2014-2015 HSC Astk Booklet - Cerdon Collegedev.cerdon.nsw.edu.au/wp-content/uploads/2014/11/... ·...

2014-2015 HSC Assessment Booklet. 1.

CERDON COLLEGE

Stage 6

HSC Course

Assessment Booklet

2014 - 2015


HSC REVISED BOOKLET

Date Version Subject Amendment

HSC REVISED Assessment Booklet Record of Amendments

2015


CONTENTS PAGE

CONTACT LIST …. ..... ..... ..... ..... ..... ..... …. …. 4

REFLECTING ON THE PRELIMINARY HSC COURSE ..... ..... ..... ..... ..... ..... 5

SENIOR ASSESSMENT POLICY ..... ..... ..... ..... ..... ..... ..... ..... ..... 6

EXAMINATION RULES & PROCEDURES ..... ..... ..... ..... ..... ..... ..... …. 17

RELIGION, CATHOLIC STUDIES ..... ..... ..... ..... ..... ..... ..... ..... …. 19

STUDIES OF RELIGION (1 UNIT) ..... ..... ..... ..... ..... ..... ..... ..... ..... 20

STUDIES OF RELIGION (2 UNIT) ..... ..... ..... ..... ..... ..... ..... ..... ..... 21

BUSINESS STUDIES ..... ..... ..... ..... ..... ..... ..... ..... ..... 22

COMMUNITY & FAMILY STUDIES ..... ..... ..... ..... ..... ..... ..... ..... …. 23

DRAMA ..... ..... ..... ..... ..... ..... ..... ..... ..... 24

ECONOMICS ..... ..... ..... ..... ..... ..... ..... ..... ..... 25

ENGLISH ..... ..... ..... ..... ..... ..... ..... ..... …. 26

EXPLORING EARLY CHILDHOOD ..... ..... ..... ..... ..... ..... ..... ..... 32

FOOD TECHNOLOGY ..... ..... ..... ..... ..... ..... ..... ..... ..... 33

FRENCH CONTINUERS ..... ..... ..... ..... ..... ..... ..... ..... ..... 34

GEOGRAPHY ..... ..... ..... ..... ..... ..... ..... ..... ..... 35

HISTORY (ANCIENT) ..... ..... ..... ..... ..... ..... ..... ..... ..... 36

HISTORY (MODERN) ..... ..... ..... ..... ..... ..... ..... ..... ..... 37

HISTORY (EXTENSION) ..... ..... ..... ..... ..... ..... ..... ..... …. 38

INFORMATION PROCESSES AND TECHNOLOGY ….. ..... ..... ..... ..... ..... …. 39

ITALIAN BEGINNERS ..... ..... ..... ..... ..... ..... ..... ..... ..... 40

ITALIAN CONTINUERS ..... ..... ..... ..... ..... ..... ..... ..... ..... 41

ITALIAN EXTENSION ..... ..... ..... ..... ..... ..... ..... ..... ..... 42

LEGAL STUDIES ..... ..... ..... ..... ..... ..... ..... ..... ..... 43

MATHEMATICS ..... ..... ..... ..... ..... ..... ..... ..... ..... 44

MUSIC 1 ..... ..... ..... ..... ..... ..... ..... ..... ..... 48

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION ..... ..... ..... ..... …. 49

SCIENCE

BIOLOGY ..... ..... ..... ..... ..... ..... ..... ..... ..... 50

CHEMISTRY ..... ..... ..... ..... ..... ..... ..... ..... ..... 51

EARTH & ENVIRONMENTAL SCIENCE …. …. …. …. …. …. …. 52

PHYSICS ..... ..... ..... ..... ..... ..... ..... ..... ..... 53

TEXTILES & DESIGN ..... ..... ..... ..... ..... ..... ..... ..... ..... 54

VISUAL ARTS ..... ..... ..... ..... ..... ..... ..... ..... ..... 55

VOCATIONAL EDUCATION AND TRAINING COURSES (VET) ..... ..... ..... ..... …. …. 56

BUSINESS SERVICES …. …. …. ..... ..... ..... ..... ..... ..... 58

ENTERTAINMENT …. …. …. ..... ..... ..... ..... ..... ..... 60

HOSPITALITY - COMMERCIAL COOKERY…. …. ..... ..... ..... ..... ..... 61

HOSPITALITY – FOOD & BEVERAGE …. …. …. ..... ..... ..... ..... 63

APPENDIX …. ..... ..... ..... ..... ..... ..... ..... ..... 65


CONTACT LIST

Key Personnel Mrs Patricia Baker Principal

Mrs Loretta Parker Assistant Principal Mission and Administration

Mr Frank Caristo Assistant Principal Teaching and Learning, Curriculum

Mrs Clair Simpson Guidance Coordinator

Mrs Michelina Schinella Assistant Guidance Coordinator KLA Co-ordinators Mr Nathan Mulheron Religious Education

Mr Paul Freeman Religious Education (Assistant)

Mrs Alison Hanratty English

Mrs Naomi Collimore English (Assistant)

Mr Patrick D’Arcy Mathematics

Mrs Nita Ben Bhindi Mathematics (Assistant)

Mrs Sue Hackney Science

Mr Andrew Tham Science (Assistant)

Mrs Maria Evgenikos Human Society and Its Environment - Geography

Mrs Nancy Furia Human Society and Its Environment - History

Ms Roslyn Mahrous Information Technology

Mr Ryan Zammit Personal Development, Health and Physical Education

Mrs Kerry Odonga Visual Arts

Mrs Sandra Ballin Technology and Applied Studies

Mr Bernard Collimore HSIE

Mrs Maria Marando & LOTE Mrs Francesca Pecora

Mr Marcel Viera Music

Ms Elizabeth Murfet Drama

Ms Joanne Kemp Careers Adviser

Ms Tess McGlenchy VET Co-ordinator

Mrs Anne-Maree McEwen & Learning Support Mrs Isabel Redwin

Mrs Nancy Sylaprany Teacher/Librarian Year 11 Homeroom Team

Mrs Grace Muscat 11 F11

Ms Marissa Caspe 11 F12

Mrs Maria Evgenikos 11 F13

Mrs Robyn Kelly 11 F14

Mrs Evelyn O’Donoghue 11 F15

Mrs Wanieta Young & 11 F16 Ms Paige Young

Simon Meli 11 F17


Reflecting on the Preliminary HSC Course Take time to reflect on your Preliminary HSC studies and answer the following questions. What did you enjoy most about your Preliminary HSC studies? ____________________________________________________ ____________________________________________________ ____________________________________________________

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ What have you found to be the most challenging aspects of your Preliminary HSC studies? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ What are some of the key learnings you can take away from your Preliminary HSC studies? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Identify some of the goals you now have for your HSC year? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________


Cerdon College, Merrylands Senior Assessment Policy

AN OVERVIEW - ASSESSMENT FOR THE PRELIMINARY AND HSC COURSE (HSC Assessment: A Standards Referenced Approach). WHAT IS ASSESSMENT? Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment can be used for a number of key purposes, including to:

assist student learning.

