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ST CATHERINE’S CATHOLIC COLLEGESINGLETON

STAGE 6preliminary COURSEASSESSMENT POLICY

ANDHANDBOOK

2017

This Handbook belongs to:

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PAGE OF CONTENTSPRELIMINARY ASSESSMENT POLICY...................................................................................................................................................................... 3

A. WHAT IS THE “PRELIMINARY AND HIGHER SCHOOL CERTIFICATE ASSESSMENT”?......................................................................4B. RESPONSIBILITIES.................................................................................................................................................................................... 5C. CALCULATION OF MARKS........................................................................................................................................................................ 5D. REPORTING/FEEDBACK........................................................................................................................................................................... 6E. ASSESSMENT REQUIREMENTS AND GUIDELINES............................................................................................................................... 7F. ABSENCE AND MISADVENTURE POLICY............................................................................................................................................... 8G. SUBMISSION OF ASSESSMENT TASKS.................................................................................................................................................. 9H. APPEALS POLICY.................................................................................................................................................................................... 10I. FURTHER INFORMATION........................................................................................................................................................................ 10J. WHAT HAPPENS WHEN –....................................................................................................................................................................... 11

1) YOU ARE ABSENT DUE TO ILLNESS.................................................................................................................................................. 112) YOU ARE ABSENT DUE TO ACCEPTABLE UNFORESEEN CIRCUMSTANCES..............................................................................113) ALL OTHER ABSENCES – known prior to the event............................................................................................................................ 114) FAILURE TO SUBMIT AN ASSESSMENT TASK.................................................................................................................................. 11

5) YOU SUBMIT AN ASSESSMENT TASK JUDGED TO BE A NON-SERIOUS ATTEMPT………………………………...……………..…116) YOU HAVE NOT PROVIDED SUFFICIENT EVIDENCE THAT YOU HAVE MET BOARD OF STUDIES REQUIREMENTS FOR A

PARTICULAR COURSE........................................................................................................................................................................ 11 FORM A - ABSENCE FROM ASSESSMENT TASK……………………………………………………………………………….………….………… 12 FORM B – APPLICATION TO COMPLETE AN ASSESSMENT TASK ON ALTERNATE DATE………………………………………………..….. 13 FORM C – WARNING LETTER: NON–COMPLETION OF AN ASSESSMENT TASK…………………………………………………………….… 14 FORM D - WARNING LETTER: NON-SERIOUS ATTEMPT OF AN ASSESSMENT TASK………………………………………………………….16 FORM E - PLAGIARISM / MALPRACTICE IN AN ASSESSMENT TASK……………………………………………………………………………… 18 FORM F - WARNING LETTER: NON COMPLETION OF A PREIMINARY COURSE ………………………………………………………………..20

FORM G – APPEAL DUE TO MISADVENTURE.................................................................................................................................................. 22FORM H– REQUEST FOR VARIATION OF PROGRAM..................................................................................................................................... 23

BIOLOGY .................................................................................................................................................................................................... 25BUSINESS STUDIES.................................................................................................................................................................................................. 26CATHOLIC STUDIES.................................................................................................................................................................................................. 27CHEMISTRY .................................................................................................................................................................................................... 28COMMUNITY AND FAMILY STUDIES....................................................................................................................................................................... 29DESIGN AND TECHNOLOGY.................................................................................................................................................................................... 30DRAMA .................................................................................................................................................................................................... 31ENGLISH – ADVANCED............................................................................................................................................................................................. 32ENGLISH – EXTENSION 1......................................................................................................................................................................................... 33ENGLISH – STANDARD............................................................................................................................................................................................. 34ENGLISH STUDIES.................................................................................................................................................................................................... 35INDUSTRIAL TECHNOLOGY (TIMBER PROODUCTS AND FURNITURE TECHNOLOGIES)................................................................................35LEGAL STUDIES .................................................................................................................................................................................................... 37MATHEMATICS GENERAL........................................................................................................................................................................................ 38MATHEMATICS .................................................................................................................................................................................................... 39MATHEMATICS – Extension 1................................................................................................................................................................................... 40MODERN HISTORY................................................................................................................................................................................................... 41MUSIC .................................................................................................................................................................................................... 42PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION........................................................................................................................ 43PHOTOGRAPHY, VIDEO & DIGITAL IMAGING........................................................................................................................................................ 44PHYSICS .................................................................................................................................................................................................... 45SENIOR SCIENCE .................................................................................................................................................................................................... 46SOCIETY AND CULTURE.......................................................................................................................................................................................... 47SOFTWARE DESIGN AND DEVELOPMENT............................................................................................................................................................ 48SPORTS, LIFESTYLE AND RECREATION............................................................................................................................................................... 49STUDIES OF RELIGION I........................................................................................................................................................................................... 50STUDIES OF RELIGION II.......................................................................................................................................................................................... 51VISUAL ARTS .................................................................................................................................................................................................... 52VET - Electrotechnology……………………………………………………………………………………………………………………………..………… .53VET - Metals & Engineering........................................................................................................................................................................................ 54VET Primary Industries............................................................................................................................................................................................... 55VET Aged Care……………………………………………………………………………………………………………………………………………………..56

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PRELIMINARY ASSESSMENT POLICY

Students are advised that this Assessment Policy covers information relevant to both Preliminary and HSC Years. The Handbook identifies when information applies to one, or both year’s requirements.

1. Students complete courses of study in each subject in two phases. The Preliminary Course (Year 11: Terms 1-3) and the HSC Course (Year 11: Term 4, Year 12 – Terms 1-3). Each course has a component of College – based assessment.

2. The provision of a separate College-based Assessment mark in reporting Preliminary and Higher School Certificate awards has a two-fold purpose. It is intended to provide an indication of a student’s attainment, which is based on:

(a) a wider range of syllabus objectives than is measured by the external examination

(b) measures and observations obtained throughout the course provide a more comprehensive indicator of a student’s ability than at a single examination.

Standards Referenced Approach

The HSC uses a standards-referenced approach to assessing and reporting student achievement. This means that the achievements of students are assessed and reported against specified standards that are established by the Board of Studies for each course. In a standards-referenced approach, students are recognised for what they know, understand and can do. The mark they receive will reflect the standard, which the student has achieved in the course.

The advantages of a standards-referenced system are that:

• student performance is assessed against pre-determined standards of achievement

• once established, standards remain constant

• marks reflect the standards achieved, rather than a pre-determined distribution

• Assessment Tasks are linked to outcomes

• students know what is expected of them

ALL MY OWN WORK

The HSC: All My Own Work program is designed to help Higher School Certificate students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies. The program consists of five modules and is available in online and downloadable formats. All students entered for one or more HSC courses with an external Examination will be required to have satisfactorily completed the HSC: All My Own Work program, or its equivalent.

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

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

A. What is Preliminary and Higher School Certificate Assessment?

1. The Assessments submitted by schools for a particular course are intended to measure their students’ achievement relative to each other at the end of the Preliminary Course and at the end of the HSC course.

2. The use of achievement measures throughout the course is seen as serving three purposes:

a) it enables consideration to be given to aspects of the course, the attainment of which can best be demonstrated over time, e.g. practical skills

b) it caters for any “self contained” elements such as fieldwork which occur as an isolated part of the course

c) it increases the accuracy of the final Assessment of the students’ achievement by utilising multiple measures.

3. The Assessment is to encompass all syllabus outcomes other than those relating to the affective domain (interests, attitudes). It will include the content and those outcomes currently measured by the external examination.

4. A student who is absent from or adversely affected during a particular task which constitutes part of the Assessment, or who is unable to present an assignment for inclusion in the Assessment, will not necessarily have a “zero” mark recorded for that task. Marks based on a substitute task or, in exceptional circumstances, an estimate based on other evidence will be accepted where the Assessment Committee, in consultation with the Principal, considers that student has an acceptable reason, e.g. illness, for not completing that task.

5. Students who fail to complete Assessments must have the Non-Completion of Assessment Task Form completed. A copy will be filed by Studies Co-ordinator. Signed, completed forms will be kept and filed by the Assistant Principal Secondary Curriculum to enable monitoring of performance and notification to students and parents if they are in danger of not satisfactorily completing a course(s).

6. Assessments require each school to determine the relative achievement of its students with respect to specified syllabus standards.

7. Syllabus standards and performance standards are based on the aims, objectives, outcomes and content of a course. Together they specify what is to be learned and how it is achieved.

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B. Responsibilities

1) It is the responsibility of the College to:

a) Conduct sound Assessment programs that allow students to demonstrate the breadth and depth of their knowledge, skills and understanding

b) Develop quality Assessment Tasks and well-constructed marking guidelines

c) Provide effective feedback to students in relation to their strengths and weaknesses and areas for improvement

d) Develop an Assessment schedule for each subject and to inform students of which essays, assignments, tests, exams, field studies, tutorials, etc. or parts thereof, will contribute to the Assessment mark submitted to the Board for each subject. This schedule identifies the term and week of a task, but it is not a calendar of events. Teachers give notice of specific dates two weeks prior to when a task is due.

e) Schedule the various Assessment Tasks throughout the course and ensure that such tasks cover the range of components specified by the Board.

f) Collate such information as is necessary, to provide a comprehensive guide for students of the College’s requirements for Assessment in each subject.

