preliminary assessment task schedule 2019 · preliminary assessment task schedule 2019 . general...

PRELIMINARY ASSESSMENT

TASK SCHEDULE

2019

GENERAL INFORMATION

WHAT IS AN ASSESSMENT MARK?

Students will be awarded an assessment mark for each course they undertake (with the exception of VET Courses). This mark is awarded by the school as a measure of the student’s performance in a series of tasks during the course.

WHAT WILL BE ASSESSED AND WHEN? The timing and type of assessment tasks for each course are given in this booklet.

WHAT NOTICE WILL BE GIVEN? This assessment booklet gives you ample notice of tasks. You will also receive written notification of an assessment at least 2 weeks before the assessment is due.

WILL A STUDENT KNOW HOW S/HE IS ACHIEVING IN ASSESSMENT TASKS? Each assessment task will be returned to the student with a mark.

WHAT HAPPENS IF I MISS AN ASSESSMENT TASK? Assessment tasks must be submitted on the due date. A zero mark will be awarded for work submitted late. If you know that you will be absent on the day of an assessment task, you should ensure that the task is either submitted early or you organise for a friend or family member to submit it on the due date. If the absence is unexpected due to illness, a doctor’s certificate will be required. Other absences due to exceptional circumstances may be deemed acceptable by the supervising deputy principal or faculty Head Teacher. Where an absence is considered justified, your teacher, in consultation with the Head Teacher, may decide

a) to let you do the task at the first opportunity when you return or

b) to give you an alternative task or * Students who are absent due to participation in school representational activities must follow the above procedures or risk a zero mark.

USE OF COMPUTER TECHNOLOGY If a student chooses or is required to prepare and produce work with the use of computer technology, it is their responsibility to ensure backups and hard copies are made well in advance of the due date of an assessment task. Program and software compatibility are also potential problems and should be considered before the due date of the assessment task. Computer and associated technology malfunctions, even theft, without evidence of “work in progress” are not reasons for the late submission of an assessment task.

REVIEW OF ASSESSMENT (APPEALS) A student may appeal an assessment mark. The student must, within 5 school days, submit their concerns in writing to the Head Teacher of the subject concerned and seek a resolution to their request. Grounds for appeal are:

Exceptional circumstances outside the control of the student.

Inconsistency in the application of the school’s assessment policy and procedures. If the student is not satisfied with this resolution, they may make an appeal to the supervising Deputy Principal. The student must submit an “Appeal Form” to their supervising Deputy Principal outlining their reasons for appeal, within one week of being notified of the Head Teacher’s decision. Students should only use the “Request for Consideration” available from their Year Advisor. The Senior Executive will meet within two weeks of receiving the written appeal, and the student may be invited to interview. The student will be supported by their Year Advisor. The student will receive written notification of the decision of the panel.

HSC PRACTICAL SUBMISSIONS Schedules of dates for submission of the practical component of some HSC courses are available to students several months prior to the set date. The completion date refers to the date on which students must stop work on their works/projects and no work must be undertaken after these dates. The student’s works/projects are required at school the day after the completion date for certification.

WHAT HAPPENS IF TASKS ARE NOT ATTEMPTED? If the school rules that you have made a non-attempt at assessment tasks worth more than 50% of the total assessment tasks for that course, then it may be ruled that you are not eligible to proceed in that course. You will receive notification of such intended unsatisfactory determination (called an N-Determination).

WHAT HAPPENS IF STUDENTS ARE CAUGHT CHEATING IN TASKS? The school will view this very seriously. After an investigation, the Deputy Principal will rule on the penalty to be imposed.

WHAT IS PLAGIARISM? Plagiarism is the unacknowledged or unauthorised use of other people’s work or writing. Students who submit such writing or work as their own work will be deemed to have cheated and after an investigation, a penalty will be imposed by the Senior Executive and a zero mark will be allocated for that task. Plagiarism can include copying from the internet, written publications or other students’ work. The Board of Studies’ ‘All My Own Work’ covers all issues relating to plagiarism.

WHAT WILL BE REPORTED TO ME? You will receive two reports during the year after examination periods. These reports will include a mark and rank achieved on the examination. You may also receive a cumulative assessment rank and/or information regarding satisfactory completion of the course. The level of achievement in subject outcomes will also be reported.

ARE STUDENTS TOLD THEIR SCHOOL AWARDED ASSESSMENT MARK? No. After the final HSC examination, you can obtain your rank for assessment in each course via Students Online.

VET ASSESSMENT Students undertaking a VET course must meet the requirements of the Board of Studies for the Award of the Higher School Certificate along with TAFE requirement.

THE BOARD OF STUDIES HAS MANDATED WORKPLACEMENT AS A REQUIREMENT OF THE HSC. WORK PLACEMENT HOURS ARE MANDATORY. All students must complete 35 hours work placement in the HSC course. The HSC work placement component must be completed by the end of Term 2. Teachers will maintain appropriate documentation and notify parents in writing when students are not meeting course requirements. Notification to parents will be timely and provide the opportunity for the issues of concern to be re-addressed as appropriate.

The HSC Examination is independent of competency based assessment. It is optional for students of a 240-hour VET course to sit the HSC exam as it is intended for ATAR purposes only.

All students must complete ‘two prior exams’ before sitting a HSC VET exam. The trial exam will be one of the two prior exams required to formulate the estimate for students in the event of misadventure - this will enable the school to carefully monitor and assist students in this choice.

THE SENIOR REVIEW The Senior Review monitors the progress of all senior students and reinforces all Board of Studies rules. Students along with their parents will be required to attend a meeting with the senior review committee if they:

Receive more than one N notification in any subject or a range of N notifications across subjects.

Have a record of behaviour causing concern.

Are reported for non-satisfactory participation in learning.

Students and their parents will be provided with an explanation of the school’s concerns and a support program along with a timeline for implementation will be negotiated.

Rationale:

SENIOR ASSESSMENT POLICY

Picton High School ensures that the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate assessments meet NSW Education Standards Authority (NESA) requirements.

Aims:

Every student will be made fully aware of the NESA, School and KLA requirements for the Year 10 Qualification, Preliminary Course Qualification and Higher School Certificate Assessment.

Procedures:

Every student is expected to submit all assessment tasks by the due date. An assessment task not submitted on time will be given a zero mark along with an ‘Official Warning – Non-Completion’ letter.

The final time for submission of an externally completed assessment task (e.g. assignment completed at home) will be 3.20pm on the day the assessment task is due including assessment tasks submitted electronically. All internal assessment tasks (e.g. within class tests) must be completed on the designated day.

Acceptable reasons for the late submission or absence from an assessment task include illness, accident or

misadventure. If a student cannot attend an examination or submit an assessment on time, due to illness or

misadventure, that student needs to obtain appropriate documentation such as a medical certificate, a subpoena

from a court or a death certificate. This documentation must be submitted to the Faculty Head Teacher for all

assessment tasks and/or the Head Teacher Secondary Studies for any missed examinations.

The Head Teacher will determine if the reason is acceptable and will advise the student of the appropriate opportunities to re-sit or resubmit the assessment. A technological issue is not an acceptable reason for late submission.