evaluate and improve teaching and learning programs.

provide information on student learning and progress in a course in relation to the syllabus outcomes.

provide evidence of satisfactory completion of a course.

report on the achievement by each student at the end of a course. In the context of the Higher School Certificate a major requirement of the internal assessment program is to provide a summative measure of a student’s achievement in each course based on:

a wider range of syllabus outcomes than may be measured by external examination alone.

multiple measures and observations made throughout the HSC course rather than a single assessment event. It is a requirement of the HSC school assessment program that for each course they teach, schools must establish a program of assessment tasks. These tasks are conducted throughout Year 12 and each has a weighting determined by the school within guidelines provided by the Board of Studies, Teaching and Educational Standards (BOSTES) School-based assessment tasks are linked to standards because the tasks focus on outcomes, they are valid instruments for what they are designed to assess, and where appropriate, the marking guidelines are related to the wording of the outcomes and the performance standards. Each task enables teachers to collect information about the students’ achievement in relation to several outcomes, to award marks in accordance with marking guidelines, and to provide constructive feedback to students on their performances highlighting their strengths and where they could make improvements. The marks awarded for each task should be commensurate with the quality of the response. Work that shows more complex development and higher order achievement should receive more marks than work that demonstrates a more basic level of achievement. Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final measure on its own as:

multiple measures generally give a more accurate measure of each student’s achievement.

this caters for any knowledge and skills outcomes that are better assessed in specific settings or at specific times (for example research, fieldwork or practical skills).

At the end of the course the marks for each task are aggregated using appropriate weightings previously published in the school’s assessment policy to arrive at a final assessment mark for each student. These assessment marks, which are then submitted to the Board provide a rank order of students and show relative differences between students’ performances. This is best achieved when a sufficiently wide mark range is used in allocating the marks for the individual tasks. Marks will continue to be used to measure and report student achievement in both the external examination and the school-based assessment at the HSC. Marks enable the characteristics that discriminate between different degrees of performance to be captured and used in reporting student performance in ways that are not possible if bands (or grades or levels) alone are used. In a standards-referenced approach, the assessments submitted to the Board reflect the rank order and relative differences between the achievements of students, based on the extent to which students have demonstrated the specific knowledge and skills being assessed. The standards that the rank order and differences are based on are explicit and are incorporated in the syllabus, examination tasks, performance descriptions and the HSC standards packages. (From NSW Board of Studies, Teaching and Educational Standards document “HSC assessment in a standards-referenced framework. A Guide to best practice).


ASSESSMENT TASKS Each course will stage “Assessment Tasks” throughout the HSC course. An Assessment Task is any practical work, field work, portfolio, research assignment etc. Where a task is conducted in class eg. exam, test, essay, practical, oral etc. it is referred to as an Assessment Event. These Assessment Tasks and Events are designed so that they conform to the regulations stipulated by the NSW Board of Studies, Teaching and Educational Standards. These include:

a list of the outcomes to be assessed.

the allocated weightings of each of the tasks in accordance with course component weightings.

an expectation that individual tasks are not normally worth less than 10% and not more than 40% of the total weighting.

the weight value of each task in relation to the total weighted mark for the course.

reports of student achievement on assessment tasks where students receive clear feedback on their performance indicating attainment in the task relative to the outcomes being assessed.

All assessment tasks must be presented using the school assessment task proforma. Samples of these are included in the booklet. DATES FOR ASSESSMENT TASKS Students will be given at least two (2) weeks notification of an assessment task – the teacher will ensure that ALL students receive this notification. See sample in Appendix. Students will be asked to sign a sheet to acknowledge their receipt of this notification. Coordination of the assessment dates will be done through the Assistant Principal:T&LC. Once a date has been notified, other activities such as excursions must fit around the assessment schedule. When selecting an appropriate date, the assessment event should be indicated as an “event” on the calendar. Where possible, an assessment event should be conducted at or around the same time for the entire cohort. Students cannot be required to sit for more than two assessment events on any one day. WORD LIMIT Where a task is in written form, a word limit range will be included. ALL words will be included in the word count. Students will incur a penalty if they exceed the maximum word limit. If the task is typed, the font should be size 12, Arial or Times New Roman and double spaced. SUBMISSION OF TASK Where the assessment task is in the form of an assignment, fieldwork report, folder of work etc., it must be submitted on the DUE DATE in the relevant class or by 8:45 am (in subjects where there are multiple classes) to the Subject Teacher or, if he/she is absent, to the Studies Coordinator. The DUE DATE applies even if the student is absent, on an excursion or school activity. It is the student’s responsibility to ensure work is submitted by the DUE DATE. For assessment tasks collected in class, submission will be at the beginning of the lesson. Students who arrive late to the lesson after the assessment task has been collected without sufficient reason will be penalised. WARNING All assessment tasks must be submitted in hard copy form, (word processed or handwritten) except where another form is specified, eg., memory stick, email, audio tapes, online etc.

Technology failure is not an acceptable excuse for the late submission of a task. Students are encouraged to keep draft copies and notes related to assessment tasks which must be submitted in the event of technology failure. These will be regarded as final assessment submission.


LATE SUBMISSION OF ASSESSMENT TASKS In cases where an assessment task is submitted later than the DUE DATE the following penalties will apply:

50% mark penalty for submission one day late

80% mark penalty for submission two days late

No marks awarded for the task if it is three or more days late

Weekends, public holidays and staff development days will all be counted in assessing penalties for late submission.

Please note: In cases of oral assessment tasks and practical tasks NO allowances will be made for work that is submitted late. ALL oral and practical tasks must be completed on the due date. ABSENCE FROM ASSESSMENT EVENTS OR ON THE DUE DATE OF AN ASSESSMENT TASK In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed:

1. Students must notify by phone the Guidance Coordinator on the morning of their absence.

2. The Guidance Coordinator will in turn notify the relevant Studies Coordinator.

3. In case of an illness, a doctor’s certificate is required which must cover the period of illness and must be handed to the Guidance Coordinator before 9:00 am on the day the student returns to school. This should accompany the form for illness/misadventure

4. In the case of a misadventure appeal, supporting documentation must accompany the illness/misadventure form. This must be handed to the Guidance Coordinator before 9:00 am on the day the student returns to school.

