year 11 2016 preliminary higher school certificate course ... · • at most 6 units of courses in...

YEAR 11 2016

PRELIMINARY HIGHER SCHOOL CERTIFICATE COURSE

GUIDELINES AND ASSESSMENT SCHEDULES

CONTENTS A MESSAGE TO ALL YEAR 11 STUDENTS ........................................................................................................... 4 REQUIREMENTS OF STUDENTS ........................................................................................................................ 5

Satisfactory completion of the Preliminary and hsc courses .............................................................................. 5 BOSTES Policy ................................................................................................................................................. 5 Department of Education Policy ..................................................................................................................... 5

PATTERN OF STUDY FOR THE HSC ...................................................................................................................... 5 ADMISSION TO UNIVERSITY................................................................................................................................ 6

Rule 1 – Eligibility for an ATAR ........................................................................................................................ 6 Rule 2 – Calculation of the ATAR .................................................................................................................... 6

ASSESSMENT PROGRAM .................................................................................................................................. 8 ASSESSMENT TASKS ............................................................................................................................................ 8 DUE CARE ............................................................................................................................................................ 8 ASSESSMENT PERIOD.......................................................................................................................................... 8 NOTIFICATION OF ASSESSMENT ......................................................................................................................... 9 SUBMISSION OF WORK ....................................................................................................................................... 9 ORIGINALITY OF WORK ....................................................................................................................................... 9 USE OF ELECTRONIC DICTIONARIES, CALCULATORS AND OTHER ELECTRONIC LANGUAGE DEVICES .............. 10 FRIVOLOUS OR NON-SERIOUS ATTEMPTS ........................................................................................................ 10 ZERO AWARDS AND 'N' WARNINGS ................................................................................................................. 10 LATE SUBMISSION OF TASKS ............................................................................................................................ 11 ILLNESS.............................................................................................................................................................. 11 MISADVENTURE ................................................................................................................................................ 11 ACCEPTANCE OF EXCUSE FOR NON COMPLETION OF ASSESSMENT TASK ...................................................... 11 SUBSTITUTE TASKS............................................................................................................................................ 12 REVIEW OF ASSESSMENT .................................................................................................................................. 12 ASSESSMENT APPEALS ...................................................................................................................................... 12 DISABILITY PROVISIONS .................................................................................................................................... 12 UNSATISFACTORY COMPLETION OF COURSE WORK ........................................................................................ 12

The Department of Education's Policy ......................................................................................................... 13 THE ‘N’ WARNING PROCESS ........................................................................................................................... 13

Guidelines and Assessment Year 11, 2016 as of 8-Mar-16 Disclaimer: While every effort was made to ensure the accuracy of Details at the time of publication, assessment Details and time frames may change due to

unforeseen circumstances. For any and all questions students and parents are advised to contact the classroom teacher, Head Teacher or Deputy Principal

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CHATSWOOD HIGH SCHOOL – PRELIMINARY ASSESSMENT SCHEDULE .......................................................... 14 SUBJECT: BIOLOGY ........................................................................................................................................... 15 SUBJECT: BUSINESS STUDIES ........................................................................................................................... 16 SUBJECT: CHEMISTRY ....................................................................................................................................... 17 SUBJECT: CHINESE BEGINNERS ........................................................................................................................ 18 SUBJECT: CHINESE CONTINUERS ..................................................................................................................... 19 SUBJECT: CHINESE BACKGROUND SPEAKERS .................................................................................................. 20 SUBJECT: DESIGN AND TECHNOLOGY .............................................................................................................. 21 SUBJECT: DRAMA ............................................................................................................................................. 22 SUBJECT: ECONOMICS ..................................................................................................................................... 23 SUBJECT: ENGINEERING STUDIES .................................................................................................................... 24 SUBJECT: ENGLISH STANDARD ......................................................................................................................... 25 SUBJECT: ENGLISH ADVANCED ........................................................................................................................ 26 SUBJECT: ENGLISH EXTENSION 1 ..................................................................................................................... 27 SUBJECT: ENGLISH (ESL) ................................................................................................................................... 28 SUBJECT: ENGLISH FUNDAMENTALS 1 UNIT ................................................................................................... 29 SUBJECT: GEOGRAPHY ..................................................................................................................................... 30 SUBJECT: HISTORY MODERN ........................................................................................................................... 31 SUBJECT: HISTORY ANCIENT ............................................................................................................................ 32 SUBJECT: INDUSTRIAL TECHNOLOGY (MULTIMEDIA) ...................................................................................... 33 SUBJECT: INDUSTRIAL TECHNOLOGY tIMBER .................................................................................................. 34 SUBJECT: INFORMATION PROCESSES AND TECHNOLOGY ............................................................................... 35 SUBJECT: JAPANESE BEGINNERS ...................................................................................................................... 36 SUBJECT: JAPANESE CONTINUERS ................................................................................................................... 37 SUBJECT: LEGAL STUDIES ................................................................................................................................. 38 SUBJECT: MATHEMATICS GENERAL ................................................................................................................. 39 SUBJECT: MATHEMATICS ................................................................................................................................. 40 SUBJECT: MATHEMATICS EXTENSION 1........................................................................................................... 41 SUBJECT: MUSIC 1 ............................................................................................................................................ 42 SUBJECT: MUSIC 2 ............................................................................................................................................ 43 SUBJECT: PDHPE – 2 UNIT ................................................................................................................................ 44 SUBJECT: PHOTOGRAPHY 1 Unit ...................................................................................................................... 45 SUBJECT: PHYSICS ............................................................................................................................................ 46 SUBJECT: PSYCHOLOGY 1 Unit ......................................................................................................................... 47 SUBJECT: SOCIETY AND CULTURE .................................................................................................................... 48 SUBJECT: SOFTWARE DESIGN AND DEVELOPMENT ........................................................................................ 49 SUBJECT: SPORT, LIFESTYLE AND RECREATION – 1unit ................................................................................... 50 SUBJECT: VISUAL ARTS ..................................................................................................................................... 51

VET COURSES – Business Services, Construction and Hospitality ................................................................... 52

SAMPLE WARNING LETTER ............................................................................................................................... 57 MISADVENTURE APPEAL FORM ........................................................................................................................ 58 GLOSSARY OF KEY WORDS AS SPECIFIED BY BOSTES FOR USE IN HSC COURSES ............................................. 59



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A MESSAGE TO ALL YEAR 11 STUDENTS

Welcome to Year 11, the Preliminary HSC year. This booklet contains a great deal of information to help you through this year and Year 12 (HSC), especially about assessment tasks and how these will help you gain a good result in the HSC next year. You should also thoroughly read the booklet from the Board of Studies Teaching and Educational Standards (BOSTES) “Rules and Procedures for Higher School Certificate Candidates”. These will be distributed when they arrive in the school. Together those booklets and this one form our school’s policy for Assessment and the HSC. You will not be judged against other students – you will be judged by “outcomes” – a set of standards which you will know before you do any tasks. You will also know how much each task is worth as a proportion of your total assessment in each course. The guidelines in this booklet should help you in planning your learning. You will understand the rules for the Preliminary HSC and the HSC and the consequences if you do not follow these rules. It may be necessary to make some changes to assessment tasks and if this happens you will be notified in writing. You should check with your teachers from time to time to make sure that the scheduled tasks have not been changed. The Board of Studies Teaching and Educational Standards (BOSTES) runs the HSC. The syllabuses of all subjects can be found on the Board’s website www.boardofstudies.nsw.edu.au. If you have any problems understanding what is expected of you, please check with your teacher or the Head Teacher or with your Year Advisor. On behalf of all the staff at Chatswood High School, I wish you the best of luck for this year.

Ms J. Ross Principal (Relieving)



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REQUIREMENTS OF STUDENTS

SATISFACTORY COMPLETION OF THE PRELIMINARY AND HSC COURSES

You are in the last stage of High School and it is expected that you take responsibility for the choices you make and the effect these have on your learning. You will need to work hard over two years: nothing can be left to the last minute and still be done at your best. There will be times when you will need to get help – do so early, don’t wait until the problem is beyond fixing. Talk to your parents, your class teacher; talk to your Year Advisor or the Deputy Principal. The School Counsellor is always willing to help, especially with personal or family issues.

BOSTES POLICY

BOSTES will issue a booklet called “Rules and Procedures for Higher School Certificate Candidates”. You must read this booklet as it covers most of the things you need to know. Please take note especially of the following: • You must satisfactorily complete Year 11 (Preliminary) before you can enter Year 12 (HSC). • You must complete a minimum of 12 units of study in Year 11 and a minimum of 10 units in Year

12. • If you are unsatisfactory you will get an ‘N’ award – as with the Year 10 Record of School

Achievement (RoSA). You will be given a number of warning letters before this happens.

BOSTES has a number of ways it judges whether you are satisfactory. The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

• followed the course developed or endorsed by the Board; and • applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school, and • achieved some or all of the course outcomes; • made a genuine attempt at assessment tasks, which contribute in excess of 50% of available

marks, and • [in a competency - based course] made a genuine attempt to complete the course.

DEPARTMENT OF EDUCATION POLICY Under the rules set by the Department of Education you must attend a minimum of 85% of your lessons.

PATTERN OF STUDY FOR THE HSC

You must study a minimum of 12 units in the Preliminary course and a minimum of 10 units in the HSC course including the following:

• at least 6 units of Board Developed Courses including at least 2 units of a Board Developed Course in English

• at least three courses of 2 units value or greater • at least four subjects



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• at most 6 units of courses in science can contribute to Higher School Certificate eligibility • you must complete the practical, oral or project works required for specific courses and the

assessment requirements for each course. • you must have sat for and made a serious attempt at the required Higher School Certificate

examinations. In VET Frameworks courses the HSC examination is optional.

ADMISSION TO UNIVERSITY

Admission to most tertiary education courses is based on performance in the HSC with applicants ranked on the basis of their Australian Tertiary Admission Rank (ATAR).

There are two main rules for the award of an ATAR. These are:

RULE 1 – ELIGIBILITY FOR AN ATAR

• To be eligible for an ATAR you must complete at least ten units of Board Developed Courses including at least two units of English.

• Board Developed Courses must include at least three courses of two units or greater, and at least four subjects; see over the page.

RULE 2 – CALCULATION OF THE ATAR

The ATAR will be based on an aggregate of scaled marks of ten units of Board Developed Courses comprising

• The best two units of English, and

• The best eight units from the remaining units, subject to the provision that no more than two units of Category B courses be included. This includes a maximum of 2 units of VET.

Important notes concerning the ATAR

• A subject is the general name given to an area of study. A course is a branch of study within a subject. A subject may have several different courses, for example, with the subject English the courses will include English Standard, English Advanced, HSC English Extension 1.

• Students who are eligible for an ATAR under Rule 1 need to have completed at least eight units of Category A courses for their ATAR to be based on ten units.

ATAR eligible students who have completed less than eight units of Category A courses will nevertheless have an ATAR calculated. However, it will be based on an aggregate of scaled marks in less than ten units, comprising:

• The best two units of English, and

• The remaining units from Category A courses, and

• The best two units from Category B courses.



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For example: A student may meet the Rule 1 eligibility requirements by completing ten units of Board Developed Courses, comprising:

• Six units of Category A courses, including English, all six units will be included in the ATAR.

• Four units of Category B courses, only two units will be included in the ATAR (Rule 2). So the student’s ATAR will be based on an aggregate of scaled marks in eight units only.

