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SEFTON HIGH SCHOOL

YEAR 11 COURSE

ASSESSMENT HANDBOOK

2021

SEFTON HIGH SCHOOLSincerity, Scholarship, Service

YEAR 11 COURSE ASSESSMENT HANDBOOK 2021

AIMSThe aims of this Handbook are

To inform students and their parents of the New South Wales Education Standards Authority (NESA) requirements and rules relating to the successful completion of Higher School Certificate Courses.

To inform students and their parents of Year 11 Course policies and rules at Sefton High School.

VISION STATEMENTSefton High School aims to continually improve its vision of excellence in education for all of our students. Sefton High School consistently insists upon high expectations of the whole school community, providing a structured, disciplined and high quality teaching and learning environment which fosters excellent standards of academic achievement and student wellbeing. This provides opportunities for students to become as confident, successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our society as informed, responsible and productive citizens who display the values of integrity, responsibility and respect for all.

SCHOOL EMBLEM ADDRESSHector Street, Sefton 2162P O Box 416Chester Hill NSW 2162

TELEPHONE NUMBER 9644 4800

FACSIMILE9743 7161

SCHOOL MOTTO

Sincerity, Scholarship, Service WEBSITE

http://www.seftonhigh.nsw.edu.au

EMAIL [email protected]

FACEBOOKhttps://www.facebook.com/SeftonHSOfficial/

SCHOOL HOURSSchool hours are as follows.Monday and Tuesday 8.45 am to 2.30 pmWednesday, Thursday and Friday, 8.45 am to 3.10 pm.

YEAR 11 ASSESSMENT HANDBOOK 1

https://www.facebook.com/SeftonHSOfficial/

mailto:[email protected]

http://www.seftonhigh.nsw.edu.au/

INDEX Page

INFORMATION RELATING TO THE YEAR 11 COURSE 3

ASSESSMENT FOR YEAR 11 COURSE 4

SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR YEAR 11COURSES 5

COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 11 11Ancient History 12Biology 13Business Studies 14Chemistry 15Community and Family Studies 16Design and Technology 17Economics 18English Advanced 19English Extension 20English Standard 21Food TechnologyHospitality VET CourseInformation Processes and TechnologyJapanese BeginnersLegal StudiesMathematics AdvancedMathematics Extension 1Mathematics StandardModern HistoryPersonal Development, Health and Physical EducationPhysicsStudies of Religion 1 Visual ArtsVisual Design

CHARGES FOR THE YEAR 11 COURSE 2021

ATTENDANCE AND PUNCTUALITY

ELIGIBILITY FOR THE AWARD OF YEAR 11 (PRELIMINARY) COURSE ROSA

APPENDICES1. Sefton High School Early Leave Parental Permission Note2. Approved Calculators for Assessment Tasks and Examinations 3. Writing a Bibliography4. Glossary of Key Words5. Sefton High School Failure to Attend/Submit Assessment Task on Medical Grounds


INFORMATION RELATING TO THE YEAR 11 COURSE NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS

AND RULES RELATING TO THE AWARD OF THE YEAR 11 CERTIFICATE COURSEThe New South Wales Education Standards Authority (NESA) is a Statutory Board which has the power to award to students the Year 11 Certificate. To be eligible for this award, students must comply with the entry requirements, course restrictions and the rules and regulations set down by NESA.

SATISFACTORY COMPLETION OF YEAR CERTIFICATE COURSE

It is required that students demonstrate satisfactory participation in learning. This will include attendance. apply themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school. study appropriate courses as approved by NESA. complete the requirements of each course including any necessary oral, practical or

project work. perform the tasks required as part of the assessment program in each course. sit for any examination set as part of the course.

Non-Completion of Course Warning letters are issued by faculties where students are at risk of N Determination. This most commonly occurs when students

are not completing significant portions of classwork and/or missing significant portions of class instruction.

fail to demonstrate satisfactory progress in learning due to an assessment performance that is below minimum course performance standards.

receive zero on an assessment due to non-compliance with assessment procedures.

Students who have received a minimum of two official Non-Completion of Course Warning letters in a single course and have not completed the requirements detailed on the letter are at risk of receiving an N Determination for that course. Students who have not satisfactorily attempted assessments to the value of 50% of course assessment in a single course will receive an N Determination for that course.

MINIMUM STUDY PROGRAMS

For the purpose of the award of a Year 11 Course, students must have satisfactorily completed all mandatory Year 10 courses. You are now required to adhere to a program of study involving a minimum of at least

10 HSC units of which at least 6 units must be NESA Developed Courses. two units of a NESA Developed course in English. three courses which must be of two units value or greater (either NESA Developed

or NESA Endorsed courses). four subjects. No more than 6 units of Science Satisfactorily complete the Life Ready program. Failure to attend and participate in

activities related to Crossroads will result in students completing this program in their own time after school whilst on school premises.

Satisfactorily complete the NSW Education Standards Authority Course on Ethical Scholarship – HSC: All My Own Work. Note that the requirements for satisfactory completion are those listed above for other NSW Education Standards Authority courses.


YEAR 11 COURSE GRADES

The NSW Education Standards Authority requires that grades be awarded and submitted for all courses.

These will be based on your formal assessment results and teacher judgement from ongoing formative assessment.

The descriptors for grades are printed below. Included in this booklet are also the HSC Band Descriptors to give you an idea of

what the expectations for HSC bands will be.

COMMON GRADES SCALE FOR YEAR 11 COURSESThe common Grade Scale describes performance at each of five grade levels. A. The student demonstrates extensive knowledge of content and understanding of

course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

B. The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

C. The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition the student demonstrates skills in selective and integrating information and communicates relevant ideas in an appropriate manner.

D. The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

E. The student demonstrates a basic knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition the student demonstrates elementary skills in recounting information and communicating ideas.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

Entry into tertiary courses in NSW and the ACT depends on your Australian Tertiary Admission Rank (ATAR). The Universities calculate the ATAR for every student who completes the necessary pattern of studies.

The ATAR is reported on a scale of 0 to 99.5 with increments of 0.05. To be eligible for the ATAR, a student must study:

at least 10 units of NESA Developed courses including at least two units of English.

NESA Developed courses that include at least three courses of two units or greater.

at least four subjects. No more than two units of Category B courses may be used in determining an

ATAR. NSW EDUCATION STANDARDS AUTHORITY SYLLABUSES

These may be accessed on the NSW Education Standards Authority website at http://educationstandards.nsw.edu.au/wps/portal/nesa/home/

NSW STUDENTS ONLINE This is a NSW Education Standards Authority study website which students can

access using his/her student number and PIN. It contains many resources. https://studentsonline.nesa.nsw.edu.au/


https://studentsonline.nesa.nsw.edu.au/

http://educationstandards.nsw.edu.au/wps/portal/nesa/home/

ASSESSMENT FOR YEAR 11 COURSE The NSW Education Standards Authority, which determines syllabuses and certification,

provides guidelines for schools to draw up a formal Assessment Program in each course. Assessment Programs in any course will differ from school to school in terms of how the assessment is being carried out, but are the same in every school in terms of the areas of the syllabus that are being assessed and the weight placed on each component.

It is now a NESA requirement that there be 3 formal assessment tasks only.

Teachers are free to choose whichever tasks that they feel are the best for assessing the various components and for discriminating between candidates. Assessment programs can include formal examinations, assignments, tests, oral work, field work, laboratory work, projects and so on.

SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR YEAR 11 COURSES GENERAL GUIDELINES

It is the responsibility of students and parents to be familiar with and comply with all elements of this policy and procedural framework.

As far as possible, assessment tasks are to be completed under teacher supervision. However some syllabus requirements necessitate that work be completed out of class, for example, research activities.

Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship. An Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside of class. Malpractice will result in a mark of zero and the issuing of a Course Warning letter. Students will be required to resubmit / resit the task in order to meet the course outcome requirements but the zero mark will remain. If plagiarism is of another student’s work, a decision will be made by the Appeals Committee, after investigation into the degree of complicity, as to whether the other student will also be penalised. NESA requires schools to report students who have committed malpractice and these students names are maintained on the NESA malpractice register.

Only approved calculators can be used for assessment tasks and examinations. See Appendix 2 for the list.

The following procedures are designed to ensure consistency in the implementation of the school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at the commencement of the course in the Year 11 Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to refer regularly to his/her copy of the Year 11 Assessment Handbook. There is also a Personal Assessment Task Calendar in the SHS Student Planner for student use.

Students will be given written notice of the nature and timing of assessment tasks. The Assessment Task Notification will be provided a minimum of two weeks before the date of the assessment task and include

the nature of the task (or the task itself if this is to be completed at home), including equipment required.

syllabus outcomes to be assessed. the weighting of the task. the assessment criteria (optional for examinations or in exceptional circumstances).


the date of the task or, for a hand-in task, the due date and time.

Tasks which are to be handed in will state before 8.30 am as the hand-in time.

All issues regarding assessment tasks must in the first instance be addressed with the class teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is issued, it is the student’s responsibility to see the teacher to receive the notification. Students will know during which weeks a task is due/scheduled from the Year 11 Assessment Handbook.

Students must attend every timetabled period on the school day prior to the scheduled date of any assessment task including an examination. Failure to do so will result in zero unless an Application for Assessment Consideration Due to Illness Form (5) is submitted and substantiated in accordance with this policy. There is also a copy of this form available on the school website.

https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html

Students must attend every timetabled period on the scheduled date of any assessment task up to and including the conclusion of the assessment task. Failure to do so will result in zero unless an Application for Assessment Consideration Due to Illness Form is submitted and substantiated in accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural framework a decision shall be made by the appeals committee. The appeals committee may consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND EXAMINATIONS

These must be completed at the scheduled time.

If a student misses an in-class assessment or examination task through absence from school

the student must submit a doctor’s certificate before 8.30 am on the first school day not covered by the Doctor’s Certificate together with a completed Application For Assessment Consideration Due to Illness Form (Appendix 5). The Head Teacher will determine the validity of the reason. The student may receive a zero mark if the Head Teacher determines the reason is invalid.

the student must have visited the doctor on or prior to the date of the assessment task. The doctor’s certificate must indicate the day/s the student is unfit for school.

the subject Head Teacher will make arrangements for the student to complete the task/examination. The expectation is that the student is ready to undertake that task on their first day of return. The exact time and date will be determined by the relevant Head Teacher and may well be in the student’s own time if necessary.