If a student is absent from an assessment event and the absence is a valid one, a substitute task may be given before the consideration of an estimate mark and the student will be advised of the process. Students should be prepared to sit the assessment event immediately upon their return to school. Where absenteeism for assessments is leading to the possibility that a student may be certified as not having studied a course satisfactorily, early warning via an “N” Notification will be given in writing, so that the student and parents are aware of the potential consequences. Absences on the day before assessment tasks or on the morning when assessment events are to be sat will be thoroughly investigated to ensure that students are not gaining an unfair advantage over other candidates in the course. A penalty may be applied if there is insufficient evidence of a genuine reason for the absence. ABSENCE FROM EXAMINATIONS Where a student is absent from an examination such as the end of course exam, Half Yearly, or HSC Trial due to illness they should follow the same procedures as above. Students may be given the opportunity to sit for a substitute exam but this will only be used as an estimate. The result from this exam will not appear in the school report and the student will not be given an exam position. Students will also be removed from the course progressive rank until the end of the course when the estimate can be reviewed, a final mark calculated and an appropriate rank determined. It is strongly advised that students do not miss examinations or events as they will not receive their rank until the end of the course. Students who are ill during exam periods or events should sit the exam, make a genuine attempt to the best of their ability at the time and then submit an Illness or Misadventure Appeal with supporting documentation. Illness and misadventure The College has its own processes for dealing with circumstances where students experience acute illness or episodes of misadventure occurring immediately before or during assessment and/or examination periods. Students are encouraged to consult the ‘Rules and Procedures Booklet for Higher School Certificate Candidates’ for the current year. These school-based guidelines apply equally in the case of either Preliminary or HSC Examinations, school-based examinations and assessment tasks. Where students feel that their circumstances have impacted on their performance in an examination or a school based assessment task, students have the right of appeal and to lodge an application for illness/misadventure.


Procedure for Submitting an Illness/Misadventure Appeal Form Where a student is subject to a circumstance beyond their control which prevents them from attending an assessment event or examination or is ill prior to or during an assessment period or examination they must first make contact with the relevant Guidance Coordinator. It is the responsibility of the student to document in writing the incident or illness, preferably with evidence (where applicable) from a doctor, counsellor or other authority/agency. The student completes the Appeal form for Illness or Misadventure and attaches any supporting documentation such as a Dr Certificate which outlines the nature of the illness and its impact on the student’s performance or attendance at the assessment task. Merely saying that the student is “unfit for duties” is not enough to support the appeal. The student submits the completed form on their return to school to the relevant Guidance Coordinator. The relevant Guidance Coordinator will discuss the nature of the illness or misadventure with the Assistant Principal:T&LC for a determination of whether an appeal is upheld or dismissed based on the nature of the illness/misadventure and the accompanying documentation. The student is notified by the Guidance Coordinator of the decision.

In the event that the appeal is dismissed, students will have a right of appeal. A review committee will be established consisting of the Principal, relevant Studies Coordinator and another member of the leadership team.

Where an appeal is upheld the student will receive an estimate based on their previous work and position in the course. A student will not be penalised by providing an estimate that will adversely affect their final rank within a course.

In the event of Examinations the Principal has the sole responsibility for determining whether an appeal is upheld.


Surname First Name Homeroom

Important: Please submit this form along with any supporting documentation/written statement on your

return to school. Only list those examinations or assessment event/s or task/s that you are appealing.

Specific Details of Examination(s) or Assessment Event(s) or Task(s)

eg Standard English Task 1 Oral

Scheduled Examination Date(s)

or Assessment

Submission Due Date(s)

Examination or

Assessment Weighting

eg 25%

Have you submitted the task/completed

the event?

If yes, on which date?

Additional Comments:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Checklist

Ensure that: Tick () you have made contact with your Guidance Coordinator at the time of your illness

or misadventure

you have written your name and homeroom at the top and signed and dated at the bottom of this form

you have attached a written statement in support or relevant supporting document/s for each exam/task/event that you are appealing

you have submitted this form and the accompanying documentation by 9:00 am on the day of your return to school.

Student Declaration

I have completed each item on the checklist.

I consider that my performance was affected by illness or unforeseen misadventure which occurred immediately before or during the examination(s), as set out above.

I declare that all the information I have supplied is true.

Student signature Date

Appeal Due to Illness or Misadventure at the time of a

Stage 5, Preliminary or HSC Assessment Task or Event


Procedure for Applying for an Extension on an Assessment Task or Event

Where a student has been granted leave which results in them being absent from school at the time of an assessment event or task, or a circumstance beyond their control prevents them from being able to submit or complete an assessment on time, they must bring it to the attention of their Guidance Coordinator at least one week prior to the task date (excluding extenuating circumstances). The student completes the Application form for an Extension and attaches any supporting documentation/written statement that will support their application. The student submits the completed form to the relevant Guidance Coordinator. The relevant Guidance Coordinator will discuss the nature of the extension request with the relevant Studies Coordinator for a determination of whether the application is granted or denied based on the accompanying documentation. The Assistant Principal: T&LC may be involved in the determination of the application. The student will receive a copy of their application with the determination on it from their Guidance Coordinator.

In the event the application is denied, students have a right of appeal. A review committee will be established consisting of the Principal, relevant Studies Coordinator and another member of the leadership team.

Where an application is granted the student will receive a new date for the assessment event to be completed or the assessment task to be submitted.

In the event of Examinations the Principal has the sole responsibility for determining whether an appeal is upheld.



Important: Please submit this form along with any supporting documentation/written statement at least one

week prior to the task/event date (excluding extenuating circumstances). Only list those assessment event/s or task/s for which you are applying for an extension.

Assessment Event(s) or Task(s)

Date/s of Scheduled Assessment Event or

Submission

Will you require Special Provisions for this Assessment

Event/Task?

Reason for Application

(Medical or Misadventure)

Checklist Ensure that: Tick () you have made contact with your Guidance Coordinator regarding this application


you have attached a written statement or relevant supporting document/s for each task/event in support of your application

you have submitted this form and the accompanying documentation to your Guidance Coordinator at least one week prior to the task/event date

Student Declaration I have completed each item on the checklist.

I consider that my ability to adequately complete the tasks/events set out above will be affected by illness or unforeseen misadventure which has recently occurred.



__________________________________________________________________________________________

Determination of Application

Extension Granted Revised Due Date: ___________________________________________

Extension Denied Reason/s: __________________________________________________

__________________________________________________________

Studies Coordinator: _______________________ Assistant Principal T,L & C: ____________________________

Application for an Extension on a



NON COMPLETION OF A HSC COURSE A student will be considered to have satisfactorily completed a course if there is sufficient evidence that the

student has:

- followed the course developed, or endorsed by the Board; and

- applied herself with diligence and sustained effort for the set tasks and experiences provided in the course by the school;

- achieved some or all of the outcomes. The minimum requirement is that a student makes a genuine attempt at assessment tasks which contribute in excess of 50% of available marks in the course. Completion of tasks worth exactly 50% is not sufficient, tasks worth in excess of 50% must be completed. The Principal may also determine that, as a result of a poor record of attendance, the course criteria may not be met. Where the failure to complete HSC course criteria is leading to the possibility that a student may be certified as not having studied a course satisfactorily, early warning via an ‘N’ notification (Non-completion of course requirements, see Appendix for sample), will be given in writing so that student and parents are aware of the potential consequences and the student has sufficient time to correct the problem. Where a student fails to respond to these warning letters, she places herself at risk of receiving an “N” determination. This will mean that the course will not be listed on the student’s Record of Achievement and she can put her HSC in jeopardy.