• Students may accumulate courses over a period of no more than five years. • If a student repeats a course only the last satisfactory attempt is used in the calculation

of the ATAR.

Please note that there may be other restrictions and conditions that must be met from time to time. Please check with the Careers Adviser, or specific literature published by the University Admissions Centre.

If you wish to be awarded an ATAR, it is your responsibility to make sure you have complied with the rules.



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ASSESSMENT PROGRAM

Your performance, application and the achievement of course outcomes in the Preliminary and HSC courses will be measured through an assessment program.

Assessment seeks to give you credit for the mastery of skills and for achievements which may not be adequately evaluated in a single examination. The mark you receive for assessment tasks represents a measure of your achievement against a pre-set standard (standards reference).

Each course has an individual assessment program. Details can be found in this booklet.

ASSESSMENT TASKS

The assessment mark allows for performance over a range of activities to be judged. Assessment tasks may vary between and within subjects.

Where possible, assessment tasks will be set so that they are done under the direct supervision of your teachers. Of course this will affect the sort of tasks that may be set for assessment.

Types of tasks to be used will include major examinations such as the Final Examination, assignments, oral reports, tests and practical tasks.

The School Assessment will not take account of conduct and will not compensate for factors such as illness, misadventure or domestic problems which affect your performance throughout the course. The Assessment will be based on actual performance not on potential performance.

If you do not comply with the requirements of the assessment program for each course then the Principal will apply an 'N' determination. (See N Warning Process for more details.)

DUE CARE

Assessment tasks must proceed with the same care and concern for fairness as any other examinations held in our school. It needs to be understood that they differ from any other tasks which you are required to do over the years because they are designed primarily to test, not teach. As a result, approaches for assistance which might be seen as quite proper and desirable in other circumstances might create considerable difficulty at assessment time. You will need to understand the difficulties teachers face if an approach for assistance causes them to seek advice before responding.

It is important that you exercise care when approaching teachers for assistance with assessment tasks. Generally, you should discuss with the classroom teacher involved, whether an approach to another teacher for assistance is appropriate.

ASSESSMENT PERIOD

The Assessment Period for the Preliminary Course ends with the completion of the Final Examination at the end of Term 3 and for the HSC ends with the completion of the Trial Examination in most subjects. (Check individual subject assessment schedules for details.)



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ATTENDANCE PRIOR TO ASSESSMENT DUE DATE - EQUITY PRINCIPLE

The NSW Department of Education School Attendance Policy states: “All students who are enrolled at school, regardless of their age, are expected to attend that school whenever instruction is provided.” Students absent the day before a task is due could be seen as gaining an advantage as they have additional time to complete the assessment or study for an in-class assessment task. This is patently unfair and can adversely affect the rankings for other students who are following the policy requirements.

Absenteeism the day before an assessment task is due, or the day before an assessment period, will not be accepted unless a valid medical certificate is provided to the Head Teacher of the course immediately upon your return to school. Failure to comply with attendance expectations may result in a zero award for the relevant task and result in an N-determination for that course.

NOTIFICATION OF ASSESSMENT

You will be given prior notice of every assessment task. A minimum of two weeks advance warning in writing will be given prior to the date of completion of each assessment task.

It is your responsibility if you are absent to obtain any material, including assessment tasks, issued during the absence.

SUBMISSION OF WORK

You are to submit your work to your class teacher (or if the class teacher is absent, to the Head Teacher) during the normal period for that subject on the day the work is due, unless you are told otherwise.

ORIGINALITY OF WORK

All work presented in assessment tasks and HSC examinations (including submitted works and practical examinations) must be your own or must be acknowledged appropriately.

Malpractice, including plagiarism, could lead to you receiving zero marks for the task or examination, and will jeopardise your HSC results.

Malpractice is any activity that allows you to gain an unfair advantage over other students. It includes, but is not limited to:

• copying someone else’s work in part or in whole, and presenting it as your 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 your own • submitting work that another person, such as a parent, coach or subject expert, has

contributed to substantially



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• using words, ideas, designs or the work of others in practical and performance tasks without appropriate acknowledgement

• paying someone to write or prepare material • breaching school examination rules • cheating in an HSC examination • using non-approved aids during an assessment task • contriving false explanations to explain work not handed in by the due date • assisting another student to engage in malpractice.

Students may be asked to provide evidence that all unacknowledged work is entirely their own. Such evidence might include, but is not limited to, the student:

• providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas

• answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

Malpractice will be penalised as follows:- • Cheating or attempting to cheat - loss of all marks. • Copying or using the works of other students - loss of all marks.

In all cases of malpractice, parents/caregivers will be notified. NSW schools are required to maintain a register of all instances where a student is found to have engaged in malpractice in a school-based assessment task, the subject concerned, the nature of the offence and the penalty applied. This information must then be reported to BOSTES.

USE OF ELECTRONIC DICTIONARIES, CALCULATORS AND OTHER ELECTRONIC LANGUAGE DEVICES

BOSTES provides a list of approved calculators that you may use in the HSC. Electronic dictionaries, translators, mobile phones and other devices that can contain formulae or be used to assist you in accessing an examination or assessment task are not permitted under any circumstances.

If you are found to have used such a device in an assessment task or examination, the task or examination will be cancelled, a mark of zero awarded and an ‘N’ warning letter sent to parents/ caregivers explaining what has happened.

FRIVOLOUS OR NON-SERIOUS ATTEMPTS

Any non-serious attempt at an assessment task may lead to you being awarded a zero mark. The Head Teacher, in consultation with the teachers involved, shall determine whether the attempt is non-serious and if so count it as a non-attempt.

ZERO AWARDS AND 'N' WARNINGS

If you fail to complete a task and have not completed an Illness/Misadventure Application, you will be awarded a zero mark and a letter will be forwarded to your parents/caregivers informing them. You will be given two weeks to complete the task. The zero mark will remain.



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If you receive two ‘N’ warnings in any one subject you may be declared unsatisfactory for the Certificate for which you are studying.

LATE SUBMISSION OF TASKS

It should be clearly understood that responsibility for submitting required work by the due date rests with you. Submission / completion of tasks after the date due without legitimate reason will result in a student being awarded zero mark in that task, and receiving an ‘N’ warning.

For research tasks and/or projects which are completed over an extended period of time, every effort must be made to submit the task on the due date. This could include sending the completed task in with a parent or a brother or sister, contacting the teacher directly to make a mutually suitable arrangement for its collection by the teacher or posting it to arrive at the school by the due date.

ILLNESS

If you are unable to attend school the day of a task due to illness, or you are unable to come to school to hand in a task due to illness, you must contact the school and leave a message for your teacher or the faculty Head Teacher or the Deputy Principal. You must go to your doctor and ask for a medical certificate to cover you for your absence. Download the Illness/Misadventure form form the school’s website and bring the completed form, along with the medical certificate, to the Head Teacher. When your illness has been verified by a valid medical certificate, the Head Teacher will arrange for you to sit for the missed task or an alternative task.

You must bring in a medical certificate on the first day you return to school and give it to the relevant Head Teacher(s). If you fail to do this you will receive a zero mark and an ‘N’ warning letter.

2016 Note - ALL medical certificates will need to identify a specific medical condition eg: influenza. Certificates simply stating "unfit for school" or "medical condition" do not meet BOSTES

requirements and will not be accepted.

MISADVENTURE

Where you claim a “misadventure” has caused you to miss doing a task you get a misadventure claim form from the Deputy Principal, fill it in and return it to the Deputy with any relevant documentation (MISADVENTURE APPEAL FORM). The Deputy Principal, along with the relevant Head Teacher, will decide on the outcome of your appeal. Once the decision is made, you have the right of final appeal to the Principal.

ACCEPTANCE OF EXCUSE FOR NON COMPLETION OF ASSESSMENT TASK

A computer / printer failure will not be accepted as a valid excuse for failure to submit due work unless evidence of previous work can be substantiated. A valid medical certificate on the day of an “at home” assessment task must be supported by evidence of previous work on that task.



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SUBSTITUTE TASKS

As part of illness and misadventure appeals, teachers involved will decide the appropriateness of persisting with a previously-set task, or creating a substitute task. Where circumstances indicate that the completion of a set task or substitute task seriously disadvantages you, the Principal may authorise an estimate be given for the task.

REVIEW OF ASSESSMENT

Marks awarded in assessment tasks are not subject to review. If you feel that the process of marking was unfair, you take your concerns to the Deputy Principal.

ASSESSMENT APPEALS

You have a right to appeal on assessment rankings. By the direction of BOSTES and the Department of Education you are not entitled to seek a review of teachers' judgements of the worth of individual performance in assessment tasks. The marks or grades awarded will not be subject to review as a part of this process.

In conducting an assessment review, it is necessary for the school to ascertain whether: • Assessment tasks were carried out in conditions that were fair to all students; • The weightings specified by the school in its assessment program conform with BOSTES

guidelines; • The procedures used by the school for determining the final assessment mark conform with

its stated assessment program, and • There were computational or other clerical errors in the determination of the assessment

mark.

DISABILITY PROVISIONS

The Department of Education makes disability provisions available for those students who have specific learning and/or disabilities which are likely to affect their results at the HSC. These difficulties include hearing deficiencies, sight impairment as well as diagnosed learning difficulties.

To claim disability provisions, you must speak to the Head Teacher Wellbeing to ask for an application form. The form must be completed and include documents required by BOSTES and must be returned to the Head Teacher Wellbeing.

The closing date for the submission of applications is mid March. It is the responsibility of the student/parent/caregiver to make an application for disability provisions through the Head Teacher Wellbeing.

UNSATISFACTORY COMPLETION OF COURSE WORK

If you are at risk of not meeting the internal assessment requirements in a course as a consequence of not fulfilling BOSTES or the Department of Education’s requirements, the Principal will:



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• advise you in writing, in time for the problem to be corrected, specifying details of action required by you and alerting you to the possible consequences of a non-completion ('N') determination

• request from you and/or parent/caregiver a written acknowledgement of the warning • issue at least one follow-up warning letter (if you are still at risk of not meeting

requirements)

For individual subjects, specific warnings are issued; (see SAMPLE WARNING LETTER . BOSTES requires principals to issue a minimum of two warnings before a final ‘N’ determination is made. If this occurs then the subject will not appear on the Year 11 or the Year 12 Record of Achievement. If a determination reduces the total number of units studied to less than eleven, the student will not be eligible for a Preliminary Record of Attendance of the award of HSC.

The Department of Education requires that you attend a minimum of 85% of lessons. Where your attendance falls below this, a written warning will be issued. If your attendance continues to be unsatisfactory, the Principal will issue a final warning. If, after a period of time, typically two weeks, your attendance has not shown improvement, the Principal, in following the guidelines of the Department of Education, may expel you. You have the right to appeal this expulsion decision.

THE DEPARTMENT OF EDUCATION'S POLICY

The Department of Education’s 2011 document "Suspension and Expulsion of School Students – Procedures 2011" details the circumstances in which students of post-compulsory age [ 17+] may be expelled from a school because of unsatisfactory participation in learning. This will be evident in a documented pattern of any one (or combinations) of the following: • non-satisfactory completion of work; • non-serious attempts to meet course objectives • non-compliance with Board of Studies requirements for the award of an HSC. This will generally be where a student has failed to apply themselves with diligence and sustained effort to set tasks and experiences and the lack of application is impacting on the good order of the school and learning of other students.