If a student is late to or absent from school on either or both of the day of an assessment task or the day prior to an assessment task, for either the whole day and/or for any periods prior to that in which the in-class assessment is to be completed, the student must submit a doctor’s certificate and a completed Application For Assessment Consideration Due to Illness Form (Appendix 5) immediately on the student’s arrival at school. The Head Teacher will determine the validity of the


https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html

reason. Unless validated by the Head Teacher the student will receive a zero mark and be issued a Course Warning letter if he/she is not in attendance in the periods prior to an in-class assessment, as it will be deemed the student is gaining an unfair advantage over other students.

ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A PARTICULAR DATE

These tasks are to be completed and submitted to a teacher in the faculty before 8.30 am on the due date. A signed Assessment Task Cover Sheet must be submitted at this time.

An assessment task must be handed to a teacher. Other than in exceptional circumstances assessment tasks must not be emailed. Any approval to email a task must be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to adhere to this will result in a zero score.

If a student does not submit an assessment task before 8.30 am on the due date, the student must have a doctor’s certificate for the absence and submit and have substantiated an Application For Assessment Consideration Due to Illness Form (Appendix 5). Both documents, together with the completed task, must be submitted to the Head Teacher of the faculty before 8.30 am on the first school day not covered by the doctor’s certificate. Copies of the form are included in this Assessment Handbook. Additional forms are available from the school website. The Head Teacher will determine the validity of the reasons. The student may receive a zero mark if the Head Teacher determines the reason is invalid. The student must have visited a doctor on or prior to the date of the assessment task. The doctor’s certificate must indicate the day/s the student is unfit for school inclusive of the date of the assessment task.

Problems with technology are not grounds for any assessment consideration.

IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON THE DAY OF AN ASSESSMENT TASK The student must advise the relevant Deputy Principal in writing prior to the

day of the assessment task and provide supporting evidence. This includes any student who has been granted Extended Leave - Travel. One of the following decisions will then be made.

The student may be permitted to do the task at the first opportunity when he/she returns. If the task is a hand-in task, the student must submit the task/assignment to his/her teacher before the due date, or make arrangements for someone to deliver it to the Head Teacher before 8.30 am on the date due.

The student may be given a substitute task.

The reason for absence may be deemed invalid and a zero mark awarded. The student will still be required to complete the task to achieve outcomes.

The student may be given an estimate based on his/her performance in completed course assessment tasks, but only in exceptional circumstances.

If a student is required to hand in or complete an assessment task in class on a day which falls during a period when the student is on suspension, the Principal or Deputy Principal will make arrangements to enable the student to comply with the school’s assessment requirements.


APPEALS PURPOSE OF APPEALS

Appeals may only be lodged in relation to decisions made by a Head Teacher relating to a student’s non-compliance with the requirements of the Sefton High School Assessment Policy.

Students cannot appeal against a mark awarded other than on the grounds of procedure, in keeping with NSW Education Standards Authority procedures.

PROCEDURE TO LODGE AN APPEAL BY A STUDENT

Only appeals submitted using the Application to Appeal a Penalty in an Assessment Task form and completed by the student will be considered. This appeal form can be accessed from a Deputy Principal.

The student must lodge a written appeal to the relevant Head Teacher stating the basis on which he/she is appealing.

An appeal in relation to a zero mark must be submitted using the Application to Appeal a Penalty in an Assessment Task. All supporting documentation must be included. An appeal form must be obtained from the Deputy Principal. The written appeal must be submitted to the relevant Head Teacher within ten days of the date on the written notification regarding a zero mark.

CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS Students must

cease speaking or communicating in any way as he/she enters the assessment/examination venue and remain silent while in the assessment/examination room except if talking to a supervisor.

follow the assessment/examination supervisor’s instructions at all times. behave in a way that will not disturb the work of any other student nor disrupt the

conduct of the assessment/examination. make a serious attempt at all questions in the assessment/examination. Answers

must not contain frivolous or offensive material. not take food into the assessment/examination room other than for a known,

verifiable medical condition. only take permitted equipment into the assessment/examination room. Books,

notes, paper, mobile phones, watches and electronic equipment of any kind are not to be taken into the assessment/examination room. The area where bags are placed is not considered to be the assessment/examination room, but any mobile phone left in a bag in this area must be switched off.

remain in the assessment/examination room until the assessment/examination time has elapsed and he/she is dismissed by the supervisor.

behave ethically. No attempt should be made to engage in malpractice, to cheat or to attempt to cheat.

not take an examination paper or writing booklet out of the examination room. use clear see-through plastic bags only as pencil cases. use clear see-through plastic drink bottles without a label that contains water only.


FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with school policy and procedures outlined will result in a zero

mark which will be notified in writing through the issuing of a Course Warning letter.

MALPRACTICE Malpractice is cheating. It will result in the student receiving a zero for the task.

Malpractice is any activity undertaken by a student with the intention of using it to unfairly advantage him/herself. It includes, but is not limited to

taking notes into a test or examination. copying from another student. communicating with other students during a test or examination. copying someone else’s work in part or in whole, and presenting it as his/her own. using material directly from books, journals, CDs or the internet without reference to

the source. building on the ideas of another person without reference to the source. buying, stealing or borrowing another person’s work and presenting it as his/her own. submitting work to which another person such as a parent, coach or subject expert

has contributed substantially. using words, ideas, designs or the work of others in practical and performance tasks

without appropriate acknowledgement. changing an answer after the paper has been returned or changing a mark. paying someone to write or prepare material. breaching school examination rules. taking non-approved aids into an assessment task/examination. contriving false explanations to justify work not handed in by the due date. assisting another student to engage in malpractice.

PLAGIARISM Plagiarism occurs when a student copies another person's work, and then states or

implies that it is his/her own, without acknowledgment. This includes words and text from books and websites, drawings, maps, graphics and art, as well as ideas and thoughts.

Plagiarism is cheating. It will result in the student receiving a zero for the task. A student’s work may be cited for plagiarism if he/she, without acknowledgement of

the source, makes a direct copy of one or more sentences and/or paragraphs from a source

document. copies sentences and/or paragraphs, though he/she has changed their order. makes cosmetic changes to sentences and/or paragraphs. This may include changing

the tense, placing in some synonyms, changing the order of adjectives and nouns or deliberately adding grammar and/or spelling mistakes.

deletes information that was in brackets or a list of examples from sentences and/or paragraphs in the source.

changes the order of phrases in the sentence. uses information from a source that is not included in the bibliography.

Students need to be aware that summarising and paraphrasing can also be considered plagiarism. Acceptable paraphrasing means that the student expresses the ideas using original language and sentence structure. If the student keeps even short phrases from the original source document, he/she must cite the source. Students must take care to use only a limited amount of citing in their work.


This HSC Assessment Handbook contains a section on writing a bibliography and referencing quotes (Appendix 3).

Students who would like to learn more about acceptable paraphrasing and the use of quotes can access the following web sites.

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search? search_query=plagiarism

https://wts.indiana.edu/writing-guides/plagiarism.html www.hamilton.edu/writing/style/plagiarism/plagiarism.html


IMPORTANT NOTE In the external HSC examination, the NSW Education Standards Authority (NESA) awards

zero to any script in which

only the multiple choice questions and/or true/false and/or matching questions have been done.

some or all of the answers appear not to be genuine attempts to really answer the question/s asked. This may include copying or modifying some or all of the question/s or leaving a number of blanks.

frivolous or objectionable material has been included.

In Year 12 this will result in a non-award in that course and if the course counts towards the ten units required to be completed for the award of a Higher School Certificate, the student will not receive a Higher School Certificate.

This will also result in the student not being awarded an ATAR if this course counts towards his/her 10 units.

Sefton High School will follow this same rule in all years for school assessment tasks including examinations. Any such script will be treated as a non-serious attempt and awarded zero. The task will have to be redone in order to meet course outcome requirements but the zero mark will remain.

Only black non-erasable pens are to be used in Sefton High School assessment tasks (including examinations). Queries regarding marked tasks will not be addressed if any part of the task has been completed with an erasable pen or if correction fluid or tape has been used in that part of the task being queried.

http://www.hamilton.edu/writing/style/plagiarism/plagiarism.html

https://wts.indiana.edu/writing-guides/plagiarism.html

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 11 COURSESThe following pages include important information about the courses you study. For each course you will find this information.

Course DescriptionThis is a brief, general summary of each course, provided by the NSW Education Standards Authority.

Course OutcomesThese are the outcomes you are expected to achieve by studying the course. They are from the syllabus for each course.

Assessment Task ScheduleThe Assessment Task Schedules have been developed to meet syllabus requirements, according to the syllabus components and weightings recommended by the NSW Education Standards Authority for each course.

There is a Personal Assessment Task Calendar in your SHS School Planner which you can complete so that you can plan your work schedule well ahead of due dates.

Your teachers will give you the exact time and date of each assessment task at least two weeks before you must submit it.

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words (Appendix 4) has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.


COURSE DETAILS AND ASSESSMENT

TASK INFORMATION FOR YEAR 11


ANCIENT HISTORYCourse DescriptionThe Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments.Students are required to complete the study of: Case Studies such as The Trojan War, Greek Drama and ancient human remains, including the Iceman, Bog Bodies and mummies, Persepolis, Weapons and Warfare in Ancient Greece and Persia, Power and Image of Mad Emperors of Ancient Rome.

Objectives Year 11 Course OutcomesKnowledge and UnderstandingStudents:● develop knowledge and understanding of a

range of features, people, places, events and developments of the ancient world in their historical context

● develop an understanding of continuity and change over time.