2) It is the responsibility of each student to:

a) Be aware of the various Assessment instruments (essays, presentations etc.). This will involve reading this booklet carefully, and managing their own schedule.

b) Know the date on which Assessments are due. For all Assessment Tasks, students will be supplied with an Assessment schedule at the beginning of the course. Their teacher must give at least two weeks prior to the task of any changes to these dates to students, in writing.

c) Ensure that all work is submitted by the due date. Failure to submit required work must be accompanied by an ACCEPTABLE reason and be submitted in writing to the relevant Studies Co-ordinator. Poor organisation of time and/or social event/holiday is NOT considered an acceptable excuse. IT hardware problems, such as printers running out of ink, will not be accepted as an excuse. Students are required to back up all work onto a USB stick, so that work can be printed if necessary at school.

d) Notify class teachers if other College commitments e.g. sport, debating, clash with assessable dates by completing the appropriate form - Application to complete Assessment Task on alternative date. (Form B)

e) If absent on the day an Assessment Task is given, ensure he/she collects a copy of the task from the appropriate teacher on return. Students cannot assume an automatic extension – application must be made using Form B.

f) HOLIDAYS may not be considered a valid reason for failure to complete Assessment Tasks, particularly during the End of Year Examination period. Determinations regarding holidays as a reason will be made by the College Assessment Committee.

g) Use the feedback from teachers as the basis for improvement; this may mean that a student needs to discuss their progress individually with the teacher.

C. Calculations of Marks

Students will be given their ranking and raw mark for each Assessment Task. Any queries about raw marks may only be made at this time. These raw marks are combined in accordance with the weightings given later in this booklet, after first having been mapped to ensure the marks are statistically compatible. Cumulative Assessment information is given by the College reports.

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D. Reporting and Feedback Students in Year 11 receive a College Report to acknowledge achievement. The Report indicates a Grade of A – E, based on the Course Performance Descriptors for Assessment Tasks completed to date. Year 11 students will be issued with a Report late in Term 2 and early in Term 4.

Students who leave for full time employment or TAFE, or once they turn 17 years old, or any time before completing the Higher School Certificate, can apply to receive a Record of School Achievement (RoSA). The RoSA is issued directly by the NSW Education Standards Auhority (NESA – new acronym for BOSTES).

The Record of School Achievement shows GRADES (A – E) for each subject studied in Year 9 (for 100h Electives only), Year 10 and in Year 11. These are reported together on the final Certificate. These grades are determined from students’ achievement, as demonstrated in set Assessment tasks which form the school’s formal Assessment program.

The award of these grades is based on the Course Performance Descriptors developed by NESA. For further information on the Descriptors, visit http://www.boardofstudies.nsw.edu.au/rosa/principals-teachers/common-grade-scale-pre-courses.html

a) There will NOT be any pre-determined proportion of students awarded in each grade. It is not possible, nor fair, to say beforehand that the top X% of students should be graded A, the next Y% graded B, etc. In fact, it is quite conceivable that the school, in some years, will not give any student a grade A because, although a particular student may come “top” in their Assessment, that student may still not conform to the grade A descriptor.

b) The final grade assigned to students in each subject will be decided by the teacher in the light of available Assessment information and by referring to the Course Performance Descriptors.

c) Because the system is based on a common set of performance descriptors, the school community and others outside the education community will gain a better understanding of the purposes and outcomes of schooling.

d) General Experience CoursesFor compulsory and optional General Experience Courses such as Stage 4 Visual Art, Music, LOTE, Mandatory Technology one of the two grades will be awarded and reported as part of the Record of Secondary Achievement.

The grades are: S - Satisfactory completionU - Unsatisfactory or non-completion.

Assessment Task FeedbackStudents will also be provided with meaningful feedback on their performance in all Assessment areas. This feedback may take many forms which could include – teacher student discussion in relation to work samples, annotations on work samples, highlighted sections of Marking Guidelines indicating the level at which students are performing interim report comments. Students are encouraged to keep this feedback together in a portfolio that combines Marking Criteria and Marking Guidelines for each subject. This provides an ongoing Assessment Record.

To provide students with a guide as to what is expected of them in Assessment Tasks, a marking guideline structure should be clearly stated on their Assessment Task Notification.

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http://www.boardofstudies.nsw.edu.au/rosa/principals-teachers/common-grade-scale-pre-courses.html

http://www.boardofstudies.nsw.edu.au/rosa/principals-teachers/common-grade-scale-pre-courses.html

http://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_cpd.html

E. Assessment Requirements and Guidelines NESA rules govern the awarding of an exit credential such as the Record of School Achievement and Higher School Certificate. The RoSA and HSC are awarded to students who have satisfactorily completed the required pattern of study, as specified by NESA.

The words “satisfactorily completed” are significant and apply to all subjects studied throughout Years 9 -12.

A student will be considered to have satisfactorily completed a course if, in the Principal’s view there is sufficient evidence that the student has: (ACE 5.3)

a) followed the course developed or endorsed by the NSW Education Standards Authority; andb) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the

school; andc) achieved some or all of the course outcomes.

The Record of School Achievement (RoSA) is awarded to students who have fulfilled all eligibility requirements. These are:

a) Have satisfactorily completed an approved course of study in Years 9 - 12.b) Met all other mandatory requirements and indicative hours of study.

The Higher School Certificate is awarded to students who have fulfilled all eligibility requirements. These are:

a) Have satisfactorily completed the Preliminary course in the required pattern of study.b) Satisfactorily completed the HSC Course in the required pattern of study.

There are some important points to note from this.

a) Principals may determine that, as a result of absences, a student may not have completed the course.b) This means that students must provide evidence that they have “applied themselves with diligence and sustained

effort to the set tasks and experiences provided in the course by the school.” (NESA) This evidence comes from marks achieved and application to work.

c) Students who could qualify for an N Grade / U Award (ACE Manual 5.4.5, 5.4.5.1) if he/shei) has poor attendanceii) does not participate in the required learning experiences and Assessment Tasksiii) does not apply adequate effort or achievementiv) does not reach at least some of the course goals.

Should students not fulfil any of the course requirements and put themselves in a position whereby they could be awarded an N grade / U award, the student and parents must be notified in writing (Form C) in order for the student to be given time to improve performance and avoid receiving an N grade / U award.

The NSW Education Standards Authority gives schools authority to determine their own definition of diligence and sustained effort. At St Catherine's Catholic College, students are expected to complete all Assessment Tasks and Examinations to have “satisfactorily completed” the course. Students are also expected to maintain a pattern of attendance which allows them to attempt all class tasks.

Failure to fulfil these requirements would seriously jeopardise a student’s progress and could result in an “N” determination (unsatisfactory) being issued.

Marks from the Preliminary Course are not included in the College Assessment of the HSC Course.

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F. Absence and Misadventure Policy 1. Students absent from an assessment task, examinations, during the period of a long-term task, or the day a task is due

MUST PRODUCE a suitable written explanation for the absence. This written explanation must be an acceptable reason. Students or parents MUST contact the school office indicating absence on the days of assessment.

The following are acceptable reasons:

a) Absent due to illness

For all absences due to illness a medical certificate is required covering the period of absence.(FORM A - Absence from Assessment Task.)

The following conditions apply:(i) The doctor must sight the condition ON, OR prior to the day of Assessment or date the Assessment is

due. (see note below)(ii) The certificate must cover the period of Assessment (dates must appear on the certificate.)(iii) Post-dated certificates WILL NOT be accepted.(iv) The task must be completed immediately on return to school.(v) If you are absent on and after the due date of the Assessment the medical certificate must indicate

what day you are fit to return to College.

NOTE : The College recognises that with the shortage of Doctors it may be that a student cannot obtain an appointment on the day of the Assessment Task. If this phenomenon occurs then a parental note will be accepted (provided the reason is deemed reasonable). However, if a second incident of illness occurs a Doctor’s Certificate is required.

b) Absent due to an acceptable unforeseen circumstances (e.g. funeral) A letter addressed to the Assistant Principal Secondary Curriculum explaining the circumstances will be required. The Assistant Principal is the sole arbiter of the acceptability of the reason.

c) Absent due to an acceptable school activities (e.g. Representative sport, debating etc) The Assistant Principal Secondary Curriculum determines that the activity warrants a change of circumstance for an approved College Representation. The student will need to submit the appropriate form (Form B) to the subject teacher PRIOR to the day of Assessment.

d) Absent due to other acceptable reasons (e.g. granted leave see ACE 11.5.1.1) All other circumstances must be applied in writing to the Assistant Principal Secondary Curriculum who will determine if the reason is to be accepted. If the reason is considered acceptable then Form B must be submitted to the subject teachers(s) for each missed task PRIOR to the Assessment.