THE ‘N’ WARNING PROCESS

An ‘N’ warning letter lets you know that you are unsatisfactory in a particular course. The process is designed to identify if you are an "at risk" student and to provide solutions in the form of school support. It is aimed at helping you rather than excluding you. If you don’t make a serious effort to finish work that is set you will get a warning letter (Appendix A), usually after several pieces of work have been missed.

You will have two weeks to redeem yourself by completing the work which is listed on the ‘N’ warning letter. If the work is completed in time you avoid the ‘N’ award and you have “redeemed” yourself. However, if you do not complete the work, a second ‘N’ warning letter will be issued. If the work is still not completed, the Principal may make an ‘N’ determination which could mean that you may not pass the Preliminary or the HSC.



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https://www.det.nsw.edu.au/policies/student_serv/discipline/stu_discip_gov/suspol_07.pdf

https://www.det.nsw.edu.au/policies/student_serv/discipline/stu_discip_gov/suspol_07.pdf

You will find a sample ‘N’ warning letter for the Preliminary HSC course at the back. Note that the letters tell you:

• the course • whether it’s the first or second warning for that course • the task that was not completed • the date when the task was initially due • what you must now do • when the task is to be done (if that is applicable you may also be told if a zero mark has been

awarded)

There is a section which should be signed by your parents/caregivers and returned to the Head Teacher.

CHATSWOOD HIGH SCHOOL – PRELIMINARY ASSESSMENT SCHEDULE

In the following pages you will find the specific assessment details for each of the Year 11 Courses running in 2016. Students should read these carefully and ensure they are familiar with all of their assessment responsibilities and due dates.

Key Dates to remember:

Mid-Course Examination: Term 2, Weeks 1-2

Final Examination: Term 3, Weeks 8-9

Specific examination schedules will be published closer to these events. Again, students are responsible for ensuring they know their examination timetable and all permitted materials.

For any and all questions, students should ask the relevant Classroom Teacher, Head Teacher or Deputy Principal.



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SUBJECT: BIOLOGY

OUTCOMES A student: P1. Outlines the historical development of major biological principles, concepts and ideas. P2. Applies the processes that are used to test and validate models, theories and laws of science with

particular emphasis on first-hand investigations in biology. P3. Assesses the impact of particular technological advances on understanding in biology. P4. Describes applications of biology which affect society or the environment. P5. Describes the scientific principles employed in particular areas of biological research. P6. Explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to

macroscopic processes in organisms. P7. Describes the range of organisms in terms of specialisation for a habitat. P8. Analyses the interrelationships of organisms within the ecosystem. P9. Explains how processes of reproduction ensure continuity of species. P10. Identifies and describes the evidence of evolution. P11. Identifies and implements improvements to investigation plans. P12. Discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources. P13. Identifies appropriate terminology and reporting styles to communicate information and understanding

in biology. P14. Draws valid conclusions from gathered data and information. P15. Implements strategies to work effectively as an individual or as a team member. P16. Demonstrates positive values about and attitudes towards both the living and non-living components of

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

ASSESSMENT PROGRAM

Components (Syllabus)

Weightings (Syllabus) Task 1 Task 2 Task 3 Task 4

Knowledge and Understanding Skills in problem solving and making conclusions

10% 10%

Term 2 Weeks 1-2 Half Year

Exam 20%

Knowledge and Understanding Skills in first-hand investigation Skills in problem solving and making conclusions

5%

20% 5%

Term 2 Weeks 4 - 5

Field Trip 30%


5%

10% 5%

Term 3 Week 5

20% In class task


20% 10%

Term 3 Weeks 8-9 Final Exam

30% Practical skills/first hand investigation skills may be assessed as fieldwork or excursions at other times which will be notified appropriately. The number of tasks will not change.



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SUBJECT: BUSINESS STUDIES OUTCOMES P1 Discusses the nature of business, its role in society and types of business structure P2 Explains the internal and external influences on businesses P3 Describes the factors contributing to the success or failure of small to medium enterprises P4 Assesses the processes and interdependence of key business functions P5 Examines the application of management theories and strategies P6 Analyses the responsibilities of business to internal and external stakeholders P7 Plans and conducts investigations into contemporary business issues P8 Evaluates information for actual and hypothetical business situations P9 Communicates business information and issues in appropriate formats P10 Applies mathematical concepts appropriately in business situations ASSESSMENT PROGRAM

ASSESMENT INSTRUMENT Inquiry/Research/Business Report

Mid-course Examination

Case Study In class Report

Final Examination

TARGET DATE Term 1 Week 7

Term 2 Weeks 1-2

Term 3 Week 5

Term 3 Weeks 8-9

TASK WEIGHT 10% 20% 40% 30%

REPORT OUTCOMES SYLLABUS OUTCOMES

Demonstrates knowledge and understanding of nature, role and structure of business and the Internal and external influences on business

P1, P2, P3

Demonstrates knowledge and understanding of the functions and processes of business activity as well as management strategies and their effectiveness

P4, P5, P6

Investigates, synthesises and evaluates contemporary business issues and hypothetical and actual business situations

P7, P8

Communicates business information and issues using appropriate formats P9

Applies mathematical concepts appropriately in business situations P10



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SUBJECT: CHEMISTRY

OUTCOMES A student:

ASSESSMENT PROGRAM Components (Syllabus)


Knowledge and Understanding Skills in first-hand investigations Skills in problem solving and making conclusions

5%

10%

5%

Term 1, Weeks 8 - 9 In class task

(20%)


10%

10%

Term 2 Weeks 1-2

Mid-Course Exam (20%)

Knowledge and Understanding Skills in first-hand investigations Skills in problem solving and making conclusions

5%

20%

5%

Term 3 Weeks 3 - 4 In class task

or experiment report (30%)


20%

10%

Term 3 Weeks 8 - 9 Final Exam

(30%) Practical skills/first hand investigation skills may be assessed as fieldwork or excursions at other times which will be notified appropriately. The number of tasks will not change.

P1. Outlines the historical development of major principles, concepts and ideas in chemistry. P2. Applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry. P3. Assesses the impact of particular technological advances on understanding in chemistry. P4. Describes applications of chemistry which affect society or the environment. P5. Describes the scientific principles employed in particular areas of research in chemistry P6. Explains trends and relationships between elements in terms of atomic structure and bonding. P7. Describes chemical changes in terms of energy inputs and outputs. P8. Describes factors that influence the type and rate of chemical reactions. P9. Relates the uses of carbon to the unique nature of carbon chemistry. P10. Applies simple stoichiometric relationships. P11. Identifies the need for, drafts and improves investigation plans. P12. Discusses the validity and reliability of data gathered from first-hand investigation and secondary sources. P13. Identifies appropriate terminology and reporting styles to communicate information and understanding. P14. Draws valid conclusions form gathered data and information. P15. Implements strategies to work effectively as an individual or as a member of a team. P16. Demonstrates positive values about, and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science.



17

SUBJECT: CHINESE BEGINNERS

OUTCOMES 1.1 Establishes and maintains communication in Chinese 1.2 Manipulates linguistic structures to express ideas effectively in Chinese 1.3 Sequence ideas and information 1.4 Applies knowledge of the culture of Chinese-speaking communities to interact appropriately 2.1 Understands and interprets information in texts using a range of strategies 2.2 Conveys a gist of and identifies specific information in texts 2.3 Summarises the main points of a text 2.4 Draws conclusions from or justifies an opinion about a text 2.5 Identifies the purpose, context and audience of a text 2.6 Identifies and explains aspects of the culture of Chinese-speaking communities in texts 3.1 Produces texts appropriate to audience, purpose and context 3.2 Structures and sequences ideas and information 3.3 Applies knowledge of diverse linguistic structures to convey information and express original ideas in

Chinese 3.4 Applies knowledge of the culture of Chinese- speaking communities to the production of texts. ASSESSMENT PROGRAM

Outcomes Components (Syllabus)

Weightings (Syllabus)

Task 1

Task 2 Task 3 Task 4 Task 5

1.1, 1.2, 2.1, 2.2, 3.1, 3.2

Speaking Listening & Responding

5%

5%

Term 1, Week 7

1.1, 1.2, 2.1, 2.2, 3.1, 3.2

Reading & Responding

Writing

10%

5%

Term 2, Weeks

1-2

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5

Listening & Responding

15%

Term 2,

Week 8

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

Speaking

Reading & Responding

10%

10%

Term 3, Week 3

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4


Reading &

Responding

Writing

15%

15%

10%

Term 3, Weeks

8-9



18

SUBJECT: CHINESE CONTINUERS

OUTCOMES 1.1 Uses a range of strategies to maintain communication 1.2 Conveys information appropriate to context, purpose and audience 1.3 Exchanges and justifies opinions and ideas 1.4 Reflects on aspects of past, present and future experience 2.1 Applies knowledge of language structures to create original text 2.2 Composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information 3.1 Conveys the gist of texts and identifies specific information 3.2 Summarises the main ideas 3.3 Identifies the tone, purpose, context and audience 3.4 Draws conclusions from or justifies an opinion 3.5 Interprets, analyses and evaluates information 3.6 Infers points of view, attitudes or emotions from language and context 4.1 Recognises and employs language appropriate to different social contexts 4.2 Identifies values, attitudes and beliefs of cultural significance 4.3 Reflects upon significant aspects of language and culture

ASSESSMENT PROGRAM


Weightings (Syllabus) Task 1 Task 2 Task 3 Task 4 Task 5

1.1, 1.2, 4.1 Speaking 10%

Term 1, Week 7

1.2, 1.3, 2.1, 2.3,

3.1, 3.2, 3.3


Reading &

Responding

10%

10%

Term 2, Weeks

1-2

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,3.1,3.2, 3.3,3.4,3.5,

3.6

Listening & Responding Reading &

Responding Writing

5% 10% 5%

Term 2, Week 8

1.1, 1.2, 1.3, 1.4, 4.1, 4.2,

4.3, Speaking

10%

Term 3,

Week 3

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1,3.2, 3.3, 3.4, 3.5,

3.6


Reading &

Responding

Writing

15%

20%

5%

Term 3, Weeks

8-9



19

SUBJECT: CHINESE BACKGROUND SPEAKERS

OUTCOMES

ASSESSMENT PROGRAM



1.1, 1.2, l.3, 4.1, 4.2, 4.3

Spoken/Written Exchanges 10% Term 1,

Week 7

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, 4.1,

4.2, 4.3


Reading and Responding

Writing

5%

10%

10%

Term 2, Weeks

1 - 2

3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1,

4.2, 4.3



5%

10%

Term 2, Week 8

1.1, 1.2, 1.3, 4.2, 4.3

Spoken/Written Exchanges 10% Term 3,

Week 3

2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2,

4.3



Writing

10%

20%

10%

Term 3, Weeks

8 - 9

1.1 Conveys information, opinions and ideas appropriate to context, purpose and audience 1.2 Exchanges and justifies opinions and ideas 1.3 Uses appropriate features of language in a variety of contexts 2.1 Sequences and structures information and ideas 2.2 Uses a variety of features to convey meaning 2.3 Produces texts appropriate to context, purpose an audience 2.4 Produces texts which are persuasive, creative and discursive 3.1 Identifies main points and detailed items of specific information 3.2 Summarises and interprets information and ideas 3.3 Infers points of view, values, attitudes and emotions from features of language in texts 3.4 Compares and contrasts aspects of texts 3.5 Presents information in a different form and/or for a different audience 3.6 Explains the influence of context in conveying meaning 3.7 Recognises, analyses and evaluates the effectiveness of a variety of features in texts 3.8 Responds to texts personally and critically 4.1 Examines and discusses sociocultural elements in texts 4.2 Recognises and employs language appropriate to different sociocultural contexts 4.3 Compares and contrasts Australian and Chinese communities



