H9. describes and predicts reactions involving carbon compounds

H10. analyses stoichiometric relationships

H11. justifies the appropriateness of a particular investigation plan

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

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

H14. assesses the validity of conclusions from gathered data and information

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

H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical

behaviour and a desire for critical evaluation of the consequences of the applications of science

Component Weighting

Task 1

Date: T4

Monday Week 9

Nature of Task:

Research Task

Task 2

Date: T2 exam

week

Nature of Task:

Mid-course

Exam

Task 3

Date: T3 exam week

Nature of task:

Planning and

performing a

practical task

Task 4

Date: T3 exam week

Nature of task:

Trial Examination

H3, H4, H5,

H13

H1 to H10 &

H16

H8, H10, H11, H12,

H13, H14, H15

H1 to H10, H14, H15

& H16


the history, nature, and practice of

chemistry, applications and uses of chemistry and their implications for

society and the environment, and

current issues, research and developments in chemistry

atomic structure and periodic table, energy, chemical reactions, carbon

chemistry and stoichiometry

40 5% 10% 5% 20%

Skills in

• planning and conducting first-

hand investigations

• gathering and processing first-hand data

• gathering and processing relevant

information from secondary sources

30 5% 15% 10%

Skills in

• communicating information and understanding

• developing scientific thinking and

problem-solving techniques

• working individually and in teams

30 10% 5% 10% 5%

Total % 100 20% 15% 30% 35%

30

HSC PHYSICS ASSESSMENT PROGRAM

TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: PHYSICS



Outcomes

A student: H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific

thinking

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

H3. assesses the impact of particular advances in physics on the development of technologies

H4. assesses the impacts of applications of physics on society and the environment

H5. identifies possible future directions of physics research

behaviour and a desire for critical evaluation of the consequences of the applications of science

H6. explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

H7. explains the effects of energy transfers and energy transformations

H8. analyses wave interactions and explains the effects of those interactions

H9. explains the effects of electric, magnetic and gravitational fields

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



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

understanding



H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical

Component Weighting

Task 1

Date: T4

Assessment

week 9

Nature of task:

Performing and

Reporting a

First-hand

investigation

Task 2

Date: T1 Exam

Period

Nature of Task:

Mid–course Exam

Task 3

Date: T3 Exam

Block

Nature of Task

Presentation and

model using

secondary sources

Task 4

Date: T3 Exam

Block

Nature of Task

Trial Exam

H11, H12, H13,

H14

H2, H4, H6, H7,

H8, H9

H1, H2, H3, H4,

H9, H13, H15

H2, H3, H4, H6,

H7, H8, H9, H10,

H13, H14

Knowledge and understanding of

The history, nature and practice of

physics, applications and uses of physics and their implications for

society and the environment, and

current issues, research and development in physics

Kinematics and dynamics, energy, waves, fields and matter

40 10 30

Skills in:

Planning and conducting first-hand investigations


Gathering and processing relevant information from secondary sources.

30 25 5

Skills in:

Communicating information and understanding

Developing scientific thinking and

problem-solving techniques

Working individually and in teams

30 20 10

Total % 100 25 10 25 40

31

HSC EARTH AND ENVIRONMENTAL SCIENCE ASSESSMENT PROGRAM

TERM 4, 2016 &

TERMS 1, 2, 3, 2017

NAME OF COURSE: EARTH AND ENVIRONMENTAL SCIENCE


OUTCOMES A student: H1 evaluates how major advances in scientific understanding or technology have changed the direction or nature of scientific thinking H2 analyses the ways in which models, theories and laws in Earth and Environmental Science have been tested and validated

H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies

H4 assesses the impact of applications of Earth and Environmental Science on society and the environment H5 identifies possible future directions of Earth and Environmental Science research

H6 evaluates the use of the Earth’s resources

H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments H8 describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continents

H9 evaluates the impact of resources utilisation on the Australian environment

H10 assesses the effects of current pressures on the Australian environment H11 justifies the appropriateness of a particular investigation plan

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

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding H14 assesses the validity of conclusions drawn from gathered data and information

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

H16 justifies positive values about and attitudes towards the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science

Component Weighting

Task 1

Date: T4

Monday

Week 7

Nature of task:

Case Study

Task 2

Date: T1

Exam Week

Nature of

Task

Mid-course

Exam

Task 3

Date: T2

Week 9

Nature of Task

Open Ended

Investigation

Task 4

Date: Term 3

Week 3/4

Nature of Task

Trial Exam

H3, H4, H5, H13, H14

H1 - H10, H16,

H3, H8, H9, H10, H11, H12,

H13, H14

H1 - H10, H14, H15, H16,


The history, nature, and practice of earth and environmental science, applications and uses

of earth and environmental science and their

implications for society and the environment, and current issues, research

and developments in earth and

environmental science.

The resources of the Earth, the abiotic features

of the environment, models to explain

structures and processes of change,

Australian resources and biotic impacts on the environment.

40% 5 10 5

20

Skills in:

Planning and conducting first-hand investigations Gathering and processing first-hand data

Gathering and processing relevant information

from secondary sources.

30% 5 15

10

Skills in:

Communicating information and understanding. Developing scientific thinking and problem-solving

techniques. Working individually and in teams

30% 10 15

5

Total % 100% 15% 15% 35% 35%

32

HSC SENIOR SCIENCE ASSESSMENT PROGRAM

TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: SENIOR SCIENCE



Outcomes

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

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

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

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

H5. describes possible future directions of scientific research

H6. describes uses of the Earth’s resources

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

H8. relates the properties of chemicals to their use

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

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



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

understanding



H16. justifies positive values about and attitudes towards both the living and non-living components of the

environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of

science

Component Weighting

Task 1

Date: T4

Week 9

Nature of Task:

Practical Task

Task 2

Date: T1

Exam Week

Nature of Task

Mid-course

Exam

Task 3

Date: T2

Week 9

Nature of

Task

Research and

Presentation

Task 4

Date: Term 3

Exam block

Nature of Task

Trial Exam

H11, H12,

H13, H14, H15

H2, H4, H6,H7

H8, H9

H1, H2, H3,

H4, H13,

H2, H3, H4, H6,

H7, H8, H9, H10, H13, H14


• the history, nature, and practice of science,

applications and uses of science and their implications for society and the environment,

and current issues, research and

developments in science • the resources of the Earth, internal and

external environments, chemical changes,

organs and systems of the body and energy

40 10 5

25

Skills in:

Planning and conducting first-hand

investigations


Gathering and processing relevant information from secondary sources.