ACADEMIC HONESTY The academic honesty of students in completing assessment tasks, and of teachers and others in guiding students, underpins the integrity of the HSC. The Board of Studies, Teaching and Educational Standards has stipulated that all HSC students will be required to have satisfactorily completed The HSC: All My Own Work program which is designed by the Board of Studies, Teaching and Educational Standards. The program aims to help HSC students to follow the principles and practices of good scholarship. This includes committing to principles of academic honesty equity and respect for the integrity of their own work and the work of others particularly when locating and using information as part of their HSC studies. The program will be integrated into each student’s study program and will be taught as part of the normal course content in Year 10. Throughout the assessment process, the highest level of integrity and honesty is required. Failure to meet this requirement may limit a student’s marks and jeopardise their HSC. From October 2013, all cases of school assessment malpractice must be reported, by the school, to the Board of Studies, Teaching and Educational Standards and entered on the Register of Malpractice in HSC Assessment Tasks. A student’s mark is determined by the quality of the work produced by the student only. Any take-home assessment task or submitted work must formally acknowledge any words, ideas, designs or workmanship of others used in producing the work. It is the student’s responsibility to ensure that all unacknowledged work is genuinely their own. Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. It includes, but is not limited to: copying someone else’s work in part or in whole, and presenting it as their 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 their own.

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

using words, ideas, designs or the workmanship others in practical and performance tasks without appropriate knowledge.

paying someone to write or prepare material.

breaching school examination rules.

using non-approved aides 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 are encouraged to incorporate research from a variety of sources but sources must be clearly acknowledged through an annotated bibliography and/or footnotes. Students should follow the acknowledgment procedures specified by each department. Examples of correct procedures also appear in the school diary. Failure to acknowledge such sources, constitutes plagiarism.


Record of School Achievement (RoSA)

Schools are responsible for awarding each student who completes a Stage 5 course or a Stage 6 Preliminary course (except Life Skills and VET courses) a grade to represent that student’s achievement. The grade is reported on the student’s RoSA or HSC Record of School Achievement.

Teachers make professional on-balance judgements to decide which grade description best matches the standards their students have achieved.

Students with special education needs may require adjustments to assessment activities to enable access to the task and equitable opportunity to demonstrate what they know and can do.

Teachers follow a process of ‘moderation’ to ensure that grades awarded are consistent with published standards. This means that the grade a student receives in one school can be compared to the same grade anywhere in NSW.

Teachers moderate their judgements by comparing work samples for their students with samples aligned to grades A to E. (from http://www.boardofstudies.nsw.edu.au/rosa/grades/awarding-grades.html) At Cerdon College we will: 1. Establish an assessment program that consists of a number of assessment activities.

2. Ensure that the assessment activities cover the full range of outcomes.

3. Determine the weightings or relative importance of each activity. Award marks for each completed activity.

4. Combine the marks awarded in each activity to obtain a total mark for each student.

5. On the basis of these marks, determine the order of merit for the group. Refer to the course performance descriptors to relate the order of merit to grades awarded.

6. Review the grade awarded to each student to make sure that no anomaly has occurred. The order of merit obtained by the summation of marks may require adjustment after consideration of students' achievement at or near each grade cut-off. (from http://arc.boardofstudies.nsw.edu.au/go/sc/sc-grading/#Making-an-onbalance-professional-judgement) The Common Grade Scale shown below is used to report student achievement in the Preliminary Stage 6 year in all NSW schools.

The Common Grade Scale describes performance at each of five grade levels.

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

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

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

D The student demonstrates a basic knowledge of content and understanding of course concepts, and applies skills and processes in some familiar contexts. In addition the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

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


Mobile phones No students are to bring mobile phones or other electronic devices into the examination room or into classrooms where assessment events will occur. Any student found to have a mobile phone on her person or accesses her mobile phone during an assessment event / examination is liable to receive zero marks for the examination / task. Students will be informed about arrangements for secure storage of mobile phones and electronic devices. Examination Rules and Procedures Students should consult the examination rules and procedures to avoid malpractice during examinations. Assessment Review Committee Where malpractice is suspected, the onus is on the student to prove that malpractice did not occur. The matter will be referred to the Assessment Review Committee (usually consisting of the Assistant Principal: T&LC, Guidance Coordinator and the relevant Studies Coordinator) who will meet to determine the appropriate action should the malpractice be proven. If the malpractice is proven, the student/s involved will be penalised. In cases of serious malpractice, a zero mark for that task will be considered. ASSESSMENT APPEALS In the event of a student feeling that the process of assessment as outlined in this policy has not been correctly followed or that they have been disadvantaged as a result of the organisation of the assessment task the student has a right of appeal. Students are encouraged to lodge their appeal as close as possible to the time of the assessment event or upon receipt of the task. Students are discouraged from waiting until they receive their results from the task before lodging an appeal. If a task is determined to be invalid or unreliable, students will be notified and an alternative task may be necessary or other steps may need to be taken. A task may be deemed to be invalid or unreliable when it does not follow the processes set out in this policy or in the case where procedural fairness has not been ensured. Appeals should be made initially to the relevant Studies Coordinator. A further appeal can be made to the Assistant Principal:T&LC if the student needs further clarification. Students will then be informed if a written appeal is required. All appeals received will be submitted to the Assistant Principal:T&LC who will then convene the Assessment Review Committee to discuss the grounds for the appeal. The decision in regard to the appeal will then be communicated directly to the student/s by the chairperson of the Assessment Review Committee. There can be no appeal to the Board of Studies, Teaching and Educational Standards against a school’s judgement of a student’s performance on a particular task. Any disputes over an individual task must be resolved within the school at the time the task is returned. REPORTING RESULTS TO STUDENTS Reports will be issued in Terms 2 and 4 of Year 11. A progressive rank will be issued with the first report and a final Preliminary rank supplied with the second report. Reports will be issued in Terms 2 and 3 of Year 12. The progressive rank will be issued with the first report and a final HSC rank supplied with the second report. Student ASSESSMENT RANK ORDER NOTICES will be distributed via Students Online after the last HSC examination on the Board of Studies, Teaching and Educational Standards website. APPEAL ON THE BASIS OF THE FINAL ASSESSMENT RANKING Students who think that their placement in the rank order for a course is incorrect, given the feedback on their performance during the course, might seek a school review. The review will focus on the school’s procedures for determining the final assessment mark. Students 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 part of this process. If the school is satisfied that all conditions in regard to correct weightings, procedures for determining final assessment marks and checking of computations have been met, no change to the assessment will be made. The school will inform the students of the outcome of the review. It will also advise the student of the provision for a subsequent appeal to the Board of Studies, Teaching and Educational Standards.