N.B. FAMILY HOLIDAYS, PARTICULARLY DURING SCHEDULED EXAMINATION WEEKS IN TERM 3, MAY NOT BE ACCEPTED AS A SUITABLE REASON FOR BEING ABSENT. STUDENTS ARE STRONGLY DISCOURAGED FROM TAKING HOLIDAYS DURING THIS TIME.

2. If the reason is NOT accepted, the procedure for late submission will apply.

3. Late Submissions – students are expected to submit the task on the due date, however, penalties will apply if a valid reason for non-submission is not forthcoming – this is – a score of Zero for all non-submitted task components.

4. If an acceptable absence occurs during the period of an extended Assessment task (e.g. project, assignment etc) an extension of the due date can be applied for. Extensions are not automatic. If granted, the extension may be pro-rata, that is, 3 school days sickness may warrant 3 school days extension. The granting of an extension will be communicated to the student in writing, on FORM B.

5. Students returning after absence with an acceptable reasonThe subject teacher and Studies Co-ordinator will advise the Assistant Principal Secondary Curriculum who will determine whether:a) To allow you to complete the original task;b) Complete a substitute task; orc) An estimate based on appropriate evidence will be given (this will only occur in exceptional circumstances).

6. Misadventure

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Students may lodge an illness/misadventure appeal if they believe that circumstances occurring immediately before or during a formal Assessment Task, and which were beyond their control, diminished their Assessment performance.

7. Cheating and dishonesty Cheating during Examination type tasks will usually result in the cancellation of the paper in whole or part and a zero mark awarded for the paper or part. Likewise, proven dishonesty in relation to other Assessment Tasks will result in a zero mark.

8. Plagiarism is a form of proven dishonestyDirectly or indirectly copying information from a text, internet or other source, including a classmate, is plagiarism. All Assessment work – assignment, research, multimedia presentation, etc, must be referenced appropriately. Acceptable referencing procedures can be found in the College Diary. If unsure, students should check with their teacher. Proven dishonesty in relation to Assessment Tasks will result in a zero mark.

G. Submission of Assessment Tasks1 Date/Lesson of Submission. The written Assessment Notice provided by a subject teacher to students will identify

the due date for submission of a particular task. If a task is due during a particular lesson, this will be indicated on the initial Assessment Task Notice.

Unless specified otherwise, all tasks will be due by 3.30 pm on the due date.

2 Method of Submission. In the first instance, Assessment Tasks should be handed in to the subject teacher who will sign off that the task has been received.

If a task is to be submitted to the office, IT IS THE STUDENT’S RESPONSIBILITY to ensure that the task is handed to the Student Services Officer and signed off by both the Student Services Officer and the student

No responsibility will be taken for tasks which are not signed off by Student Services.

In all instances students should ensure that a back up copy is kept on a USB stick or as a hard COPY

Unless specifically instructed by the teacher, students SHOULD NOT EMAIL Assessment Tasks.

FAILURE OF EMAIL OR ANY OTHER FORM OF TECHNOLOGY, IS NOT ACCEPTED AS A REASON FOR LATE SUBMISSION.

SPECIAL NOTESAny failure to hand in a task on the due date calls for submitting either:

FORM A: Absence from Assessment Task.

FORM B: Application to complete on an Alternate Date, regardless of whether or not you believe the reason will be accepted.

Students or parents must contact the College Office on the day of a task if the student is absent.

Extensions are applied for in writing and the result will be communicated back to the student in writing also on FORM B.

H. Appeals Policy

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INTERNAL APPEAL following the handing back of an Assessment Task

Disagreement over a teacher’s assessment of a task should be resolved promptly when the task result is advised. Where the matter cannot be resolved, it should be brought quickly to the attention of the appropriate Studies Co-ordinator. Note that a teacher’s judgement of a student’s performance cannot be the subject of appeal. The Assessment Committee of the College (Principal, Assistant Principal and Co-ordinators) will be the final arbiter of appeals.

SCHOOL REVIEW OF ASSESSMENTSStudents who consider that their placement in the rank order for any course is not correct on the basis of feedback on their performance during the course may seek a school review.

Students are not entitled to seek a review of teachers’ judgments of the worth of individual performance in assessment tasks. The marks or grades awarded for individual tasks will not be subject to review as part of this process. Any disputes over an individual task must be resolved at the time the task is returned to the student.

In conducting an Assessment review it is necessary for the school to ascertain whether:

(a) the weightings specified by the school in its Assessment program conform with the Board’s requirements as detailed in the syllabus packages;

(b) the procedures used by the school for determining the final Assessment mark conform with its stated assessment program – in particular, the weightings used for the various Assessment Tasks should be consistent with those specified in the Assessment program;

(c) there are no computational or other clerical errors in the determination of the Assessment mark.

Provided the school is satisfied that these conditions have been met, no change to the Assessment will be made.

I. Further InformationFurther information on aspects of the assessment process may be obtained from the NSW Education Standards Authority (NESA), Mrs Kristen Southwell (Assistant Principal Secondary Curriculum), or, for specific queries, from the Subject Co-ordinator.

Students may also access the NESA website: http://educationstandards.nsw.edu.au

Students at St Catherine’s Catholic College MUST have ALL official College letters regarding leave, absence, permission notes and forms signed by either parent /guardians.

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http://educationstandards.nsw.edu.au/

J. What Happens When …

1) YOU ARE ABSENT DUE TO ILLNESS

a) Notify the College office on the day of the task for which you will be absent.b) Obtain FORM A from Student Services at the College upon the first day of your return.c) Complete Form A and attach the Medical Certificate.d) Submit this to your subject teacher within two days of return.e) Notify your subject teacher at the beginning of the day you return, to arrange when you will complete

the task.

2) YOU ARE ABSENT DUE TO ACCEPTABLE UNFORESEEN CIRCUMSTANCES

a) Notify the College office on the day of the task that you will be absent.b) Obtain Form A from Student Services at the College upon the first day of your return.c) Complete Form A and attach the letter addressed to the Assistant Principal explaining the

circumstances in detail.d) Submit this to your subject teacher within two days of return.e) Notify your subject teacher at the beginning of the day you return to arrange when you will complete

the task.

3) ALL OTHER ABSENCES - as these will be known prior to the event.

a) Obtain Form B from Student Services at the College.b) Complete Form B and attach the letter addressed to the Assistant Principal Secondary

Curriculum, explaining the circumstances in detail.c) Submit this to your subject teacher prior to the due date of the task.

4) YOU FAIL TO SUBMIT AN ASSESSMENT TASK

If you, a) fail to submit an Assessment Task; or,b) do not have an acceptable reason to not complete an Assessment Task by the due date.

Then, your teacher will complete a FAILURE TO SUBMIT AN ASSESSMENT TASK (FORM C), to notify you and your parents.

5) YOU SUBMIT AN ASSESSMENT TASK JUDGED TO BE A NON-SERIOUS ATTEMPT

If your Assessment Task is determined to not be of an acceptable standard, your teacher will complete a ‘NON-SERIOUS ATTEMPT’ (Form D), to notify you and your parents.

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NOTE: FAILURE TO COMPLETE A ROSA COURSE, WITH SUFFICIENT NOTIFICATIONS, MAY LEAD TO AN “N” (UNSATISFACTORY) DETERMINATION FOR THAT COURSE.

St Catherine’s Catholic College Singleton

ABSENCE FROM ASSESSMENT TASK

(NB: a new form is required for each subject requiring attention)

SECTION ONE: To be completed by student immediately upon returning to school.

NAME: ________________________________________ PASTORAL GROUP: ___________________

SUBJECT: _________________________________________ TEACHER: ___________________________________

TASK NUMBER: ______________________

NATURE OF TASK: __________________________________________________________________________________

(e.g. Exam, research activity, topic test, practical, fieldwork, etc)

REASON FOR ABSENCE:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Parent’s/Guardian’s signature: __________________________________ Date: ________________

Student’s signature: __________________________________________ Date: ________________

SECTION TWO: To be completed by Teacher on first day of student’s return

ACTION TAKEN: __________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Teacher’s signature ____________________________________ Date: _________________________________________

Studies Coordinator’s signature ___________________________ Date: _________________________________________

Comment: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

Copy to be kept on file by Studies Co-ordinator Copy to Assistant Principal Curriculum

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FORM A

ST CATHERINE’S CATHOLIC COLLEGE SINGLETON

APPLICATION TO COMPLETE AN ASSESSMENT TASK ON ALTERNATE DATE

NB: a new form is required for each subject requiring attention

SECTION ONE: To be completed by student prior to due date

NAME: ____________________________________________ PASTORAL GROUP: _____________________

SUBJECT: ___________________________________________ TEACHER: _____________________________

TASK NUMBER: ______________________________________

NATURE OF TASK: ______________________________________________________________________________________(e.g. Exam, research activity, topic test, practical, fieldwork, etc)