30 25

5

Skills in:

Communicating information and

understanding

Developing scientific thinking and problem-solving techniques

Working individually and in teams

30 20

10

Total % 100 25 10 25 40

33

HUMAN SOCIETY

AND ITS

ENVIRONMENT

34


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: ANCIENT HISTORY


Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Source

Analysis

Date:

Term 4

Week 9

TASK 2

NATURE OF

TASK:

Research

In-class essay

Date:

Term 2

TASK 3

NATURE OF

TASK:

Research/Oral

Task

Date:

Term 2

TASK 4

NATURE

OF TASK:

Source

Analysis

Date:

Term 3

TASK 5

NATURE

OF TASK:

Trial exam

Date:

Term 3

Weeks 3-4

Historical

Period I

Ancient

Society 1

Personalities

in their Times

Core: Cities

of Vesuvius

All topics

H2.1, H3.2,

H3.3, H3.4,

H4.1

H1.1, H2.1,

H3.3, H3.6,

H4.2

H1.1, H3.3,

H3.4, H3.6,

H4.2

H2.1, H3.1,

H3.2, H3.3,

H4.1

H1.1, H3.2,

H3.5, H4.1,

H4.2

Knowledge and

understanding of

course content

40

10

5

5

10

10

Stimulus-based

skills

20

10

10

Inquiry and

research

20

10

10

Communication of

information, ideas

and issues in

appropriate forms

20

5

5

10

100% 20 20 20 20 20


OUTCOMES

A student:

H 1.1 describes and assesses the significance of key people, groups, events, institutions, societies and sites within the

historical context

H 2:1 explains historical factors and assesses their significance in contributing to change and continuity in the ancient

world

H 3.1 locates, selects and organises relevant information from a variety of sources

H 3.2 discuss relevant problems of sources for reconstructing the past

H 3.3 analyses and evaluates sources for their usefulness and reliability

H 3.4 explains and evaluates differing perspectives and interpretations of the past

H 3.5 analyses issues relating to ownership and custodianship of the past

H 3.6 plans and presents the findings of historical investigations, analysing and synthesising information from a range

of sources

H 4.1 uses historical terms and concepts appropriately

H 4.2 communicates a knowledge and understanding of historical features and issues using appropriate oral and

written forms

35


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: BUSINESS STUDIES


Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Extended

Response

Date:

2016, Term 4

Week 9

TASK 2

NATURE OF

TASK:

Research/

Report

Date:

Term 1

Weeks 9 &10

TASK 3

NATURE OF

TASK:

Stimulus based

skills

Multiple choice

& short answers

Date:

Term 2

Week 8

TASK 4

NATURE OF

TASK:

Trial Exam

Date:

Term 3

Weeks 3&4

Syllabus content Marketing Marketing

Operations

Finance

All topics: Marketing

Finance,

Operations,

Human Resources

H2, H3, H4, H5,

H6, H8, H9

H2, H4, H5, H6,

H7, H8, H9

H3, H4, H6, H10

H1, H2, H3, H4, H5,

H6, H7, H8, H9,

H10

Knowledge and

understanding of course

content

40

10

30

Stimulus-based skills

20

20

Inquiry and research

20

20

Communication of

information, ideas and

issues in appropriate

forms

20

10

10

100% 20 20 20 40


OUTCOMES

A student:

H1 critically analyses the role of business in Australia and globally

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

H3 discusses the social and ethical responsibilities of management

H4 analyses business functions and processes in large and global businesses

H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of businesses

H7 plans and conducts investigations into contemporary business issues

H8 organises and evaluates information for actual and hypothetical business situations

H9 communicates business information, issues and concepts in appropriate formats

H10 applies mathematical concepts appropriately in business situations

36


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: ECONOMICS


Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Research Case

Study and in

class essay.

Date:

2016, Term 4

Week 9

TASK 2

NATURE OF

TASK:

Mid-Course

Exam

Date:

Term 1

Weeks 9&10

TASK 3

NATURE OF

TASK:

Media file

Date:

Mid/Late Term 2

TASK 4

NATURE OF

TASK:

Trial HSC Exam

Date:

Term 3

Weeks 3&4

The Global

Economy

Global Economy

Australia’s Place

in the Global

Economy

Economic Issues

and Economic

Policies

All topics

H1, 2, 3, 4, 5,6, 7,

9, 10, 11, 12

H1, 2, 3, 4, 5, 6,

7, 8, 10, 11

H1, 2, 6, 7, 8,

9,10, 12

H1, 2, 3, 4, 5, 6,

7, 8, 10, 11

Knowledge &

understanding of

course content

40

10

10

20

Stimulus-based

skills

20 10 5

5

Inquiry and

research

20

10

10

Communication of

information, ideas

and issues in

appropriate forms

20

5

5

5

5

100% 25 20 25 30


OUTCOMES

A student:

H1 demonstrates understanding of economic terms, concepts and relationships

H2 analyses the economic role of individuals, firms, institutions and governments

H3 explains the role of markets within the global economy

H4 analyses the impact of global markets on the Australian and global economies

H5 discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts

H6 analyses the impact of economic policies in theoretical and contemporary Australian contexts

H7 evaluates the consequences of contemporary economic problems and issues on individuals, firms and

governments

H8 applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts

H9 selects and organises information from a variety of sources for relevance and reliability

H10 communicates economic information, ideas and issues in appropriate forms

H11 applies mathematical concepts in economic contexts

H12 works independently and in groups to achieve appropriate goals in set timelines

37


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: LEGAL STUDIES


Components

Weightings

(%)

TASK 1

NATURE OF

TASK:

Crime

Research

Essay

Date:

2016, Term 4

Week 9

TASK 2

NATURE OF

TASK:

Mid-Course

Exam

Date:

Term 1

Weeks 9&10

TASK 3

NATURE OF

TASK:

Focus Study 1

Written Task

Date:

Late Term 2

TASK 4

NATURE OF

TASK:

Trial Exam

Date:

Term 3

Weeks 3&4

H1, H2, H4, H5,

H6, H7, H8, H9, H10

H1, H2, H3, H4,

H5, H6, H7, H9, H10

H2, H3, H4, H5,

H6, H7, H8, H9

H1, H2, H3, H4,

H5, H6, H7, H9, H10

Knowledge and

understanding of

course content

60

5

15

10

30

Inquiry and

research

20

10

5

5

Communication

in appropriate

forms

20

5

5

5

5

100%

20

25

20

35


OUTCOMES

A student:

H1. identifies and applies legal concepts and terminology

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

H3. analyses the operation of domestic and international legal systems

H4. evaluates the effectiveness of the legal system in addressing issues

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

responding to change

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

H7. evaluates the effectiveness of the law in achieving justice

H8. locates, selects, organises, synthesises and analyses legal information from a variety of sources

including legislation, cases, media, international instruments and documents

H9. communicates legal information using well-structured and logical arguments

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

38


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MODERN HISTORY


Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Source Analysis

Date:

2016, Term 4

Week 9

TASK 2

NATURE OF

TASK:

In class Essay

Date:

Term 1

Weeks 9&10

TASK 3

NATURE OF

TASK:

Research &

Presentation

Date:

Term 2

TASK 4

NATURE OF

TASK:

Trial Exam

Date:

Term 3

Weeks 3&4

Core Study-WWI National Study International

Studies in Peace &

Conflict

All Topics

H1, H3, H4

H1, H2, H3, H4

H1,H2, H3, H4

H1,H2, H3, H4

Knowledge and

understanding of

course content

40

10

10

5

15

Source-based

skills

20

10

5

5

Historical inquiry

and research

20

5

15

Communication

of historical

understanding in

appropriate forms

20

5

5

5

5

100% 25 25 25 25


OUTCOMES

A student:

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

H1.2 analyses and evaluates the role of key features, individuals, groups and events of selected twentieth-century

studies

H2.1 explains forces and ideas and assesses their significance in contributing to change and continuity during the 20th

century

H3.1 asks relevant historical questions

H3.2 locates, selects and organises relevant information from different types of sources

H3.3 analyses and evaluates sources for their usefulness and reliability

H3.4 explains and evaluates differing perspectives and interpretations of the past

H3.5 plans & presents the findings of historical investigations, analysing and synthesising information from different

types of sources

H4.1 uses historical terms and concepts appropriately

H4.2 communicates knowledge and understanding of historical features and issues using appropriate and

well-structured oral and written forms

39


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: HISTORY EXTENSION


Components

Weightings

(%)

TASK 1

NATURE OF

TASK:

Proposal

Date:

2016, Term 4

Week 10

TASK 2

NATURE OF

TASK:

Mid-Course

Exam

Date:

Term 1

Weeks 9&10

TASK 3

NATURE OF

TASK:

Project

Date:

Term 2

TASK 4

NATURE OF

TASK:

Trial Exam

Date:

Term 3

Weeks 3&4

Made up of:

- proposal

- essay

- bibliography

- process log

E1.1, 2.1, 2.2, 2.3 E1.1, 2.2, 2.3 E1.1, 2.1, 2.2, 2.3 E1.1, 2.2, 2.3

Knowledge and

understanding of

significant historical

ideas and processes

20

10

10

Skills in designing,

undertaking and

communicating

historical inquiry – the

History Project

80

20

60

100%

20

10

60

10


OUTCOMES

A student:

E1.1 analyses and evaluates different historical perspectives and approaches to history and the

interpretations developed from these perspectives and approaches

E2.1 plans, conducts and presents a substantial historical investigation involving analysis, synthesis

and evaluation of information from historical sources of differing perspectives and historical

approaches

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

evaluate historical issues

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

challenges other positions

40

LANGUAGES

41


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: CHINESE BEGINNERS

TYPE OF COURSE: BOARD DEVELOPED 2 UNITS

Outcomes

Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Class Test

Date:

Term 4

Week 9

TASK 2

NATURE

OF TASK:

Mid-course

Exam

Date:

Term 2

Week 2

TASK 3

NATURE

OF TASK:

Class Test

Date:

Term 2

Week 9

TASK 4

NATURE

OF TASK:

Trial Exam

Date:

Term 3

Trial Weeks

H1.1, 1.2,

1.3, 1.4, 3.1,

3.2, 3.3, 3.4

Speaking

20

10

10

H1.1, 1.2,

1.3, 1.4, 2.1,

2.2, 2.3, 2.4,

2.4, 2.5, 2.6

Listening

30

10

10

10

H1.1, 1.2,

1.3, 1.4, 2.1,

2.2, 2.3, 2.4,

2.5

Reading

30

15

5

10

H1.1, 1.2,

1.3, 1.4, 3.1,

3.2, 3.3, 3.4

Writing

20

5

5

10

100%

10

30

20

40


OUTCOMES

A student:

H1.1 establishes and maintains communication in Chinese

H1.2 manipulates linguistic structures to express ideas effectively in Chinese

H1.3 Sequences ideas and information

H1.4 applies knowledge and culture of Chinese speaking communities to interact appropriately

H2.1 understands and interprets information in texts using a range of strategies

H2.2 conveys the gist of and identifies specific information in texts

H2.3 summarises the main points of a text

H2.4 draws conclusions from or justifies an opinion about a text

H2.5 identifies the purpose, context and audience of a text

H2.6 identifies and explains aspects of the culture of Chinese speaking communities in texts

H3.1 produces texts appropriate to audience, purpose and context

H3.2 structures and sequences ideas and information

H3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in Chinese

H3.4 applies knowledge of the culture of Chine speaking communities to the production of texts

42


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: HERITAGE CHINESE

TYPE OF COURSE: BOARD DEVELOPED 2 UNITS

Outcomes

Component

Weightings

(%)

TASK 1

NATURE OF

TASK:

Mid-course

Exam

Date:

Term 1

Weeks 9/10

TASK 2

NATURE OF

TASK:

Class Test

Date:

Term 2

Week 8

TASK 3

NATURE OF

TASK:

Trial Exam

Date:

Term 3

Week 3/4

Trial Weeks

H2.1, 2.2,

2.3, 2.4, 2.5,

3.1, 3.2, 3.3,

3.4, 3.5, 3.6

Responding to

texts

40

10

10

20

H2.1, 2.2,

2.3, 2.4, 2.5

Creating texts 30 10 5 15

H1.1, 1.2,

1.3, 1.4, 1.5,

1.6, 3.1, 3.2,

3.3, 3.4, 3.5,

3.6

Oral

Interacting

30

10

10

10

100%

30

25

45


OUTCOMES

A student:

1.1 uses strategies to maintain communication

1.2 exchanges information and justifies opinions and ideas

1.3 expresses personal opinions, emotions and feelings

1.4 presents information and ideas appropriate to context, purpose and audience

1.5 recognises and uses language appropriate to different cultural contexts

1.6 develops bilingual and bicultural identity through interacting with others

2.1 sequences and structures information and ideas

2.2 uses appropriate linguistic features and structures to convey information, ideas, emotions and opinions

2.3 creates texts in a variety of forms appropriate to a range of contexts, purposes and audiences

2.4 applies knowledge of cultural concepts and perspectives to the creation of texts

2.5 expresses ideas and opinions from a bilingual and bicultural perspective

3.1 summarises information and ideas from texts

3.2 synthesises information and ideas from texts

3.3 infers points of view, opinions and attitudes expressed in texts

3.4 responds to texts personally and critically

3.5 analyses the way in which culture and identity are expressed through language

3.6 reflects on own and others values, beliefs, practices and ideas expressed in texts

43


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: VIETNAMESE CONTINUERS


Outcomes

Component

Weightings

(%)

TASK 1

NATURE

OF TASK:

Speaking

Date:

Term 4

Weeks 10&11

TASK 2

NATURE

OF TASK:

Mid-Course

Exam

Date:

Term 1

Weeks 9&10

TASK 3

NATURE

OF TASK:

Class Test

Date:

Term 2

Week 9

TASK 4

NATURE

OF TASK:

Class Test

Date:

Term 2

Weeks 9&10

TASK 5

NATURE

OF TASK:

Trial Exam

Date:

Term 3

Trial Weeks

H1.1, 1.2,

1.3, 1.4,

4.1. 4.2. 4.3

Speaking

20

5

5

10

H3.1, 3.2,

3,3, 3,4,

3,5, 3.6

Listening &

Responding

25

10

15

H1.1, 1.2,

1.3, 1.4,

3.1, 3.2,

3.3, 3.4,

3.5, 3.5

Reading &

Responding

40

10

15

15

H2.1, 2.2,

2.3

Writing

15

5

10

100%

5

30

15

15

35


OUTCOMES

A student:

H1.1 uses a range of strategies to maintain communication

H1.2 conveys information appropriate to context, purpose and audience

H1.3 exchanges and justifies opinions and ideas on known topics

H1.4 reflects on aspects of past, present and future experience

H2.1 applies knowledge of language structures to create original text

H2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context,

purpose and/or audience

H2.3 structures and sequences ideas and information

H3.1 conveys the gist of texts and identifies specific information

H3.2 summarises the main ideas

H4.1 recognises and employs language appropriate to different social contexts

H4.2 identifies values, attitudes and beliefs of cultural significance

H4.3 reflects upon significant aspects of language and culture

44

TECHNOLOGY

AND

APPLIED STUDIES

45

HSC ASSESSMENT SCHEDULE

Term 4, 2016,

Terms 1, 2 and 3 2017

Name of Course: FOOD TECHNOLOGY

Type of course: Board endorsed

Component Weighting

%

Task 1

Australian

Food

Industry

Research

Industry

Report

Term 4

week 9

Task 2

Food

Manufact

ure

Case study

and

practical

task

Term 1

week 9

Task 3

Food Product

Development

Research,

survey and

practical task

Term 2 week

9

Task 4

Contemporary

Food Issues -

Nutrition

Design,

experimentation,

design, practical

Term 3 week 6

Task 5

Trial

HSC

Exam

Term 3

week 3 &

4

Outcomes

H1.1, H1.2,

H1.4,

H3.1

H1.1,

H1.3,

H3.2,

H4.2

H1.3, H4.1,

H4.2, H5.1

H2.1, H3.2.

H5.1

H1.1,

H1.2,

H1.3,

H1.4,

H2.1

Knowledge and

understanding 20 5 15

Research analysis

and

communication

30 10 10 5 5

Experimentation

and preparation 30 10 10 10

Design

implementation

and evaluation

20 5 10 5

Total 100 15 20 20 20 25


Syllabus Outcomes

H1.1 Explains manufacturing, processes and technologies used in the production of food products.

H1.2 Examines the nature and extent of the Australian food industry

H1.3 Justifies processes of food product development and manufacture in terms of market,

technological and environmental considerations

H1.4 Evaluates the impact of the operation of an organisation within the Australian Food Industry

on the individual, society and environment

H2.1 Evaluates the relationship between food, its production, consumption, promotion and health

H3.1 Investigates operations of one organisation within the Australian food industry

H3.2 Independently investigates contemporary nutrition issues

H4.1 Develops, prepares and presents food using product and development processes

H4.2 Applies principles of food preservation to extend the life of food and maintain safety

H5.1 Develops, realises and evaluates solutions to a range of food situations

46


TERM 4, 2016

TERMS 1,2,3 2017

NAME OF COURSE: INDUSTRIAL TECHNOLOGY - MULTIMEDIA INDUSTRIES

TYPE OF COURSE : BOARD DEVELOPED UNITS : 2


Syllabus

components

And related

outcomes

Weightings Task 1:

Project Proposal

Outcomes:

3.1, 3.2, 4.2, 4.3,

5.1, 5.2, 6.1

Date: T 4 Wk8

Task 2:

Mid-course

Exam

Outcomes:

1.1, 1.2, 2.1, 2.2,

3.3, 4.1, 4.2, 6.2

Date: T1 Wk 3

Task 3:

Major Project &

Folio

Outcomes:

3.1, 3.2, 4.2, 4.3,

5.1, 5.2, 6.1

Date: T3 Wk 9

Task 4:

Trial Exam

Outcomes:

1.1, 1.2, 2.1, 2.2,

3.3, 4.1, 4.2, 6.2

Date: T 4 Wk 3

Industry Study 15% 5% 10%

Design Planning

and

Management

35%

10%

5%

15%

5%

Workplace

Communication 25%

5% 15% 5%

Industry

Specific Content

25%

5%

5%

10%

5%

Total s 100% 15% 20% 40% 25%

A student:

OUTCOMES

H1.2

identifies appropriate equipment, production and manufacturing techniques and describes the

impact

of new and developing technologies in industry

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

maintenance techniques

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

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

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

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

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

practical skills

H5.1 critically applies knowledge and skills related to properties and characteristics of

materials/components

H5.2 selects and uses communication and information processing skills

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

47

HSC ASSESSMENT PROGRAM TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: ENGINEERING STUDIES

COURSE TYPE: BOARD DEVELOPED UNITS: 2 Five tasks have been selected to address the 14 HSC course outcomes. Each outcome is formally assessed at least once. A

significant weighting has been given to practical activities and reports to reflect the intent of the syllabus.

Syllabus components,

and related

Outcomes

Weightings

Task 1:

Design, building

and testing

Module:

Civil Structures

Outcomes:

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

H6.1, H6.2

Task 2:

Engineering

report

Module:

Personal & Public

Transport

Outcomes:

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

H5.2, H6.1, H6.2

Task 3:

Mid-course Exam

Module:

Civil Structures,

Personal & Public

Transport

Outcomes:

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

H4.2, H4.3

Task 4:

Research

Assignment

Module:

Aeronautical

engineering

Outcomes:

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

H4.1, H4.2,

H4.3

Task 5:

Trial HSC exam

Module:

All.

Outcomes:

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

H3.1, H3.3,

H4.1, H4.2, H4.3

Date: 1 Wk 9, T4 Wk 6, T1 Wk 10, T1 Wk 6, T2 Wk 3/4, T4

Knowledge and understanding

of engineering principles and

developments in technology

50%

10%

5%

10%

10%

15%

Skills in research, problem solving and communication

related to engineering

30%

10%

5%

5%

10%

Understanding of the scope and

role of engineering including

management and problem

solving

20%

5%

5%

5%

5%

Totals: 100% 20% 15% 20% 15% 30%

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


OUTCOMES

A student:

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

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

applications

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

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

H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems

of engineering practice

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

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

H4.1 investigates the extent of technological change in engineering

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

H4.3 applies understanding of social, environmental and cultural implications of technological change in engineering to

the analysis of specific engineering problems

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

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

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

48

Outcomes

A student: H1.1 explains the interrelationship between hardware and software

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

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

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

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

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

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

H4.1 identifies needs to which software solutions are appropriate

H4.2 applies appropriate development methods to solve software problems

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

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

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

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

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

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

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

H6.4 develops and evaluates effective user interfaces, in consultation with appropriate people

1Note: Dates are subject to variations. Due notice will be given of the exact dates


Software Design and Development – HSC Assessment Program 2016/2017

There will be four assessment tasks in the HSC course for Software Design and Development

Syllabus components,

Weightings and related Outcomes

Task 1: Topic Test

Module:

Social and Ethical

Issues, Software Development

Approaches

Outcomes: H1.2, H2.2, H3.1,

H4.2, H5.1, H5.2,

H5.3, H6.1, H6.2

Date1: Wk9, T4 2016

Task 2: Half Yearly Exam

Module:

Social and Ethical

Issues. Software Development Cycle

Outcomes: H1.2, H2.2, H3.1, H3.2,

H4.1,H4.2, H4.3, H5.1,

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

H6.3,H6.4

Date1: Wk10, T1 2017

Task 3: Major Programming

Project Module:

C++


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

H4.3, H5.1, H5.2,

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

H6.3, H6.4

Date1: Wk5, T2 2017

Task 4: Trial HSC Exam

Module:

All


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

H4.3, H5.1, H5.2,

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

H6.3, H6.4

Date1: Wk9, T3 2017

Concepts and Issues in the Design and

Development of Software, social and

ethical issues, Software Development

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

H5.1, H5.2, H5.3, H6.1, H6.2)

15%

10%

5%

5%

The impact of Software, Rights and

Responsibilities of Software Developers,

Software Piracy an d Copyright,

Application of Software Development

Approaches (H1.2, H2.2, H3.1, H3.2,

H4.1, H4.2, H4.3, H5.1, H5.2, H5.3,

H6.1, H6.2., H6.3, H6.4)

10%

15%

20%

Developing Software Solutions (H1.2,

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

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

H6.4)

15%

5%

Totals : 100% 15% 20% 35% 30%

49

PERSONAL DEVELOPMENT

HEALTH

&

PHYSICAL

EDUCATION

50


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: PDHPE


OUTCOME COMPONENTS WEIGHTINGS TASK 1

NATURE

OF TASK:

In Class

Essay

2016 Term 4,

week 10

TASK 2

NATURE

OF TASK:

Mid-course

Exam

Term 1,

Week 9

TASK 3

NATURE

OF TASK:

Report

Term 2,

Week 5

TASK 4

NATURE

OF TASK:

Research

Task

Term 2

Week 10

TASK 5

NATURE

OF

TASK:

Trial

Term 3

Week 3

H1, H2,

H3, H4,

H5, H2.5

H14, H15,

H16

HSC Core 1:

Health

Priorities in

Australia

30% 20% 10%

H7, H8,

H9, H10,

H11, H16,

H17

HSC Core 2:

Factors

Affecting

Performance

30% 20% 10%

H8, H13,

H16, H17,

HSC Option

3: Sports

Medicine

20% 15% 5%

H2, H5,

H6, H14,

H15, H16,

HSC Option

1: The Health

of Young

People

20% 15% 5%

MARKS 100% 20% 20% 15% 15% 30%


OUTCOMES A student: H1 describes the nature, and justifies the choice, of Australia’s health priorities

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

H3 analyses the determinants of health and health inequities

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

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing

Australia’s health priorities

H6 demonstrates a range of personal health skills that enables them to promote and maintain health

H7 explains the relationship between physiology and movement potential

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

activity

H9 explains how movement skill is acquired and appraised

H10 designs and implements training plans to improve performance

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

H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport

(Option 2)

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

activity (Option 3)

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

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

for all

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

concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect

performance and safe participation

51


TERM 4, 2016

TERMS 1, 2, 3 - 2017

NAME OF COURSE: COMMUNITY AND FAMILY STUDIES


COMPONENT WEIGHTING TASK 1

TASK 2

TASK 3

TASK 4

TASK 5

Core 1

IRP Core 2

Test

Parenting and

Caring

Option

Case Study

Technology

Core 3 Presentation

Groups

Trial HSC

Exam

DATE: Term 4

Week 10

DATE: Term 1

Weeks 9

DATE:

Term 2

week 1

DATE:

Term 2

Week 10

DATE:

Trial period

Term 3 week 3/4

Knowledge and

understanding of the

impact on wellbeing:

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

H3.2, H3.3, H3.4

40% 10 10 10 10

Skills in applying

management processes

and planning to promote

wellbeing

H5.1, H5.2, H6.1, H6.2

25% 10 5 5 5

Knowledge and

understanding about

research,

methodology and

skills in researching

critical thinking,

analysing and

communicating

H4.1, H4.2

35% 20 5 5 5

MARKS 100% 20 20 20 20 20


OUTCOMES

A student: H1.1 Analyses the effect of resource management on the wellbeing of individuals, groups and families and communities

H2.1 Analyses different approaches to parenting and caring relationships

H2.2 Evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 Critically examines how individual rights and responsibilities in various environments contribute to wellbeing

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

H3.2 Evaluates networks available to individuals, groups and families within communities H3.3 Critically analyses the role of policy and community structures in supporting diversity

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

H4.1 Justifies and applies appropriate research methodologies H4.2 Communicates ideas, debates issues and justifies opinions

H5.1 Proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 Develops strategies for managing multiple roles and demands of family, work and other environments H6.1 Analyses how the empowerment of women and men influences the way they function within society

H6.2 Formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social

environments

52


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: SPORT, LIFESTYLE AND RECREATION

TYPE OF COURSE: BOARD ENDORSED UNITS: 2

OUTCOME COMPONENTS WEIGHTINGS TASK 1

NATURE

OF TASK: Training

Program &

Practical

2015 Term 4,

week 10

TASK 2

NATURE OF

TASK: Coaching

Term 1,

Week 9

TASK 3

NATURE

OF TASK: Video

Analysis

Term 2,

Week 9

TASK 4

NATURE OF

TASK: Practical / skills

assessment

Term 2

Week 6

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

H2.2, H2.3, H2.5

H3.2, H3.3, H4.4

Resistance

Training

25% 25%

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

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

H4.2, H4.5

Coaching

25% 25%

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

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

H4.4

Games &

Sports

Applications

25% 25%

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

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

H4.4

Individual

Games and

Sports

Applications

25% 25%

MARKS 100% 25% 25% 25% 25%


OUTCOMES A student: H1.1 applies the rules and conventions that relate to participation in a range of physical activities

H1.2 explains the relationship between physical activity, fitness and healthy lifestyle

H1.3 demonstrates ways to enhance safety in physical activity

H1.5 critically analyses the factors affecting the lifestyle balance and their impact on health status

H2.1 explains the principles of school development and training

H2.2 analyses the fitness requirements of specific activities

H2.3 selects and participates in physical activities that meet individual needs, interests and abilities

H2.5 describes the relationship between anatomy, physiology and performance

H3.1 selects appropriate strategies and tactics for success in a range of movement contexts

H3.2 designs programs that respond to performance needs

H3.3 measures and evaluates physical performance capacity

H3.5 analyses personal health practices

H3.6 assesses and responds appropriately to emergency care situations

H4.1 plans strategies to achieve performance goals

H4.2 demonstrates leadership skills and a capacity to work cooperatively in movement contexts

H4.3 makes strategic plans to overcome barriers to personal and community health

H4.4 demonstrates competence and confidence in movement contexts

H4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity.