Please Note: Family holidays and other non-emergencies are not justifiable reasons for submitting an

assessment task after the due date; or for being absent from an examination; and will result in a zero mark being

recorded along with an ‘Official Warning – Non-Completion’ letter.

When a student fails to submit an assessment task by the due date, the student and their parents will be advised in writing. An official N warning notification letter will be sent home informing the student and parents of the missing task and the impact of non-completion of this task on the course completion.

Even though a student fails to submit an assessment task by the due date, that task must still be submitted. Failure to complete a task may be used as evidence that a student has not applied themselves with diligence and sustained effort and may have ramifications for course eligibility.

Year 10 students- need to successfully satisfy all assessment requirements for all courses. Students who are presented with 2 or more official N warning notification letters in any one subject, will be deemed as ‘causing concern’ and appropriate interventions with the senior review panel may be applied.

Year 11 students- need to successfully satisfy all of the assessment requirements for all preliminary courses (a total of 12 units of study) to be eligible to move on to the HSC course work (even if you intend to drop that subject in the HSC you must first successfully complete it). Students who are presented with 2 or more ‘Official Warning – Non-Completion’ letters in any one subject, will be deemed as ‘causing concern’ and appropriate interventions with the senior review panel may be applied.

Year 12 students- that fail to complete tasks whose weightings total more than 50% of the total assessment mark in a particular subject, without a valid reason, could be issued with an ‘N’ determination in that subject in the HSC. This could deem a student ineligible to receive a HSC.

When a student fails to complete an assessment task due to a valid reason then the student could be given a substitute task. If this is not possible then an estimate mark may be given.

Work submitted must be only that of the student. If a child plagiarises part or all of a task then they will be given a zero mark, an ‘Official Warning – Non-Completion’ letter will be issued and the task will need to be re- submitted.

If a student is concerned with the result following the marking of a task, then they have a right of appeal. An appeal must be lodged as soon as possible after the return of the task using the appropriate appeal form and submitted to the Head Teacher of the appropriate subject for review.

Evaluation This policy will be reviewed as part of the school’s three-year review cycle.

December 2017

(for students in Years 10, 11 and 12)

Rationale: Examinations are an important part of the teaching and learning process. It is appropriate that processes are implemented in order to meet the standards set by the NSW Education Standards Authority (NESA) and the Department of Education to establish acceptable codes of conduct for these examinations.

Aims:

• To ensure that all examinations meet the requirements of the NESA. • To provide examinations that are fair and meaningful for all students. • To ensure the examination environment is conducive to high student achievement.

Procedures:

• All students must wear full school uniform when sitting for an examination. • Students should not talk once they enter the examination room. • All mobile phones and electronic devices must be switched off and left in bags in the designated area. • According to the NESA guidelines, students must remove wristwatches at the start of an examination and leave

the watch on their desk in full view of the examination supervisors. • Upon entering the examination room, all equipment required for the examination must be removed from bags

before they are placed in the designated bag storage area. Under no circumstances will students be able to keep their bags with them or access them during the exam.

• No equipment may be borrowed from or shared between students during an exam, and any additional equipment required must be obtained from an exam supervisor.

• Students must complete examinations in black or blue pen only. Pencil cases must remain in student bags and no white out is allowed to be brought into the exam room.

• Students are permitted to bring a bottle containing water into the exam room, however the bottle must be completely clear – no labels or non-transparent containers.

• Students who talk or disrupt others during an examination will have their names and the nature of the incident recorded by the examination supervisor and may potentially receive a mark of zero for the examination.

• Any student who creates a major disturbance during an exam will be removed from the exam room and sent to a Deputy for disciplinary action. Then they will receive a mark of zero for that particular examination.

• If a student needs to use the toilet they must raise their hand and obtain permission from the examination supervisors before leaving their seat. This is permitted only after the first 30 minutes and before the last 30 minutes of the examination.

• Students in Years 11 & 12 are only permitted to leave the examination room after the first 30 minutes and before the last 30 minutes of the examination.

• If a student cannot attend an examination due to illness or misadventure, that student needs to obtain appropriate documentation such as a medical certificate, a subpoena from a court or a death certificate. This documentation must be submitted to the Head Teacher Secondary Studies who coordinates the exams so that a re-scheduled examination can be arranged.

• Please Note: Family holidays and other non-emergencies are not justifiable reasons for being absent from an examination and will result in a zero mark being recorded along with an ‘Official Warning – Non-Completion’ letter.

• There should be an interruption free period prior to every structured senior exam session. This interruption free period will be placed on the school timetable for the week prior to both the half yearly exams and the yearly exams (or Trial HSC exams). No assessment tasks should be handed out or be expected to be completed during this interruption free time. No student should be expected to attend excursions, out of class events, complete work placement or work experience during this interruption free period.

Evaluation This policy will be reviewed as part of the school’s three-year review cycle.

SENIOR EXAMINATION POLICY

Revised September 2017

Absent If you are absent on the day of an examination you need to notify the Head Teacher Secondary Studies (Mr Wilson) or Student Central at school within 24 hours. A doctor’s certificate then needs to be provided to the Head Teacher Secondary Studies (Mr Wilson) upon your immediate return to school.

Unable to sit an exam due to a clash If for whatever reason there is a clash with the examination timetable due to TAFE or another examination clash, you must notify the Head Teacher Secondary Studies (Mr Wilson) in person, at least 48 hours prior to the scheduled examination.

Important examination tips to remember

Make sure you turn up to your scheduled exam at least 20 minutes prior to the commencement time.

All examinations are in the school hall unless you are notified otherwise. No phones or electronic devices are allowed on you or at your desk. They must be switched

off and in your bag.

All bags are to be left at the back of the hall during the examinations.

Only water bottles with no labels are allowed at your desk and must be clear.

No examination book or writing book is allowed to leave the room.

…………………………………………………………………………………………………. Change of examination date:

Student Name:

Examination Subject

Original Date New Date Reason Subject HT Signature

Mr Wilson’s Signature:

Note that this form must be completed and submitted in person to The Head Teacher Secondary Studies (Mr Wilson) a minimum of 48 hours prior to the start of the scheduled examination period.