ORIGINAL DATE DUE: __________________________________________

REASON FOR CHANGE:____________________________________________________________________________________

____________________________________________________________________________________________

Parent’s/Guardian’s signature: __________________________________________ Date: ________________

Student’s signature: __________________________________________________ Date: ________________

SECTION TWO: To be completed by Teacher

DETAILS OF ALTERNATE ARRANGEMENT/ DATE PROPOSED: ____________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

RECOMMENDATIONS/APPROVAL/CONDITIONS: ____________________________________________________

___________________________________________________________________________________________________

Teacher’s signature _______________________________________________ Date: ___________________

Studies Coordinator’s signature ______________________________________ Date: ___________________

Assistant Principal Secondary Curriculum Signature _____________________________ Date: ___________________

Comment: ____________________________________________________________________________________________

___________________________________________________________________________________________________

Copy to be kept on file by Studies Co-ordinator. Copy to Assistant Principal Secondary Curriculum

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FORM B

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FORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM CFORM C

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FORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM DFORM D

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FORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM FFORM F

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ST. CATHERINE’S CATHOLIC COLLEGE

APPEAL DUE TO MISADVENTUREINTERNAL ASSESSMENT

Student Name ________________________________ Pastoral Class _________________________

Course for which the appeal is being lodged

Teacher Date _________________________________

Task Affected

Date of the Task

Did you attend/submit the task? (Please circle) YES or NO

Student Record

Describe how illness or unforeseen misadventure affected your performance or prevented your attendance. Give details of any action you took to report this (including reporting to teachers, attendance at a doctor’s surgery or hospital)

Teacher Record

Record fully your observations of distress or disadvantage suffered by the student (if they were in attendance for the task)

Independent evidence of illness or misadventureRecord Doctor’s Certificates or Police Reports below and attach to this form.

Student Signature______________________ Parent Signature: ______________________________

Assistant Principal Comment & Decision

Assistant Principal Signature Date

— 22 —

FORM G

ST CATHERINE’S CATHOLIC COLLEGE

REQUEST FOR VARIATION OF PROGRAMNB: A NEW FORM IS REQUIRED FOR EACH SUBJECT BEING ALTERED

NAME: ______________________________________PASTORAL GROUP: ______________________

Current number of units (total): ________________

PART ONE – SUBJECT BEING DISCONTINUED

SUBJECT: ____________________________________________

Teacher’s signature ___________________________ Date: ___________________

Studies Coordinator’s signature ______________________ Date: ___________________

PART TWO – SUBJECT BEING ADDED (if relevant)

SUBJECT: ____________________________________________

Teacher’s signature __________________________________ Date: ___________________

Studies Co-ordinator’s signature ______________________ Date: ___________________

PART THREE – AUTHORISATION

Parent’s/Guardian’s signature: _______________________ Date: ________________

Student’s signature: ________________________________ Date: ________________

Assistant Principal’s signature ________________________ Date: ________________

Office Use only: EDVAL SAS

Return to Assistant Principal Date: ………

— 23 —

FORM H

Individual Course Assessment Record

Preliminary Course 2017

Including Course Outcomes

— 24 —

SUBJECT: BIOLOGY

ASSESSMENT RECORD for 2017

Teachers: Mr R Angeli

Co-ordinator: Mr R Angeli

2017 Year 11 Preliminary Course

Area of Assessment Syllabus weighting

%

Task 1 Task 2 Task 3 Task 4

DATE Term 1Week 8

Term 2Week 3

Term 3Week 5

Term 3Weeks 9/10

Knowledge and understanding 40 5 5 10 20

First-hand investigation skills 30 10 10 5 5

Scientific thinking, problem-solving and communication 30 2 8 10 10

TOTAL 100 17 23 25 35

Outcomes assessedP3, P4, P7,

P8, P12 – P15P2, P5, P6P11 – P15

P1, P3, P9, P10, P12 –

P14TBC

Type of Task/Context Area Field report Practical task Analysing data Examination

COURSE OUTCOMES

A student:

P1 outlines the historical development of major biological principles, concepts and ideas

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in biology

P3 assesses the impact of particular technological advances on understanding in biology

P4 describes applications of biology which affect society or the environment

P5 describes the scientific principles employed in particular areas of biological research

P6 explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

P7 describes the range of organisms in terms of specialisation for a habitat

P8 analyses the interrelationships of organisms within the ecosystem

P9 explains how processes of reproduction ensure continuity of species

P10 identifies and describes the evidence for evolution

P11 identifies and implements improvements to investigation plans

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

P14 draws valid conclusions from gathered data and information

P15 implements strategies to work effectively as an individual or as a team member

P16 demonstrates 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

— 25 —

SUBJECT: BUSINESS STUDIES


Teachers: Mrs B Watson, Mrs F Feeney

Co-ordinator: Mrs T Holstein



%


DATE Term 1Week 7

Term 2Week 6

Term 3Week 7

Term 3Weeks 9/10

Knowledge and understanding 40 5 10 25

Stimulus based skills 20 15 5

Inquiry and research 20 10 10

Communication 20 5 5 5 5

TOTAL 100 15 25 30 30

Context areaTopic 1

Nature of Business

Topic 2

Business Management

Topic 3

Business Planning

All topics

Outcomes assessed P2, 6, 7, 9, P 4, 5, 8, 9, P1, 3. 4, 7, 8, 9, 10 ALL

Type of TaskMedia File

Research 10%

Report 20%

Research and plan 30% Examination

COURSE OUTCOMES

A student:

P1 discusses the nature of business, its role in society and types of business structure

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to medium enterprises

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

— 26 —

SUBJECT: CATHOLIC STUDIES


Teacher: Ms L Hall

Co-ordinator: Mr D Thomas


Area of Assessment Syllabus Weighting

/50

Task1 Task 2 Task 3

DATE Term 1Week 7

Term 2Week 5

Term 3Week 3

The Search For Meaning 10 10

Biblical Studies 15 15

Jesus the Christ 25 25

TOTAL 50 10 15 25

Outcomes assessed HB6.2, HB6.3, CP6.1 JS6.1, HB6.1 JS6.1,JS6.2,

HB6.1, HB6.4

Task Type/Context Area Research Report Analysis

COURSE OUTCOMES

A student:

HB 6.1 Conveys a sound understanding of the history, beliefs and practices of the Christian traditionHB 6.2 Demonstrates a deeper knowledge and understanding of the establishment and influence of Christianity in

Australian societyHB 6.3 Conveys an understanding of Aboriginal belief systems and spirituality and their links to ChristianityHB 6.4 Demonstrates a sound knowledge and understanding of the impact of significant events in the story of the

ChurchHB 6.5 Demonstrates an understanding of Christianity’s response to the fundamental questions of life

JS 6.1 Demonstrates a sound knowledge of the structure and composition of the scripturesJS 6.2 Demonstrates knowledge of the centrality of the life, death and resurrection of Jesus for Christianity

CP 6.1 Describes the main celebrations and prayer forms of the Catholic TraditionCP 6.2 Explains the origins and history of the rituals of the Christian Tradition and their influence in the everyday lives

of peopleCP 6.3 Demonstrates a deeper understanding of the sacramentality of Christian life

JM 6.1 Demonstrates a deeper understanding of the Christian call to peace and justiceJM 6.2 Demonstrates a sound knowledge and understanding of Christian social teaching and action for justiceJM 6.3 Analyses significant justice issues from a Catholic perspectiveJM 6.4 Demonstrates knowledge of the theories of Christian ethics and the influence these have on the everyday lives

of peopleJM 6.5 Demonstrates a deeper understanding of ethical and moral issues

— 27 —

SUBJECT: CHEMISTRY


Teacher: Mr R Angeli




%


DATE Term 1Week 8

Term 2Week 6

Term 3Week 4

Term 3Weeks 9/10




TOTAL 100 15 20 30 35

Outcomes assessedP1, P3, P4, P5, P6, P8, P10, P12,

P13

P1, P6, P8, P12 – P14

P2, P7, P9, P10 P11,

P15TBC

Type of Task/Context Area Research and validation Topic test First – hand

investigation Examination

COURSE OUTCOMES

A student:P1 outlines the historical development of major principles, concepts and ideas in chemistry.

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry

P3 assesses the impact of particular technological advances on understanding in chemistry

P4 describes applications of chemistry which affect society or the environment

P5 describes the scientific principles employed in particular areas of research in chemistry

P6 explains trends and relationships between elements in terms of atomic structure and bonding

P7 describes chemical changes in terms of energy inputs and outputs

P8 describes factors that influence the type and rate of chemical reactions

P9 relates the uses of carbon to the unique nature of carbon chemistry

P10 applies simple stoichiometric relationships

P11 identifies improvements to investigation plans


P13 identifies appropriate terminology and reporting styles to communicate information and understanding


P15 implements strategies to work effectively as an individual or as a member of a team

P16 demonstrates positive values about, and attitude 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.