53

CREATIVE AND

PERFORMING ARTS

54


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: DRAMA


Components

Weightings

(%)

TASK 1

NATURE OF

TASK: 1A&B-

Performance &

Essay

IP work in

progress

Due Date: Term 4

Weeks 8-10

TASK 2

NATURE OF

TASK: Performance

/Rationale & IP

Date: Term 1,

Weeks 6-7

TASK 3

NATURE OF

TASK: Mid-course

Exam

Date: Term 2

Exam weeks

TASK 4

NATURE OF

TASK: GP work in

progress

Date: Term 2

Weeks 9&10

TASK 5

NATURE OF

TASK: Trial Exam & IP

&GP

Date: Term 3

Weeks 3&4

Outcomes

Assessed:

H1.1, 1.2, 1.3, 1.5, 2.3, 3.1, 3.2, 3.3

Outcomes

Assessed:

H1.1, 1.2, 1.3, 1.5, 1.7, 1.9, 2.3, 2.4,

2.5, 3.1, 3.2, 3.3

Outcomes

Assessed:

H1.3, 1.5, 1.7, 3.1, 3.2

Outcomes

Assessed:

H1.1, 1.3, 1.6, 2.1, 2.2

Outcomes

Assessed:

H1.2, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2,

3.3

Australia

Drama &

Theatre

30%

15

10

5

Individual

Project 20%

5

5

10

Studies in

Drama &

Theatre

30%

15

10

5

Group

Performance 20% 10 10

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


OUTCOMES A Student:

H1.1 uses acting skills to adopt and sustain a variety of characters and roles

H1.2 uses performance skills to interpret and perform scripted and other material

H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance

individual and group devised works

H1.4 collaborates effectively to produce a group-devised performance

H1.5 demonstrates directorial skills

H1.6 records refined group performance work in appropriate form

H1.7 demonstrates skills in using the elements of production

H1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions

H1.9 values innovation and originality in group and individual work

H2.1 demonstrates effective performance skills

H2.2 uses dramatic and theatrical elements effectively to engage an audience

H2.3 demonstrates directorial skills for theatre and other media

H2.4 appreciates the dynamics of drama as a performing art

H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and

theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written

responses

H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and

movements

H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian

and other societies

H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements

55


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MUSIC 1


Outcomes

Components

Weightings

(%)

TASK 1

NATURE OF

TASK: Musicology

Viva Voce Core

Date: Term 4

Week 9

TASK 2

NATURE

OF TASK: Aural

Core &

Performance

1 Core, 1

Elective

Date: Term 1

Week 9

TASK 3

NATURE

OF TASK:

Composition

Core

Date: Term 2

Weeks 8

TASK 4

NATURE

OF TASK:

Trial Exam

Aural Core

Date: Term 3

Week 3&4

TASK 5

NATURE OF

TASK:

2 Electives

HSC Expo

Date: Term 3, Week 5

H1, 2, 4, 9,

10 Performance

10

10

H2, H3,

H7, H 8,

H 9, H10

Composition

10

10

H2, H4,

H6, H8,

H10

Musicology

10

10

H2, H4,

H 6, H8 Aural

25

10

15

H1, H 2,

H4, H9,

H10,

Elective 1

15

15

H1, H 2,

H4, H9,

H10,

Elective 2

15

15

H1, H 2,

H4, H9,

H10,

Elective 3

15

15

100%

20

25

10

15

30


OUTCOMES Through activities in performance, composition,musicology and aural, a student:

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

ensemble

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

topics studied

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

and historical contexts studied

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

Styles

H5 critically evaluates and discusses performances and compositions

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

and through wide listening

H9 performs as a means of self-expression and communication

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

H11 demonstrates a willingness to accept and use constructive criticism

56


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: MUSIC 2


Outcomes

Components

Weightings

(%)

TASK 1

NATURE OF

TASK: Musicology

Viva Voce Core

Date: Term 4

Week 9

TASK 2

NATURE

OF TASK: Aural

Core &

Performance

1 Core, 1

Elective

Date: Term 1

Week 10

TASK 3

NATURE

OF TASK:

Composition

Core

Date: Term 2

Weeks 8

TASK 4

NATURE

OF TASK:

Trial Exam

Aural Core

Date: Term 3

Week 3&4

TASK 5

NATURE OF

TASK:

2 Electives

HSC Expo

Date: Term 3, Week 5

H1, H2, H4,

H6, H8,

H10, H11,

H12

Performance

20

10

H2, H3, H4,

H 5,

H 6, H8

H 12

Composition

20

10

10

H2, H5,

H7, H9,

H11

Musicology

20

20

H2, H4,

H 6, H8 Aural

20

10

10

H 2, H7,

H9, H11,

Elective

20

10

5

5

100%

20

15

20

10

25


OUTCOMES Through activities in performance, composition,musicology and aural, a student:

H1 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical demands of the

music as a soloist and as a member of an ensemble

H2 demonstrates an understanding of the relationships between combinations of the concepts of music, by interpreting, notating,

analysing, discussing, composing and evaluating combinations of musical symbols reflecting those characteristically used in

the mandatory and additional topics

H3 composes works focusing on a range of concepts, for familiar and unfamiliar sound sources, solo, small and large ensembles,

or using a variety of musical structures

H4 stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics

and demonstrates different social, cultural and historical contexts

H5 analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and

musical considerations

H6 discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference

to stylistic features of the context

H 7 critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional

topics

H 8 understands the capabilities of performing media, incorporates technologies into compositions and performances as

appropriate to the contexts studied

H9 identifies, recognises, experiments with, and discusses the uses and effects of technology in music

H10 performs as a means of self expression and communication

H11 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H12 demonstrates a willingness to accept and use constructive criticism

57


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: PHOTOGRAPHY, VIDEO

& DIGITAL IMAGING


Outcomes

Syllabus

Components

(Practice)

Weighting

(%)

TASK 1

NATURE

OF TASK: CH1 & M1

Study of

Photography &

Making

Date: Term 4

Week 9

TASK 2

NATURE

OF TASK: Study of

Photography

Research Task

Date: Term 1,

Week 6

TASK 3

NATURE

OF TASK: Making

Date: Term 1,

Week 9

TASK 4

NATURE

OF TASK: Study of

Photography

Research Task

Date: Term 2

Week 8

W

TASK 5

NATURE OF

TASK: Making task

&

HSC Expo

Date: Term 3

Week 5

H1-6 Making

including

photograph,

video and

digital works

70

15

25

30

H7-10 Art criticism/

art history

including

conceptual

framework

and frames

30

10

10

10

100%

25

10

25

10

30


OUTCOMES

A Student: M1 Generates a characteristic style that is increasingly self-reflective in your photographic and/or video and/or

digital practice

M2 Explores concepts of artist/photographer, still and moving works, interpretations of the world and audience

response in your making of still and/or moving works

M3 Investigates different points of view in the making of photographs and/or videos and/or digital images

M 4 Generates images & ideas as representations/simulations in the making of photographs and/or videos and/or

digital images

M5 Develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or

digital images

M 6 Takes into account issues of occupational health and safety in the making of photographs and/or videos and/or

digital images

CH 1 Student to generate ways to interpret and explain photography and digital imaging

CH 2 Students to investigate the roles and relationships among the concepts of artist work, world and audience in

critical and historical investigations

CH 3 Students distinguish between different points of view and offers different interpretative accounts in critical and

historical studies

CH 4 Students explore ways in which histories, narratives and other accounts can be built to explain practices and

interests in the fields of photography and digital imaging

CH 5 Students to recognise how photography and digital imaging are used in various fields of cultural production