A student:AH11-1 describes the nature of continuity and change in the ancient world AH11-2 proposes ideas about the varying causes and effects of events and developments AH11-3 analyses the role of historical features, individuals and groups in shaping the past AH11-4 accounts for the different perspectives of individuals and groups AH11-5 examines the significance of historical features, people, places, events and developments of the ancient world

SkillsStudents:● undertake the process of historical inquiry ● use historical concepts and skills to examine

the ancient past ● communicate an understanding of history,

sources and evidence, and historical interpretations.

AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument AH11-7 discusses and evaluates differing interpretations and representations of the past AH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources AH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms AH11-10 discusses contemporary methods and issues involved in the investigation of ancient history

Ancient History NESA Developed courseNESA ASSESSMENT COMPONENTSKnowledge and understanding of course content 40%Historical skills in the analysis and evaluation of sources and interpretations 20%Historical inquiry and research 20%Communication of historical understanding in appropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Historical Investigation 2. Mid Course Assessment3. Final Examination

Term 1 Week 8 Mid Course Assessment periodExamination Period

30%30%40%

Total 100%


BIOLOGYCourse DescriptionThe Biology course explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world.Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.OBJECTIVES YEAR 11 COURSE OUTCOMESSkillsStudents develop skills in applying the processes of Working Scientifically

A student:

Questioning and predicting BIO11-1 develops and evaluates questions and hypotheses for scientific investigation

Planning investigations BIO11-2 designs and evaluates investigations in order to obtain primary and secondary data and information

Conducting investigations BIO11-3 conducts investigations to collect valid and reliable primary and secondary data and information

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

Analysing data and information BIO11-5 analyses and evaluates primary and secondary data and informationProblem solving BIO11-6 solves scientific problems using primary and secondary data, critical thinking

skills and scientific processesCommunicating BIO11-7 communicates scientific understanding using suitable language and terminology

for a specific audience or purpose

Knowledge and UnderstandingStudents: A student:

develop knowledge and understanding of the structure and function of organisms

BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes

BIO11-9 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

develop knowledge and understanding of the Earth’s biodiversity and the effect of evolution

BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of speciesBIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem

Values and AttitudesStudents: develop positive, informed values and attitudes towards biology recognise the importance and relevance of biology in their lives recognise the influence of economic, political and societal impacts on the development of scientific knowledge develop an appreciation of the influence of imagination and creativity in scientific research.BIOLOGY 2 UNIT NESA Developed Course

Year 11 Biology School-based Assessment RequirementsSkills in working scientifically 60%Knowledge and understanding of course content 40%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Research Task: research open exam Term 2 Assessment Period

Weeks 1-230%

2. Depth Study Assessment: series of investigations/activities

Term 2 Week 8 30%

3. Final Examination: written exam Term 3 Weeks 8-9 40%

TOTAL 100%


BUSINESS STUDIESCourse DescriptionBusiness Studies is a feature for everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resource in large businesses.Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society.

OBJECTIVES YEAR 11 COURSE OUTCOMESThe student develops knowledge and understanding about: The student:

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

Internal and external influences on business P2 explains the internal and external influences on businessesP3 describes the factors contributing to the success or failure of small to

medium enterprises

The functions and processes of business activity P4 assess the processes and interdependence of key business functions

Management strategies and their effectiveness P5 examines the application of management theories and strategiesP6 analyses the responsibilities of business to internal and external

stakeholders

Students will develop skills to A student

investigate, synthesise and evaluate contemporary business issues and hypothetical and actual business situations

P7 plans and conducts investigations into contemporary business issuesP8 evaluates information for actual and hypothetical business situations

communicate business information and issues using appropriate formats

P9 communicates business information and issues in appropriate formats

apply mathematical concepts appropriate to business situations P10 applies mathematical concepts appropriately in business situations

Students will develop values and attitudes about:

responsible participation in business activity ethical business behavior corporate social responsibility

BUSINESS STUDIES 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40%Stimulus-based skills 20%Inquiry and research 20%Communication of business information, ideas and issues in appropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTINGTask 1 Business Knowledge and Communication TestTask 2 Business Inquiry and Research Task 3 Final Examination

Term 2 Weeks 1-2Term 3 Week 3 Term 3 Weeks 8- 9

30%30%40%

TOTAL 100%


CHEMISTRYCourse DescriptionThe Chemistry course explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability.An understanding of chemistry is developed through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena.OBJECTIVES YEAR 11 COURSE OUTCOMESSkillsStudents develop skills in applying the processes of Working Scientifically

A student:

Questioning and predicting CH11-1 develops and evaluates questions and hypotheses for scientific investigation

Planning investigations CH11-2 designs and evaluates investigations in order to obtain primary and secondary data and information

Conducting investigations CH11-3 conducts investigations to collect valid and reliable primary and secondary data and information

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

Analysing data and information CH11-5 analyses and evaluates primary and secondary data and information

Problem solving CH11-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

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


develop knowledge and understanding of the fundamentals of chemistry

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

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

develop knowledge and understanding of the trends and driving forces in chemical interactions

CH11-10 explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactionsCH11-11 analyses the energy considerations in the driving force for chemical reactions

Values and AttitudesStudents: develop positive, informed values and attitudes towards chemistry recognise the importance and relevance of chemistry in their lives recognise the influence of economic, political and societal impacts on the development of scientific knowledge develop an appreciation of the influence of imagination and creativity in scientific research.CHEMISTRY 2 UNIT NESA Developed course

Year 11 Chemistry School-based Assessment RequirementsSkills in working scientifically 60%Knowledge and understanding of course content 40%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Research Task: research open exam Term 1 Week 9 30%


Term 2 Week 7 30%

3. Final Examination: written exam Term 3 Weeks 8-9 40%TOTAL 100%


COMMUNITY AND FAMILY STUDIESCourse DescriptionCommunity and Family Studies Stage 6 aims to develop in each student an ability to manage resources and take action to support the needs of individuals, groups, families and communities in Australian society.

OBJECTIVES YEAR 11 COURSE OUTCOMESStudents will develop A student:1. knowledge and understanding about

resource management and its role in ensuring individual, group, family and community wellbeing

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

2. knowledge and understanding about the contribution positive relationships make to individual, group, family and community wellbeing

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 interrelationships between internal and external factors and their

impact on family functioning

3. knowledge and understanding about the influence of a range of societal factors on individuals and the nature of groups, families and communities

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

4. knowledge and understanding about research methodology and skills in researching, analysing and communicating

P4.1 utilises research methodology appropriate to the study of social issues P4.2 presents information in written, oral and graphic form

5. skills in the application of management processes to meet the needs of individuals, groups, families and communities

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

6. skills in critical thinking and the ability to take responsible action to promote wellbeing

P6.1 distinguishes those actions that enhance wellbeing P6.2 uses critical thinking skills to enhance decision making

7. an appreciation of the diversity and interdependence of individuals, families, groups and communities

7.1 appreciates differences among individuals, groups and families within communities and values their contributions to society

7.2 develops a sense of responsibility for the wellbeing of themselves and others 7.3 appreciates the value of resource management in response to change 7.4 values the place of management in coping with a variety of role expectations

Community and Family Studies NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40%Skills in critical thinking, research methodology, analysing and communicating 60%

ASSESSMENT TASK DESCRIPTION DATE WEIGHTING

Task 1- Short Answer response Assessment Term 2 Weeks 1-2 Assessment period 30%Task 2- Research Stimulus Assessment Week 2 Term 3 30%Task 3- End of Course Examination Exam period Term 3 40%

TOTAL 100%

COURSE STRUCTUREResource Management- Indicative course time: 20%• Basic concepts of resource management. Individuals and Groups- Indicative course time: 40%• The individual’s roles, relationships and tasks within and between groups. Families and Communities- Indicative course time: 40%• Family structures and functions, and the interaction between family and community.


DESIGN AND TECHNOLOGYCourse DescriptionThe Year 11 course involves the study of both designing and producing. This is explored through areas such as design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. The course involves hands-on practical activities which develop knowledge and skills in designing and producing. The Year 11 course includes the completion of at least two design projects. These projects involve the design, production and evaluation of a product, system or environment and include evidence of the design process recorded in a design folio. The design folio can take a variety of different forms.The HSC course applies the knowledge and understanding of designing and producing from the Year 11 course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60% of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact on Australian society. OBJECTIVES OUTCOMESStudents will develop A student1. knowledge and understanding about design theory and design

processes in a range of contextsP1.1 examines design theory and practice, and considers the factors

affecting designing and producing in design projects

2. knowledge, understanding and appreciation of the interrelationship of design, technology, society and the environment

P2.1

P2.2

identifies design and production processes in domestic, community, industrial and commercial settingsexplains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects

3. creativity and an understanding of innovation and entrepreneurial activity in a range of contexts

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

4. skills in the application of design processes to design, produce and evaluate quality design projects that satisfy identified needs and opportunities

P4.1

P4.2

P4.3

uses design processes in the development and production of design solutions to meet identified needs and opportunitiesuses resources effectively and safely in the development and production of design solution evaluates the processes and outcomes of designing and producing

5. skills in research, communication and management in design and production

P5.1

P5.2P5.3

uses a variety of management techniques and tools to develop design projectscommunicates ideas and solutions using a range of techniquesuses a variety of research methods to inform the development and modification of design ideas

6. knowledge and understanding about current and emerging technologies in a variety of settings

P6.1

P6.2

investigates a range of manufacturing and production processes and relates these to aspects of design projectsevaluates and uses computer-based technologies in designing and producing

DESIGN AND TECHNOLOGY 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40%Knowledge and skills in designing, managing,

producing and evaluating design projects 60%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Designer Case Study (hand in)2. Design Project and Portfolio (hand in)3. Final Examination – 1 ½ hrs + 5 min reading time

Term 1 Week 8 Term 3 Week 5 Term 3 Weeks 8-9

30 %40 %30 %

TOTAL 100 %


ECONOMICSCourse DescriptionEconomics provides an understanding for students about many aspects of the economy and its operation that are frequently reported in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.OBJECTIVES YEAR 11 COURSE OUTCOMESA student will develop knowledge and understanding about

A student

the economic behaviour of individuals, firms, institutions and governments

P1 demonstrates understanding of economic terms, concepts and relationshipsP2 explains the economic role of individuals, firms and government in an economy

the function and operation of markets P3 describes, explains and evaluates the role and operation of markets

the operation and management of economies

P4 compares and contrasts aspects of different economiesP5 analyses the relationship between individuals, firms, institutions and government

in the Australian economyP6 P6 explains the role of government in the Australian economy

contemporary economic problems and issues facing individuals, firms and governments

P7 identifies the nature and causes of economic problems and issues for individuals, firms and governments

A student will develop skills to A student

P8 applies appropriate terminology, concepts and theories in economic contexts

investigate and engage in effective analysis, synthesis and evaluation of economic information from a variety of sources

P9 selects and organises information from a variety of sources for relevance and reliability

P10 communicates economic information, ideas and issues in appropriate formsP11 applies mathematical concepts in economic contexts

communicate economic information, ideas and issues in appropriate forms

P12 works independently and in groups to achieve appropriate goals in set timelines

Students will develop values and attitudes about:

informed participation in economic debate and decision-making

responsible approaches towards people, societies and environments

ECONOMICS 2 UNIT NESA Developed Course

NESA ASSESSMENT COMPONENTS Knowledge and understanding of course content 40% Stimulus-based skills 20% Inquiry and research 20% Communication of economic information, ideas and issues inappropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTINGTask 1 Knowledge and Understanding TestTask 2 Inquiry and ResearchTask 3 Final Examination

Term 2 Weeks 1-2 Term 3 Week 2 Term 3 Weeks 8-9

30%30%40%

TOTAL 100%


ENGLISH ADVANCEDCourse DescriptionThe study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world.