— 28 —

SUBJECT: COMMUNITY AND FAMILY STUDIES


Teacher: Mrs L Sponberg, Ms M Black

Co-ordinator: Mrs K Southwell



/100


DATE Term 1Week 10

Term 2Week 8

Term 3Week 5

Term 3Week 9/10

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

factors nature of groups,

families and communities

40 5 10 10 15

Skills in: Applying management

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

Planning to take responsible action to promote wellbeing.

25 5 5 10 5

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

35 10 10 10 5

TOTAL 100 20 25 30 25

Outcomes assessed P1.1, 4.1, 4.2, 6.1

P2.3, 4.1, 4.2, 6.1 P2.2, 3.1, 4.2 ALL

Type of Task/Context Area Interview and Report

Stimulus Response Questions Research Task Examination

COURSE OUTCOMESA student:

P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals

P1.2 proposes effective solutions to resource problems

P2.1 accounts for the roles and relationships that individuals adopt within groups

P2.2 describes the role of the family and other groups in the socialisation of individuals

P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement

P2.4 analyses the inter-relationships between internal and external factors and their impact on family functioning

P3.1 explains the changing nature of families and communities in contemporary society

P3.2 analyses the significance of gender in defining roles and relationships

P4.1 utilise research methodology appropriate to the study of social issues

P4.2 presents information in written, oral and graphic form

P5.1 applies management processes to maximize the efficient use of resources

P6.1 distinguishes those actions that enhance wellbeing

— 29 —

P6.2 uses critical thinking skills to enhance decision making

SUBJECT: DESIGN AND TECHNOLOGY


Teacher: Mr R Turnbull

Co-ordinator: Mr R Turnbull


Area of assessment

Syllabus weighting

%


DATE Term 1Week 6

Term 2Week 3

Term 3Week 7

Term 3Weeks 9/10

Design Projects 50 20 30

Presentation of Research 25 25

Test Type Tasks 25 25

TOTAL 100 25 20 30 25

Outcomes assessed P2.1, P2.2P6.1 & P6.2

P1.1, P4.1, P4.2, P4.3, P5.1 & P5.2

P2.2, P3.1,P4.1, P4.2, P4.3, P5.1,

P5.2, P5.3 & P6.1

Aspects of all outcomes could be assessed

Type of Task/Context Area Research Task

Design Project One

Design Project Two Examination

COURSE OUTCOMES

A student:

P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects

P2.1 identifies design and production processes in domestic, community, industrial and commercial settings

P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects

P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing

P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities

P4.2 uses resources effectively and safely in the development and production of design solutions

P4.3 evaluates the processes and outcomes of designing and producing

P5.1 uses a variety of management techniques and tools to develop design projects

P5.2 communicates ideas and solutions using a range of techniques

P5.3 uses a variety of research methods to inform the development and modification of design ideas

P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects

P6.2 evaluates and uses computer-based technologies in designing and producing

— 30 —

SUBJECT: DRAMA


Teacher: Ms L Hall

Co-ordinator: Mrs M Finder



%


DATE Term 1Week 11

Term 2Week10

Term 3Week 7

Term 3Week 9/10

ImprovisationPlay buildingActing

40 25 5 10

Elements of Production in Performance 30 10 15 5

Theatrical Tradition and Performance Styles 30 10 15 5

TOTAL 100 25 25 30 20

Outcomes assessed1.1, 1.2, 1.3, 1.7, 1.8, 2.1,

2.5, 3.1

1.4, 1.5, 1.6, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2

1.3, 2.3, 2.6, 3.1, 3.3, 3.4

1.8, 2.2, 3.1, 3.2

Type of Task/Context AreaPrepared

ImprovisationPlaybuilding

Written Assignment

& Performance

Research and

Presentation

Written & Practical

Examination

COURSE OUTCOMESThe student:P1.1 develops acting skills in order to adopt and sustain a variety of characters and rolesP1.2 explores ideas and situations, expressing them imaginatively in dramatic formP1.3 demonstrates performance skills appropriate to a variety of styles and mediaP1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively

and creativelyP1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to

performanceP1.6 demonstrates directorial and acting skills to communicate meaning through dramatic actionP1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the

process of collaborationP1.8 recognises the value of individual contributions to the artistic effectiveness of the wholeP2.1 understands the dynamics of actor-audience relationshipP2.2 understands the contributions to a production of the playwright, director, dramaturgy, designers, front-of-house

staff, technical staff and producersP2.3 demonstrates directorial and acting skills to communicate meaning through dramatic actionP2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and

design elements and performance spacesP2.5 understands and demonstrates the commitment, collaboration and energy required for a productionP2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a

performanceP3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of

othersP3.2 understands the variety of influences that have impacted upon drama and theatre performance styles, structures

and techniquesP3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movementsP3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness

and expressing ideas about issues of interest

— 31 —

SUBJECT: ENGLISH – ADVANCED


Teacher: Ms A Partridge, Mrs R Price

Co-ordinator: Ms A Partridge



%


DATE Term 1 Week 10

Term 2Week 8

Term 3Week 6

Term 3Week 9/10

Common ContentArea of StudyBelonging

40

Speaking 15%

Writing 5%Viewing/

Representing 5%

Reading 15%

Module AContextual StudySatire

30

Writing 10%Viewing/

Representing 10%

Writing 5%Reading 5%

Module BRepresentationHistory and Memory

30

Listening 15%

Writing 5%Writing 5%

Reading 5%

TOTAL 100 25 20 20 35

Outcomes assessed ALL P4, 5, 7, 10 P1, 4, 5, 9, 12

ALL

Type of Task/Context Area

Viva Voce and

Resource Folder

In Class Extended Response

Task

In Class Listening Task with

Short Answer responses

Examination

COURSE OUTCOMES

A student:P1 describes and explains the relationships between composer, responder, text and context in particular

textsP2 describes and explains relationships among textsP3 develops language relevant to the study of EnglishP4 describes and explains the ways in which language forms and features, and structures of particular

texts shape meaning and influence responsesP5 demonstrates an understanding of the ways various textual forms, technologies and their media of

production affect meaningP6 engages with a wide range of texts to develop a considered and informed personal responseP7 selects appropriate language forms and features, and structures to explore and express ideas and

valuesP8 articulates and represents own ideas in critical, interpretive and imaginative textsP9 assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideasP10 analyses and synthesises information and ideas from a range of texts for a variety of purposes,

audiences and contextsP11 draws upon the imagination to transform experience into textP12 reflects on own processes of responding and composingP12A demonstrates a capacity to understand and use different ways of responding to and composing

particular textsP13 reflects on own processes of learning

— 32 —

SUBJECT: ENGLISH – EXTENSION 1


Teacher: Mrs R Price




/50

Task 1 Task 2 Task 3

DATE Term 1Week 11

Term 2Week 10

Term 3Week 9

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

25 10 5 10

Skills in: complex analysis sustained composition independent investigation

25 5 10 10

TOTAL 50 15 15 20

Outcomes assessed P 1, 2, 3 P 1, 2, 3 P 1, 2, 3


Extended Response

Critical analysis of texts used in class and related texts of students’ own

choosing

Composing Portfolio

Submission of creative

responses with oral justification for

selections and writing choices

Examination

Extended Response to the

year’s course work and a Creative Composition

based on stimulus

COURSE OUTCOMES

A student:

P1 understands how and why texts are valued in and appropriated into a range of contexts

P2 develops skills in independent investigation, involving particular texts and their manifestations in various forms, and within particular cultural contexts

P3 develops skills in extended composition in a range of modes and media for different purposes and audiences

— 33 —

SUBJECT: ENGLISH – STANDARD


Teachers: Miss S Purnell




%


DATE Term 1Week 10

Term 2Week 8

Term 3Week 7

Term 3Week 9/10

Common ContentArea of StudyBelonging

40

Speaking 15%

Writing 5%Viewing/

Representing 5%

Reading 15%

Module AChanges and Choices‘World’s Fastest Indian’ plus related texts

30Writing 10%

Viewing/ Representing

10%

Reading 5%Writing 5%

Module BPainting Pictures With Words‘Maestro’

30 Listening 15%

Writing 5%

Reading 5%Writing 5%

TOTAL 100 25 20 20 35

Outcomes assessed ALL 6, 7, 8, 11, 12 1, 3, 4, 5, 9 ALL


Viva Voce and

Resource Folder

In class extended response

In class listening task

with short answer

Examination

COURSE OUTCOMES

A student:P1 demonstrates understanding of the relationships between composer, responder, text and contextP2 identifies and describes relationships among textsP3 develops language relevant to the study of EnglishP4 identifies and describes language forms and features and structures of particular texts that shape meaning and

influence responsesP5 describes the ways different technologies and media of production affect the language and structure

of particular textsP6 engages with a wide range of texts to develop a considered and informed personal responseP7 selects appropriate language forms and features, and structures of texts to explore and express

ideas and valuesP8 articulates and represents own ideas in critical, interpretive and imaginative textsP9 assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideasP10 analyses and synthesises information and ideas from a range of texts for a variety of purposes,

audiences and contextsP11 draws upon the imagination to transform experience into textP12 reflects on own processes of responding and composingP13 reflects on own processes of learning