20

SUBJECT: DESIGN AND TECHNOLOGY

OUTCOMES P1.1 Examines design theory and practice, and considers he factors affecting designing and producing in design projects P2.1 Identifies design and production processes in domestic, community, industrial and commercial settings P2.2 Explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects P3.1 Investigates and experiments with techniques in creative and collaborative approaches in designing and producing P4.1 Uses design processes in the development and production of design solutions to meet identified needs and opportunities P4.2 Uses resources effectively and safely in the development and production of design solutions P4.3 Evaluates the processes and outcomes of designing and producing P5.1 Uses a variety of management techniques and tools to develop design projects P5.2 Communicates ideas and solutions using a range of techniques P5.3 Uses a variety of research methods to inform the development and modification of design ideas P6.1 Investigates a range of manufacturing and production processes and relates these to aspects of design projects P6.2 Evaluates and uses computer-based technologies in designing and producing ASSESSMENT PROGRAM

Topic Focus Outcomes Components

(Syllabus) Weightings (Syllabus) Task 1 Task 2 Task 3 Task 4 Task 5

Research Assignment Designers

P1.1, P2.2, P3.1, P5.2

Research Paper and

Presentation 20% Term 1

Week 7

Exam P1.1, P2.1, P3.1, P4.1,

P5.3 Test Type 15%

Term 1 Weeks 10-11 Mid

Course Exam

Design Project 1

P2.2, P3.1, P4.1, P4.2, P5.1, P5.2, P6.1, P6.2

Design solution and

folio 20% Term 2

Week 3

Design Project 2

P2.2, P4.1, P4.2, P4.3, P5.2, P5.3, P6.1, P6.2

Design solution and

folio 25% Term 3

Week 6

Exam

P1.1, P2.1, P2.2, P4.1, P4.2, P4.3, P5.3, P6.1

Test Type 20%

Term 3 Weeks

8 - 9 Final Exam



21

SUBJECT: DRAMA

OUTCOMES P1.1 Develops acting skills in order to adopt and sustain a variety of characters and roles P1.2 Explores ideas and situations, expressing them imaginatively in dramatic form P1.3 Demonstrates performance skills appropriate to a variety of styles and media P1.4 Understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively P1.5 Understands, demonstrates and records the process of developing and refining ideas and scripts through to performance P1.6 Demonstrates directorial and acting skills to communicate meaning through dramatic action P1.7 Understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaboration P1.8 Recognises the value of individual contributions to the artistic effectiveness of the whole P2.1 Understands the dynamics of actor-audience relationship P2.2 Understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-house staff, technical staff and producers P2.3 Demonstrates directorial and acting skills to communicate meaning through dramatic action P2.4 Performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and design elements and performance spaces P2.5 Understands and demonstrates the commitment, collaboration and energy required for a production P2.6 Appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance P3.1 Critically appraises and evaluates, both orally and in writing, personal performances and the performances of others P3.2 Understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques P3.3 Analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movements P3.4 Appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest ASSESSMENT PROGRAM

Syllabus and Topic Focus Outcomes Weighting Task 1 Task 2 Task 3 Task 4 Task 5

Australian Drama and Theatre Performing and Critically Studying Essay

1.1, 1.2, 2.2, 2.4

3.1, 3.2 10%

Essay Term 1 Week 6

Mid-Course Examination Critically Assessing Practical and Written component

3.1,3.2,3.3,3.4,3.5 20%

Term 2 Weeks 1-

2

Studies in Drama Theatre and Performing and Critically Studying Essay

1.1,1.2, 2.2,2.4 3.1,3.2, 3.3,3.4

15% 10%

Essay Term 2 Week 7

Individual Performance Making and Performing And Group Performance Making and Performing Individual Piece Monologue Log books and devised

1.3,1.7,1.9,2.2,2.3,2.4

20% 5% Term 3

Week 4

Yearly Examination

3.1,3.2,3.3,3.4,3.5 20%

Term 3 Weeks

8-9



22

SUBJECT: ECONOMICS

OUTCOMES

ASSESSMENT PROGRAM

ASSESSMENT INSTRUMENT In Class Test

Mid-Course Examination

Research Essay

Final Examination

TARGET DATE W7, T1 W1-2, T2 W6, T2 W3, T3

TASK WEIGHT 15% 30% 25% 30%

REPORT OUTCOME SYLLABUS OUTCOME

Develops knowledge and understanding of the economic behaviour of individuals, firms, institutions and governments and the function and operation of markets

P1, P2, P3

Develops knowledge and understanding of the operation and management of economies

P4, P5, P6

Develops knowledge and understanding of contemporary economic problems and issues facing individuals, firms and governments

P7, P8

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

P9, P10, P11

Develops skills to communicate economic information, ideas and issues in appropriate form

P12

P1 Demonstrates understanding of economic terms, concepts and relationships P2 Explains the economic role of individuals, firms and government in an economy P3 Describes, explains and evaluates the role and operation of markets P4 Compares and contrasts aspects of different economies P5 Analyses the relationship between individuals, firms, institutions and government in the Australian

economy P6 Explains the role of government in the Australian economy P7 Identifies the nature and causes of economic problems and issues for individuals, firms and governments P8 Applies appropriate terminology, concepts and theories in economic contexts P9 Selects and organises information from a variety of sources for relevance and reliability P10 Communicates economic information ideas and issues in appropriate forms P11 Applies mathematical concepts in economic contexts. P12 Works independently and in groups to achieve appropriate goals in set timelines



23

SUBJECT: ENGINEERING STUDIES

OUTCOMES P1.1 Identifies the scope of engineering and recognises current innovations P1.2 Explains the relationship between properties, uses and applications of materials in engineering P2.1 Describes the types of materials, components and processes and explains their implications for engineering development P2.2 Describes the nature of engineering in specific fields and its importance to society P3.1 Uses mathematical, scientific and graphical methods to solve problems of engineering practice P3.2 Develops written, oral and presentation skills and applies these to engineering reports P3.3 Applies graphics as a communication tool P4.1 Describes developments in technology and their impact on engineering products P.4.2 Describes the influence of technological change on engineering and its effect on people P4.3 Identifies the social, environmental and cultural implications of technologial change in engineering P5.1 Demonstrates the ability to work both individually and in teams P5.2 Applies management and planning skills related to engineering P6.1 Applies knowledge and skills in research and problem-solving related to engineering P6.2 Applies skills in analysis, syntheses and experimentation related to engineering ASSESSMENT PROGRAM Components Task 1 Task 2 Task 3 Task 4 Weightings

Half

Yearly Exam

Engineering Report: Braking Systems

Engineering Report:

Biomedical Engineering

Yearly Exam

Term 2 Weeks

1/2

Term 3 Week 3

Term 3 Week 8

Term 3 Week

8/9

P1.2, P2.1, P3.1, P3.3, P4.1

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

P6.2

P1.2, P2.2 P3.2, P5.2,

P6.1

P1.1, P1.2, P2.1 P3.1, P4.2

Knowledge and understanding of engineering principles and developments in technology Skills in research, problem solving and communication related to engineering

10 5 5 30 50

Skills in research, problem solving and communication related to engineering 5 10 10 5 30

Understanding of the scope and role of engineering including management and problem solving

5 5 5 5 20

Marks 20 20 20 40 100



24

SUBJECT: ENGLISH STANDARD

OUTCOMES P1 A student demonstrates understanding of the relationships between composer, responder, text and

context P2 A student identifies and describes relationships among texts P3 A student develops language relevant to the study of English P4 A student identifies and describes language forms and features and structures of particular texts that

shape meaning and influence responses P5 A student describes the ways different technologies and media of production affect the language and

structure of particular texts P6 A student engages with a wide range of texts to develop a considered and informed personal response P7 A student selects appropriate language forms and features, and structures of texts to explore and express

ideas and values P8 A student articulates and represents own ideas in critical, interpretive and imaginative texts P9 A student assesses the appropriateness of a range of processes and technologies in the investigation and

organization of information and ideas P10 A student analyses and synthesises information and ideas from a range of texts for a variety of purposes,

audiences and contexts P11 A student draws upon the imagination to transform experience into text P12 A student reflects on own processes of responding and composing P13 A student reflects on own processes of learning ASSESSMENT PROGRAM


(Syllabus) Weightings

Task 1 Task 2 Task 3 Task 4 Task 5

Area of Study

P1, P6, P7, P10

Writing Reading

10% 10%

Term 2 Weeks

1-2.

Close Study of text

P2, P3, P8, P12

Reading Speaking

10% 10%

Term 2 Week 8

Voices P1, P5, P9, P11

Listening Writing

15% 5% Term 3

Week 3

Transitions P2, P4, P6 P13

Viewing/ Representing Writing

10% 10%

Term 3 Weeks

8-9

Final Exam P3, P4, P5 P2, P8,

Reading Writing

10% 10%

Term 3 Weeks

8-9



25

SUBJECT: ENGLISH ADVANCED

OUTCOMES 1. A student describes and explains the relationships between composer, responder, text and context in

particular texts 2. A student describes and explains relationships among texts 3. A student develops language relevant to the study of English 4. A student describes and explains the ways in which language forms and features, and structures of

particular texts shape meaning and influence responses 5. A student demonstrates an understanding of the ways various textual forms, technologies and their media

of production affect meaning 6. A student engages with a wide range of texts to develop a considered and informed personal response 7. A student selects appropriate language forms and features, and structures to explore and express ideas

and values 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and

organization of information and ideas 10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes,

audiences and contexts 11. A student draws upon the imagination to transform experience into text 12. A student reflects on own processes of responding and composing 12A A student demonstrates a capacity to understand and use different ways of responding to and

composing particular texts 13. A student reflects on own processes of learning ASSESSMENT PROGRAM


(Syllabus) Weightings Task 1 Task 2 Task 3 Task 4 Task 5

Area of Study

3, 6, 12, 13

Speaking Reading

15% 5%

Term 1 Week 9

Area of Study HY

1, 4, 6, 8, 10

Reading Writing

5% 5%

Term 2 Week

1-2 Exam

Module A Comparitive Study

2, 3, 6, 7, 8, 10, 11l, 12A, 13

Viewing/ representing Writing/Reading

15% 15%

Term 2 Week

8

Module B Critical study

1, 2, 3, 5, 6, 8, 10, 12A, 13

Listening

Writing

15%

5%

Term 3 Week 3

Module C Module B

1, 2, 3, 6, 7, 11

Reading

Writing

10% 10%

Term 3 Weeks

8-9 Exam



26

SUBJECT: ENGLISH EXTENSION 1

OUTCOMES 1. Students learn about how and why texts are valued in and appropriated into a range of contexts by: 1.1 Recognising different kinds and degrees of appropriation and their effects 1.2 Considering the relationships between a text and the culture in which it was composed 1.3 Exploring and examining the ways in which language shapes and reflects values 1.4 Considering the effects of different ways of responding to texts 1.5 Considering the ways and reasons early and alter manifestations of the text are valued 1.6 Considering why some texts may be perceived as culturally significant 2. Students learn to develop skills in independent investigation by: 2.1 Engaging with a range of key texts 2.2 Engaging in independent investigation of specific key texts, cultures and forms 3. Students learn to develop skills in sustained composition by: 3.1 Refining the clarity of their own compositions to meet the demands of increasing complexity of thought

and expression 3.2 Recreating texts by varying perspectives and contexts to demonstrate how values are maintained and

changed 3.3 Using and manipulating a range of generic forms in a range of modes and media for different audiences

and purposes 3.4 Using stylistic devices appropriate to purpose, audience and context ASSESSMENT PROGRAM