The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts. The English Advanced course provides students with the opportunity to appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing global world.

English Advanced Objectives English Advanced Outcomes – A studentObjective AThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing.

responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA11-1uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA11-2

Objective BThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context.

analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-3strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA11-4

Objective CThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical.

thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments EA11-5

investigates and evaluates the relationships between texts EA11-6

Objective DThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world.

evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA11-7

explains and evaluates cultural assumptions and values in texts and their effects on meaning EA11-8

Objective EThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English.

reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner EA11-9

English Advanced NESA Developed Course

NESA ASSESSMENT COMPONENTS Weighting %

Knowledge and understanding of course content 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 50

100ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Common Module – Reading to Write: Writing Task2. Multimodal Task3. Final Examination

Term 2 Weeks 1-2Term 2 Week 9Term 3 Weeks 8-9

40%20%40%

TOTAL 100%


ENGLISH EXTENSION Course DescriptionThe English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their understanding and appreciation of the cultural roles and the significance of texts.

Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of responding to and composing texts. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world.

The course is designed for students with an interest in literature and a desire to pursue specialised study of English.English Extension 1 Objectives English Extension 1 Outcomes – A student

Objective AThrough responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to articulate understanding through speaking, listening, reading, writing, viewing and representing.

demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies EE11-1

Objective BThrough responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to craft language to shape meaning and express imaginative, creative, interpretive and critical responses to a range of texts.

analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts EE11-2

Objective CThrough responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to express imaginative, creative, interpretive and critical ideas based on sophisticated analysis and theorising about complex texts and values.

thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts EE11 3

develops skills in research methodology to undertake effective independent investigation EE11-4

Objective DThrough responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to express understanding of how cultural, historical and social contexts are represented in critical and creative texts.

articulates understanding of how and why texts are echoed, appropriated and valued in a range of contexts EE11-5

Objective EThrough responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to reflect on and evaluate their own processes of learning and creativity.

reflects on and assesses the development of independent learning gained through the processes of research, writing and creativity EE11-6

English Extension 1 NESA Developed Course

NESA ASSESSMENT COMPONENTS Weighting %

Knowledge and understanding of complex texts and of how and why they are valued 50

Skills in complex analysis, sustained composition and independent investigation 50100

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Writing Task2. Multimodal Task incorporating Independent Research Project3. Final Examination

Term 2 Weeks 1-2Term 3 Week 5Term 3 Weeks 8-9

20%40%40%

TOTAL 100%


ENGLISH STANDARDCourse DescriptionThe study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world.

English Standard is designed for all students to increase their expertise in English and consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators. The English Standard course provides students, who have a diverse range of literacy skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators. English Standard offers a rich language experience that is reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing.

English Standard Objectives English Standard Outcomes – A studentObjective AThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing.

responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure EN11-1uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EN11-2

Objective BThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context.

analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning EN11-3applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN11-4

Objective CThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical.

thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments EN11-5investigates and explains the relationships between texts EN11-6

Objective DThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world.

understands and explains the diverse ways texts can represent personal and public worlds EN11-7

identifies and explains cultural assumptions in texts and their effects on meaning EN11-8

Objective EThrough responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English.

reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner EN11-9

English Standard NESA Developed CourseNESA ASSESSMENT COMPONENTS Weighting %Knowledge and understanding of course content 50Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 50

100ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Common Module – Reading to Write: Writing

Task2. Multimodal Task3. Final Examination

Term 2 Weeks 1-2

Term 2 Week 9Term 3 Weeks 8-9

40%

20%40%

TOTAL 100%


FOOD TECHNOLOGYCourse Description

The syllabus provides students with a broad knowledge of food technology. The factors that influence food availability and selection are examined and current food consumption patterns in Australia investigated. Food handling is addressed with emphasis on ensuring safety and managing the sensory characteristics and functional properties of food to produce a quality product. The role of nutrition in contributing to the health of the individual and the social and economic future of Australia is explored. The structure of the Australian food industry is outlined and the operations of one organisation investigated. Production and processing practices are examined and their impact evaluated. The activities that support food product development are identified and the process applied in the development of a food product. Contemporary nutrition issues are raised, investigated and debated. This knowledge enables students to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers. The Year 11 includes the following core strands:Food Availability and Selection (30%)

Influences on food availability Factors affecting food selection

Food Quality (40%) Safe storage of food Safe preparation and presentation of food Sensory characteristics of food Functional properties of food

Nutrition (30%) Food nutrients Diets for optimum nutrition

OBJECTIVES OUTCOMES

Objectives Year 11 OutcomesStudents will develop:1. knowledge and understanding about food systems in the

production, processing and consumption of food and an appreciation of their impact on society

A student:P 1.1 identifies and discusses a range of historical and contemporary

factors which influence the availability of particular foodsP 1.2 accounts for individual and group food selection patterns in terms

of physiological, psychological, social and economic factors

2. knowledge and understanding about the nature of food, human nutrition and an appreciation of the importance of food to health

P 2.1 explains the role of food nutrients in human nutritionP 2.2 identifies and explains the sensory characteristics and functional

properties of food3. skills in researching, analysing and communicating food issues P 3.1 assesses the nutrient value of meals/diets for particular individuals

and groupsP 3.2 presents ideas in written, graphic and oral form using computer

software where appropriate. 4. skills in experimenting with and preparing food by applying

theoretical conceptsP4.1 selects appropriate equipment, applies suitable techniques,

and utilises safe and hygienic practices when handling food P4.2 plans, prepares and presents foods which reflect a range of the

influences on food selectionP4.3 selects foods, plans and prepares meals/diets to achieve optimum

nutrition for individuals and groupsP4.4 applies an understanding of the sensory characteristics and

functional properties of food to the preparation of food products5. skills in designing implementing and evaluating solutions to food

situationsP 5.1 generates ideas and develops solutions to a range of food situations

FOOD TECHNOLOGY 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40% Knowledge and skills in designing, researching, analysing and evaluating 30%Skills in experimenting with and preparing food by applying theoretical concepts 30%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Food Quality Experiment and Preparation2. Nutrition Investigation3. Final Examination – 1 ½ hrs + 5 min reading time

Term 1 Week 10Term 2 Week 9Term 3 Weeks 8-9

30 %30 %40 %

TOTAL 100 %


VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by NSW Educational Standards Authority (NESA) and are based on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers and universities and will assist students to progress to various education and training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students.

It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport.

Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination after they have completed a minimum of 4 Year 11 and/or HSC units.

Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific mandatory work placement or simulated workplace hours as determined by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course undertaken.

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is suitable for their individual needs, knowledge and skills.


Public Schools NSW, Ultimo Registered Training Organisation 90072VOCATIONAL EDUCATION and TRAINING

2021 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time.

Course: Hospitality - Kitchen Operations 2 or 4 Year 11 and/or HSC units in totalBoard Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.

SIT20416 Certificate II in Kitchen OperationsBased on SIT Tourism, Travel and Hospitality training package (version 1.2)

Units of Competency CoreBSBWOR203 Work effectively with othersSITHCCC001 Use food preparation equipment SITHCCC005 Prepare dishes using basic methods of cookery SITHCCC011 Use cookery skills effectively SITHKOP001 Clean kitchen premises and equipment SITXFSA001 Use hygienic practices for food safetySITXINV002 Maintain the quality of perishable items SITXWHS001 Participate in safe work practice

Electives SITHCCC002 Prepare and present simple dishesSITHCCC003 Prepare and present sandwichesSITHCCC006 Prepare appetisers and saladsBSBSUS201 Participate in environmentally sustainable work

practicesSITXFSA002 Participate in safe food handling practicesSITHIND002 Source and use information on the hospitality

industry

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry RequirementsStudents selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions out of school hours. There will be out of class homework, research activities and assignments.

Examples of occupations in the hospitality industry trainee chef short order fast food cook breakfast cook

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.

External Assessment (optional HSC examination for ATAR purposes)The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a vocational qualification.

Competency-Based AssessmentStudents in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency.

Appeals and Complaints

Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources $0 Consumables $140 Other $80 (Uniform) Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance

A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions


http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://www.sbatinnsw.info/

INFORMATION PROCESSES AND TECHNOLOGYCourse DescriptionInformation Processes and Technology is the study of information-based systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures resulting from the processes are considered. Different types of information systems are studied. Through project management, students will create their own spreadsheet, database and web based information systems to meet an identified need.