EXAMINATION INSTRUCTIONS

Revised: October 2016

REQUEST FOR CHANGE OF DUE DATE FOR ASSESSMENT TASK

(This form is to be submitted a minimum of 1 week before the due date of the task)

Student’s Name: Year:

Subject:

Description of Task:

Due Date (As advertised):

REASON – For change from due date of assessment task:

SUPPORTING DOCUMENTS – Please identify and attach if applicable

Student’s Signature:

Parent’s Signature:

To be completed by TEACHER:-

Name:

Faculty:

Alternative Arrangements:

Teacher Signature: Date:

ASSESSMENT APPEAL FORM

Student’s Name:

Date:

Subject:

Teacher’s Name:

2. Please give details of the reason for the appeal:

3. Action Taken:

Name:

Signed: Date:

SUBJECTS for YEAR 11, 2019

Agriculture

Ancient History

Biology

Business Studies

Chemistry

Community & Family Studies

Design & Technology

English Advanced

English Standard

English Studies

Food Technology

Industrial Technology – Automotive

Industrial Technology – Timber

Information Processes and Technology

Investigating Science

Legal Studies

Mathematics Advanced

Mathematics Extension 1

Mathematics Standard

Modern History

Music 1

Personal Development, Health & Physical Education (PDHPE)

Physics

Society & Culture

Sport, Lifestyle & Recreation (SLR)

Visual Arts

SUBJECTS for YEAR 11, 2019

VET Courses SET Pathways Subjects

Business Services Construction Hospitality (Kitchen Operations) Metals & Engineering Primary Industries Retail Services

Sport Coaching

English Studies Mathematics Standard Work Studies

Please check the Picton High School website & download our app to keep updated. Assessment tasks are uploaded to the website under ‘school years’ approximately two weeks before they are due. The tasks are left on the site until the end of the school year.

VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations.

These courses allow students to gain both HSC qualifications and accreditation with industry and the workplace as part of the Australian Qualification Framework (AQF). The national framework is recognised across Australia and helps students to move easily between various education and training sectors and employment. Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess vocational education qualifications and oversees the delivery in this school.

Each course has a specific workplace requirement and a minimum number of hours students spend in the workplace or a simulated workplace at school. Assessment is competency based and students receive documentation showing the competencies achieved.

The Board Developed VET courses are classified as Category B subjects, and as such, ONLY ONE may contribute to the calculation of the ATAR. These courses have an optional HSC exam, however students must sit the exam if they wish to include this mark for their ATAR calculation.

YEAR 11 – Term 1 Assessment Due Dates 2019

SUBJECT WEEK

1 WEEK

2 WEEK

3 WEEK

4 WEEK

5 WEEK

6 WEEK

7 WEEK

8 WEEK

9 WEEK

10 WEEK

11 TUE 29/1-

1/2 4/2-8/2 11/2-15/2 18/2-22/2 25/2-1/3 4/3-8/3 11/3-15/3 18/3-22/3 25/3-29/3 1 APR-5/4 8/4-12/4

Agriculture X Ancient History X Biology X Business Studies X Chemistry X Community & Family Studies X Design & Technology English Advanced X English Standard X English Studies X Food Technology X Industrial Technology – Automotive X Industrial Technology - Timber X Information Processes & Technology X Investigating Science X Legal Studies X Mathematics Advanced X Mathematics Extension 1 Mathematics Standard X Modern History X Music 1 X PDHPE X Physics X Society & Culture X Sport, Lifestyle & Recreation X X X Visual Arts English Studies (SET) X Mathematics Standard (SET) X Work Studies (SET) X


SUBJECT WEEK

1

WEEK

2

WEEK

3

WEEK

4

WEEK

5

WEEK

6

WEEK

7

WEEK

8

WEEK

9

WEEK

10

29/4-3/5 6/5-10/5 13/5-17/5 20/5-24/5 27/5-31/5 3/6-7/6 TUE 11/6-

14/6 17/6-21/6 24/6-28/6 1/7-5/7

Agriculture X Ancient History X Biology X

Business Studies X Chemistry X Community & Family Studies X Design & Technology X English Advanced X English Standard X English Studies X Food Technology Industrial Technology – Automotive Industrial Technology - Timber X Information Processes & Technology X Investigating Science Legal Studies X Mathematics Advanced X Mathematics Extension 1 X X Mathematics Standard X Modern History X Music 1 PDHPE X Physics X Society & Culture X

Sport, Lifestyle & Recreation X X Visual Arts X English Studies (SET) X Mathematics Standard (SET) X Work Studies (SET)

Please Note: Term 2 – Half Yearly Exams – Weeks 1 & 2 (in class)


SUBJECT WEEK

1 WEEK

2 WEEK

3 WEEK

4 WEEK

5 WEEK

6 WEEK

7 WEEK

8 WEEK

9 WEEK

10

22/7-26/7 29/7-2/8 5/8-9/8 12/8-16/8 19/8-23/8 26/8-30/8 2/9-6/9 9/9-13/9 16/9-20/9 23/9-27/9

Agriculture XX XX

Ancient History XX XX

Biology XX XX

Business Studies XX XX

Chemistry XX XX Community & Family Studies XX XX

Design & Technology X XX XX

English Advanced XX English Standard XX English Studies X Food Technology X XX XX Industrial Technology – Automotive X XX XX Industrial Technology - Timber X Information Processes & Technology XX XX Investigating Science X XX XX

Legal Studies XX XX

Mathematics Advanced XX XX

Mathematics Extension 1 XX XX

Mathematics Standard XX XX

Modern History XX XX

Music 1 X XX XX

PDHPE XX XX Physics XX XX

Society & Culture XX XX Sport, Lifestyle & Recreation Visual Arts X XX XX

English Studies (SET) X Mathematics Standard (SET) XX XX

Work Studies (SET) X

Please Note: Term 3 – Yearly Exams – Weeks 8-10

Outcomes

P1.1 A student escribes the complex, dynamic and interactive nature of agricultural productions systems.

P1.2 A student describes the factors that influence agricultural systems.

P2.1 A student describes the biological and physical resources and applies the processes that cause changes in plant production systems

P2.2 A student describes the biological and physical resources and applies the processes that cause changes in animal production systems.

P2.3 A student describes the farm as a basic unit of production.

P3.1 A student explains the role of decision-making in the management and marketing of agricultural products in response to consumer and market requirements.

P4.1 A student applies the principles and procedures of experimental design and agricultural research.

P5.1 A student investigates the role of associated technologies and technological innovation in producing and marketing agricultural product.

Please Note: Term 2 - Half Yearly Exams - Weeks 1 & 2 (in class) Term 3 - Yearly Exams – Weeks 8-9

PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT:

AGRICULTURE

TASK SYLLABUS OUTCOMES 40% 40% 20% DUE DATE

COURSE

P1.1

P1.2

P2.1

P2.2

P2.3

P3.1

P4.1

P5.1

KNOWLEDGE &

UNDERSTANDING

OF FACTORS

THAT INTERACT

IN

AGRICULTURAL

PRODUCTION

SYSTEMS

KNOWLEDGE,

UNDERSTANDING

& SKILLS IN

AGRICULTURAL

PRODUCTION &

TECHNOLOGY

SKILLS IN

RESEARCH,

EXPERIMENTATI

ON &

COMMUNICATION

Farm Case

Study

X

X

X

X

X

20

15

Term 1

Week 8

Practical Task

X

X

X

X

25

5

Term 2

Week 9

Yearly Exam

X

X

X

X

X

X

20

15

Term 3

Weeks

8-9

Outcomes

AH11-1 A student describes the nature of continuity and change in the Ancient World.

AH11-2 A student proposes ideas about the varying causes and effects of events and developments.

AH11-3 A student analyses the role of historical features, individuals and groups in shaping the past.

AH11-4 A student accounts for the differing perspectives of individuals and groups.

AH11-5 A student examines the significance of historical features, people, places, events and developments of the Ancient World.