Text, Culture & Value

1, 2, 3

Speaking/ Listening

20%

Term 1 Week 8


1, 2, 3

Writing Mid-Course Examination

10%

Term 2 Weeks

1-2


1, 2, 3

Viewing / Representing

20% Term 2

Week 8


1, 2, 3 Reading / Writing

20% Term 3

Week 6


1, 2, 3

Reading / Writing

Final exam

30%

Term 3 Weeks

8-9



27

SUBJECT: ENGLISH (ESL)

OUTCOMES P1 A student demonstrates an understanding of the relationships between composer, responder, text and

context P2 A student identifies and describes relationships among texts P3 A student demonstrates understanding of cultural reference in texts P4 A student develops language relevant to the study of English P5 A student demonstrates understanding of how audience and purpose affect the language and structure of

texts P6 A student interprets texts using key language patterns and structural features P7 A student describes the ways different technologies and media of production affect the language and

structure of particular texts P8 A student uses a variety of textual forms appropriately for different purposes, audiences and contexts in all

modes P9 A student engages with a wide range of texts to develop a considered and informed personal response P10 A student assesses the appropriateness of a range of processes and technologies in the investigation and

organization of information and ideas P11 A student analyses and synthesises information and ideas from a range of texts in a range of modes and

media P12 A student draws upon the imagination to transform experience into text P13 A student reflects on own processes of responding and composing P14 A student reflects on own processes of learning of English ASSESSMENT PROGRAM Components


Area of Study Speaking 20% Writing 5%

Term 1 Week 9


Writing 5% Listening 10%

Term 2

Week 1-2

Area of Study

Reading 10% Writing 10%

Term 2

Week 8

Australian Identity

Viewing and Representing

15%

Term 3 Week 5

Final Examination

Reading 10% Writing 5%

Listening 10% Term 3

Weeks 8 - 9



28

SUBJECT: ENGLISH FUNDAMENTALS 1 UNIT

OUTCOMES 1. A student recognises some of the relationships between context and meaning 2. A student recognises the ways in which changes in context require changes in form 3. A student understands how the responder interacts with text and context to shape meaning 4. A student develops language relevant to the field of English 5. A student communicates ideas effectively using appropriate language forms, features and structures 6. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes

and media 7. A student interprets texts using key language patterns and structural features 8. A student uses a range of appropriate processes and technologies to investigate, organise and clarify ideas 9. A student uses effective work practices 10. A student understands and uses various and appropriate strategies and styles of learning 11. A student reflects on and assesses own processes of responding and composing ASSESSMENT PROGRAM



Module A Area of Study 2, 6, 7, 11 Speech

Presentation Speaking

20%

Term 1

Week 8

Module A Area of Study 3, 4, 5, 6, 7 Mid-Course

Examination

Writing 5% Reading 5%

Listening 10%

Term 2

Week 1, 2

Module B Writing for Study

1, 2, 3, 4, 5, 6, 8, 10 Writing Task Writing 15%

Reading 10%

Term 2

Week 8

Module C Workplace Communications

1, 2, 5, 7, 9, 11

Response to visual and

written texts

Viewing and Representin

g 15%

Term 3

Week 6

Module C Workplace Communications

1, 2, 5, 7, 9, 11

Final Examination

Reading 5% Writing 5% Listening

10%

Term 3

Weeks 8 - 9



29

SUBJECT: GEOGRAPHY

OUTCOMES P1 Differentiates between spatial and ecological dimensions in the study of geography P2 Describes the interactions between the four components which define the biophysical environment P3 Explains how a specific environment functions in terms of biophysical factors P4 Analyses changing demographic patterns and processes P5 Examines the geographical nature of global challenges confronting humanity P6 identifies the vocational

relevance of a geographical perspective P6 Identifies the vocational relevance of a geographical perspective P7 Formulates a plan for active geographical inquiry P8 Selects, organises and analyses relevant geographical information from a variety of sources P9 Uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries P10 Applies mathematical ideas and techniques to analyse geographical data P11 Applies geographical understanding and methods ethically and effectively to a research project P12 Communicates geographical information, ideas and issues using appropriate written and/or oral,

cartographic and graphic forms. ASSESSMENT PROGRAM

ASSESSMENT INSTRUMENT Fieldwork Task

Mid Course Examination

Senior Geography

Project

Final Examination

TARGET DATE Term 1 Week 10

Term 2 Week 1-2

Term 2 Week 1 Term 2 Week 7 Term 3 Week 1

Term 3 Week 8-9

TASK WEIGHT 20% 20% 30% 30%

REPORT OUTCOME SYLLABUS OUTCOMES

Differentiates between spatial and ecological dimensions in the study of geography and describes the processes that form and transform the features and patterns of the environment

P1, P2

Demonstrates knowledge and understanding of the global and local forces which impact on people, ecosystems, urban places and economic activity and the contribution of a geographical perspective

P3, P4, P5, P6, P7

Uses maps, graphs, statistics, photographs and fieldwork to conduct geographical inquiries

P8

Communicates information and issues using written oral, cartographical and graphical forms

P9, P10, P11, P12



30

SUBJECT: HISTORY MODERN

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

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

present P3.1 Ask relevant historical questions P3.2 Locate, select and organise relevant information from different types of sources P3.3 Comprehend and analyse sources for their usefulness and reliability P3.4 Identify and account for differing perspectives and interpretations of the past P3.5 Plan and present the findings of historical investigations, analysing and synthesising information from

different types of sources P4.1 Use historical terms and concepts appropriately P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate and

well-structured oral and written form ASSESSMENT PROGRAM



Sources Analysis

P1.1, P1.2, P2.1, P3.1, P4.1, P4.2,

Depth Study 1 (Source Analysis) 10%

Term 1 Week

6

Mid-Course Exam

P1.1, P1.2, P2.1, P3.1, P4.1, P4.2,

Depth Study 1 Source Analysis 5%

Knowledge and understanding 10%

15% Term 2 Weeks

1-2

Oral Task

P1.1, P1.2, P2.1, P3.1, P4.1, P4.2,

Depth Study 2 Communication 5%

Knowledge and understanding 5%

10% Term 2 Week

9

Research Task

P1.1,P3.1, P4.1

Historical Investigation Research 20%

Communication 10%

30% Term 3 Week

4

Final Exam

P1.1, P1.2, P2.1, P3.1, P4.1, P4.2,

P4.3, P6.1 P1.1,P3.1,

P4.1, P5.1, P6.1

Depth Study 3 and The World at the

Beginning of the 20th Century

Source Analysis 5% Knowledge and

understanding 25% Communication 5%

35%

Total 100%

Term 3 Weeks

8-9



31

SUBJECT: HISTORY ANCIENT

OUTCOMES P1.1 Describe and explain the contribution of key people, groups, events, institutions, societies and sites

within the historical context P2.1 Identify historical factors and explain their significance in contributing to change and continuity in the

ancient world P3.1 Locate, select and organise relevant information from a variety of sources P3.2 Identify relevant problems of sources in reconstructing the past P3.3 Comprehend sources and analyse them for their usefulness and reliability P3.4 Identify and account for differing perspectives and interpretations of the past P3.5 Discuss issues relating to ownership and custodianship of the past P3.6 Plan and present the findings of historical investigations, analysing and synthesising information from a

range of sources P4.1 Use historical terms and concepts appropriately P4.2 Communicate knowledge and understanding of historical features and issues using appropriate oral and

written forms ASSESSMENT PROGRAM



History, Science, Archaeology

P2.1, P3.2, P3,3, P3.5 P1.1, 3.1, 3.6, 4.1

Source Based Task (Source Based Skills

10%) 10%

Term 1

Week 6

History, Science, Archaeology Case Study

P1.1, 2.1, 3.3, 3.6, 4.1

Mid-Course Exam Source Based Skills

5% Knowledge &

Understanding 5% Communication 5%

15%

Term 2

Weeks 1-2

Ancient Societies Topic 1

P1.1, 2.1, 3.3, 3.6, 4.1

Oral Presentation Research

Knowledge and understanding 5% Communication 5%

10%

Term 2

Week 7

Historical Investigation

P1.1, 3.2, 3.4, 3.6, 4.2

Historical Investigation Research 20%

Communication 10%

30%

Term 3

Week 5

History, Science, Archaeology Ancient Societies (1) Ancient Societies (2)

P1.1, P2.1, P2.2, P3.1, P3.2, P3.3, P3.5, P3.6, P4.1, P4.2

Final Examination Source Based Skills

5% Knowledge and

understanding 30%

35%

Term 3

Weeks 8-9

Final Exam



32

SUBJECT: INDUSTRIAL TECHNOLOGY (MULTIMEDIA)

OUTCOMES 1.1 Describes the organization and management of an individual business within the focus area industry 1.2 Identifies appropriate equipment, production and manufacturing techniques, including new and

developing technologies 2.1 Describes and uses safe working practices and correct workshop equipment maintenance techniques 2.2 Works effectively in team situations 3.1 Sketches, produces and interprets drawings in the production of projects 3.2 Applies research and problem-solving skills 3.3 Demonstrates appropriate design principles in the production of projects 4.1 Demonstrates a range of practical skills in the production of projects 4.2 Demonstrates competency in using relevant equipment, machinery and processes 4.3 Identifies and explains the properties and characteristics of materials/components through the

production of projects 5.1 Uses communication and information processing skills 5.2 Selects and applies appropriate documentation techniques to project management 6.1 Evaluates the characteristics of quality manufactured products 6.2 Applies the principles of quality and quality control 7.1 Evaluates the impact of the focus area industry on the social and physical environment ASSESSMENT PROGRAM



P3.1, 3.2,3.3 P5.1, 5.2 P4.1, 4.2

Design Management & Communication Production

5% 5%

15% Total: 25%

Term 1 Week 9

Photoshop Image DTP

Project

P5.1, 4.2, 4.3, 6.1, 6.2

Management & Communication Production Industrial Related Manufacturing Technology

5% 5% 5%

Total: 15%

Term 2 Weeks 1-2

Mid-Course Exam

P3.1, P3.2, P3.3 4.1, 4.2, 4.3, 6.1, 6.2

Design Management & Communication Production

5% 5%

15%

Total: 25%

Term 2 Week 8 Group

Interactive Project

P1.1, 1.2, 2.1, 7.1 P4.1, 4.2, 4.3, 6.1, 6.2

Industry study Management & Communication Industry Related Manufacturing Technology

5% 5% 5%

Total 15%

Term 3 Week 6

Website: Portfolio & IS Report

P1.1, 1.2, 2.1, 7.1 P3.1, 3.2, 3.3 5.1, 5.2 4.1, 4.2, 4.3, 6.1, 6.2

Industry study Production Industry Related Manufacturing Technology

10% 5% 5%

Total: 20%


Guidelines and Assessment Year 11, 2016 as of 8-Mar-16

Disclaimer: While every effort was made to ensure the accuracy of Details at the time of publication, assessment Details and time frames may change due to unforeseen circumstances. For any and all questions students and parents are advised to contact the classroom teacher, Head Teacher or Deputy Principal

33

SUBJECT: INDUSTRIAL TECHNOLOGY TIMBER

OUTCOMES P1.1 describes the organisation and management of an individual business within the focus area industry P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and

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

techniques P2.2 works effectively in team situations P3.1 sketches, produces and interprets drawings in the production of projects P3.2 applies research and problem-solving skills P3.3 demonstrates appropriate design principles in the production of projects P4.1 demonstrates a range of practical skills in the production of projects P4.2 demonstrates competency in using relevant equipment, machinery and processes P4.3 identifies and explains the properties and characteristics of materials/components through the

production of projects P5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projects P6.1 identifies the characteristics of quality manufactured products P6.2 identifies and explains the principles of quality and quality control P7.1 identifies the impact of one related industry on the social and physical environment P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society

and the environment ASSESSMENT PROGRAM



1.2, 3.1, 4.3, 6.1

Design, Management

and Communication

12% Design 24/3/16

2.1, 3.2, 5.2, 6.2

Design, Management

and Communication

25%

Establishing the

Portfolio Part A

26/5/16 Part B

30/6/16

3.3, 4.1, 4.2, 5.1

Design, Management

and Communication

Production

33%

Final portfolio & Completed Hall Table 8/9/2016

1.1, 2.2, 7.1, 7.2

Industry Study Industry Related

Manufacturing Technology.