STUDENTS STUDYING HSC SUBJECTS AT AN OUTSIDE INSTITUTION Where students have chosen to study HSC subjects externally (eg: Languages through institutions such as the Open High School or Saturday School of Community Languages), the role of Cerdon College in this arrangement is purely as a liaison between the student and the outside institution. The school will enrol the student (excluding Saturday School of Community Languages), enter the student for this subject for the HSC with the Board of Studies, Teaching and Educational Standards (following official notification from the institution), facilitate communication between the student and the chosen institution and pass on any work to the student from the institution. All course work, assessment tasks and the final assessment mark will be provided by the institution. In the case of a course studied with an outside tutor, the tutor must submit the assessment mark to the student’s home school.

It is the student’s responsibility to:

familiarise herself with and follow the assessment requirements of this institution.

maintain a satisfactory attendance record (Saturday School of Community Languages).

keep up to date with all class work and formal assessment tasks.

maintain contact with the institution.

STUDENTS WHO TRANSFER INTO THE SCHOOL FROM ANOTHER SCHOOL DURING THE HSC YEAR Students transferring from other schools up to June 30 in the HSC examination year will be considered as students of Cerdon College. The assessment marks awarded to those students are the responsibility of Cerdon College. For students who transfer into the school after 30 June in the year of the HSC examination, the previous school is to provide assessment marks. In the case of VET curriculum framework courses for the HSC, students who have achieved units of competency through study or experience are not required to be reassessed for recognition of those units of competency. However, a qualified assessor from an RTO must have assessed such competencies. STUDENTS WHO ARE STUDYING AN ACCELERATED PROGRAM Accelerating students should complete all assessment tasks (or their equivalent) that are undertaken by students completing the usual HSC program. This does not mean that accelerating students must complete every assessment task at the same time as other students. In some instances this will clearly be impossible, as it depends on when the student is accelerated and the amount of work that has been covered. There may need to be flexibility in the order and timing of assessment tasks. This also means, however, that accelerating students may have to do additional work at certain times and that, to some extent, programs of work may have to be specifically tailored to the student’s needs. STUDENTS WHO ARE STUDYING A “PATHWAYS” PROGRAM There is no time restriction on the accumulation of Preliminary course. Students may accumulate HSC courses towards the Higher School Certificate over up to five years. The five-year period will commence in the first year the student satisfactorily completes an HSC course. It will apply regardless of whether the student defers studies for one or more years during the five-year period. Accumulation of HSC courses cannot extend over more than a five-year period. The five-year period is a ‘rolling period’ so that students wishing to go beyond the five years will have the earliest year’s presentation deleted. Students who are accumulating courses will receive a Record of Achievement for each calendar year of study. These cumulative transcripts will record all Preliminary or HSC courses satisfactorily completed, including repeat attempts. STUDENTS WHO ELECT TO REPEAT ONE OR MORE HSC COURSES A candidate may repeat one or more HSC courses but must do so within the five-year accumulation period. All satisfactorily completed attempts at HSC courses will be reported on the cumulative Record of Achievement. Students should note that UAC only recognises the most recent attempt as being eligible for inclusion in the calculation of the ATAR. In the case of Extension courses, students may repeat the Extension course only or the 2 Unit course only or both the 2 Unit course and the related Extension course. For students who have already been awarded a Higher School Certificate, and who are repeating a course within the five-year accumulation period, the latest attempt will void all previous results in that course for ATAR calculation purposes.


EXAMINATIONS RULES AND PROCEDURES (YEARS 10–12)

Students are to wear full school uniform to all exams.

Students will receive information in advance on the exam timetable from their Guidance Coordinator. Students need to check this timetable carefully.

Students must meet at the netball courts at least 15 minutes prior to the scheduled commencement time for the examination and line-up in courses/levels/alphabetical order.

The examination will commence at the scheduled time. All examinations have designated “reading time” and during this time students are not permitted to write. At the conclusion of the reading time, students will be instructed to commence the examination.

Students in Years 11 and 12 are only expected to attend school on the days that they have scheduled examinations. Their parents will need to sign a permission slip to confirm this arrangement. Year 10 students remain at school during any exam period.

Students should be well prepared with all the necessary equipment such as a number of pens, pencils, rulers, staplers, mathematical equipment, calculators etc. Students should place all equipment in a clear plastic sleeve. NO PENCIL CASES WILL BE PERMITTED IN THE EXAM ROOM. Borrowing equipment in an examination is not allowed. The supervising teacher will check each girl’s exam equipment as she enters the room.

Students who have been granted Special Provisions such as reader/writer/additional time will be given separate supervision. This information will be provided by the Learning Support Team.

There should be NO SPEAKING in the exam room.

Students who arrive late to an examination without a reasonable explanation will not be granted additional time unless at the discretion of the Studies Coordinator or Guidance Coordinator.

Students must remain in the examination room for the full duration of the examination.

The Exam Coordinator will place cards with each student’s name, Board of Studies, Teaching and Educational Standards number and subject list on the examination desk with the examination paper.

During all exams Year 11 and 12 students are to use only their Board of Studies, Teaching and Educational Standards number to identify them. They must not write their name on any exam answer booklets.

At end of the examination students will prepare their answer booklets in the relevant sections for collection. Exams will be collected before all students leave the hall. Any “non-attempts” of sections or questions in an examination must be noted as such.

Under no circumstances are students to remove writing booklets from the hall.

Toilet breaks will be at the discretion of the supervisor. No toilet breaks will be permitted during the first 30 minutes and the last 30 minutes of any examination.

If a student is absent on the day of an examination, either she or her parent must contact the school to inform the Guidance Coordinator. Students in Years 10, 11 and 12 must produce a Doctor’s Certificate to verify the absence. Where a student is absent from an examination and sits for the examination after the cohort, this result will only be used as an estimate. Neither the result nor the position will appear on the student’s school report. Students may also be removed from the course rankings until the end of the course.

No students are to bring mobile phones or other electronic devices into the examination room. Any student found to have a mobile phone on her during an examination is liable to receive zero marks for the exam.

Any student found cheating during an examination or who knowingly helps another student cheat, will automatically be given a zero mark for that examination.


HSC

ASSESSMENT

SCHEDULES

AND

REPORT

CRITERIA


RELIGION, CATHOLIC STUDIES

1 UNIT BOARD ENDORSED COURSE

SHARING OUR STORY

STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE

COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3

(SYLLABUS) (SYLLABUS) 2014

Term 4

Assessment Period

Event

2015

Term 1

2015

Term 2

Week 9

Event

Secondary Research

Event

Hand-In Task Exam Style Task

OUTCOMES

C6.1 C6.8 C6.9 C6.10 C6.11

OUTCOMES

C6.2 C6.4 C6.6 C6.7 C6.10 C6.11

OUTCOMES

C6.2 C6.3 C6.4 C6.10

Search for Meaning / Sects, Cults & other

movements

35% 35%

Spiritual Pathways

35% 35%

Living Text

30% 30%

100% 35% 35% 30%

REL Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh

AchievementExcellent

AchievementA consistent ability to A consistent ability to A consistent ability to A consistent ability to A consistent ability to

demonstrate a basic knowledge and understanding of content.

demonstrate some knowledge and understanding of content.

demonstrate a sound knowledge and understanding of content.

demonstrate a thorough knowledge and understanding of content.

demonstrate a comprehensive knowledge and understanding of content.