AH11-6 A student analyses and interprets different types of sources for evidence to support and historical account or argument.

AH11-7 A student discusses and evaluates differing interpretations and representations of the past.

AH11-8 A student plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of

sources.

AH11-9 A student communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-

structured forms.

AH11-10 A student discusses contemporary methods and issues involved in the investigation of Ancient History



ANCIENT HISTORY

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE DATE

COURSE

AH11- 1

AH11- 2

AH11- 3

AH11- 4

AH11- 5

AH11- 6

AH11- 7

AH11- 8

AH11- 9

AH11- 10

KNOWLEDGE AND

UNDERSTANDING

HISTORICAL

SKILLS

HISTORICAL INQUIRY

AND RESEARCH

COMMUNICATION OF HISTORICAL

UNDERSTANDING

Investigating Ancient History: Source Based Task

X

X

X

15

10

5

Term 1 Week

10

Historical Investigation: Research Task

X

X

X

X

10

5

15

10

Term 2 Week 7

Yearly Exam

X

X

X

X

15

5

5

5

Term 3 Weeks

8-9

PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: BIOLOGY

TASK SYLLABUS OUTCOMES

60%

40% DUE DATE

COURSE

BIO11-1

BIO11-2

BIO11-3

BIO11-4

BIO11-5

BIO11-6

BIO11-7

BIO11-8

BIO-11-9

BIO11-10

BIO11-11 SKILLS IN WORKING

SCIENTIFICALLY

KNOWLEDGE AND UNDERSTANDING

OF COURSE CONTENT

Cells and Microscopy

X

X

X

X

20

10

Term 1 Week 9

Depth Study

X

X

X

X

X

X

X

30

10 Term 2

Week 10

Yearly Exam

X

X

X

X

X

10 20

Term 3 Weeks 8-

9

Outcomes

BIO11-1 A student develops and evaluates questions and hypotheses for scientific investigation.

BIO11-2 A student designs and evaluates investigations in order to obtain primary and secondary data and information.

BIO11-3 A student conducts investigations to collect valid and reliable primary and secondary data and information.

BIO11-4 A student selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

BIO11-5 A student analyses and evaluates primary and secondary data and information.

BIO11-6 A student solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

BIO11-7 A student communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

BIO11-8 A student describes single cells as the basis for all life by analysing and explaining cells’ infrastructure and biochemical processes.

BIO11-9 A student explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms.

BIO11-10 A student describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species.

BIO11-11 A student analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem.



BUSINESS STUDIES

TASK SYLLABUS OUTCOMES 40% 20% 20% 20%

DUE DATE

COURSE

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10

KNOWLEDGE AND

UNDERSTANDING

STIMULUS

BASED SKILLS

COMMUNICATION OF BUSINESS INFORMATION,

IDEAS & ISSUES IN APPROPRIATE

FORMS

INQUIRY AND RESEARCH

Nature of Business Task

X

X

X

X

10

15

5

Term 1 Week 7

Business Research Task

X

X

X

X

X

5

10

20

Term 2 Week 7

Yearly Exam

X

X

X

25

5

5

Term 3 Weeks 8-

9

Outcomes

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

P2 A student explains the internal and external influences on businesses.

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

P4 A student assesses the processes and interdependence of key business functions.

P5 A student examines the application of management theories and strategies.

P6 A student analyses the responsibilities of business to internal and external stakeholders.

P7 A student plans and conducts investigations into contemporary business issues.

P8 A student evaluates information for actual and hypothetical business situations.

P9 A student communicates business information and issues in appropriate formats.

P10 A student applies mathematical concepts appropriately in business situations.


Outcomes

CH11-1 A student develops and evaluates questions and hypotheses for scientific investigation.

CH11-2 A student designs and evaluates investigations in order to obtain primary and secondary data and information.

CH11-3 A student conducts investigations to collect valid and reliable primary and secondary data and information.

CH11-4 A student selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

CH11-5 A student analyses and evaluates primary and secondary data and information.

CH11-6 A student solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

CH11-7 A student communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

CH11-8 A student explores the properties and trends in the physical, structural and chemical aspects of matter.

CH11-9 A student describes, applies and quantitatively analyses the mole concept and stoichiometric relationships.

CH11-10 A student explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactions.

CH11-11 A student analyses the energy considerations in the driving force for chemical reactions.



CHEMISTRY

TASK SYLLABUS OUTCOMES 60% 40%

DUE DATE

COURSE

CH11-1

CH11-2

CH11-3

CH11-4

CH11-5

CH11-6

CH11-7

CH11-8

CH11-9

CH11-10

CH11-11

SKILLS IN WORKING

SCIENTIFICALLY


OF COURSE CONTENT

Practical Test Properties of Structure & Matter

X

X

X

X

X

20

10

Term 1 Week

8

Depth Study Report

X

X

X

X

X

X

30

10

Term 2 Week 8

Yearly Exam

X

X

X

X

X

X

X

X

X

X

X

10

20

Term 3 Weeks 8-9


COMMUNITY & FAMILY STUDIES


COURSE

P1.1

P1.2

P2.1

P2.2

P2.3

P2.4

P3.1

P3.2

P4.1

P4.2

P5.1

P6.1

KNOWLEDGE AND

UNDERSTANDING

SKILLS

RESEARCH/

COMMUNICATING

Resource Management Task

X

X

X

20

5

Term 1 Week 6

Individuals & Groups Task

X

X

X

5

30

Term 2 Week 6

Yearly Exam

X

X

X

X

X

X

40

Term 3 Weeks

8-9

Outcomes

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

P1.2 A student proposes effective solutions to resource problems.

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

P2.2 A student describes the role of the family and other groups in the socialization of individuals.

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

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

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

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

P4.1 A student utilises research methodology appropriate to the study of social issues.

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

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

P6.1 A student distinguishes those actions that enhance wellbeing.


Outcomes

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

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

P2.2 A student 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 A student investigates and experiments with techniques in creative and collaborative approaches in designing and producing.

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

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

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

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

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

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

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

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



DESIGN & TECHNOLOGY


40%

60%

DUE DATE

COURSE

P1.1

P2.1

P2.2

P3.1

P4.1

P4.2

P4.3

P5.1

P5.2

P5.3

P6.1

P6.2

KNOWLEDGE &

UNDERSTANDING OF COURSE

CONTENT

KNOWLEDGE & SKILLS IN

DESIGNING, MANAGING,

PRODUCING & EVALUATING

DESIGN PROJECTS

Preliminary Report 1

X

X

X

X

X

X

X

10

20 Term 2 Week 4

Major Project & Folio

X

X

X

X

X

X

10

30 Term 3 Week 6

Preliminary Yearly Exam

X

X

X

X

X

20

10 Term 3

Weeks 8-9

Outcomes

EA11-01 A student responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.

EA11-02 A student uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies.

EA11-03 A student analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning.

EA11-04 A student strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts.

EA11-05 A student thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments.

EA11-06 A student investigates and evaluates the relationships between texts.

EA11-07 A student evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued.