— 34 —

SUBJECT: ENGLISH STUDIES


Teacher: Ms C Duffey




%


DATE Term 1 Week 7

Term 2 Week 5

Term 3 Week 1

Term 3 Weeks 9/10

Knowledge and understanding of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning

30 5 10 5 10

Skills in reading, listening and viewing and in writing, speaking and representing

30 10 10 10

Knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts

25 10 5 5 5

Skills in planning and working individually and collaboratively 15 10 5

TOTAL 100 25 25 25 25

Outcomes assessedP1.1, 1.2,

1.4, 2.2, 3.1, 3.2

P2.2, 3.3, 3.1, 3.2, 4.1,

4.2

P2.2, 2.2, 2.3, 3.1, 3.2 ALL

Type of Task/Context Area Creative Writing

Website study

Letter of Application

Examination


P1.1 has experience of extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning

P1.2 explores the ideas and values of the texts

P1.3 identifies how language and other techniques are used to convey meaning in extended and short texts in a range of forms

P1.4 produces a range of texts in different forms

P2.1 comprehends written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship

P2.2 demonstrates skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship

P2.3 demonstrates familiarity with the language conventions of a variety of textual forms, including literary texts, informative texts and texts used in vocational contexts

P3.1 recognises a range of purposes for and contexts in which language is used and the appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes

P3.2 recognises a range of audiences and the appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences

P4.1 plans and organises, with teacher support, to complete tasks or projects, both individually and collaboratively

P4.2 works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety of topics

— 35 —

SUBJECT: INDUSTRIAL TECHNOLOGY–TIMBER PRODUCTS AND FURNITURE TECHNOLOGIES


Teacher: Mr M. Ribbons

Co-ordinator: Mr R. Turnbull



%


DATE Term 2Week 3

Term 2Week 7

Term 3Week 7

Term 3,Weeks 9/10

Industry Study 15 10 5

Design 10 5 5

Management & Communication 20 5 10 5

Production 40 15 20 5

Industry Related Manufacturing Technology 15 5 5 5

TOTAL 100 25 15 40 20

Outcomes assessedP1.2, P2.1, P5.1 & P5.2

P1.1, P1.2, P6.2, P7.1 &

P7.2

P2.1, P2.2, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3,

P5.1 & P5.2

P1.1, P6.1, P6.2, P7.1 &

P7.2

Context area Practical & Folio

Industry Study

Practical & Folio Examination


P1.1 describes the organisation and management of an individual business within the focus area industry

P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologies

P2.1 describes and uses safe working practices and correct workshop equipment maintenance techniques

P2.2 works effectively in team situations

P3.1 sketches, produces and interprets drawings in the production of projects

P3.2 applies research and problem-solving skills

P3.3 demonstrates appropriate design principles in the production of projects

P4.1 demonstrates a range of practical skills in the production of projects

P4.2 demonstrates competency in using relevant equipment, machinery and processes

P4.3 identifies and explains the properties and characteristics of materials/components through the production of projects

P5.1 uses communication and information processing skills

P5.2 uses appropriate documentation techniques related to the management of projects

P6.1 identifies the characteristics of quality manufactured products

P6.2 identifies and explains the principles of quality and quality control

P7.1 identifies the impact of one related industry on the social and physical environment

P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society and the environment

— 36 —

SUBJECT: LEGAL STUDIES


Teacher: Miss C McBurney




%


DATE Term 1Week 5

Term 2Week 4

Term 3Week 4

Term 3Weeks 9/10

Knowledge and understanding of course content 60 10 10 10 30

Research 20 10 10

Communication 20 5 5 10

TOTAL 100 15 25 30 30

Context Area Legal System

Individual & the Law

Law in practice All topics

Outcomes assessed P1, 2,3,4,6,8 P1, 4, 6, 8, 9 P2, 4, 5, 6, 8, 9, 10

P1, 2, 3, 4. 5, 6, 7, 9, 10

Type of Task Short answer in class

Case Research

In class essay Examination

COURSE OUTCOMES

A student:

P1 identifies and applies legal concepts and terminology

P2 describes the key features of Australian and international law

P3 describes the operation of domestic and international legal systems

P4 discusses the effectiveness of the legal system in addressing issues

P5 describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

P6 explains the nature of the interrelationship between the legal system and society

P7 evaluates the effectiveness of the law in achieving justice

P8 locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents

P9 communicates legal information using well-structured responses

P10 accounts for differing perspectives and interpretations of legal information and issues

— 37 —

SUBJECT: MATHEMATICS GENERAL


Teachers: Mrs L Horsburgh, Ms M Chard

Co-ordinator: Mr B Donohoe


Area of Assessment Syllabus

weighting%


DATE Term 1Week 6

Term 2Week 5

Term 3 Week 3

Term 3 Weeks 9/10

Component A 50 7.5 15 10 17.5

Component B 50 7.5 15 10 17.5

TOTAL 100 15 30 20 35

Outcomes assessed P2, 3, 5, 6, 7 P1-10 P2, 3, 6, 7 All outcomes

Type of Task/Context Area Progress Test Half Yearly Examination Progress Test

Yearly Examination

The mandatory components and weightings are:

Component Description Weighting

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

50

B - Reasoning and communicationApplication of reasoning and communication in appropriate forms to construct mathematical arguments and to interpret and use mathematical models

50

100

COURSE OUTCOMES

A student:

MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems

MGP-2 represents information in symbolic, graphical and tabular form

MGP-3 represents the relationships between changing quantities in algebraic and graphical form

MGP-4 performs calculations in relation to two dimensional and three dimensional figures

MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units

MGP-6 models financial situations relevant to the student’s current life using appropriate tools

MGP-7 determines an appropriate form of organisation and representation of collected data

MGP-8 performs simple calculations in relation to the likelihood of familiar events

MGP-9 uses appropriate technology to organise information from a limited range of practical and everyday

MGP-10 justifies a response to a given problem using appropriate mathematical terminology

MGP-VA develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation

— 38 —

SUBJECT: MATHEMATICS


Teacher: Mr B Donohoe


2017 Year 11 Preliminary CourseArea of Assessment Syllabus

weighting%


DATE Term 1Week 6

Term 2Week 5

Term 3 Week 3

Term 3Weeks 9/10

Component A 50 7.5 10 10 17.5

Component B 50 7.5 10 10 17.5

TOTAL 100 15 30 20 35

Outcomes assessed P1, 3, 4, 5 P1, 2, 3, 4, 5 P1, 3, 4All outcomes

may be assessed

Type of Task/Context Area Progress Test Half Yearly Examination Progress Test Yearly

Examination

Note: The mandatory components and weightings are:



50


50

100

COURSE OUTCOMES

A student:

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

P5 understands the concepts of a function and the relationship between a function and its graph

P6 relates the derivative of a function to the slope of its graph

P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands and uses the language and notation of calculus

— 39 —

SUBJECT: MATHEMATICS – Extension 1


Teacher: Mr B Donohoe




/50


DATE Term 1Week 7

Term 2Week 6

Term 3 Week 4

Term 3Weeks 9/10

Component A 25 3.75 7.5 5 8.75

Component B 25 3.75 7.5 5 8.75

TOTAL 50 7.5 15 10 17.5

Outcomes assessed P1, 2, 3, 4, 5PE1, 2, 3

P1-8, PE2-6 PE3, PE4 ALL

Type of Task/Context Area Progress test Half Yearly Examination

Progress Test Examination

Note: The mandatory components and weightings are:



25


25

50


PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

— 40 —

SUBJECT: MODERN HISTORY


Teacher Mrs T Holstein




/100


DATE Term 1Week 6

Term 2Week 2

Term 3Week 5

Term 3Weeks 9/10

Knowledge and understanding of course content 40 5 10 25

Source based skills 20 15 5

Historical Inquiry and research 20 10 10

Communication 20 5 5 10

TOTAL 100 15 25 30 30

Context area Topic 1 Topic 2 Topic 3 All topics

Outcomes assessedP1.1, 2.1, 3.2,

3.5, 4.2

P1.1, 2.1, 3.2, 3.3, 3.4, 3.5

P1.2, 3.1, 3.2, 3.5, 4.2,

P1.1, 1.2, 2.1, 3.3, 3.4,

4.1, 4.2


In class essay/research

Source analysis

Historical investigation Examination

COURSE OUTCOMES

A student:

P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present

P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present

P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present

P3.1 ask relevant historical questions

P3.2 locate, select and organise relevant information from different types of sources

P3.3 comprehend and analyse sources for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

P4.1 use historical terms and concepts appropriately

P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

— 41 —

SUBJECT: MUSIC


Teacher: Mrs D Smith




%


DATE Term 1Week 8

Term 2Week 6

Term 3Week 4

Term 3Week 7

Performance 25 5 20

Composition 25 25

Musicology – Viva Voce 25 25

Aural 25 10 15

TOTAL 100 5 25 35 35

Outcomes assessed P1, 2, 3, 7 P2, 3, 5, 7 P4, 5, 6, 7, 8 P1, 2, 3, 7, 9

Content AreaAustralian

MusicMusic of Another Culture

Music for Small

Ensembles

Topic 1, 2, 3 or 4

COURSE OUTCOMES

A student:

P1 performs music that is characteristic of the topics studies

P2 observes, reads, interprets and discusses simple musical scores characteristic of topics studied

P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied

P4 recognises and identifies the concepts of music and discusses their use in a variety of musical styles

P5 comments on and constructively discusses performances and compositions

P6 observes and discusses concepts of music in works representative of the topics studied

P7 understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied

P8 identifies, recognises, experiments with and discusses the use of technology in music

P9 performs as a means of self–expression and communication

P10 demonstrates a willingness to participate in performance, composition, musicology and aural activities

P11 demonstrates a willingness to accept and use constructive criticism

— 42 —

SUBJECT: PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION


Teacher: Mr T Rohr




/100


DATE Term 1Week 8

Term 2Week 7

Term 3Week 6

Term 3Week 9/10

Knowledge and understanding of

factors that affect health

the way the body moves

40 10 10 10 10

Skills in: influencing

personal and community health

taking action to improve participation and performance in physical activity.