58


TERM 4, 2016

TERMS 1, 2, 3, 2017

NAME OF COURSE: VISUAL ARTS


Outcomes

Components

(Practice)

Weighting

s

(%)

TASK 1

NATURE

OF TASK:

Artmaking

Date:

Term 4 Week 9

TASK 2

NATURE

OF TASK:

Artmaking

&

Art Criticism

& History

Date: Term 1

Week 11

TASK 3

NATURE

OF TASK:

Art Criticism

&

History

Date: Term 2

Week 6

TASK 4

NATURE OF

TASK:

HSC Expo

Artmaking

Date: Term 3

Week 6

TASK 5

NATURE OF

TASK:

Trial Exam

Art Criticism

& History

Date: Term 3

Week 3 & 4

H1-6

Artmaking

including

conceptual

framework

and frames

50

10

10

30

H7-10

Art

criticism/Art

history

including

conceptual

framework

and frames

50

15

15

20

100%

10

25

15

30

20


OUTCOMES

A Student

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

H2: applies their understanding of the relationships among the artist, artwork, world and audience through the

making of a body of work

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

H4: selects and develops subject matter and forms in particular ways as representations in art-making

H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be

interpreted in a range of ways

H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a

body of work

H7: applies their understanding of practice in art criticism and art history conceptual framework P8: explores the

roles and relationships between concepts of artist, artwork, world and audience through critical and historical

investigations of art

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

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

Investigations of art

H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation

in the visual arts

59

VOCATIONAL

EDUCATION

COURSES

60

KITCHEN OPERATIONS HSC ASSESSMENT SCHEDULE 2017

PUBLIC SCHOOLS NSW – ULTIMO

Registered Training Organisation 90072

QUALIFICATION: SIT20312 Certificate II in Kitchen Operations

HSC Mark

The final HSC Mark is determined by the external Higher School Certificate examination mark only.

School based assessment tasks do not contribute except in the event of misadventure. If a student has

a misadventure they will receive an estimate mark based on 50% HSC half yearly exam mark and

50% Trial HSC mark. This will be collated and submitted to BOS as a final mark. The Hospitality

HSC mark DOES contribute towards an ATAR.

Competency based Assessment Tasks

All assessment tasks are competency based. No marks are awarded. Students are deemed either

competent or not competent in each task. Students have the opportunity to resubmit tasks to achieve

competency if they are not successful. Assessment tasks are used as tools to determine if students are

competent in each unit. Competency in each Unit of work contributes towards the attainment of

Certificate II in Hospitality- Kitchen Operations.

Workplacement

It is a Board of Studies mandatory requirement for students to complete 70 hours work placement

over the 2 years of the course: 35 hours in the Preliminary course and 35 hours in the HSC year.

Work placement is a compulsory period of work relevant to the vocational course studied at school.

The venue is approved and allocated by Sydney Business Education Partnerships and all records will

be retained by the school.

Recognised Prior Learning (RPL)

Recognition of Prior Learning (RPL) refers to the acknowledgement of evidence of a student’s

achievement of competencies or learning outcomes. They are processes that allow students to have

their previous learning – both formal and informal – count towards their Higher School Certificate

(HSC) VET courses and AQF VET qualifications. Students can be granted recognition of prior

learning for:

units of competency achieved in another VET course (whether the VET course is undertaken

as a part of their School Certificate (SC) or HSC, or as an independent activity outside of

their SC or HSC)

learning and experiences gained outside VET courses that are awarded through RPL.

RPL for workplacement

RPL may be granted for mandatory work placement requirements. Students’ outside employment (ie

not under the auspices of the school) may be recognised towards the requirement for work placement

in a VET course Applying for Recognition of Prior Learning (RPL) within VET courses

It is the responsibility of the student to initiate applications to the school delivering the HSC VET

course. The school and Ultimo Region Registered Training Organisations (RTOs) will support

students in completing their application

Please note

BOSTES requires students to study a minimum of 240 hours to meet Preliminary and HSC

requirements. Total Hours 235 or 245 Units of competency from the HSC focus areas will be

included in the optional HSC examination.

ULTIMO 90072 HOSPITALITY- KITCHEN OPERATIONS ASSESSMENT SCHEDULE

Preliminary Year 2016 – HSC 2017 QUALIFICATION: SIT20312 Certificate II in Kitchen Operations

Training Package: SIT12v2 Tourism, Travel and Hospitality

BOS course code 240 X 2 YR: 26501 240 X 1 YR: 26502

TERM Unit Code Units Of Competency AQ

F

CO

RE

/

EL

EC

TIV

E

BO

ST

ES

S

TA

TU

S

HS

C

IND

ICA

TIV

E

Hrs

. Assessment Task Cluster & Methods of Assessment

Prelim and HSC Exam weightings

to total 100%**

Term 1

6 PRELIMINARY UOCs 240 Indicative Hours over 2 yrs 25% Prelim Yearly Exam 35 hrs Work placement 25% HSC Half Yearly 50 % Trial HSC Exam

35 hrs Work placement The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. This mark should be derived from two exams.

SITXFSA101 SITXWHS101

Use hygienic practices for food safety Participate in safe work practices

C C

M* M*

10 15

Cluster A : Getting Ready for Work Written task, Observation of practical work, Internet research, Case study Additional component: Third Party evidence

Term 2 SITHKOP101 SITHCCC101

Clean kitchen premises and equipment Use food preparation equipment

C C

S* S*

10 20

Cluster B: Intro to the Commercial Kitchen Observation of Practical work, written task Additional component: Third Party evidence

Term 3

SITHCCC202 SITXINV202

Produce appetisers and salads Maintain the quality of perishable items

E C

E E

25 5

Cluster C: Quality Café Meals Observation of practical work, Scenario/Role play (for testing temperatures), written task, Preliminary course: Portfolio of evidence

Term 4 -5

7 HSC UOCs

SITXFSA201 SITHCCC201

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

E C

S* S*

15 40

Cluster D: Preparing and Cooking Food Safely Observation of practical work, Case Study, written questioning HSC course: Portfolio of evidence

Term 5-6

BSBSUS201A SITHCCC204 SITHCCC203

Participate in environmentally sustainable work practices Produce vegetable, fruit, egg and farinaceous dishes OR Produce stocks sauces and soups

E

E

E

E

E

E

15

35 OR

25

Cluster E : Going Green Case study, Scenario, written task, internet research, observation of practical work HSC course: Portfolio of evidence

Term 6-7

SITHCCC207 BSBWOR203B SITHIND201

Use cookery skills effectively Work effectively with others* Source and use information on the hospitality industry

C C E

E M* M*

20 15 20

Cluster F : Working Effectively with Others Third Party and direct observation of completion of a minimum of 12 service periods, including workplace journal(s). Case study/scenario, written task, Self-Assessment HSC course: Portfolio of evidence