EA11-08 A student explains and evaluates cultural assumptions and values in texts and their effects on meaning.

EA11-09 A student reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: ENGLISH ADVANCED

TASK SYLLABUS OUTCOMES 50% 50% DUE DATE

COURSE

EA11- 01

EA11- 02

EA11- 03

EA11- 04

EA11- 05

EA11- 06

EA11- 07

EA11- 08

EA11- 09

KNOWLEDGE & UNDERSTANDING OF COURSE CONTENT

SKILLS IN RESPONDING TO TEXTS &

COMMUNICATION OF IDEAS APPROPRIATE TO AUDIENCE, PURPOSE &

CONTEXTS ACROSS ALL MODES

Reading to Write: Transition to Senior English Imaginative

X

X

X

15

15

Term 1 Week 11

Mod A: Narratives that shape our world Multimodal

X

X

X

15

15

Term 2 Week 9

Mod B: Critical Study of literature Yearly Examination

X

X

X

X

20

20

Term 3 Week 8

Outcomes

EN11-01 A student responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure.

EN11-02 A student uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies.

EN11-03 A student analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning.

EN11-04 A student applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts.

EN11-05 A student thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments.

EN11-06 A student investigates and explains the relationships between texts. EN11-07 A student understands and explains the diverse ways texts can represent personal and public worlds.

EN11-08 A student identifies and explains cultural assumptions in texts and their effects on meaning.

EN11-09 A student reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: ENGLISH STANDARD


COURSE

EN11-

01

EN11-

02

EN11-

03

EN11-

04

EN11-

05

EN11-

06

EN11-

07

EN11-

08

EN11-

09

KNOWLEDGE &

UNDERSTANDING OF COURSE CONTENT

SKILLS IN RESPONDING TO TEXTS &

COMMUNICATION OF IDEAS APPROPRIATE TO AUDIENCE, PURPOSE &

CONTEXTS ACROSS ALL MODES

Reading to Write: Transition to Senior English Imaginative

X

X

X

15

15

Term 1 Week 10

Mod A: Contemporary Possibilities Multimodal

X

X

X

15

15

Term 2 Week 9

Mod B: Close Study of Literature Yearly Examination

X

X

X

X

20

20

Term 3 Week 8

Outcomes

ES11-01 A student comprehends and responds to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes.

ES11-02 A student identifies and uses strategies to comprehend written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts.

ES11-03 A student gains skills in accessing, comprehending and using information to communicate in a variety of ways.

ES11-04 A student composes a range of texts with increasing accuracy and clarity in different forms.

ES11-05 A student develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts.

ES11-06 A student uses appropriate strategies to compose texts for different modes, mediums, audiences, contexts and purposes.

ES11-07 A student represents own ideas in critical, interpretive and imaginative texts.

ES11-08 A student identifies and describes relationships between texts.

ES11-09 A student identifies and explores ideas, values, points of view and attitudes expressed in texts, and considers ways in which texts may influence, engage and persuade.

ES11-10 A student monitors and reflects on aspects of their individual and collaborative processes in order to plan for future learning.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: ENGLISH STUDIES


COURSE

ES11 -01

ES11 -02

ES11 -03

ES11 -04

ES11 -05

ES11 -06

ES11 -07

ES11 -08

ES11 -09

ES11 -10


SKILLS IN: COMPREHENDING TEXTS; COMMUNICATING IDEAS;

& USING LANGUAGE ACCURATLEY,

APPROPRIATELY & EFFECTIVELY

Achieving Through English Workplace documents portfolio

X

X

X

15

15

Term 1 Week 10

MiTunes Multimodal

X

X

X

X

20

20

Term 2 Week 8

Collection of Classwork

X

X

X

15

15

Term 3 Week 6


FOOD TECHNOLOGY

TASK

SYLLABUS OUTCOMES

20%

30%

30%

20% DUE

DATE

COURSE P1.1 P1.2 P2.1 P2.2 P3.1 P3.2 P4.1 P4.2 P4.3 P4.4 P5.1 KNOWLEDGE &

UNDERSTANDING

RESEARCH ANALYSIS

COMMUNICATION

EXPERIMENTING AND PREPARING

FOOD

DESIGN, IMPLEMENT AND EVALUATE FOOD

Food Availability, Selection, Research and Prac. Assignment

X

X

X

X

X

5

20

10

Term 1 Week 8

Vitamin Depth Study

X

X

10

10

10

Term 3 Week 5

Preliminary

Yearly Exam

X

X

X

X

20

15

Term 3 Weeks

8-9

Outcomes

P1.1 A student identifies and discusses a range of historical and contemporary factors which influence the availability of particular food.

P1.2 A student accounts for individual and group food selection patterns in terms of physiological, social and economic factors.

P2.1 A student explains the role of food nutrients in human nutrition.

P2.2 A student identifies and explains the sensory characteristics and functional properties of food.

P3.1 A student assesses the nutrient value of meals/diets for particular individuals and groups.

P3.2 A student presents ideas in written, graphic and oral form using computer software where appropriate.

P4.1 A student selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices when handling food.

P4.2 A student plans, prepares and presents food which reflects a range of the influences on food selection.

P4.3 A student selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups.

P4.4 A student applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products.

P5.1 A student generates ideas and develops solutions to a range of food situations.



INDUSTRIAL TECHNOLOGY - AUTOMOTIVE


COURSE

P1.1

P1.2

P2.1

P2.2

P3.1

P3.2

P3.3

P4.1

P4.2

P4.3

P5.1

P5.2

P6.1

P6.2

P7.1

P7.2

KNOWLEDGE &

UNDERSTANDING

KNOWLEDGE &

SKILLS

Engine Assembly & Documentation

X

X

X

X

X

10

10 Term 1 Week 10

Project & Folio

X

X

X

X

X

X

X

10

30 Term 3 Week 1

Yearly Exam

X

X

X

X

X

X

X

X

X

X

X

X

X

X

20

20 Term 3

Weeks 8-9

Outcomes

P1.1 A student describes the organisation and management of an individual business within the focus are of industry.

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

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

P2.2 A student works effectively in team situations.

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

P3.2 A student applies research and problem-solving skills.

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

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

P4.2 A student demonstrates competency in using relevant equipment, machinery & processes.

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

P5.1 A student uses communication and information processing skills.

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

P6.1 A student identifies the characteristics of quality manufactured products.

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

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

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



INDUSTRIAL TECHNOLOGY - TIMBER


COURSE

P1.1

P1.2

P2.1

P2.2

P3.1

P3.2

P3.3

P4.1

P4.2

P4.3

P5.1

P5.2

P6.1

P6.2

P7.1

P7.2

KNOWLEDGE &

UNDERSTANDING

KNOWLEDGE &

SKILLS

Planning and Communication

X

X

X

X

X

10

10 Term 1

Week 10

Half Yearly Examination

X

X

X

X

X

X

X

20

20 Term 2 Week 5

Preliminary Project

X

X

X

X

X

X

X

10

30 Term 3 Week 6

Outcomes

P1.1 A student describes the organisation and management of an individual business within the focus are of industry.