OBJECTIVES YEAR 11 OUTCOMESStudents will develop A student

1. knowledge and understanding of the nature and function of information systems

P1.1 describes the nature of information processes and information technology

P1.2 classifies the functions and operations of information processes and information technology

2. knowledge and understanding of inter-relationships among information processes

P2.1 identifies the information processes within an information systemP2.2 recognises the interdependence between each of the information

processes3. an understanding and appreciation of social

and ethical issues pertaining to information systems, technologies and processes

P3.1 identifies social and ethical issues

4. an understanding and appreciation of the emerging nature of information systems, technologies and processes within a historical context

P4.1 describes the historical development of information systems and relates these to current and emerging technologies

5. skills in the discriminatory selection and ethical use of appropriate resources and tools to support information systems

P5.1 selects and ethically uses computer based and non-computer based resources and tools to process information

6. skills and techniques to creatively and methodically plan, design and implement information systems to address needs

P6.1 analyses and describes an identified needP6.2 generates ideas, considers alternatives and develops solutions for a

defined need

7. skills in management, communication and teamwork in relation to individual and group activities

P7.1 recognises, applies and explains management and communication techniques used in individual and team-based project work

P7.2 uses and justifies technology to support individual and teams

INFORMATION PROCESSES AND TECHNOLOGY 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 60%Knowledge and skills in the design and development of information systems 40%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING

1. Project – Database System and documentation Term 1 Week 9 30%

2. Project – Spreadsheet System and documentation Term 3 Week 1 30%

3. Final Examination 2 hrs + 5 mins reading time Term 3 Weeks 8-9 40%TOTAL 100%


JAPANESE BEGINNERSCourse DescriptionIn the Year 11 course, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent perspectives, The personal world and Japanese-speaking communication, provide contexts in which students develop their communication skills in Japanese and their knowledge and understanding of language and culture.

Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and text types, which reflect the topics. Students will also gain an insight into the cultural and language of Japanese-speaking communities through the study of a range of texts.

Objectives Year 11 Course OutcomesA student:

Interacting 1.1 established and maintain communication in Japanese 1.2 manipulates linguistic structures to express ideas effectively in Japanese1.3 sequences ideas and information1.4 applies knowledge of the culture of Japanese-speaking communities to interact

appropriately

Understanding texts 2.1 understands and interprets information in texts using a range of strategies2.2 conveys the gist of and identifies specific information in texts2.3 summarises the main points of a text2.4 draws conclusions from or justifies an opinion about a text2.5 identifies the purpose, context and audience of a text2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts

Producing texts 3.1 produces texts appropriate to audience, purpose and context3.2 structures and sequences ideas and information3.3 applies knowledge of diverse linguistic structures to convey information and express

ideas in Japan3.4 applies knowledge of the culture of Japanese-speaking communities to the production of

texts

JAPANESE BEGINNERS 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Listening Objective 1: Interacting Objective 2: Understanding Texts 30%ReadingObjective 1: InteractingObjective 2: Understanding Texts 30%WritingObjective 1: Interacting Objective 2: Producing Texts 20%SpeakingObjective 1: InteractingObjective 2: Producing Texts 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Speaking Task (20%) / Listening task (10%)2. Mid Course Assessment

Reading (20%)Writing (10%)

3. Final examinationReading (10%)Listening (20%)Writing (10%)

Term 1 Week 10Term 2 Assessment Period

Examination Period

30%30%

40%

Total 100%


LEGAL STUDIESCourse DescriptionThe course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.OBJECTIVES YEAR 11 COURSE OUTCOMESA student develops knowledge and understanding about:

A student:

1. the nature and institutions of domestic and international law

P1. identifies and applies legal concepts and terminologyP2. describes the key features of Australian and international law

2. the operation of Australian and international legal systems and the significance of the rule of law

P3. describes the operation of domestic and international legal systemsP4. discusses the effectiveness of the legal system in addressing issues

3. the interrelationship between law, justice and society and the changing nature of the law

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 justiceA student develops skills in:4. investigating, analysing and communicating

relevant legal information and issues

A student: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 responsesP10. accounts for differing perspectives and interpretations of legal

information and issues

A student will develop interest in, and information and responsible values and attitudes in regard to5. legal functions, practices and institutionsLEGAL STUDIES 2 UNIT NESA Developed Course

NESA ASSESSMENT COMPONENTSKnowledge and understanding of course content 60%Inquiry and research 20%Communication of Legal Studies information, issues and ideas in appropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTINGTask 1 Knowledge and Understanding Test.Task 2 Inquiry and Research EssayTask 3 Final Examination

Term 2 Weeks 1-2 Term 3 Week 1 Term 3 Weeks 8-9

30%30%40%

TOTAL 100%


MATHEMATICS ADVANCEDCourse Description The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as

a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics

Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course. All students studying the Mathematics Advanced course will sit for an HSC examination.The study of Mathematics Advanced in Stage 6: enables students to develop their knowledge, understanding and skills in working mathematically and in communicating

concisely and precisely provides opportunities for students to consider various applications of mathematics in a broad range of contemporary

contexts through the use of mathematical modelling and use these models to solve problems related to their present and future needs

provides opportunities for students to develop ways of thinking in which problems are explored through observation, reflection and reasoning

provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role

provides an appropriate mathematical background for students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level.

OBJECTIVES OUTCOMES

Students will develop the ability to: A student:

Students:

develop knowledge, understanding and skills about efficient strategies for pattern recognition, generalisation and modelling techniques

develop the ability to use mathematical concepts and skills and apply complex techniques to the modelling and solution of problems in algebra and functions, measurement, financial mathematics, calculus, data, statistics and probability

develop the ability to use advanced mathematical models and techniques, aided by appropriate technology, to organise information, investigate, model and solve problems and interpret a variety of practical situations

develop the ability to interpret and communicate mathematics logically and concisely in a variety of forms.

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 ses 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

VALUES AND ATTITUDESStudents will value and appreciate: mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response

to human needs by societies all around the globe the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking

responsibility for their own learning and evaluation of their mathematical development.

MATHEMATICS ADVANCED (2 UNIT) NESA Developed CourseNESA ASSESSMENT COMPONENTS

Understanding, fluency and communication 50%Problem solving, reasoning and justification 50%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Assessment Task 12. Assessment Task 23. Assessment Task 3

Term 2 Week 1 - 3 Term 3 Week 1 Term 3 Week 8 - 9

35%25%40%

TOTAL 100%


MATHEMATICS EXTENSION 1Course Description The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics

Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course. The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the

Mathematics Advanced Year 12 course. All students studying the Mathematics Extension 1 course will sit for an HSC examination.The study of Mathematics Extension 1 in Stage 6: enables students to develop thorough knowledge, understanding and skills in working mathematically and in

communicating concisely and precisely provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical

models extensively provides opportunities for students to develop their awareness of the interconnected nature of mathematics, its beauty and

its functionality provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital

role at a tertiary level provides an appropriate mathematical background for students whose future pathways may involve mathematics and its

applications in such areas as science, engineering, finance and economics.

OBJECTIVES OUTCOMESStudents will develop the ability to: A student: develop efficient strategies to solve problems

using pattern recognition, generalisation, proof and modelling techniques

develop the ability to use concepts and skills and apply complex techniques to the solution of problems and modelling in the areas of trigonometry, functions, calculus, proof, vectors and statistical analysis

use technology effectively and apply critical thinking to recognise appropriate times for such use

develop the ability to interpret, justify and communicate mathematics in a variety of forms

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

VALUES AND ATTITUDESStudents will value and appreciate: mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response

to human needs by societies all around the globe the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking

responsibility for their own learning and evaluation of their mathematical development.

MATHEMATICS EXTENSION 1 (3 UNIT) NESA Developed CourseNESA ASSESSMENT COMPONENTS

Understanding, fluency and communication 50%Problem solving, reasoning and justification 50%


Term 2 Week 1-3Term 3 Week 2 Term 3 Week 8-9

35%25%40%

TOTAL 100%


MATHEMATICS STANDARDCourse Description The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus.

In Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.

All students studying the Mathematics Standard 2 course will sit for an HSC examination. All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills

and capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.The study of Mathematics Standard 2 in Stage 6: enables students to develop their knowledge, understanding and skills in working mathematically and in communicating

concisely and precisely provides opportunities for student to consider various applications of mathematics in a broad range of contemporary contexts

through the use of mathematical modelling and use these models to solve problems related to their present and future needs provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent

HSC studies provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.

OBJECTIVES OUTCOMES

Students will develop the ability to: A student:

apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models based on mathematical and statistical concepts.

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

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

use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, probability and networks

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

MS11-4 performs calculations in relation to two-dimensional figures

MS11-5 models relevant financial situations using appropriate tools

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

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

MS11-8 solves probability problems involving multistage events.

use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations.

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

interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and graphs.

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

VALUES AND ATTITUDES

Students will value and appreciate:

Mathematics as an essential and relevant part of life, recognizing that its development and use have been largely in response to human needs by societies all around the globe.

The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and evaluating their mathematical development.

MATHEMATICS STANDARD (2 UNIT) NESA Developed CourseNESA ASSESSMENT COMPONENTS

Understanding, fluency and communication 50%

Problem solving, reasoning and justification 50%


Term 2 Week 1-3Term 3 Week 1Term 3 Week 8-9

35%25%40%

TOTAL 100%


MODERN HISTORYCourse DescriptionThe study of Modern History engages students in an investigation of the forces that have shaped the modern word. Students are able to trace the historical background of contemporary issues and explore the significance of individuals, events and ideas. Modern History provides students with opportunities to explore historical problems, to pose questions and to consider problems of evidence whilst developing reasoned and evidence based arguments. Students complete a study of the following course studies such as the Holocaust, The Romanovs, Meiji Japan, Death of the Samurai with the Meiji Restoration, World War 1 and forces and ideas that shaped the Modern World.

Objectives Year 11 Course OutcomesKnowledge and UnderstandingStudents: develop knowledge and understanding of a

range of features, people, places, events and developments of the ancient world in their historical context

develop an understanding of continuity and change over time.