10%

Industry Study

Term 3 Week 5



34

SUBJECT: INFORMATION PROCESSES AND TECHNOLOGY

OUTCOMES P1.1 Describes the nature of information processes and information technology P1.2 Classifies the functions and operations of information processes and information technology P2.1 Identifies the information processes within an information system P2.2 Recognises the interdependence between each of the information processes P3.1 Identifies social and ethical issues P4.1 Describes the historical development of information systems and relates these to current and emerging

technologies P5.1 Selects and ethically uses computer based and non-computer based resources and tools to process

information P6.1 Analyses and describes an identified need P6.2 Generates ideas, considers alternatives and develops solutions for a defined need P7.1 Recognises and applies management and communication techniques to project work P7.2 Uses technology to support group work ASSESSMENT PROGRAM



P1.1, P1.2, P2.1

Intro to Info Skills Tools for Info Processes

5% 5%

Total: 10%

Term 1 Week 4

Introductory mini tasks

P1.1, P2.1, P2.2, P3.1, P4.1,P5.1, P6.1,P 6.2

Intro to Info Skills Tools for Info Processes

5% 10%

Total: 15%

Term 2 Weeks 1-2

Mid-Course Exam

P6.1, P6.2

Intro to Info Skills Tools for Info Processes Developing Info Systems

5% 10% 10%

Total: 25%

Term 2 Week 7 Personal Project

P6.1, P6.2, P7.1, P7.2

Tools for Info Processes Developing Info Systems

10% 15%

Total: 25%

Term 3 Week 6 Group Project

P1.1, P2.1, P2.2, P3.1, P4.1, P5.1, P6.1, P6.2, P7.1, P7.2

Intro to Info Skills Tools for Info Processes Developing Info Systems

5% 15% 5%

Total: 25%

Term 3

Weeks 8-9 Final Exam



35

SUBJECT: JAPANESE BEGINNERS

OUTCOMES 1.1 Establishes and maintains communication in Japanese 1.2 Manipulates linguistic structures to express ideas effectively in Japanese 1.3 Sequence ideas and information 1.4 Applies knowledge of the culture of Japanese-speaking communities to interact appropriately 2.1 Understands and interprets information in texts using a range of strategies 2.2 Conveys a gist of and identifies specific information in texts 2.3 Summarises the main points of a text 2.4 Draws conclusions from or justifies an opinion about a text 2.5 Identifies the purpose, context and audience of a text 2.6 Identifies and explains aspects of the culture of Japanese-speaking communities in texts 3.1 Produces texts appropriate to audience, purpose and context 3.2 Structures and sequences ideas and information 3.3 Applies knowledge of diverse linguistic structures to convey information and express original ideas in

Japanese 3.4 Applies knowledge of the culture of Japanese speaking communities to the production of texts. ASSESSMENT PROGRAM



Task 1


1.1, 1.2, 2.1, 2.2, 3.1, 3.2

Speaking Listening & Responding

5% 5%

Term 1, Week 7

1.1, 1.2, 2.1, 2.2, 3.1, 3.2

Reading & Responding Writing

10% 5%

Term 2, Weeks

1-2

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5


15%

Term 2, Week 8

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

Speaking Reading & Responding

10% 10%

Term 3, Week 3

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

Listening & Responding Reading & Responding Writing

15% 15% 10%

Term 3, Weeks

8-9



36

SUBJECT: JAPANESE CONTINUERS

OUTCOMES 1.1 Uses a range of strategies to maintain communication 1.2 Conveys information appropriate to context, purpose and audience 1.3 Exchanges and justifies opinions and ideas 1.4 Reflects on aspects of past, present and future experience 2.1 Applies knowledge of language structures to create original text 2.2 Composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 Structures and sequences ideas and information 3.1 Conveys the gist of texts and identifies specific information 3.2 Summarises the main ideas 3.3 Identifies the tone, purpose, context and audience 3.4 Draws conclusions from or justifies an opinion 3.5 Interprets, analyses and evaluates information 3.6 Infers points of view, attitudes or emotions from language and context 4.1 Recognises and employs language appropriate to different social contexts 4.2 Identifies values, attitudes and beliefs of cultural significance 4.3 Reflects upon significant aspects of language and culture

ASSESSMENT PROGRAM



Task 1


1.1, 1.2, 4.1 Speaking 10%

Term 1, Week 7

1.2, 1.3, 2.1, 2.3, 3.1, 3.2,

3.3


Responding

10%

10%

Term 2, Weeks

1-2

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,3.1,3.2, 3.3,3.4,3.5,

3.6


Responding Writing

5% 10% 5%

Term 2, Week 8

1.1, 1.2, 1.3, 1.4, 4.1, 4.2,

4.3, Speaking 10% Term 3,

Week 3

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1,3.2, 3.3, 3.4, 3.5,

3.6


Responding Writing

15%

20%

5%

Term 3,

Weeks 8-9



37

SUBJECT: LEGAL STUDIES

OUTCOMES P1 Identifies and applies legal concepts and terminology P2 Describes the key features of Australian and international law P3 Describes the operation of domestic and international legal systems 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 interrelationship between the legal system and society P7 Evaluates the effectiveness of the law in achieving justice P8 Locates, selects and organises legal information from a variety of sources including legislation, cases,

media, international instruments and documents P9 Communicates legal information using well-structured responses P10 Accounts for differing perspectives and interpretations of legal information and issues ASSESSMENT PROGRAM

ASSESMENT INSTRUMENT Media

Research Task

Mid-course Examination

Research Essay

Research Presentation

Final Examination

TARGET DATE Term 1, Week 7

Term 2 Week 1-2

Term 2 Week 9

Term 3 Week 5

Term 3 Week 8-9

TASK WEIGHT 10% 25% 20% 20% 25%

REPORT OUTCOMES SYLLABUS

OUTCOMES demonstrates knowledge and understanding of the nature and institutions of domestic and international law

P1, P2

demonstrates knowledge and understanding of the operation of Australian and international legal systems and the significance of the rule of law

P3, P4

demonstrates knowledge and understanding of the interrelationship between law, justice, and society and the changing nature of law

P5, P6, P7

develops skills in investigating, analysing and communicating relevant legal information and issues

P8, P9, P10



38

SUBJECT: MATHEMATICS GENERAL

PATHWAY STRUCTURE Financial Mathematics FM1 Earning and managing money FM2 Investing money FM3 Taxation

Probability PB1 Relative frequency and probability Algebra and Modelling AM1 Algebraic manipulation AM2 Interpreting linear relationships

Data and Statistics DS1 Statistics and society, data collection and sampling DS2 Displaying and interpreting single data sets DS3 Summary statistics

Focus Study: Mathematics and Communication FSCo1 Mobile phone plans FSCo2 Digital download and file storage

Measurement MM1 Units of measurement and applications MM2 Applications of perimeter, area and volume MM3 Similarity of two-dimensional figures, right-angled triangles

Focus Study: Mathematics and Driving FSDr1 Costs of purchase and insurance FSDr2 Running costs and depreciation FSDr3 Safety

OUTCOMES MGP-1 Uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 Represents information in symbolic, graphical and tabular form MGP-3 Represents the relationships between changing quantities in algebraic and graphical form MGP-4 Performs calculations in relation to two-dimensional and three-dimensional figures MGP-5 Represents the relationships between changing quantities in algebraic and graphical form MGP-6 Models financial situations relevant to the student’s current life using appropriate tools MGP-7 Determines an appropriate form of organisation and representation of collected data MGP-8 Performs simple calculations in relation to the likelihood of familiar events MGP-9 Uses appropriate technology to organise information from a limited range of practical and everyday contexts MGP-10 Justifies a response to a given problem using appropriate mathematical terminology MGP-VA Develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation ASSESSMENT PROGRAM


(Syllabus) Weightings (Syllabus) Task 1 Task 2 Task 3 Task 4

FM1, AM1, MM1

MGP-3, MGP-5, MGP-6

Concepts, skills and techniques Reasoning and communication

10%

10%

Total: 20%

Term 2 Weeks 1-2 Mid-Course

Exam

FsDr1, FsDr2, FsDr3

MGP-1,2 &3 MGP-5 MGP-6, MGP-7 MGP-9, MGP-10


10%

10%

Total: 20%

Term 2 Week 6

Assignment Focus

Study Area

DS1, DS2, DS3, AM2, FM2

MGP-1, MGP-2, MGP-7


10%

10% Total: 20%

Term 2 Week 9

All topics covered in course

Most outcomes


20% 20%

Total: 40%

Term 3 Weeks 8 &

9 Final

Preliminary Exam



39

SUBJECT: MATHEMATICS

OUTCOMES P1 Demonstrates confidence in using mathematics to obtain realistic solutions to problems P2 Provides reasoning to support conclusions which are appropriate to the context P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and

trigonometric identities P4 Chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques P5 Understands the concept of a function and the relationship between a function and its graph P6 Relates the derivative of a function to the slope of its graph P7 Determines the derivative of a function through routine application of the rules of differentiation P8 Understand and uses the language and notation of calculus ASSESSMENT PROGRAM


(Syllabus) Weightings (Syllabus) Task 1

Task 2

Task 3 Task 4

Basic Arithmetic Algebra Functions

P1, P2, P3, P4


7.5%

7.5%

Total: 15%

Term 1 Week 7

Algebraic techniques Geometry Trigonometry

P1, P2, P3, P4, P5


15%

15%

Total: 30%

Term 2 Weeks

1-2 Mid-

Course Exam

Geometry Functions

P2, P4, P5


7.5%

7.5%

Total: 15%

Term 2 Week 9


P1 – P8


20%

20%

Total: 40%

Term 3 Weeks 8 & 9 Final Exam



40

SUBJECT: MATHEMATICS EXTENSION 1

OUTCOMES PE1 Appreciates the role of mathematics in the solution of practical problems PE2 Uses multi-step deductive reasoning in a variety of contexts PE3 Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations PE4 Uses the parametric representation together with differentiation to identify geometric properties of parabolas PE5 Determines derivatives which require the application of more than one rule of differentiation PE6 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations ASSESSMENT PROGRAM