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

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

P2.2 A student works effectively in team situations.

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

P3.2 A student applies research and problem-solving skills.

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

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

P4.2 A student demonstrates competency in using relevant equipment, machinery & processes.

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

P5.1 A student uses communication and information processing skills.

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

P6.1 A student identifies the characteristics of quality manufactured products.

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

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

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



INFORMATION PROCESSES & TECHNOLOGY


60% 40% DUE DATE

COURSE

P1.1

P1.2

P2.1

P2.2

P3.1

P4.1

P5.1

P6.1

P6.2

P7.1

P7.2

KNOWLEDGE

& UNDER-STANDING

KNOWLEDGE &

SKILLS

Intro to Information Skills & Systems Group Presentation

X X X X X 10 10 Term 1

Week 10

In-class Exam X X X X X X 20 20

Term 2 Week 2

Yearly examination

X X X X X X X X X X X 20 20 Term 3

Weeks 8-9

Outcomes

P1.1 A student describes the nature of information processes and information technology. P1.2 A student classifies the functions and operations of information processes and information technology. P2.1 A student identifies and describes the information processes within an information system. P2.2 A student recognises and explains the interdependence between each of the information processes. P3.1 A student identifies and describes social and ethical issues. P4.1 A student describes the historical development of information systems and relates these to current and emerging technologies. P5.1 A student selects and ethically uses computer based and non-computer based resources and tools to process information. P6.1 A student analyses and describes an identified need. P6.2 A student generates ideas, considers alternatives and develops solutions for a defined need. P7.1 A student recognises, applies and explains management and communication techniques used in individual and team-based project

work. P7.2 A student uses and justifies technology to support individuals and teams.



INVESTIGATING SCIENCE

TASK SYLLABUS OUTCOMES 60% 40%

DUE DATE

COURSE

INS11-

1

INS11-

2

INS11-

3

INS11-

4

INS11-

5

INS11-

6

INS11-

7

INS11-

8

INS11-

9

INS11-

10

INS11-

11

SKILLS IN WORKING

SCIENTIFICALLY


OF COURSE CONTENT

Investigations Portfolio

X

X

X

X

20

20 Term 1

Week 10

Depth Study

X

X

X

X

X

X

30

10 Term 3 Week 4

Yearly Exam

X

X

X

X

X

X

10

10 Term 3 Weeks

8-9

Outcomes

INS11-1 A student develops and evaluates questions and hypotheses for scientific investigation.

INS11-2 A student designs and evaluates investigations in order to obtain primary and secondary data and information.

INS11-3 A student conducts investigations to collect valid and reliable primary and secondary data and information.

INS11-4 A student selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

INS11-5 A student analyses and evaluates primary and secondary data and information.

INS11-6 A student solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

INS11-7 A student communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

INS11-8 A student identifies that the collection of primary and secondary data initiates scientific investigations.

INS11-9 A student examines the use of inferences and generalisations in the scientific investigations.

INS11-10 A student develops and engages with modelling as an aid in predicting and simplifying scientific objects and processes.

INS11-11 A student describes and assesses how scientific explanations, laws and theories have developed.



LEGAL STUDIES

TASK SYLLABUS OUTCOMES 50% 30% 20% DUE

DATE

COURSE P1 P2 P3 P4 P5 P6 P7 P8 P9 P10


INQUIRY AND RESEARCH

COMMUNICATION

Classification of Law Task

X

X

X

X

10

10

5

Term 1 Week 8

Individual & The Law Task

X

X

X

X

X

10

10

10

Term 2 Week 9


X

X

X

X

30

10

5

Term 3 Weeks 8-9

Outcomes

P1 A student identifies and applies legal concepts and terminology.

P2 A student describes the key issues in Australian and international LAW

P3 A student describes the operation of domestic and international legal systems.

P4 A student discusses the effectiveness of legal system in addressing issues.

P5 A student describes the role of law in encouraging co-operation and resolution of conflict and responding to change.

P6 A student explains the nature of the interrelationship between society and its legal system.

P7 A student evaluates the effectiveness of the law in achieving justice.

P8 A student locates, selects and organises legal information from a variety of sources including legislation, media, and documents.

P9 A student communicates legal information using well-structured responses.

P10 A student accounts for differing perspectives and interpretations of legal information and issues.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: MATHEMATICS ADVANCED

TASK 50% 50% DUE DATE

COURSE MA

11-1

MA

11-2

MA

11-3

MA

11-4

MA

11-5

MA

11-6

MA

11-7

MA

11-8

MA

11-9

UNDERSTANDING FLUENCY AND

COMMUNICATION

PROBLEM SOLVING,

REASONING & JUSTIFICATION

Sighted Examination

X 15 15 Term 1

Week 11

Investigative Assignment

X X X 15 15 Term 2

week 10

Yearly Examination

X X X X X X X X X 20 20 Term 3

week 8-9

Outcomes MA11-1

uses algebraic and graphical techniques to solve, and where appropriate, compare alternative solutions to problems

MA11-2

uses the concepts of functions and relations to model, analyse and solve practical problems

MA11-3

uses the concepts and techniques of trigonometry in the solution of equations and problems involving geometric shapes

MA11-4

uses the concepts and techniques of periodic functions in the solutions of trigonometric equations or proof of trigonometric identities

MA11-5

interprets the meaning of the derivative, determines the derivative of functions and applies these to solve simple practical problems

MA11-6

manipulates and solves expressions using the logarithmic and index laws, and uses logarithms and exponential functions to solve practical problems

MA11-7

uses concepts and techniques from probability to present and interpret data and solve problems in a variety of contexts, including the use of probability distributions

MA11-8

uses appropriate technology to investigate, organise, model and interpret information in a range of contexts

MA11-9

provides reasoning to support conclusions which are appropriate to the context


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: MATHEMATICS EXTENSION 1


COURSE ME1

1-1

ME1

1-2

ME1

1-3

ME1

1-4

ME1

1-5

ME1

1-6

ME1

1-7

UNDERSTANDING FLUENCY AND COMMUNICATION

PROBLEM SOLVING, REASONING & JUSTIFICATION

Sighted Examination

X X 15 15 Term 2 Week 2

Investigative Assignment

X X X 15 15 Term 2 week 10

Yearly Examination

X X X X X X X 20 20 Term 3 week 8-9

Outcomes

ME11-1

uses algebraic and graphical concepts in the modelling and solving of problems involving functions and their inverses

ME11-2

manipulates algebraic expressions and graphical functions to solve problems

ME11-3

applies concepts and techniques of inverse trigonometric functions and simplifying expressions involving compound angles in the solution of problems

ME11-4

applies understanding of the concept of a derivative in the solution of problems, including rates of change, exponential growth and decay and related rates of change

ME11-5

uses concepts of permutations and combinations to solve problems involving counting or ordering

ME11-6

uses appropriate technology to investigate, organise and interpret information to solve problems in a range of contexts

ME11-7

communicates making comprehensive use of mathematical language, notation, diagrams and graphs

Term 2 - Half Yearly Exams - Weeks 1 & 2 (in class) Term 3 - Yearly Exams – Weeks 8-9

PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: MATHEMATICS STANDARD


COURSE MS11

-1 MS11

-2 MS11

-3 MS11

-4 MS11

-5 MS11

-6 MS11

-7 MS11

-8 MS11

-9 MS11

-10

UNDERSTANDING FLUENCY

COMMUNICATION

PROBLEM SOLVING REASONING

JUSITIFICATION

Sighted Test X X X X X X

30% Term 1 Week 9

Assignment X X

X X

X X 30% Term 2 Week 9

Yearly Examination X X X X X X X X

X 40% Term 3

Weeks 8-9

Outcomes

MS11-1 A student uses algebraic and graphical techniques to compare alternative solutions to contextual problems.