A Student:MH11-1 describes the nature of continuity and change in the ancient world MH11-2 proposes ideas about the varying causes and effects of events and developments MH11-3 analyses the role of historical features, individuals and groups in shaping the past MH11-4 accounts for the different perspectives of individuals and groups MH11-5 examines the significance of historical features, people, places, events and developments of the modern world

SkillsStudents:

undertake the process of historical inquiry use historical concepts and skills to examine

the ancient past communicate an understanding of history,

sources and evidence, and historical interpretations.

MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument MH11-7 discusses and evaluates differing interpretations and representations of the past MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms MH11-10 discusses contemporary methods and issues involved in the investigation of ancient history

Modern History NESA Developed CourseNESA ASSESSMENT COMPONENTSKnowledge and understanding of course content 40%Historical skills in the analysis and evaluation of sources and interpretations 20%Historical inquiry and research 20%Communication of historical understanding in appropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Historical Investigation2. Mid Course assessment3. Final Examination

Term 1 Week 10Mid Course Assessment PeriodExamination Period

30%30%40%

Total 100%


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Course DescriptionThe Year 11 course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composition and performance and fitness choices.In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advances approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.Objectives Year 11 Course OutcomesA student develops: A student: values and attitudes that promote healthy active

lifestyles and communities demonstrates a commitment to social justice through valuing diversity,

equity and supportive environments shows responsibility and a willingness to act for personal and community

health shows a willingness to question issues that impact on health and

performance values the technical and aesthetic qualities of and participation in physical

activity knowledge and understanding of the factors that

affect healthP1 identifies and examines why people give different meanings to health

P2 explains how a range of health behaviours affect an individual’s health

P3 describes how an individual’s health is determined by a range of factors a capacity to exercise influence over personal and

community health outcomesP4 evaluates aspects of health over which individuals can exert some control

P5 describes factors that contribute to effective health promotion

P6 proposed actions that can improve and maintain an individual’s health knowledge and understanding about the way the body

movesP7 explains how body systems influence the way the body movesP8 describes the components of physical fitness and explains how they are

monitoredP9 describes biomechanical factors that influence the efficiency of the body

in motion an ability to take action to improve participation and

performance in physical activityP10 plans for participation in physical activity to satisfy a range of individual

needsP11 assesses and monitors physical fitness levels and physical activity patternsP12 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)P14 demonstrates the technical and interpersonal skills necessary to participate

safely in challenging outdoor recreation activities (option 4) an ability to apply the skills of critical thinking,

research and analysisP15 forms opinions about health-promoting actions based on a critical

examination of relevant informationP16 utilises a range of sources to draw conclusions about health and physical

activity conceptsP17 analyses factors influencing movement and patterns of participation

PD/H/PE 2 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content. Skills in critical thinking, research, analysis and communicating. 40%

60%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTINGTask 1 Profile Analysis / Extended ResponseTask 2 Extended Response Task 3 Final Examination

Term 2 Weeks 1-2 Assessment period Term 2 Term 2 Week 10Term 3 Examination period

30%30%40%

Total 100%


PHYSICSCourse DescriptionThe Physics course involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe. The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena.OBJECTIVES YEAR 11 COURSE OUTCOMESSkillsStudents develop skills in applying the processes of Working Scientifically

A student:

Questioning and predicting PH11-1 develops and evaluates questions and hypotheses for scientific investigation

Planning investigations PH11-2 designs and evaluates investigations in order to obtain primary and secondary data and information

Conducting investigations PH11-3 conducts investigations to collect valid and reliable primary and secondary data and information

Processing data and information PH11-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

Analysing data and information PH11-5 analyses and evaluates primary and secondary data and information

Problem solving PH11-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

Communicating PH11-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose


develop knowledge and understanding of fundamental mechanics

PH11-8 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

PH11-9 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

develop knowledge and understanding of energy PH11-10 explains and analyses waves and the transfer of energy by sound, light and thermodynamic principlesPH11-11 explains and quantitatively analyses electric fields, circuitry and magnetism

Values and AttitudesStudents: develop positive, informed values and attitudes towards physics recognise the importance and relevance of physics in their lives recognise the influence of economic, political and societal impacts on the development of scientific knowledge develop an appreciation of the influence of imagination and creativity in scientific research.PHYSICS 2 UNIT NESA Developed course

Year 11 Physics School-based Assessment RequirementsSkills in working scientifically Knowledge and understanding of course content

60%40%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Skills Task open exam Term 1 Week 8 30%


Term 2 Week 9 30%

3. Final Examination: written exam Term 3 Weeks 8-9 40%TOTAL 100%


STUDIES OF RELIGION 1Course DescriptionStudies of Religion promotes an understanding and critical awareness of the nature of religion and the influence of belief systems and religious traditions on individuals, and within society.

The Depth Studies undertaken are Christianity and Islam.

Objectives Year 11 Course OutcomesA student will develop knowledge, understanding and skills about:

A student:

1. the nature of religion and belief systems in local and global contexts

P1 describes the characteristics of religion and belief systemsP2 identifies the influence of religion and belief systems on individuals

and society2. the influence and expression of religion and

belief systems in AustraliaP3 investigates religious traditions and belief systems

3. religious traditions and their adherents P4 examines significant aspects of religious traditionsP5 describes the influence of religious traditions in the life of

adherents4. effective gathering, analysing and synthesising

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

variety of sources

5. effective evaluation and application of findings from research about religion

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

6. communication of complex information, ideas and issues in appropriate forms to different audiences and in different contexts

P8 uses appropriate terminology related to religion and belief systems

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

Students will value and appreciate: ethical and socially responsible behaviours

which are brought about through empathy for, and acceptance of, religious diversity

fundamental rights of religious believers, and rules and laws that promote fairness, justice and equality in society.

STUDIES OF RELIGION 1 UNIT NESA Developed CourseNESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40%Source-based skills 20%Investigation and research 20%Communication of information, ideas and issues in appropriate forms 20%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING1. Research task 2. Mid Course Assessment3. Final examination

Term 1 Week 7 Mid Course Assessment period Examination Period

30%30%40%

Total 100%


VISUAL ARTSCourse DescriptionVisual Arts is designed to enable students to gain increasing intellectual autonomy in their abilities to aesthetically represent ideas in the visual arts. Students engage in critical and historical study of the art world to investigate artists, artworks, worlds and audiences from a range of cultural, political, historical and social perspectives and use these to inform their own artmaking practices.

Objectives Year 11 Course Outcomes

Students will develop knowledge, skills and understanding of how they

may represent their interpretations of the world in artmaking as an informed point of view.

knowledge, skills and understanding of how they may represent an informed point of view about the visual arts in their critical and historical accounts.

A studentP1 explores the conventions of practice in artmaking.P2 explores the roles and relationships between the concepts of artist,

artwork, world and audience.P3 identifies the frames as the basis of understanding expressive

representation through the making of art.P4 investigates subject matter and forms as representations in artmaking.

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.

VISUAL ARTS NESA Developed CourseNESA ASSESSMENT COMPONENTS

Art Making 50%Art Criticism and Art History 50%

ASSESSMENT TASK DESCRIPTION DATE WEIGHTINGTask 1 Body of Work and VAPD / Research Task Week 8 Term 1 30%Task 2 BOW and VAPD Week 5 Term 3 30%Task 3 Final Examination 1 ½ hours + 5 min reading time

Examination period Weeks 8 & 9 Term 3

40%

TOTAL 100%


VISUAL DESIGNCourse DescriptionVisual Design Stage 6 builds on related studies in Visual Arts 7-10. This course provides for a more extensive and in-depth study in keeping with the central role of design applications in the community. As a 1 or 2 unit course in Year 11 or 12, it provides a basic introduction to visual design which can complement student in the visual arts and other learning areas and develop knowledge and skills which can be applied in a wide range of situations. Visual Design also allows students to enhance their study of the Higher School Certificate courses in Visual Arts and Design and Technology.

Objectives Year 11 Course Outcomes

Students will develop: A student:Note:DM Designing and MakingCH Critical and Historical Studies

Knowledge, skills and understanding through the making of workds in desing that lead to and demonstrate conceptual and technical accomplishment.

DM1 generates a characteristic style that is increasingly self-reflective in their design practice

DM2 explores concepts of artist. Designer, kinds of designed works, interpretations of the world and audience/consumer response in their making of designed works

DM3 investigates different points of view in the making of designed works

DM5 develops different techniques suited to artistic and design intentions in the making of a range of works

DM6 takes into account issues of Work Health and Safety in the making of a range of works

Knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of design.

CH1 generates in their critical and historical practice ways to interpret and explain design

CH2 investigates the roles and relationships among the concepts of artist/designer, work, world and audience/consumer in critical and historical investigations

CH3 distinguishes between different points of view, using the frames in their critical and historical investigations

CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of design

Visual Design 1 Unit Content Endorsed Course

Assessment Components

Designing and Making 70%

Critical and Historical Studies 30%

Assessment Task Description Due Date WeightingTask 1 Design Project and Journal Term 1 Week 9 35%Task 2 Design Project and Journal Term 3 Week 5 35%Task 3 Final Examination Term 3 Weeks 8-9 30%

Total 100%


CHARGES FOR THE YEAR 11 COURSE 2021 GENERAL SERVICE CHARGE

This charge of $110 contributes to the cost of text books, teaching equipment and resources, library books and materials that are used to provide high quality teaching and learning for your child. It is also used to assist with the cost of PDHPE and sporting equipment and Careers resources are given to students from Year 7 onwards.

It also assists with the cost of providing information to you and your child which requires photocopying and, at times, postage which is also substantial. Examples of such communication include excursion information, the Daily Bulletin for students, letters, reports to parents.

TEXT BOOK DEPOSITThe Text Book Deposit of $140.00 is a charge for the use of text books. It is refundable at the end of the HSC Course.

COURSE CHARGESThese are necessary to cover costs of consumables used by students in the following courses. The payment of course charges is compulsory. Please note that there are courses available which attract no charges.Biology $35.00Chemistry $35.00 Design and Technology $45.00Hospitality $140.00Information Processing and Technology $25.00Physics $35.00Visual Arts $70.00Visual Design $35.00

Course charges for the Year 11 Courses must be paid by the end of Week 1 in Term 1, 2021.