Knowledge and understanding of content

investigate and select some information from some sources with assistance.

investigate and select information from a number of sources.

investigate, select and organise some relevant information from a number and variety of sources.

effectively investigate, select and organise relevant information from a number and variety of perspectives and sources.

effectively investigate, select and synthesise relevant information from a variety of perspectives and sources.

Investigation and research skills

effectively communicate some information using some appropriate terminology.

effectively communicate ideas and opinions using some appropriate terminology in some contexts.

effectively communicate ideas and opinions using some appropriate terminology in most contexts.

consistently and effectively communicate ideas and opinions in a logical manner using mostly appropriate terminology.

effectively communicate ideas and opinions in an organised, logical and coherent manner using appropriate terminology in all contexts.

Communication skills

complete some tasks under constant direction.

complete some tasks using basic time and resource management skills with some prompting.

complete some tasks independently by using time and resource management skills.

complete most tasks independently by using time and resource management skills.

complete all tasks independently by effectively using time and resource management skills.

Management

Friday, 12 September 2014 Page 39 of 43

REL Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of content.

demonstrate a basic knowledge and understanding of content.

demonstrate a sound knowledge and understanding of content.

demonstrate a thorough knowledge and understanding of content.

demonstrate a comprehensive knowledge and understanding of content.


investigate and select some information from some sources.

investigate and select information from a number of sources.

investigate, select and organise some relevant information from a number and variety of sources.

effectively investigate, select and organise relevant information from a number and variety of perspectives and sources.

effectively investigate, select and synthesise relevant information from a variety of perspectives and sources.


communicate some information using some appropriate terminology.

communicate ideas and opinions using some appropriate terminology in some contexts.

effectively communicate ideas and opinions using some appropriate terminology in most contexts.

consistently and effectively communicate ideas and opinions in a logical manner using mostly appropriate terminology.

effectively communicate ideas and opinions in an organised, logical and coherent manner using appropriate terminology in all contexts.







Management



STUDIES OF RELIGION

1 UNIT BOARD DEVELOPED COURSE

STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4


Term 4

Assessment Period

2015

Term 1

2015

Term 2

2015

Term 3

Weeks 3 - 5

July - August

Source Based Questions Post

1945

Research Responses

In Class

Christianity

Integrated Response

In Class Event

HSC TRIAL EXAMINATION

OUTCOMES

H1 H2 H3 H4 H5 H8 H9

OUTCOMES

H1 H2 H4 H5 H6 H7 H8 H9

OUTCOMES

H1 H2 H4 H5 H8 H9

OUTCOMES

H1 H2 H3 H4 H5 H6 H8 H9

Knowledge and understanding

20 2.5 2.5 5 10

Source based skills

10 2.5 7.5

Investigation and research

10 5 5

Communication of information,

ideas and issues in

appropriate forms

10 2.5 2.5 2.5 2.5

50 7.5 10 12.5 20

SOR Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate a basic knowledge and understanding of the content.

demonstrate some knowledge and understanding of the content.

demonstrate a sound knowledge and understanding of the content.

demonstrate a thorough knowledge and understanding of the content.

demonstrate a comprehensive knowledge and understanding of the content.


present written, oral or graphic texts to describe information relating to the course content.

create written, oral or graphic texts to describe and explain information and ideas relating to the course content.

create well structured written, oral or graphic texts to describe, explain, argue and discuss information, ideas and issues relating to the course content.

create well structured written, oral or graphic texts to describe, explain, argue and discuss complex information, ideas and issues relating to the course content.

create well structured written, oral or graphic texts to describe, explain, argue, discuss and analyse complex information, ideas and issues relating to the course content.


recall some subject specific terminology.

use some appropriate language and terminology.

correctly and effectively use appropriate language and terminology in some contexts.

correctly and effectively use appropriate language and terminology in most contexts.

correctly and effectively use appropriate language and terminology in all contexts.

Terminology

investigate and select information from some sources.

investigate, select and organise some relevant information from a number of sources.

effectively investigate, select and organise relevant information from a number and variety of sources.

effectively investigate, select, organise and evaluate relevant information from a number and variety of perspectives and sources.

effectively investigate, select, evaluate and synthesise relevant information from a variety of perspectives and sources.







Management


SOR Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of the content.

















Terminology






Management



STUDIES OF RELIGION




Term 4

Week 11

Assessment Period

2015

Term 2

Week 7

2015

Term 2

Week 9

2015

Term 3

Weeks 3 - 5

July - August

Multiple Choice and 2 Short

Responses on ‘Religion and Belief

Systems in Australia Post 1945 and ‘Religion and

Non Religion’

Research and Written Responses about 2 Religious

Traditions Judaism/Islam

Integrated Extended Response Christianity

In-class Extended Response on ‘Religion and

Peace’


OUTCOMES

H1 H2 H3 H4 H5 H6 H7 H8 H9

OUTCOMES

H1 H2 H3 H4 H5 H6 H7 H8 H9

OUTCOMES

H1 H2 H5 H6 H7 H8 H9

OUTCOMES

H1 H2 H3 H4 H5 H6 H8 H9

Knowledge and understanding of course content

40% 5% 10% 5% 20%

Source-based Skills

20% 5% 5% 10%

Investigation and Research

20% 5% 5% 10%

Communication of information,

ideas and issues in appropriate

forms

20% 10% 5% 5%

100% 15% 30% 20% 35%

SR2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh




















Terminology












Management


SR2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




















Terminology












Management



BUSINESS STUDIES




Term 4

Week 11

Assessment Period

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week8

June

Event

2015

Term 3

Weeks 3 - 5

July - August

Research

Case Study

HALF YEARLY EXAMINATION

Research

Stimulus-based Skills


OUTCOMES

H2 H3 H4 H5 H7 H8 H9

OUTCOMES

H1 H2 H3 H4 H5 H6 H8 H9

OUTCOMES

H2 H4 H5 H6 H8 H9 H10

OUTCOMES

H1 H2 H3 H4 H5 H6 H8 H9 H10

Knowledge and Understanding

40% 15% 25%

Stimulus – Based Skills

20% 20%

Inquiry and Research

20% 15% 5%

Communication

20% 5% 5% 5% 5%

100% 20% 20% 30% 30%

BUS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some business functions and operations with assistance.

identify the functions, processes and operations of business.

describe business functions, processes and operations and identify some impacts on business.

explain business functions, processes and operations and their impact on business success.

analyse business functions, processes and operations and their impact on business success.

Knowledge and understanding - business functions

locate some relevant business information.

select some relevant business information.

select and organise relevant business information.

analyse business information from a variety of sources for relevance and reliability.

analyse and synthesise business information from a variety of sources for relevance and reliability.