MS11-2 A student represents information in symbolic, graphical and tabular form.

MS11-3 A student solves problems involving quantity measurement, including accuracy and the choice of relevant units.

MS11-4 A student performs calculations in relation to two-dimensional figures.

MS11-5 A student models relevant financial situations using appropriate tools.

MS11-6 A student makes predictions about everyday situations based on simple mathematical models.

MS11-7 A student develops and carries out simple statistical processes to answer questions posed.

MS11-8 A student solves probability problems involving multistage events.

MS11-9 A student uses appropriate technology to investigate, organise and interpret information in a range of contexts.

MS11-10 A student justifies a response to a given problem using appropriate mathematical terminology and/or calculations.


Outcomes

MH11-1 A student describes the nature of continuity and change in the Modern World.

MH11-2 A student proposes ideas about the varying causes and effects of events and developments.

MH11-3 A student analyses the role of historical features, individuals, groups and ideas in shaping the past.

MH11-4 A student accounts for the different perspectives of individuals and groups.

MH11-5 A student examines the significance of historical features, people, ideas, movements, events and developments of the Modern

World.

MH11-6 A student analyses and interprets different types of sources for evidence to support an historical account or argument.

MH11-7 A student discusses and evaluates differing interpretations and representations of the past.

MH11-8 A student plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of

sources.

MH11-9 A student communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-

structured forms.

MH11-10 A student discusses contemporary methods and issues involved in the investigation of Modern History.



MODERN HISTORY

TASK SYLLABUS OUTCOMES 40% 20% 20% 20% DUE DATE

COURSE

KNOWLEDGE AND

UNDERSTANDING

HISTORICAL

SKILLS

HISTORICAL INQUIRY

AND RESEARCH

COMMUNICATION OF HISTORICAL

UNDERSTANDING

Investigating the Nature of Modern History: Source Based Task

X

X

X

X

15

10

5

Term 1 Week 9

Historical Investigation: Research Task

X

X

X

10

5

15

10

Term 2 Week 9

Yearly Exam

X

X

X

X

15

5

5

5

Term 3 Weeks

8-9

PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: MUSIC 1

TASK SYLLABUS OUTCOMES 25% 25% 25% 25% DUE

DATE

COURSE

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10

P11

PERFORMANCE

COMPOSITION

MUSICOLOGY

AURAL

Performance

X

X

X

X

X

20

Term 1 Week 9

Composition

X

X

X

X

X

25

Term 3 Week 2


X

X

X

X

X

5

25

25 Term 3 Weeks

8-9

Outcomes

P1 A student performs music that is characteristic of the topics studied.

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

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

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

P5 A student comments on and constructively discusses performances and compositions.

P6 A student comments and discusses concepts of music in works representative of the topics studied.

P7 A student understands the capabilities of performance media, explores and uses current technologies as appropriate to the topics studied.

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

P9 A student performs as a means of self-expression and communication.

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

P11 A student demonstrates a willingness to accept and use constructive criticism.


Outcomes

P1 identifies and examines why individuals give different meanings to health. P10 plans for participation in physical activity to satisfy a range of individual needs.

P2 explains how a range of health behaviours affect an individual’s health. P11 assesses and monitors physical fitness levels and physical activity patterns.

P3 describes how an individual’s health is determined by a range of factors. P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings (Option 1).

P4 evaluates aspects of health over which individuals can exert some control. P13 develops, refines and performs movement compositions in order to achieve a specific purpose (Option 2).

P5 describes factors that contribute to effective health promotion. P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities (Option 4)

P6 proposes actions that can improve and maintain an individual’s health. P15 forms opinions about health-promoting actions based on a critical examination of relevant information.

P7 explains how body systems influence the way the body moves. P16 uses a range of sources to draw conclusions about health and physical activity concepts.

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

P17 analyses factors influencing movement and patterns of participation.

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

Please note: Term 2 - Half Yearly Exams - Weeks 1 & 2 (in class) Term 3 - Week 8 (Thursday & Friday only); All of Week 9 are Preliminary Yearly Exams

PRELIMINARY ASSESSMENT TASK GRID 2019

SUBJECT: PERSONAL DEVELOPMENT,

HEALTH AND PHYSICAL EDUCATION (PDHPE)

TASK SYLLABUS OUTCOMES 40% 30% 30% DUE

DATE

COURSE

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10

P11

P12

P13

P14

P15

P16

P17

KNOWLEDGE AND

UNDERSTANDING

SKILLS INFLUENCING

PERSONAL HEALTH

SKILLS IN CRITICAL THINKING

Core 1- Better Health for Individuals Task

X

X

X

X

X

10

10

10

Term 1 Week 8

Body in Motion Task

X

X

X

X

10

10

10

Term 2 Week 7


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

20

10

10

Term 3 Weeks 8-9

Outcomes

INS11-1 A student develops and evaluates questions and hypotheses for scientific investigation.

INS11-2 A student designs and evaluates investigations in order to obtain primary and secondary data and information.

INS11-3 A student conducts investigations to collect valid and reliable primary and secondary data and information.

INS11-4 A student selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

INS11-5 A student analyses and evaluates primary and secondary data and information.

INS11-6 A student solves scientific problems using primary and secondary data, critical thinking skills and scientific processes.

INS11-7 A student communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

INS11-8 A student describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes quantitative measurements and calculations for distance, displacement, speed, velocity and acceleration

INS11-9 A student describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of momentum and the law of conservation of energy

INS11-10 A student explains and analyses waves and the transfer of energy by sound, light and thermodynamic principles

INS11-11 A student explains and quantitatively analyses electric fields, circuitry and magnetism


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: PHYSICS


COURSE

PH11-1

PH11-2

PH11-3

PH11-4

PH11-5

PH11-6

PH11-7

PH11-8

PH11-9

PH11-10

PH11-11

SKILLS IN WORKING

SCIENTIFICALLY


OF COURSE CONTENT

Kinematic Assignment

X

X

X

X

X

X

20

10 Term 1 Week 7

Depth Study

X

X

X

X

X

X

X

30

10 Term 2 Week 9

Yearly Exam

X

X

X

X

X

X

10

20 Term 3 Weeks

8-9


SOCIETY AND CULTURE


COURSE

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10


OF COURSE CONTENT

APPLICATION AND EVALUATION OF

SOCIAL AND CULTURAL RESEARCH

METHODOLOGIES

COMMUNICATION OF INFORMATION, IDEAS AND ISSUES IN APPROPRIATE

FORMS

The Social and Cultural World Research Task

X

X

X

X

15

10

5

Term 1 Week 8

Personal & Social Identity

Research Task

(Mini PIP)

X

X

X

X

15

10

10

Term 2 Week 10


X

X

X

X

X

20

10

5

Term 3 Weeks 8-9

Outcomes

P1 A student identifies and applies social and cultural concepts.