62

ULTIMO 90072

HOSPITALITY- KITCHEN OPERATIONS HSC ASSESSMENT SCHEDULE 2017

QUALIFICATION: SIT20312 Certificate II in Kitchen Operations

Training package: SIT12v2 Tourism, Travel and Hospitality

Term

Unit of Competencies to be assessed/examinations/workplacement

HSC

Indicative

hours

Assessment task cluster &

Method of assessment

4

Week 2 BOSTES - Mandatory Industry workplacement 35 Individual student placement

4

Week 9

SITXFSA201 Participate in safe food handling practices SITHCCC201 Produce dishes using basic methods of cookery

15

40

Cluster D: Preparing and cooking food safely Observation of practical work, case study, written

questioning

Portfolio of evidence

1

Week

9 & 10

Half yearly examination 2 hour written, 2 hour practical exam

1

Week 6

BSBSUS201A Participate in environmentally sustainable work practices SITHCCC204 Produce vegetable, fruit, egg and farinaceous foods

15

35

Cluster E: Going Green Written task, observation of practical work,

research, case study

Additional component, Third party evidence

2

Week 9

BSBWOR203B Work effectively with others SITHIND201 Source and use information on the hospitality industry

20

15

Cluster F: Working effectively with others Case study/scenario, written task, self assessment.

Portfolio of evidence

3

Week 3 Trial HSC examination

All units from the Preliminary and HSC course

2 hour written exam

3

Week 6

SITHCCC207 Using cooking skills effectively

20

Cluster F: Working effectively with others Third party and direct observation of completion of

12 service periods, including workplace journal.

Assessment tasks, including observations determine Units of Competency for the acquisition of Certificate II in Kitchen Operations

HSC mark is determined by 100% HSC examination

The final estimate mark will only be used in the advent of misadventure and a student is unable to attend the exam.

This mark will be derived from 25% Preliminary yearly exam, 25% HSC half yearly and 50%Trial HSC exam.

APPENDIX

64

MY ASSESSMENT DIARY

NAME: __________________________________

Term 4 Term 1 Term 2 Term 3

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

65

Statutory Declaration

NSW Oaths Act 1900 Schedule 9

I,.............................................................................................................................................................

Of ..........................................................................................................................................................

In The State Of ......................................................................................................................................

do hereby solemnly declare and affirm that:

................................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

................................................................................................................................................................

And I make this solemn declaration, in accordance with the Oaths Act, 1900, and subject to the

punishment by law provided for the making of any wilfully false statement in any such declaration.

Declare at...............................................................................................................................

This ......................................................Day Of............................................. 201.....................

Before Me...............................................................................................................................

Before Me................................................................................... (Justice Of The Peace)

................................................................................................... (Full Name of JP)

66

Tempe High School Stage 6 Assessment

Appeal of the Assessment Procedure

Student Name:…………………………………………………………………

Student Signature……………………………………….

Subject/Course:.....................................................................................................................................

Head Teacher:.......................................................................................................................................

Assessment Title: .................................................................................................................................

Date Of Notification:........................................................ Due Date: ........................

Details of appeal: Please refer to HSC Assessments Policy and Procedures.

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

Please add additional pages if necessary

Closing Date for appeals: 7 days after the receiving assessment results for the examination, assignment or other respective tasks, or after receiving final assessment information.

Assessment Committee Response

Head Teacher Response: Log response on Markbook. Return appeal to the student with copies to Assessment Committee, posted home, & faculty file.

67

Tempe High School Stage 6 Assessment

Illness / Misadventure Appeal

IMPORTANT: Students should attend & complete all examinations or assessment tasks unless it is

detrimental to their health. Students who are unwell or experience misadventure related to illness

must seek independent medical advice either before or after the examination or assessment task.

Both pages of this form MUST be completed.

Student Name:………………………………………………..................

Student Signature:..……………....................................

Subject/Course: .........................................................................................

Head Teacher:............................................................................................

Assessment Title:......................................................................................

Date/s of Notification of Task/s: .......................................... Due Date/s of Task/s:........................

Details of Appeal or Effect on Performance: (Please refer to HSC Assessments Policy and

Procedures.)

If you are appealing for an examination period, please list all the examinations on which your

appeal is based.

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

The second page (overleaf) MUST be completed by the relevant person. Separate medical

certificates are NOT acceptable.

Please add additional pages wherever necessary --------------------------------------------------------------------------------------------------------

Closing Date for Illness / Misadventure Appeals The first day back at school immediately after the assessment task or due date for an assessment item; or the first school day following the end of an examination period.

Head Teacher Response: Head teachers should also provide a recommendation if the appeal is being passed on to the Assessment Committee.

Log your response onto Markbook. Return appeal to the student with copies to: Assessment Committee; home (posted); faculty file.

Assessment Committee Response:

This appeal was: UPHELD / DECLINED

Student Acknowledgement Slip (student should complete relevant details below)

Name .................................................................................... Date Appeal Submitted ......../......../....... This slip acknowledges the school’s receipt of your Illness/Misadveture Appeal for (please list tasks or exams below) ................................................................................................................................................................................................... ................................................................................................................................................................................................... Signature of Staff Member To Whom Appeal is Submitted ........................................................................................................

68

Details of Independent Evidence of Illness – To Be Completed By A Medical Practitioner PLEASE NOTE: The student & his/her family agree that the school may, if necessary, contact the

under-signed medical practitioner to obtain further information relating to the appeal.

Diagnosis of Medical Condition: .................................................................

Date of onset of illness: ............................................

Date(s)/time(s) of all consultations/meetings relating to this

illness: .............................................................................

Please describe how the student’s conditions/symptoms could affect his/her assessment task or

examination performance. If the student is unable to attend an assessment task or examination, it is

essential that full details are provided (use additional sheets if necessary).

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

Please provide any other comments or information which may assist in the assessment of the

student’s appeal.

(If there is insufficient space, please attach extra sheets)

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

Name of medical practitioner providing this information: ...................................................................

Place of Work/Organisation: ................................................................................................................

Address: ....................................................................................................................... P/C: ................

Daytime Contact Phone No: ..................................

Signature: ..................................................Date: ..........................

--------------------------------------------------------------------------------------------------------------------------

Independent Evidence of Misadventure: To Be Completed By A Relevant Person

(e.g., Police Officer, Counsellor) Date of Misadventure Event: .................................................

Were you a witness to the event? Yes/No

If ‘No’, how did you obtain the evidence you are providing? .........................................................

..............................................................................................................................................................

..............................................................................................................................................................

Are you known to the student? Yes/No If ‘Yes’, what is your relationship: .........................................

..................................................................................................................................................................

Description of the event: ....................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

Name: ...................................................................................... Profession: ..........................

Place of Work/Organisation: ............................................................................

Address: ...............................................................................................................................

P/C: ......................

Daytime Contact Phone No: ....................................

Signature: ..............................................Date: ............................

(If there is insufficient space, please attach extra sheets)

Documents

Nicole Shrestha 2017 HSC - Home - Tempe High School WHAT IS AN “N” WARNING? If you are “at risk” of not completing your Year 12 HSC Course an ‘N’ warning letter is sent