Skills - research

communicate using some basic business terminology.

communicate using some business terminology and concepts.

communicate business information, ideas and issues using some relevant business terminology and concepts.

communicate business information, ideas and issues using mostly relevant business terminology and concepts in appropriate forms.

clearly communicate business information, ideas and issues consistently using all relevant business terminology and concepts in appropriate forms and contexts.

Literacy






Management


BUS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some business functions and operations with assistance.

identify the functions, processes and operations of business.

describe business functions, processes and operations and identify some impacts on business.

explain business functions, processes and operations and their impact on business success. Assess management strategies in response to change.

analyse business functions, processes and operations and their impact on business success. Evaluate management strategies in response to change.

Knowledge and understanding - business functions

identify some mathematical concepts relevant to business situations with assistance.

apply basic mathematical concepts to some business situations.

apply mathematical concepts to most business situations.

apply mathematical concepts appropriately to a range of business situations.

apply relevant mathematical concepts appropriately to a variety of contemporary and hypothetical business situations.

Skills - mathematical

communicate using some basic business terminology.

communicate using some business terminology and concepts.

communicate business information, ideas and issues using some relevant business terminology and concepts.

communicate business information, ideas and issues using mostly relevant business terminology and concepts in appropriate forms.

clearly communicate business information, ideas and issues using all relevant business terminology and concepts in appropriate forms and contexts.

Literacy - communication






Management



COMMUNITY AND FAMILY STUDIES



COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 4

Week 6

November 13

2015

Term 1

Week 5

February 26

2015

Term 1

Week 9 - 11

March - April

2015

Term 2

Week 8

June

2015

Term 3

Weeks 3 - 5

July - August

Case Study

I R P HALF YEARLY EXAMINATION

Report HSC TRIAL EXAMINATION

OUTCOMES

H3.4 H4.1 H4.2

OUTCOMES

H4.1 H4.2

OUTCOMES

H1.1 H2.2 H2.3 H3.1 H3.4 H4.1 H4.2 H6.1

OUTCOMES

H2.1 H2.2 H2.3 H5.1

H5.2

OUTCOMES

H1.1 to H6.2

Knowledge & understanding of how the following impact on wellbeing:

resource management

positive relationships

range of societal factors

nature of groups, families and communities

40%

5%

10%

10%

15%

Skills in:

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

planning to take responsible action to promote wellbeing.

25%

10%

5%

5%

5%

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

35%

5%

25%

5%

100% 20% 25% 15% 15% 25%

CFS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify basic facts about individuals, families and communities.

define basic facts about individuals, families and communities and identify some factors that affect well being.

discuss some relevant facts about individuals, families and communities and describe the impact of some issues on well being.

examine most relevant facts about individuals, families and communities and explain the impact of a wide range of issues on well being.

critically examine relevant facts about individuals, families and communities and analyse the impact of a wide range of issues on well being.


use a research methodology to investigate a specified concept.

investigate a specified concept using research methodologies and identify the findings.

independently investigate specified concepts using research methodologies and explain the findings.

independently investigate specified concepts using appropriate research methodologies and draw conclusions about the findings.

independently investigate specified concepts using appropriate research methodologies and draw conclusions by analysing the data.

Collecting, analysing and organising information


effectively communicate ideas and opinions using some appropriate terminology.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology in some contexts.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology in most contexts.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology.

Communication

propose some solutions to problems.

propose some solutions to problems relying on personal experiences to support arguments.

propose some solutions to problems based on research and personal experiences.

propose a range of solutions to problems based on relevant research and examples to justify points of view.

propose a wide range of solutions based on relevant research and examples to justify points of view and recommend strategies for future direction.

Solving problems


complete some basic tasks using basic time and resource management skills.




Management


CFS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall basic facts about individuals, families and communities.

recount basic facts about individuals, families and communities and identify some factors that affect well being.

discuss some relevant facts about individuals, families and communities and explain the impact of some issues on well being.

examine most relevant facts about individuals, families and communities and explain the impact of a wide range of issues on well being.

critically examine relevant facts about individuals, families and communities and analyse the impact of a wide range of issues on well being.


use a research methodology to investigate a specified concept.

investigate a specified concept using research methodologies and identify the findings.

independently investigate specified concepts using research methodologies and explain the findings.

independently investigate specified concepts using appropriate research methodologies and draw conclusions about the findings.

independently investigate specified concepts using appropriate research methodologies and draw conclusions by analysing the data.



effectively communicate ideas and opinions using some appropriate terminology.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology in some contexts.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology in most contexts.

effectively communicate ideas, issues and opinions in an organised, logical and coherent manner using appropriate terminology.

Communication

outline some management strategies.

describe some management strategies using appropriate terminology.

identify and discuss appropriate management strategies to meet the specific needs of a variety of groups.

develop appropriate management strategies to meet the specific needs of a variety of groups and justify choices.

develop and propose a wide range of effective management strategies to meet the specific needs of a variety of groups, justify their choices, recognising the need for equitable access to resources.

Planning and proposing management strategies

propose some solutions to problems.

propose some solutions to problems relying on personal experiences to support arguments.

propose some solutions to problems based on research and personal experiences.

propose a range of solutions to problems based on relevant research and examples to justify points of view.

propose a wide range of solutions based on relevant research and examples to justify points of view and recommend strategies for future direction.

Solving problems






Management



DRAMA

2 UNIT BOARD DEVELOPED COURSE STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE



Term 1

Week __

March

In Class Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week __

June

(5:00 – 7:00 pm)

2015

Term 3

Weeks 3 - 5

July - August

2015

Term 3

Weeks 3 - 5

July - August

Individual Project

Planning and Development

Presentation with Logbook


Contemporary Australian Theatre

Verbatim Theatre

Written

Examination

Individual Project

Final Presentation with

Logbook


Group Performance with Logbook


Contemporary Australian Theatre

Verbatim Theatre

Written Examination

OUTCOMES

H1.2 H1.3 H1.5 H1.7 H2.1 H3.2

H3.3

OUTCOMES

H3.1 H3.2 H3.3 H3.4 H3.5

OUTCOMES

H1.2 H1.3 H1.5 H1.7 H2.1 H3.2

H3.3

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H1.5 H1.6 H1.7 H1.8 H1.9 H2.1 H2.2 H2.3 H2.4 H2.5 H3.2

H3.3

OUTCOMES

H3.1 H3.2 H3.3 H3.4 H3.5

Making in Drama is characterised by learning that

involves workshopping

concepts, ideas and experiences

40%

10%

10%

20%

Performing in Drama is

characterised by learning that

involves presenting drama and theatre to an

audience

30%

10%

10%

10%

Critically Studying in Drama is

characterised by learning that

involves research, critical analysis, evaluation and

reflection

30%

15%

15%

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

DR2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate basic knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate sound knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate thorough knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate extensive knowledge and understanding of the texts, dramatic forms and conventions.