INFORMATION TECHNOLOGY ACCESS CHARGE This charge of $30 is used to improve and maintain the information technology

facilities and resources for our students. Each student will be issued with a secure login password and 300 megabytes of storage space on the school fileserver.

Payment of this charge will provide a student with a $10 printing allowance. Printing will be charged at 10c per page.

Students may make additional payments at the administration office to cover the cost of additional printing once this allowance has been used.

COMPULSORY STUDY SKILLS WORKSHOPStudents will participate in a compulsory study skills workshop run by enhanced

Learning Educational services to further develop their organisational and note-making skills. The workshop cost is $10.

SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are Black leather lace up shoes in the traditional school style with a defined heel (boots or suede shoes are not acceptable; heels should be no higher than 3cm and soles should be no thicker than 2cm for safety). Joggers or other sport type shoes are not acceptable.


ATTENDANCE AND PUNCTUALITY REGISTERING ATTENDANCE

Attendance is recorded for the school's attendance register at the start of Period 1 (or Period 0 whichever is earlier). A class roll is marked in all other periods.

LATE STARTIf you have an authorised late start (ie after Period 1) you must register your attendance by signing on at the Administration Office no later than 10.00 am. Failure to sign on at the Administration Office will result in a record of absence for the day.

If you arrive at school before 10.00 am, you must sign in at the Administration Office. You must then move to the Library and also sign in at the Library before commencing your private study work.

LATENESSIf you are late you must report to the relevant Deputy Principal to register your attendance and obtain a Late Arrival to School form which you must return to the issuing Deputy Principal the next day. Do not attend classes without registering or you will be marked absent for that particular day. Punctuality is important and any lateness is recorded on your attendance record.

TRUANCYIt is your responsibility to attend each and every lesson. If you do not, the fractional (period) truancy will be recorded on your attendance record. This includes private study periods. Note also that you must not leave the school grounds between the time that you enter the school grounds for the first time and the end of your timetabled periods. This includes recess and lunchtime. This breaches the duty of care requirements of the DoE and will be treated as truancy.

EARLY LEAVE■ Special

You must take a note requesting permission to leave school early to the relevant Deputy Principal before school. Please note that medical and dental appointments and driving tests should be outside school time.

The Deputy Principal will give you a DoE Early Leaver’s Pass to show your teacher when leaving. You must keep this pass to show to bus drivers or police or anyone else who has a right to know why you are not in school until 3:10 pm.

Any application for early leave on an excursion must be in writing from a parent and taken to the Deputy Principal.

■ Completion of Timetabled PeriodsIf you have an Early Finish you must leave school when you have completed

timetabled classes unless you are working in the Library, in which case you must sign on in the Library. You must have returned a signed parental permission note (Appendix 1) to be allowed to leave the school.

Your finishing times are shown on your timetable which can be shown to anyone who needs to know why you are not at school between 8.45 am and 3.10 pm.

■ Absent TeacherIn period 1 you must wait at the room until the roll has been marked. If a

replacement teacher is not assigned to your class you must then sign on in the Library.

If your teacher is absent in your final timetabled lesson for the day you may go home if you have returned a signed parental permission note (Appendix 1)


allowing you to leave the school. Before leaving, students must check with the relevant Head Teacher that no replacement teacher has been allocated and to collect any work.

■ ExaminationsDuring a Year 11 examination period, Year 11 attend school only when they have

to sit for an examination unless advised otherwise.

Parents are notified of examinations and students are issued with a timetable which parents can use for information about their child’s required times at school.

LEAVE OF ABSENCE

When you are absent you must apply for leave within 7 days. It is your responsibility to do so with a note from a parent or medical certificate on the day of your return to school, otherwise your Attendance Record will show an unjustified absence. Hand this note to your Period 1 teacher on the day you return to school.

If you are absent for three continuous days or more, a parent should telephone the school to explain your absence and you must still hand in a note or medical certificate to your Period 1 teacher on the day you return to school.

The Department of Education expectation is that it is in a student’s best interests to attend school every day and not take extended leave eg for holidays or travel during term time. If your parent is of the view that there is an urgent and/or essential reason for you to be absent for the purpose of a holiday or travel during term he/she must apply well in advance to the Principal to request leave beforehand. Your application must be collected from and handed to the Principal. DoE rules will be used to determine whether it is approved. The major criterion the Principal is required to consider is whether the absence will be in the student’s best interests. In most cases it is not in the student’s best interests to miss any school lessons. If approval is given you will be given a Certificate of Extended Leave. You will still be marked absent from school - this is a national policy.

If you take extended leave without approval you may be expelled for non-participation.

PRIVATE STUDY PERIODS These are for private study and work. You must be in the Library and a roll is

marked. Absence from the Library during a private study period is truancy.

If you have not returned a signed parental permission note (Appendix 1) you must be at school for the whole day.

If you have returned a signed parental permission note (Appendix 1) you are to remain at school at all times between your first and last timetabled lesson. You are not to leave the school for any reason. You will also be issued with an after school detention. The school is legally required to supervise you during the period you are timetabled to be at school.

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY Your attendance will also be checked each half term and reported to your parents. A computer printout of your attendance will be attached to your report for

potential employers to read. You may not gain a Higher School Certificate if your attendance is unsatisfactory

and you have failed to meet NSW Education Standards Authority requirements as a result.

Unsatisfactory attendance can result in expulsion from school for non-participation. You will also receive a Merit Certificate for each term that you have perfect


attendance and a Credit Certificate, in addition, if you have perfect attendance all year. These are valuable assets when seeking employment.

ELIGIBILITY FOR THE AWARD OF AN HSC In order to be eligible for the award of a Higher School Certificate (HSC), a student

must have achieved a Level 3 or above in the HSC Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for these tests commencing in Term 1 of Year 10.

This is a requirement of the NSW Education Standards Authority (NESA) and the NSW government.

This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a nationally agreed standard of functional literacy and numeracy. This is a minimum standard for literacy and numeracy in everyday life. It is not the standard of literacy and numeracy necessary for successfully completing the Higher School Certificate. The Higher School Certificate requires a still higher standard of literacy and numeracy for successful completion. Considerable thought should be given to this fact by students and parents. It means students must work hard at literacy and numeracy from the very start of Year 7 to be able to meet this requirement.

If a student does not meet the HSC Minimum Standards but completes the Higher School Certificate course he/she will receive only a Record of School Achievement (RoSA) but not a Higher School Certificate. This is the case no matter how well the student performs in HSC courses.


APPENDICES


APPENDIX 1

SEFTON HIGH SCHOOL

HECTOR STREET, SEFTON 2162 Telephone (02) 9644 4800PO Box 416 Chester Hill 2162 Facsimile (02) 9743 7161

Email [email protected] http://www.seftonhigh.nsw.edu.au

29 January 2021VARIATION OF NORMAL SCHOOL HOURS

Dear Parents of Year 11 Student

This letter outlines the circumstances under which students may arrive at or leave the school outside the usual hours in Years 11 and 12.

In Year 11

A student who is completing some of his/her units of study for the Year 11 Course by undertaking study external to the school through the Open High School, Distance Education, Saturday School of Community Languages, or TAFE may complete fewer than 12 units of study at school provided that the overall total is a minimum of 12 units.

Consequently a student in Year 11 may begin school after 8.45 am or may finish timetabled lessons before 3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday and Tuesday) on some days.

In Year 11 Term 4 and Year 12

A student studying for the HSC course may be undertaking external studies, have elected to complete fewer than 12 units or they may be studying some of their units outside the usual school hours.

Consequently a student in Year 11 Term 4 or Year 12 may begin school after 8.45 am or may finish timetabled lessons before 3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday) or 12.50 pm (Tuesday).

You can see when your son/daughter begins and finishes the timetabled lessons on each day by asking to see the personalised timetable each student is given. Provided students have returned a signed parental permission note, they may leave school at the end of the timetabled lessons.

In addition, students may leave school in the following circumstances

A student is in the class of a teacher who is absent and the school has been unable to obtain the services of a replacement teacher in the student’s last lesson for the day.

Note that students must not leave the school grounds between the time that they enter the school grounds for the first time and the end of their timetabled periods. This includes all break times. This breaches the duty of care requirements of the DEC and will be treated as truancy.

Full details in relation to these matters are in the Attendance and Punctuality section of the Student and Parent Information Handbook.

If students do not have a Period 1 they are required to sign on at the Administration Office prior to 10.00 am. If students arrive at school during class time, they must go to the Library to study. They must also sign on there. Students who have an early finish are allowed to sign on in the Library for study if they wish. Otherwise they must leave the school grounds at the end of their timetabled periods as no supervision will be available.

Below is a tear off slip which must be signed, returned to school and placed in your son/daughter's file if he/she is to be allowed to arrive after 8.45 am if not timetabled for a lesson and/or to leave school in the circumstances outlined above. If you have any questions or concerns, please telephone me on 9644-4800.

Yours faithfully

Mr K HumphreysPrincipal------------------------------------------------------------------------------------------------------------------------------------------------------------

SEFTON HIGH SCHOOLYEARS 11 AND 12 VARIATION OF NORMAL SCHOOL HOURS PERMISSION

I give permission for my son/daughter to arrive after 8.45 amGiven Name Family Name

if not timetabled for a class and/or to leave school in the circumstances outlined above.

Signature of Parent Date

I understand the procedures outlined above and agree to abide by them.

Signature of Student Date


mailto:[email protected]

APPENDIX 2SEFTON HIGH SCHOOL

APPROVED CALCULATORS FORASSESSMENT TASKS AND EXAMINATIONS

2021**Correct at time of printing

ABACUS SX-II MATRIX a JASTEK JasCS1

ABACUS SX-II MATRIX n JASTEK JasCS EVO

CANON F717SGA JASTEK JasCS2 EVO

CASIO fx-82AU RSB FB 350MS

CASIO fx-82 AU PLUS SHARP EL-531TH

CASIO fx-82 AU PLUS II 1st or 2nd edition recommended SHARP EL-531VH

CASIO FX-85 MS SHARP EL-531WH

CASIO fx-100AU SHARP EL-531X

CASIO FX -100 AU PLUS 1st or 2nd edition recommended SHARP EL-531XH

CASIO fx 350 MS SHARP EL-W531HA

HEWLETT-PACKARD HP10S SHARP EL-W532TH

HEWLETT-PACKARD HP10S+ SHARP EL-W532XH

HEWLETT-PACKARD HP300S+

Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in examinations or assessment tasks.