(Syllabus) Weightings (Syllabus) Task 1 Task 2 Task 3

Extension topics plus harder mathematics topics

PE1, PE2, PE3, PE3,

PE4

Concepts, skills and techniques

Reasoning and communication

15%

15%

Total 30%

Term 2 Weeks 1-2

Mid-Course Exam

Written Task based on work covered since Task 2

PE1, PE3,

PE3



15%

15%

Total 30%

Term 2 Week 9


All Ext 1 Outcomes



20%

20%

Total 40%

Term 3 Weeks 8 & 9

Final Preliminary

Exam



41

SUBJECT: MUSIC 1

P1. Performs music that is characteristic of the topics studied P2. Observes, reads, interprets and discusses simple musical scores characteristic of topics studied P3. Improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied. P4. Recognises and identifies the concepts of music and discusses their use in a variety of musical styles P5. Comments on and constructively discusses performances and compositions P6. Observes and discusses concepts of music in works representative of the topics studied P7. Understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied P8. Identifies, recognises, experiments with and discusses the use of technology in music P9. Performs as a means of self-expression and communication P10. Demonstrates a willingness to participate in performance, composition, musicology and aural activities P11. Demonstrates a willingness to accept and use constructive criticism



Chosen Topic

P2, P4, P6, P5, P8

Musicology Viva Voce 10% Term 1

Week 8

Chosen Topic Mid-

Course Exam

P4, P5, P6, P7, P8

P1, P7, P9, P10, P11

Aural Skills Performance

10% 10%

Term 2 Weeks

1-2

Chosen Topic P3, P5, P7, P8 Composition 10% Term 2

Week 8

Chosen Topic

P2, P4, P5, P6, P8

Musicology / Viva voce 10% Term 2

Week 9

Chosen Topic

Final Exam

P4, P5, P6, P7, P8

P1, P7, P9, P10, P11

Aural Skills Performance

25% 25%

Term 3 Weeks

8 - 9



42

SUBJECT: MUSIC 2

OUTCOMES P1 Confidently performs repertoire that reflects the mandatory and additional topics, both as a soloist and as

a member of an ensemble P2 Demonstrates an understanding of the concepts of music, by interpreting, analysing, discussing, creating

and notating a variety of musical symbols characteristically used in the mandatory and additional topics P3 Composes, improvises and analyses melodies for familiar sound sources in solo and/or small ensembles P4 Creates, improvises and notates music which is representative of the mandatory and additional topics and

demonstrates different social, cultural and historical contexts P5 Analyses and discusses compositional processes with stylistic, historical, cultural and musical

considerations P6 Discusses and evaluates music making constructive suggestions about performances and compositions P7 Observes and discusses, in detail, the concepts of music in works representative of the mandatory and

additional topics P8 Understands the capabilities of performing media, explores and uses current technologies as appropriate

to the contexts studied P9 Identifies, recognises, experiments with and discusses the uses of technology in music P10 Performs as a means of self-expression and communication P11 Demonstrates a willingness to participate in performance, composition, musicology and aural activities P12 Demonstrates a willingness to accept and use constructive criticism ASSESSMENT PROGRAM

Topic Focus


Weightings (Syllabus) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6

Baroque Period Composition 10% Term 1

Week 7

Baroque Period

Performance (1 piece) / Sight

Singing 5% Term 1

Week 10

Mid-Course Exam

Aural/ Musicology 10%

Term 2 Weeks

1-2

Classical Period

Performance (1 piece)/ Sight

Singing 5% Term 2

Week 6

Classical Period Composition 10% Term 2

Week 9

Additional Topic Musicology 15% Term 3

Week 2

Romantic Period Composition 10%

Term 3 Week 6

Final Exam Baroque, Classical, Romantic music and Additional

Topic

Aural Musicology

-Performance (2 pieces) /

-Sight Singing

20% 15%

Term 3 Weeks

8-9



43

SUBJECT: PDHPE – 2 UNIT

OUTCOMES P1 Identifies and examines why people give different meanings to health and to physical activity P2. Explains how nutrition, physical activity, drug use and relationships affect personal health P3. Recognises that health is determined by sociocultural, economic and environmental factors P4. Identifies aspects of health over which individuals can exert some control P5. Plans for and can implement actions that can support the health of others P6. Proposes actions that can improve and maintain personal health P7. Explains how the body structures influence the way the body moves P8. Describes the components of physical fitness and explains how they are monitored P9. Describes biomechanical factors that influence the efficiency of the body in motion P10. Plans for participation in physical activity to satisfy a range to individual needs P11. Assesses and monitors physical fitness levels and physical activity patterns P12. Demonstrates strategies for the assessment, management and prevention of injuries in first aid settings P13. Develops, refines and performs movement compositions in order to achieve a specific purpose P14. Demonstrates the technical and interpersonal skills necessary to participate safely in challenging

outdoor activities P15. Forms opinions about health-promoting actions based on a critical examination of relevant information P16. Utilises a range of sources to draw conclusions about health and physical activity concepts P17. Analyses factors influencing movement and patterns of performance ASSESSMENT PROGRAM

Components (Syllabus) Task 1 Task 2 Task 3 Task 4 TOTAL

Extended response

Term 1

Week 9

Mid-Course Exam

Term 2

Weeks 1-2

Lab report

Term 3

Week 3

Final Exam

Term 3

Weeks 8/9

Core 1 15% 10% 10% 35%

Core 2 5% 20% 10% 35%

Option 1

Improving Performance

5% 10% 15%

Option 2 First Aid

5% 10% 15%

TOTAL 15% 15% 30% 40% 100%



44

SUBJECT: PHOTOGRAPHY 1 UNIT

Outcomes for Making M1 Generates a characteristic style that is increasingly self-reflective in their photographic and/or video

and/or digital practice. M2 Explores concepts of artist/photographer, still and moving works, interpretations of the world and

audience response, in their making of still and/or moving works. M3 Investigates different points of view in the making of photographs and/or videos and/or digital images. M4 Generates images and ideas as representations/simulations in the making of photographs and/or videos

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

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

and/or digital images Outcomes for critical and historical studies CH1 Generates in their critical and historical practice ways to interpret and explain photography and/or

videos and/or digital imaging CH2 Investigates the roles and the relationships among the concept of artist, work, world and the audience in

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

studies. CH4 Explores ways in which histories, narratives and other accounts can be built to explain practices and

interests in the fields of photography and/or video and/or digital imaging. CH5 Recognises how photography and/or video and/or digital imaging is used in various fields of cultural

production. COMPONENTS OF THE COURSE: Weighting of the course: A: Making A: 70% + B: 30% = 100% B: Critical/Historical Study 1 unit course = max 50 marks ASSESSMENT PROGRAM



Task 1 Task 2 Task 3

M2, 3, 5, 6 CH 1, 2, 4

Making: Journal and Introduction to Practice in wet photography and digital media Theory: Critical/Historical Research

25%

10%

Term 1 Week 9

M1, 2, 3 ,4, 5, 6 CH 1, 2, 3

Making: Thematic Studies in Wet Photography and Digital Media Theory: Critical/Historical Research Photographer Profile

35%

10%

Term 2 Week 6

M1, 2, 3 ,4, 5, 6 CH1, 2, 3, 4, 5

Making: Digital Media Advertising and Media Study Final Examination: Critical/Historical

10%

10%

Term 3 week-6

Weeks 8 - 9



45

SUBJECT: PHYSICS

OUTCOMES P1. Outlines the historical development of major principles, concept and ideas in physics P2. Applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first hand investigations in physics P3. Assesses the impact of particular technological advances on understanding in physics P4. Describes the applications of physics, which affect society or the environment P5. Describes the scientific principles employed in particular areas of physics research P6. Describes the forces acting on an object which causes changes in its motion P7. Describes the effects of energy transfer in energy transformations P8. Explains wave motions in terms of energy sources and the oscillations produced P9. Describes the relationship between force and potential energy in fields P10. Describes theories and models in relation to the origins of matter and relates these to the forces involved P11. Identifies and implements improvements to investigation plans P12. Discusses the validity and reliability of data gathered from first-hand investigations and secondary sources P13. Identifies and implements to investigation plans P14. Draws valid conclusions from gathered data and information P15. Implements strategies to work effectively as an individual or as a member of a team P16. Demonstrates positive values about, and attitude towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science ASSESSMENT PROGRAM




5%

10%

5%

Term 1 Week 7

In class task (20 %)


10%

10%

Term 2 Weeks 1 - 2 Mid-Course

Exam (20%)


5%

20%

5%

Term 2 Weeks 5 - 6 Practical/ research

(30%)


20%

10%


(30%) Practical skills/first hand investigation skills may be assessed as fieldwork or excursions at other times which will be notified appropriately. The number of tasks will not change.



46

SUBJECT: PSYCHOLOGY 1 UNIT

OUTCOMES P1.1 Will develop a broad understanding of the nature of the discipline of psychology P1.2 Will describe the contribution of key people to the development of psychology P1.3 Identify major advances in the history of psychological studies P2.1 Identify major components and functioning of the cerebral cortex P2.2 Analyses the biological and non-biological bases of human behaviour P2.3 Understands the physical and biological functioning of the nervous system P3.1 Will identify factors affecting human behaviour P3.2 Compares normal and abnormal human behaviour P3.3 Evaluates schools of thought to the treatment of abnormal human behaviour P4.1 Will locate, research and comprehend information from a variety of sources P4.2 Will process and evaluate information from a variety of sources P4.3 Will communicate ideas and opinions in oral and written form P5.1 Will demonstrate tolerance towards difference in human behaviour P5.2 Participate positively in discussions about ethical issues in psychological research P5.3 Develop empathy towards people struggling to deal with mental illness ASSESSMENT PROGRAM




3.1, 3.2, 3.3, 4.1, 4.2, 4.3,

5.2, 5.3

Extended response 25% Term 1

Week 8

1.1, 1.2, 1.3, 2.1, 2.2, 4.3

Mid-Course Examination 15%

Term 2 Weeks 1-2

1.1, 1.2, 1.3, 4.1, 4.2, 4.3

Research task 30% Term 3

Week 6

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.3, 5.1, 5.3

Final Examination 30% Term 3

Weeks 8-9



47

SUBJECT: SOCIETY AND CULTURE

OUTCOMES P1 Identifies and applies social and cultural concepts P2 Describes personal, social and cultural identity P3 Identifies and describes relationships and interactions within and between social and cultural groups P4 Identifies the features of social and cultural literacy and how it develops P5 Explains continuity and change and their implications for societies and cultures P6 Differentiates between social and cultural research methods P7 Selects, organises and considers information from a variety of sources for usefulness, validity

and bias P8 Plans and conducts ethical social and cultural research P9 Uses appropriate course language and concepts suitable for different audiences and contexts P10 Communicates information, ideas and issues using appropriate written, oral and graphic forms ASSESSMENT PROGRAM

ASSESMENT INSTRUMENT

Research Method Group

Presentation

Topic Test

Reflection and

Report

Intercultural Guidebook Final Exam

TARGET DATE Term 1, Week 6

Term 1 Week 8

Term 2 Week 6

Term 3 Week 6

Term 3 Week 8-9

TASK WEIGHT 5% 15% 25% 25% 30%

REPORT OUTCOMES SYLLABUS OUTCOMES

demonstrates knowledge and understanding of social and cultural concepts and their application

P1

demonstrates knowledge and understanding of personal, social and cultural identity and interactions within societies and cultures

P2, P3

demonstrates knowledge and understanding of how personal experience and public knowledge interact to develop social and cultural literacy

P4

demonstrates knowledge and understanding of continuity and change, personal and social futures