30 10 5 5 10

Skills in critical thinking, research and analysis 30 5 5 5 15

TOTAL 100 25 20 20 35

Outcomes assessed P1,2,3,4,6 P8,10,11 P5,6,12 ALL

Type of Task/Context Area Extended response

Body in motion written task

1st aid Assessment Examination

COURSE OUTCOMES

A student:

P1 identifies and examines why people give different meanings to health and to physical activity

P2 explains how nutrition, physical activity, drug use and relationships affect personal health

P3 recognises that health is determined by sociocultural, economic and environmental factors

P4 identifies aspects of health over which individuals can exert some control

P5 plans for and can implement actions that can support the health of others

P6 proposes actions that can improve and maintain personal health

P7 explains how body structures influence the way the body moves

P8 describes the components of physical fitness and explains how they are monitored

P9 describes biomechanical factors that influence the efficiency of the body in motion

P10 plans for participation in physical activity to satisfy a range of individual needs

P11 assesses and monitors physical fitness levels and physical activity patterns

P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings (Option 1)

P13 develops, refines and performs movement compositions in order to achieve a specific purpose (Option 2)

— 43 —

SUBJECT: PHOTOGRAPHY, VIDEO & DIGITAL IMAGINGASSESSMENT RECORD for 2017

Teacher: Mrs N Ross, Mr E Bennetts



CourseComponent

Syllabus weighting

/50


DATE Term 1Week 11

Term 2Week 10

Term 3Week 2

Term 3Week 9/10

Art Making 35 20 15

Art Criticism/History 15 5 10

TOTAL 50 20 15 5 10

Outcomes assessed M4-M6 M1-M6 CH1-CH5 CH1-CH5

Type of Task/Content Area Digital Major Work & Journal

Wet Major Work & Journal Essay Examination

COURSE OUTCOMES

A student:

M1 Generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice

M2 Explores concepts of artist/photographers, still and moving works, interpretations of the world and audience response, in their making of still and/or moving works

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

M4 Generate images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images

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

M6 Takes into account issues of occupational health and safety in the making of photographs and/or videos and/or digital works

CH1 Generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital imaging

CH2 Investigates the roles and relationships among the concepts of artist, artwork, world and audience in critical and historical investigations

CH3 Distinguishes between different points of view and offers interpretive accounts in critical and historical studies

CH4 Explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of photography and/or video and/or digital imaging

CH5 Recognises how photography and/or video and/or digital imaging are used in various field of cultural production

— 44 —

SUBJECT: PHYSICS


Teacher: Mr A Campbell



Area of assessment

Syllabus weighting

%


DATE Term 1Week 7

Term 2Week 7

Term 3Week 6

Term 3Weeks 9/10


First-hand investigation skills 30 15 - 10 5


TOTAL 100 25 25 20 30

Outcomes assessed P2, P3P11 – P13

P1 - 4P6 – P10

P1, P2, P5 – 9

P10 – 15TBC

Type of TaskSkills based

Practical Task

Half YearlySkills based

Practical Task

Examination

COURSE OUTCOMES

A student:

P1 outlines the historical development of major principles, concepts and ideas in physics

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics

P3 assesses the impact of particular technological advances on understanding in physics

P4 describes applications of physics which affect society or the environment

P5 describes the scientific principles employed in particular areas of research in physics

P6 describes the forces acting on an object which causes changes in its motion

P7 describes the effects of energy transfers and energy transformations

P8 explains wave motions in terms of energy sources and the oscillations produced

P9 describes the relationship between force and potential energy in fields

P10 describes theories and models in relation to the origins of matter and relates these to the forces involved

P11 identifies and implements improvements to investigation plans


P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics


P15 implements strategies to work effectively as an individual or as a member of a teamP16 demonstrates positive values about, and attitude 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

— 45 —

SUBJECT: SENIOR SCIENCE


Teachers: Ms A Jenkins




%


DATE Term 1Week 9

Term 2Week 7

Term 3Week 5

Term 3Weeks 9/10




TOTAL 100 35 20 20 25

Outcomes assessed P2, P3, P11 –P15

TBCP3 – P5, P9-

P10, P12 – P14

TBC

Type of Task/Context AreaField Report Half yearly

Examination

Research and

Validation Examination

COURSE OUTCOMESA student:P1. outlines the historical development of scientific principles, concepts and ideasP2. applies the processes that are used to test and validate models, theories and laws of science, with

particular emphasis on first-hand investigationsP3. assesses the impact of particular technological advances on scienceP4. identifies applications of science that affect society and the environmentP5. identifies areas of current scientific researchP6. identifies the origins of Earth’s resourcesP7. explains relationships between organisms in the environmentP8. describes reactions between compoundsP9. describes the structure of body organs and systemsP10. describes the effect of energy transfers and transformationsP11. identifies and implements improvements to investigation plansP12. discusses the validity and reliability of data gathered from first-hand investigations and secondary

sourcesP13. identifies appropriate terminology and reporting styles to communicate information and

understanding in scienceP14. draws valid conclusions from gathered data and informationP15. implements strategies to work effectively as an individual or as a member of a teamP16. demonstrates 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

— 46 —

SUBJECT: SOCIETY and CULTUREASSESSMENT RECORD for 2017

Teacher: Miss M Smith



CourseComponent

Syllabus weighting

%


DATE Term 1Week 7

Term 2Week 8

Term 3Week 6

Term 3Week 9/10

Knowledge & Understanding of course content 50 10 10 30

Application & evaluation of social & cultural research methods

30 10 10 10 —

Communication of information, ideas & issues in appropriate forms

20 10 5 5 —

TOTAL 100 20 25 25 30

Outcomes assessed P1, P3, P9, P10 P1, P3, P4, P7, P8, P9 P2, P8, P10 P1, P2, P3, P5,

P6, P10Type of Task Film review Focus Study Research task Examination

COURSE OUTCOMES

A student::P1 identifies and applies social and cultural concepts

P2 describes personal, social and cultural identity

P3 identifies and describes relationships and interactions within and between social and cultural groups

P4 identifies the features of social and cultural literacy and how it develops

P5 explains continuity and change and their implications for societies and cultures

P6 differentiates between social and cultural research methods

P7 selects, organises and considers information from a variety of sources for usefulness, validity and bias

P8 plans and conducts ethical social and cultural research

P9 uses appropriate course language and concepts suitable for different audiences and contexts

P10 communicates information, ideas and issues using appropriate written, oral and graphic forms

— 47 —

SUBJECT: SOFTWARE DESIGN AND DEVELOPMENT


Teacher: Mr T Edwards

Co-ordinator: Mr T Edwards


Area of AssessmentSyllabus weighting

%


DATETerm 1 Week 6Term 1 Week 10Term 2 Week 4Term 3 Week 3

Term 2Week 2

Term 1 Week9Term 2 Week9Term 3 Week7

Term 3Week 9/10


Design and development of software solutions 35 5 15 15

Project management techniques 20 5 10 5

Projects 25 5 20

TOTAL 100 20 20 30 30

Outcomes assessedP1.1, 1.2, 2.1 2.2, 3.1, 4.1, 4.2, 4.3, 6.1

P1.2, 1.3, 2.2, 3.1, 4.1, 4.2, 4.3, 5.2,

6.1

P1.2, 1.3, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1,

6.2, 6.3

TBC

Type of task/Context Area Cumulative quizzes

Mid-course Examination

Multi stage Project Examination

COURSE OUTCOMES

A Student:

P1.1 describes the functions of hardware and software

P1.2 describes and uses appropriate data types

P1.3 describes the interactions between the elements of a computer system

P2.1 describes developments in the levels of programming languages

P2.2 describes the effects of program language developments on current practices

P3.1 identifies the issues relating to the use of software solutions

P4.1 analyses a given problem in order to generate a computer-based solution

P4.2 investigates a structured approach in the design and implementation of a software solution

P4.3 uses a variety of development approaches to generate software solutions and distinguishes between these approaches

P5.1 uses and justifies the need for appropriate project management techniques

P5.2 uses and develops documentation to communicate software solutions to others

P6.1 describes the skills involved in software development

P6.2 communicates with appropriate personnel throughout the software development process

P6.3 designs and constructs software solutions with appropriate interfaces

— 48 —

SUBJECT: SPORT, LIFESTYLE and RECREATION


Teacher: Mr M Bower




/50

Task1 Task 2 Task 3

DATE Term 1Week 11

Term 2Week 9

Term 3Weeks 9/10


Skills 25 10 15

TOTAL 50 20 20 10

Outcomes assessed 3.64.44.5

1.31.14.4

All theoretical outcomes may be

assessed

Task Type/Context Area Bronze Award - Aquatics

Presentation Examination

COURSE OUTCOMES

A student:1.1 applies the rules and conventions that relate to participation in a range of physical activities1.2 explains the relationship between physical activity, fitness and healthy lifestyle1.3 demonstrates ways to enhance safety in physical activity1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia1.5 critically analyses the factors affecting lifestyle balance and their impact on health status1.6 describes administrative procedures that support successful performance outcomes2.1 explains the principles of skill development and training2.2 analyses the fitness requirements of specific activities2.3 selects and participates in physical activities that meet individual needs, interests and abilities2.4 describes how societal influences impact on the nature of sport in Australia2.5 describes the relationship between anatomy, physiology and performance3.1 selects appropriate strategies and tactics for success in a range of movement contexts3.2 designs programs that respond to performance needs3.3 measures and evaluates physical performance capacity3.4 composes, performs and appraises movement3.5 analyses personal health practices3.6 assesses and responds appropriately to emergency care situations3.7 analyses the impact of professionalism in sport4.1 plans strategies to achieve performance goal4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context4.3 makes strategic plans to overcome the barriers to personal and community health4.4 demonstrates competence and confidence in movement contexts4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity5.1 accepts responsibility for personal and community health5.2 willingly participates in regular physical activity5.3 values the importance of an active lifestyle5.4 values the features of a quality performance5.5 strives to achieve quality in personal performance

— 49 —

SUBJECT: STUDIES OF RELIGION I


Teachers: Mrs K Southwell




/50

Task1 Task 2 Task 3

DATE Term 1Week 9

Term 2Week 8

Term 3Weeks 9/10

Knowledge and understanding of course content 20 5 5 10

Source-based skills 10 5 5

Investigation and research 10 10

Communication of information, ideas and issues in appropriate forms

10 5 5

TOTAL 50 15 15 20

Outcomes assessed P1, 2, 6, 8, 9 P3, 4, 5, 6, 7, 8, 9

P1, 2, 3, 5, 6, 7, 8, 9

Task Type/Context Area

Report

Nature of Religion &

Beliefs

Essay

One religious Tradition

Examination

COURSE OUTCOMES

A student:

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

— 50 —

SUBJECT: STUDIES OF RELIGION II


Teachers: Mr D Thomas




%

Task1 Task 2 Task 3 Task 4

DATE Term 1Week 6

Term 2Week 7

Term 3Week 5

Term 3Weeks 9/10

Knowledge and understanding of course content 40 5 10 10 15

Source based Skills 20 5 5 10

Investigation and Research 20 5 5 10

Communication of information, ideas and issues in appropriate forms

20 5 5 5 5

TOTAL 100 20 20 20 40

Outcomes assessed P1, 2, 6, 8, 9 P3, 4, 5, 6, 7, 8, 9

P1, 2, 6, 7, 8, 9

P1, 2, 3, 5, 6, 7, 8, 9

Task Type/Context Area

Report

Nature of Religion and

Beliefs

EssayOne

Religious Tradition

Voice Over

Religions of Ancient Origin

Examination

COURSE OUTCOMES

A student:

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

— 51 —

SUBJECT: VISUAL ARTS


Teacher: Mrs N Ross, Mr E Bennetts




%


DATE Term 1Week 11

Term 2Week 10

Term 3Week 6

Term 3Weeks 9/10

ART MAKING

PracticeConceptual FrameworkFrames

50 25 25

ART CRITICISM/ART HISTORY

PracticeConceptual FrameworkFrames

50 30 20

TOTAL 100 25 25 20 10

Outcomes assessed P1, P2, P3 P1, P2, P4 P1 – P6 P1 – P6

Type of Task/Context Area Figurative Mini BOW

Environmental

Installation

Case Study& Subjective

EssayExamination

COURSE OUTCOMES

A student:

P1 explores the conventions of practice in art making

P2 explores the roles and relationships between the concepts of artist, artwork, world and audience

P3 identifies the frames as the basis of understanding expressive representation through the making of art

P4 investigates subject matter and forms as representations in art making

P5 investigates ways of developing coherence and layers of meaning in the making of art

P6 explores a range of material techniques in ways that support artistic intentions

P7 explores the conventions of practice in art criticism and art history

P8 explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations of art

P9 identifies the frames as the basis of exploring different orientations to critical and historical investigations of art

P10 explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

— 52 —

SUBJECT: VET – Electrotechnology


Teacher: Mr A Perry

Co-ordinator: Mrs F Sidney


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

DATE Term 1 Week 7

Term 2Week 5

Term 2Week 9

Term 3 Week 6

Term 4Week 8

Term 4 Week 10

Units of Competency

UEENEEE101AHLTAID001

UEENEEC179AUEENEEP024A

CPCCOHS1001AUEENEEE148A UEENEEE107A

UEENEE148AUEENEEE148A UEENEEE102A

Type of TaskLadders,

workbook, OHSFirst Aid

Cables and terminals

Extension lead testing

White card

Work Placement

1way, 2way & intermediate

switchingGPOs

Work Placement

Drill sharpening,

Manufacture Toolbox,

Dismantle & Reassemble

electrical apparatus

See Mr Perry for list of competencies

— 53 —

SUBJECT: VET – Metals and Engineering


Teacher: Mr M Ribbons



CourseComponent Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7

DATE Term 1 Week 10

Term 2Week 9

Term 3 Week 6-7

Term 3 Week 10

Term 4Week 4

Term 4Week 8

Term 4Week 7

Units of Competency

InductionMEM09002BMEM13014A MEM14004A MEM15024A MEM12023A MEM18001C

MEM16007A

MEM09002BMEM12023AMEM12024AMEM14004AMEM15002AMEM15024AMEM16007AMEM18001CMEM18002B

MEM12023AMEM15024AMEM18001CMEM18002BMEM05012CMEM07032B

MEM12024AMEM07032B MEM16007A

MEM14004A MEM03003B MEM05007C

Type of Task Metal Plate WorkPlacement

Preliminary Examination Sash Clamp

Tool Sharpening

Guide

WorkPlacement

Oxy-Acetylene / cutting skill

exercise

See Mr Ribbons for list of competencies.

— 54 —

SUBJECT: VET – Primary Industry


Teacher: Mr C Barker



CourseComponent Task 1 Task 2 Task 3 Task 4 Task 5

DATE Term 1 Week 3

Term 2Week 6

Term 3 Week 5

Term 3 Week 10

Term 4Week 11

Units of Competency AHCOHS201AAHCINF201A

AHCMOM203AAHCMOM202AAHCMOM204AAHCBAC201A

AHCCHM201AAHCPMG201A

AHCINF202AAHCWRK204A

AHCLSK202AAHCLSK205AAHCLSK210AAHCLSK204AAHCLSK209A

(cont. in 2018)

Type of Task OHSFencing

Operating and maintaining machinery

Crop establishment

Chemicals and weed control

FencingWork

managementLivestock care

See Mr Barker for list of competencies

— 55 —

SUBJECT: VET – Individual Support (Aged Care)


Teacher: Miss M Smith

Co-ordinator: Mrs F Sidney, Mrs A Phillips


CourseComponent Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7

DATETerm 1 Week 5

Term 1Week 10

Term 2 Week 4

Term 2 Week 10

Term 3Week 1

Term 3Week 5

Term 3Week 10

Units of Competency

Work with diverse people

CHCDIV001 (20hrs)

Communicate and work in

heath or community

servicesCHCCOM005

(50hrs)

Recognise Healthy Body

systemsHLTAAP001

(30hrs)

Provide First Aid

HLTAID003(20 hrs)

Comply with infection

prevention and control policies and Procedures HLTINF001

(25hr)

Follow safe work

practices for direct client

careHLTWHS002

(20hrs)

Support independenc

e and wellbeing CHCCS023(35hours)

Type of Task

TBA TBA TBA TBA TBA Work Experience TBA

See Ms M Smith for further detailsThis is a new course and the type of task will be finalised at the time of task distribution.

— 56 —

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