Calculators must have been switched off for entry into examination or assessment tasks. Features that are NOT permitted include

programmable (any calculator that can have a sequence of operations stored and then executed automatically is considered programmable and hence not allowed);

capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that are used to store intermediate numerical results obtained during calculations and required later);

capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators with a graphic display capacity);

capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite integration, and the solution of equations;

capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions, binomial expansion and symbolic differentiation;

having inbuilt financial functions such as for the calculation of depreciation, annuities, simple and compound interest, and break-even point;

‘soft’ or hard-wired QWERTY keyboards; capable of expressing surds in their simplest form.


Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in examinations or assessment tasks.

Calculators must have been switched off for entry into examination or assessment tasks. Features that are NOT permitted include

programmable (any calculator that can have a sequence of operations stored and then executed automatically is considered programmable and hence not allowed);

capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that are used to store intermediate numerical results obtained during calculations and required later);

capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators with a graphic display capacity);

capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite integration, and the solution of equations;

capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions, binomial expansion and symbolic differentiation;

‘soft’ or hard-wired QWERTY keyboards; capable of expressing surds in their simplest form.


APPENDIX 3WRITING A BIBLIOGRAPHY

WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an assignment, a research project, a major work or any other piece or writing that you have composed using other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient detail so that others may identify it and consult it.

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?As per the NESA ‘All My Own Work’ program, you should acknowledge sources to: demonstrate your academic integrity support your argument by showing the sources of the information from which you have formed your

own ideas make it easy for readers to find the sources you have used, to check the information you have used

and to use the sources for further information fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original

ideas avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The creators of texts have the moral right to be named as the author, be protected against false attribution and to have their work treated with respect and not be misrepresented. To observe the moral rights of an author you should: attribute any quote, paraphrase, summary or copy of someone else's work or idea ensure that works are not falsely attributed to an author reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes sources not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow. The four most common referencing styles are:

Harvard (author-date) American Psychological Association (APA) Modern Language Association (MLA) Oxford (documentary-note or footnote referencing).

CORRECT ORDER IN BIBLIOGRAPHIESFOR A BOOKThe details required in order are:1. Name/s of author/s, editor/s, compiler/s or the institution responsible2. Year of publication3. Title of publication and subtitle if any (all titles must be underlined or italicised)YEAR 11 ASSESSMENT HANDBOOK 47

4. Series title and individual volume if any5. Edition, if other than first6. Publisher7. Place of publication8. Page number(s) if applicable

ONE AUTHOR Example:

Berkman, RI 1994, Find it fast: how to uncover expert information on any subject, HarperPerennial, New York.

TWO OR MORE AUTHORS Examples:

Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw Hill, London.

Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st century, MacMillan Education Australia, South Melbourne.

EDITOR(S) Examples:

Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol. Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,

Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION Example:

Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia, Barton, A.C.T.

SERIES Example:

Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics no.1698, Springer, New York.

EDITION Example:

Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE CONTRIBUTED Example:

Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR Example:

Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE The details required, in order, are:

1. Name/s of author/s of the article2. Year of publication3. Title of article, in single quotation marks4. Title of periodical (underlined or italicised)5. Volume number6. Issue (or part) number


7. Page number(s)

JOURNAL ARTICLE Example:

Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology, vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED) Example:

Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual meeting of the International Society for Child Psychology, International Society for Child Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE Example:

Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October, p. 10.

FOR A NON-BOOK The details required are the same as for a book, with the form of the item (eg videorecording, tape,

computer file, etc.) indicated after the year. Example:

Get the facts (and get them organised) 1990, video recording, Appleseed Productions, Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES This could include sources from full text compact disk products, electronic journals or other sources

from the Internet. The basic form of the citations follow the principles listed for print sources (see above)

1. Name/s of author/s2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).3. Title of publication (underlined or italicised)4. Edition, if other than first5. Type of medium, if necessary6. Date item viewed7. Name or site address on internet (if applicable)

Examples: Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed

7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>. ASTEC 1994, The networked nation, Australian Science, Technology and Engineering

Council, Canberra, viewed 7 May 1997, <http://astec.gov.au/astec/net_nation/contents.html>. If no author is given, the title is used as the first element of a citation.

Example: Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.

FOR PERSONAL COMMUNICATIONS Information obtained by interview, telephone call, letter, email, etc. should be documented in the

text. Examples:

“Details of a personal communication do not need to be included in a reference list” i.e. You may not need to include personal communications in the list of references at the end of the essay.

When interviewed on 15 June 1995, Dr Peter Jones explained that …


This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY In an author-date style, a textual citation generally requires only the name of the author(s) and the

year of publication (and specific page(s) if necessary). This may appear at the end of a sentence, before the full stop. Examples:

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991). It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

Alternatively, the author’s surname may be integrated into the text, followed by the year of publication in parentheses. Examples:

Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are interchangeable.

Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals are interchangeable.

If two or more works by different authors are cited at the same time, separate them with a semicolon. Example:

The implications for land degradation have been much debated (Malinowski, Miller & Gupta 1995; Thomson 1999).

If two or more works by the same author are cited at the same time, do not repeat the author's name. Separate the years of publication by a comma. Example:

Subsequent investigation confirmed these results (Watson & Clark 1996, 1998). If there are more than two works by the same author, published in the same year, add the letters 'a',

'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references at the end of the essay. Example:

Public housing remains a neglected area (ACOSS 1997a, 1997b). If there are more than three authors, list only the first, followed by 'et al.'

Example: Other researchers have questioned these findings (Larson et al. 1987).

If you cannot establish the year of publication, use 'n.d.' (no date). Example:

Recent advances have been made in this area (Bolton n.d.). If there is no author or authoring body, cite the work by title, in italics.

Example: In military settings, leadership acquires a different significance (Be, know, do: leadership the

Army way, 2004).


SAMPLE BIBLIOGRAPHYBurns, George. (1992). Writing for life. In: Morgan, J. (ed.) (1993). How to be a successful author. Ringwood: Penguin Books.

Dixon, J. (1993). How to be a successful student. Ringwood: Penguin Books.

Doery, K.E. et. al. (1998). Medical terminology. London: Thames & Hudson.

Encarta. [CD ROM]. 1994. Chicago: Funk & Wagnalls.

Fragile Earth. 5. South American wetland. (1982). London : BBC. 17th October, [video: VHS].

Green, C.M., Brown, P. and Smith, A. (1996). Life in Australia. Carlton, Vic.: Pitman.

Hawking, S.W. (1994). A brief history of time: an interactive adventure [CD ROM]. N.Y.; Crunch Media.

Holland, M. (1996). Harvard System [Internet]. Poole: Bournemouth University. Available from: [Accessed 6th May, 1998].

Manley, D. and Ree, P. (1998). Finding out. London: Pan Books.

Morgan, J. (ed.) (1993). How to be a successful author. Ringwood: Penguin Books.

Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10. Sydney Morning Herald on CD Rom, 1997.

Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10.

The Cambridge Encyclopaedia of Human Evolution. (1992). Cambridge: Cambridge University Press.


APPENDIX 4 GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words have been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Remember these words need to be understood in the context of the subject.

Account Account for; state reasons for, report. Give an account of; narrate a series of events or transactions.

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

Apply Use, utilise, employ in a particular situation.

Appreciate Make a judgement of value, quality, outcomes, results or size.

Calculate Ascertain/determine from given facts, figures or information.

Clarify Make clear or plain.

Classify Arrange or include in classes/categories.

Compare Show how things are similar or different.

Construct Make; build; put together items or arguments.

Contrast Show how things are different or opposite.

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

Deduce Draw conclusions.

Define State meaning and identify essential qualities.

Demonstrate Show by example.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for and /or against.

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

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

Examine Inquire into.

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

Extract Choose relevant and/or appropriate details.

Extrapolate Infer from what is known.

Identify Recognise and name.

Interpret Draw meaning from.

Investigate Plan, inquire into and draw conclusions about.


Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

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

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour.

Recount Retell a series of events.

Synthesise Putting together various elements to make a whole.


APPENDIX 5

X Attach any supporting evidence here with a staple or a pin.

SEFTON HIGH SCHOOLAPPLICATION FOR ASSESSMENT CONSIDERATION DUE

TO ILLNESS

Student’s Name: ............................................................................................. Year: ....................

Parent’s name:.........................................Daytime parent contact number: ......................................................

Due date of task: ............/.........../...........Exam or Assessment task affected: ...................................................

Subject:....................................................Class Teacher’s name: ......................................................................

Describe your reasons for submitting this claim.(Any supporting evidence should be attached that substantiates you were prevented from satisfying assessment requirements due to an illness must include a doctor’s certificate)...............................................................................................................................................................................

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

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

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

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

TO BE COMPLETED BY DOCTOR TO VERIFY AWARENESS OF ASSESSMENT

______________________________________ has informed me that he/she has Student’s Name

an assessment task due to be handed in before 8.30 am for _____________________Course

on ______________________ Date

an in-class assessment in _______________________ on _____________________Course Date

formal assessment examinations scheduled for the period _________to __________ Date Date

________________________ ____________________ _____________ ________________Doctor’s Name Doctor’s Signature Provider Number Date

Parent or Guardian’s Signature:................................................................ Date: ............./.........../...........

INSTRUCTIONS:

This claim form, along with any supporting evidence, such as a doctor’s certificate, should be submitted to the Head Teacher of the subject area concerned.

This claim form should be submitted the first school day the student returns to school after the examination or assessment task in question has occurred. (It is to be submitted before the task is due in the case of a known absence)

Failure to comply with these instructions may result in a zero assessment being recorded.

Office use onlyDay & Date claim received by Head Teacher: Mo Tu We Th Fr ............./.........../...........

Head Teacher’s name: ....................................................... Signature:................................................


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