P5

demonstrates knowledge and understanding of social and cultural research methods

P6

applies ethical social and cultural research to investigate and analyse information from a variety of sources

P7, P8

communicates information, ideas and issues in appropriate forms to different audiences and in a variety of contexts

P9, P10



48

SUBJECT: SOFTWARE DESIGN AND DEVELOPMENT

OUTCOMES P1.1 Describes the functions of hardware and software P1.2 Describes and uses appropriate data types P1.3 Describes the interactions between the elements of a computer system P2.1 Describes developments in the levels of programming languages P2.2 Explains the effects of historical developments on current practices P3.1 Identifies the issues relating to the use of software solutions P4.1 Analyses a given problem in order to generate a computer based solution P4.2 Investigates a structured approach in the design and implementation of a software solution P4.3 Uses a variety of development approaches to generate software solutions and distinguishes between these approaches P5.1 Uses and justifies the need for appropriate project management techniques P5.2 Uses and develops documentation to communicate software solutions to others P6.1 Describes the role of personnel involved in software development P6.2 Communicates with appropriate personnel throughout the software development process P6.3 Designs and constructs software solutions with appropriate interfaces ASSESSMENT PROGRAM



P3.1 Concepts and Issues & Intro

to SDD

10% 5%

Total: 15%

Term 1 Week 8

Issues Essay Algorithms

Quiz

P1.1, P1.2,P1.3, P2.1, P2.2 P3.1, P4.1,

P6.1

Concepts and Issues

Intro to Software

Development

10%

10%

Total: 20%

Term 1 Weeks 1-2

Mid-Course Exam

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

P6.3

Intro to Software

Development Developing

Software Solns

10%

10%

Total: 20%

Term 2 Week 8 Personal Project

P4.2, P4.3, P5.2, P1.2, P6.2, P6.3

P5.1

Intro to Software

Development Developing

Software Solns

10%

10% Total: 20%

Term 3 Week 6 Group Project

P2.2, P3.1, P5.1, P6.1,

P6.3 P1.1, P1.2, P1.3, P4.1

Concepts and Issues

Intro to Software

Development

10%

15%

Total: 25%

Term 3

Weeks 8-9 Final Exam



49

SUBJECT: SPORT, LIFESTYLE AND RECREATION

OUTCOMES 1.1 Applies the rules and conventions that relate to participation in a range of physical activities 1.2 Explains the relationship between physical activity, fitness and healthy lifestyle 1.3 Demonstrates ways to enhance safety in physical activity 1.4 Investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5 Critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 Describes administrative procedures that support successful performance outcomes 2.1 Explains the principles of skill development and training 2.2 Analyses the fitness requirements of specific activities 2.3 Selects and participates in physical activities that meet individual needs, interests and abilities 2.4 Describes how societal influences impact on the nature of sport in Australia 2.5 Describes the relationship between anatomy, physiology and performance 3.1 Selects appropriate strategies and tactics for success in a range of movement contexts 3.2 Designs programs that respond to performance needs 3.3 Measures and evaluates physical performance capacity 3.4 Composes, performs and appraises movement 3.5 Analyses personal health practices 3.6 Assesses and responds appropriately to emergency care situations 3.7 Analyses the impact of professionalism in sport 4.1 Plans strategies to achieve performance goal 4.2 Demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 Makes strategic plans to overcome the barriers to personal and community health 4.4 Demonstrates competence and confidence in movement contexts 4.5 Recognises the skills and abilities required to adopt roles that support health, safety and physical activity 5.1 Accepts responsibility for personal and community health 5.2 Willingly participates in regular physical activity 5.3 Values the importance of an active lifestyle 5.4 Values the features of a quality performance 5.5 Strives to achieve quality in personal performance ASSESSMENT PROGRAM



1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4

Games and Sports Practical

25% Term 1 Week 9

1.5, 2.3, 3.5, 4.3 Mid Course Exam 25% Term 2

Week 1-2

1.1, 1.3, 1.6, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 4.4

Athletics Practical 10% Term 2

Week 8

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

Fitness Testing Booklet

15% Term 3 Week 5

1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 4.1

Final Exam 25%

Term 3

Week 8-9



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SUBJECT: VISUAL ARTS

OUTCOMES P1 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 representation 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 ASSESSMENT PROGRAM Topic Focus



Task 1

Task 2

Task 3 Task 4 Task 5

Figurative Sculpture

P1, P2, P3, P4, P5, P6

Art Making 10% Term 1 Week 11


P7, P8, P9, P10

Art History & Art Criticism

20%

Term 2 Weeks 1-2

Case Study – Artmaking Practice

P7, P8, P9, P10

Art Criticism 10% Term 2 Week 7

Personal Experience

P1. P2, P3, P4, P5, P6

Art Making 20% Term 2 Week 10

Presentation – Multimedia Final Examination

P1 – P10 Art Making Art History & Art Criticism

20% 20% Total 40%

Term 3 Weeks 6 Term 3 8-9



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VET COURSES – BUSINESS SERVICES, CONSTRUCTION AND HOSPITALITY VET Co-ordinator: Ms N Stacey Purposes of Assessment Assessment for the Higher School Certificate VET Course within industry curriculum frameworks has three distinct purposes: 1. Qualification for the Higher School Certificate (HSC)

Students undertaking a VET course must meet the requirements of the Board of Studies for the Higher School Certificate. This includes:

following the course developed or endorsed by BOSTES applying yourself with diligence and sustained effort to the set tasks and experiences provided in

the course achieving some or all of the course outcomes making a genuine effort at assessment tasks completing the mandatory work placement component

The rules and processes related to an “N” award for a Board Developed Course are applicable to students undertaking a VET course. “N” Award warning letters may be sent to students who are not satisfactorily meeting course requirements as a result of poor attendance, failure to wear the appropriate PPE or the non-attempt of class cluster/assessment tasks. Poor attendance affects a student’s achievement of course outcomes especially in the development of practical skills.

2. Assessment for the Australian Tertiary Admission Rank (ATAR)

For a VET course to contribute to your ATAR you must:

Follow the standard procedures set down by the BOSTES for satisfactory completion of a HSC course.

Successfully complete the mandatory work placement hours. Sit the 2 hour written HSC examination.

3. Assessment for Australian Qualification Framework (AQF) VET qualifications

Assessment for the Australian Qualification Framework (AQF) is competency based. This means you must perform a task to industry standard. You will have opportunities to show your competency through formal assessment tasks as well classwork activities. You will be advised when and where your assessment cluster tasks will take place. On completion of a task you will be deemed either Competent or Not Yet Competent by your qualified VET teacher.

It will also allow you to gain industry recognition through the achievement of either a certificate or Statement of Attainment.

The following information regarding assessment applies to ALL VET Courses offered at Chatswood High School:

o VET Hospitality o VET Construction o VET Business Services

Chatswood High School Vocational Education and Training (VET) assessment policy is based on the BOSTES Guidelines and National Assessment Principles.



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To gain an AQF Certificate I or II, you must: satisfactorily complete the mandatory workplace hours for your industry framework. provide evidence that you have reached the competency standards for every unit in your

industry framework. Work Placement All VET students are required to complete a MANDATORY industry work placement. To participate in work placement students must be deemed ‘work place ready’ by their VET teacher. The minimum required hours of work placement are:

o 35 hrs. for each 120 hour course o 70 hrs. over a 2 year, 240 hour course

Students who do not complete the required work place hours will be ineligible for the 2 units contributing to the required 10 HSC units. This will mean they are not eligible to sit the HSC written VET exam and may consequently not receive their HSC. As evidence of their attendance and effort while on work placement, students are required to complete a Work placement Journal which they must submit to their teacher at the completion of the placement. Course Costs Hospitality and Construction students are required to purchase specific Personal Protective Equipment (PPE). Students are ineligible to enter the course if they do not purchase this equipment. Students who experience difficulty in purchasing this equipment must contact the school’s Head Teacher Welfare or the School principal. Each VET course will also have a fee to cover the cost of consumables such as food, wood, paper etc. The fees for each framework course are determined by framework teachers in consultation with the VET Head Teacher/coordinator and the Principal each year. Refund Policy Should you withdraw from a framework course, you may apply for a refund of some or all of the fees paid in advance. Please consult the school’s VET Coordinator



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APPENDIX A

SAMPLE WARNING LETTER

Dear Parent / Guardian

Re: OFFICIAL WARNING: Non-completion of a Preliminary HSC Course

I am writing to advise that your son / daughter is in danger of not meeting the Course Completion Criteria for the Higher School Certificate in «subject».

The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the first / second official warning we have issued concerning «subject».

A minimum of two course–specific warnings must be issued prior to a final ‘N’ determination being made for a course.

Course Completion Criteria

In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed.

To date, «student» has not satisfactorily met (a, b or c) of the course requirements.

The following table lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for «student» to satisfy Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed:

Task name / Course Requirement / Course Outcome

Date task Initially Due (if applicable)

Course Completion Criteria. Action Required by student

Date to be completed by (if applicable)

Course Completion Criteria * The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

a) followed the course developed or endorsed by the Board; and b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school,.

and c) achieved some or all of the course outcomes.

Please discuss this matter with «student» and contact the school if further information or clarification is needed.

Yours sincerely Mr J Hong Principal - Relieving

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Please detach this section and return to the school Att: «Headteacher» I have received the letter dated «date» indicating that «student» is in danger of not having satisfactorily completed «subject».

• I am aware that this course may appear on «student»’s Higher School Certificate Record of Achievement. • I am also aware that the ‘N’ determination may make «student» ineligible for the award of the Higher School

Certificate. Parent / Guardian's signature: _____________________Date:___________________________ Student's signature: _____________________________Date: ___________________________

APPENDIX B

MISADVENTURE APPEAL FORM

STUDENT’S NAME: _______________________________________ DATE OF APPEAL: ______ / _______ / _______ …………………………………………………………………………………………………………… Section 1 Subject(s) for which the appeal is being lodged. Please indicate the subject(s) for which this appeal is being lodged and the specific tasks that the appeal covers. Refer to your Assessment Schedule for the task details. Date Subject Teacher Task

Section 2 Details of the appeal Please provide detailed information about the appeal you are making. You should include as much relevant factual information as possible along with any supporting documentation such as medical reports. (Staple these to the appeal form) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (Attach additional sheets if necessary) ___________________________________________ ____/____/____ Student’s Signature Date Section 3 Appeal Decision Panel ___________________________________ _____________________________

___________________________________ _____________________________

The decision of the panel is that the appeal is: UPHELD DECLINED Reason(s): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________ ____/____/____ Panel Convenor Date



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APPENDIX C

GLOSSARY OF KEY WORDS AS SPECIFIED BY BOSTES FOR USE IN HSC COURSES

GENERIC DIRECTIVE TERMS FROM THE ASSESSMENT SUPPORT DOCUMENT

Account Account for; state reasons for, report on.

Give an account of; narrate a series of events or transactions Analyse Identify components and the relationship between them; draw out and relate implications Apply Use, utilise, employ in a particular situation Appreciate Make a judgement about the value of Assess Make a 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 of depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

Deduce Draw conclusions Define State meanings 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 Investigate Plan, inquire into and draw conclusions about Justify Support and argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or

action Recall Present remembered ideas, facts or experiences Recommend Provide reasons in favour Recount Retell a series of events Summarise Express concisely the relevant details Synthesise Putting together various elements to make a whole



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year 11 2016 preliminary higher school certificate course ... · • at most 6 units of courses in...

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