P2 A student describes personal, social and cultural identity.

P3 A student identifies and describes relationships and interactions within and between social and cultural groups.

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

P5 A student explains continuity and change and their implications for societies and cultures.

P6 A student differentiates between social and cultural research methods.

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

P8 A student plans and conducts ethical social and cultural research.

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

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


Outcomes

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

1.2 A student explains the relationship between physical activity, fitness and healthy lifestyle.

1.3 A student demonstrates ways to enhance safety in physical activity.

1.4 A student investigates and interprets the patterns of participation in sport and physical activity.

1.5 A student critically analyses the factors affecting lifestyle balance and their impact on health status.

2.1 A student explains the principles of skill development and training.

2.2 A student analyses the fitness requirements of specific activities.

2.4 A student describes how societal influences impact on the nature of sport in Australia.

3.1 A student selects appropriate strategies and tactics for success in a range of movement contexts.

3.2 A student designs programs that respond to performance needs.

3.3 A student measures and evaluates physical performance.

3.4 A student composes, performs and appraises movement.

3.5 A student analyses personal health practices.

3.7 A student analyses the impact of professionalism in sport.

4.1 A student plans strategies to achieve performance goals.

4.2 A student makes strategic plans to overcome the barriers to personal and community heath.

4.3 A student demonstrates leadership skills and a capacity to work cooperatively in movement context.

4.4 A student demonstrates competence and confidence in movement contexts.

4.5 A student recognises the skills and abilities required to adopt roles that support health, safety and physical activity.



SPORT, LIFESTYLE AND RECREATION (SLR)

TASK SYLLABUS OUTCOMES 50% 50% DUE

DATE

COURSE 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4.1 4.2 4.3 4.4 4.5 KNOWLEDGE

AND UNDERSTANDING

SKILLS

S

em

este

r

1

First Aid & Sports Injuries Task

X

X

X

X

X

X

30

Term 1 Week 8

Individual Games

X

X

X

X

X

30

Term 1 Weeks 9-

10

S

em

es

ter

2

Fitness Labs

X

X

X

X

X

X

20

20

Term 2 Weeks 8 & 9


VISUAL ARTS

10 SYLLABUS OUTCOMES 50% 50% DUE

DATE

COURSE

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10

MAKING

CRITICAL & HISTORICAL

STUDY

Subjective Frame

X

X

X

20

25 Term 2 Week 3

Cultural/Postmodern Frame

X

X

X

30

Term 3 Week 6

Yearly Examination

X

X

X

X

25 Term 3

Weeks 8-9

Outcomes

P1 A student explores the conventions of practice in artmaking.

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

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

P4 A student investigates subject matter and forms as representations in artmaking.

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

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

P7 A student explores the conventions of practice in art criticism and art history.

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

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

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


SET PATHWAYS

Outcomes

ES11-01 A student comprehends and responds to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes.

ES11-02 A student identifies and uses strategies to comprehend written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts.

ES11-03 A student gains skills in accessing, comprehending and using information to communicate in a variety of ways.

ES11-04 A student composes a range of texts with increasing accuracy and clarity in different forms.

ES11-05 A student develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts.

ES11-06 A student uses appropriate strategies to compose texts for different modes, mediums, audiences, contexts and purposes.

ES11-07 A student represents own ideas in critical, interpretive and imaginative texts.

ES11-08 A student identifies and describes relationships between texts.

ES11-09 A student identifies and explores ideas, values, points of view and attitudes expressed in texts, and considers ways in which texts may influence, engage and persuade.

ES11-10 A student monitors and reflects on aspects of their individual and collaborative processes in order to plan for future learning.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: SET ENGLISH STUDIES


COURSE ES11 -01

ES11 -02

ES11 -03

ES11 -04

ES11 -05

ES11 -06

ES11 -07

ES11 -08

ES11 -09

ES11 -10


SKILLS IN: COMPREHENDING TEXTS; COMMUNICATING IDEAS;

& USING LANGUAGE ACCURATLEY,

APPROPRIATELY & EFFECTIVELY

Achieving Through English Workplace documents portfolio

X

X

X

15

15

Term 1 Week 10

MiTunes Multimodal

X

X

X

X

20

20

Term 2 Week 8

Collection of Classwork

X

X

X

15

15

Term 3 Week 6

PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: SET MATHEMATICS STANDARD


COURSE MS11

-1 MS11

-2 MS11

-3 MS11

-4 MS11

-5 MS11

-6 MS11

-7 MS11

-8 MS11

-9 MS11

-10

UNDERSTANDING FLUENCY

COMMUNICATION

PROBLEM SOLVING REASONING

JUSITIFICATION

Sighted Test X X X X X X

25% Term 1 Week 9

Assignment X X

X X

X X 35% Term 2 Week 9

Yearly Examination X X X X X X X X

X 40% Term 3

Weeks 8-9

Outcomes

MS11-1 A student uses algebraic and graphical techniques to compare alternative solutions to contextual problems.

MS11-2 A student represents information in symbolic, graphical and tabular form.

MS11-3 A student solves problems involving quantity measurement, including accuracy and the choice of relevant units.

MS11-4 A student performs calculations in relation to two-dimensional figures.

MS11-5 A student models relevant financial situations using appropriate tools.

MS11-6 A student makes predictions about everyday situations based on simple mathematical models.

MS11-7 A student develops and carries out simple statistical processes to answer questions posed.

MS11-8 A student solves probability problems involving multistage events.

MS11-9 A student uses appropriate technology to investigate, organise and interpret information in a range of contexts.

MS11-10 A student justifies a response to a given problem using appropriate mathematical terminology and/or calculations.


PRELIMINARY ASSESSMENT TASK GRID 2019 SUBJECT: SET WORK STUDIES


COURSE P1 P2 P3 P4 P5 P6 P7 P8 P9 KNOWLEDGE & UNDERSTANDING

SKILLS

Report X X X X 40 Term 1 Week 5

Class Test X X X 30 Term 3 Week 4

Presentation X X 30 Term 3 Week 7

Outcomes

P1 A student investigates a range of work environments.

P2 A student examines different types of work and skills for employment.

P3 A student analyses employment options and strategies for career management.

P4 A student assesses pathways for further education, training and life planning.

P5 A student communicates and uses technology effectively.

P6 A student applies self-management and teamwork skills.

P7 A student utilises strategies to plan, organise and solve problems.

P8 A student assesses influences on people’s working lives.

P9 A student evaluates personal and social influences on individuals and groups.


preliminary assessment task schedule 2019 · preliminary assessment task schedule 2019 . general...

Documents