Contemporary Australian Theatre and Verbatim Theatre - texts, dramatic forms and conventions

demonstrate simple opinions in a written response.

demonstrate some opinions in a written response.

demonstrate some text analysis in an informed and soundly written response.

demonstrate thorough text analysis in a logical and well-structured written response.

demonstrate sophisticated text analysis in a sustained, logical and well-structured written response.

Contemporary Australian Theatre and Verbatim Theatre - written response

work and devise through improvisation initial ideas on the selected Group Project topic, showing a simple actor and audience relationship.

work within a group to devise through improvisation initial ideas on the selected Group Project topic, showing a basic actor and audience relationship.

collaborate to explore and devise soundly through improvisation initial ideas on the selected Group Project topic, demonstrating a sound acknowledgement of the actor and audience relationship.

collaborate effectively to explore and devise through improvisation initial ideas on the selected Group Project topic, demonstrating a thorough acknowledgement of the actor and audience relationship.

collaborate at a sophisticated level to explore and devise through improvisation initial ideas on the selected Group Project topic, demonstrating an extensive acknowledgement of the actor and audience relationship.

Group Project

use some knowledge and experience throughout the process of the individual project.

use basic knowledge and experience to inform and develop the process of the individual project.

use sound knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance the process of the individual project.

use thorough knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance the process of the individual project.

use extensive knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance the process of the individual project.

Individual Project

complete some tasks under constant supervision.

complete some basic tasks using time and resource management skills with some prompting.




Management


DR2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate basic knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate sound knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate thorough knowledge and understanding of the texts, dramatic forms and conventions.

demonstrate extensive knowledge and understanding of the texts, dramatic forms and conventions.

Contemporary Australian Theatre and Verbatim Theatre - texts, dramatic forms and conventions

demonstrate simple opinions in a written response.

demonstrate some opinions in a written response.

demonstrate some text analysis in an informed and soundly written response.

demonstrate thorough text analysis in a logical and well-structured written response.

demonstrate sophisticated text analysis in a sustained, logical and well-structured written response.

Contemporary Australian Theatre and Verbatim Theatre - written response

work within a group and perform an elementary performance.

work within a group to devise a basic group performance.

collaborate to devise and present a performance which demonstrates a sound understanding of the actor and audience relationship.

collaborate effectively to devise and present an original performance which demonstrates a thorough understanding of the actor and audience relationship.

collaborate at a sophisticated level to devise and present an innovative performance which demonstrates an extensive understanding of the actor and audience relationship.

Group Project - Performance

demonstrate elementary organisation of performance concept.

demonstrate basic organisation of performance concept.

demonstrate sound analysis, research and organisation of performance concept.

demonstrate thorough analysis, research and organisation of performance concept.

demonstrate sophisticated analysis, synthesis, research and organisation of performance concept.

Group Project - Logbook

use elementary knowledge and experience to develop an individual project.

use basic knowledge and experience to inform and develop an individual project.

use sound knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance an individual project.

use thorough knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance an individual project.

use extensive knowledge, understanding and experience of dramatic and theatrical forms, styles and theories to inform and enhance an individual project.

Individual project - creation

demonstrate elementary organisation.

demonstrate basic organisation with a rationale.

demonstrate sound research and organisation of information with a rationale.

demonstrate thorough research and organisation of information with a rationale.

demonstrate sophisticated research and organisation of information with a rationale.

Individual project - logbook






Management



ECONOMICS

2 UNIT BOARD DEVELOPED COURSE STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4


Term 1

Week 6

March

Due

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 10

June __

Event

2015

Term 3

Weeks 3 - 5

July - August

Case Study HALF YEARLY EXAMINATION

Research Task

Stimulus-based Skills


OUTCOMES

H1 H3 H4 H5 H7 H8 H9 H10 H12

OUTCOMES

H1 H2 H3 H4 H5 H6 H7 H8 H10

H11

OUTCOMES

H1 H2 H4 H5 H6 H7 H8 H9 H10

H11

OUTCOMES

H1-H8 H10 H11


40% 5% 10% 10% 15%


20% 10% 10%

Stimulus – Based Skills

20% 5% 5% 10%

Communication

20% 5% 5% 5% 5%

100% 20% 20% 30% 30%

ECO Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some markets operating within the global economy.

identify the role of markets within the global economy.

describe the role of markets within the global economy.

explain the role of markets within the global economy.

evaluate the function and operation of markets within the global economy.

Knowledge and understanding - the global economy

list some influences of globalisation on the Australian and/or global economies.

outline some influences of global markets on the Australian and global economies.

discuss the influences of global markets on the Australian and global economies.

assess the influences of global markets on the Australian and global economies and suggest strategies to promote globalisation.

analyse the influences of global markets on the Australian and global economies and make recommendations to both promote and solve the problems of globalisation.

Knowledge and understanding - influence of globalisation

locate some relevant economic information.

select some relevant economic information.

select and organise relevant economic information.

analyse economic information from a variety of sources for relevance and reliability.

analyse and synthesise economic information from a variety of sources for relevance and reliability.

Skills - research

communicate using some basic economic terminology.

communicate using some economic terminology and concepts.

communicate economic information, ideas and issues using some relevant economic terminology and concepts.

communicate economic information, ideas and issues using mostly relevant economic terminology and concepts in appropriate forms.

clearly communicate economic information, ideas and issues consistently using all relevant economic terminology and concepts in appropriate forms.

Literacy






Management


ECO Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some economic policy options.

outline policy options for dealing with some economic problems and issues.

describe policy options for dealing with problems and issues, and outline some impacts of economic policies.

discuss policy options for dealing with problems and issues and explain the impact of most economic policies in some contexts.

justify policy options for dealing with problems and issues, and analyse the impact of economic policies in theoretical and contemporary Australian contexts.

Knowledge and understanding - economic policy

list some economic problems and issues.

describe several economic problems and issues.

discuss the consequences of most economic problems and issues.

analyse the consequences of contemporary economic problems and issues.

evaluate the consequences of contemporary economic problems and issues on individuals, firms and governments.

Knowledge and understanding - economic problems and issues

locate some relevant economic information.

select some relevant economic information.

select and organise relevant economic information.

select and organise economic information from a variety of sources for relevance and reliability.

analyse and synthesise economic information from a variety of sources for relevance and reliability.

Skills - inquiry and research

identify some mathematical concepts relevant to the economy with assistance.

apply basic mathematical concepts to some economic contexts.

apply mathematical concepts to most economic contexts.

apply mathematical concepts appropriately to economic contexts.

apply relevant mathematical concepts appropriately to a variety of contemporary and hypothetical economic contexts.

Skills - mathematical concepts

communicate using some basic economic terminology.

communicate using some economic terminology and concepts.

communicate economic information, ideas and issues using some relevant economic terminology and concepts.

communicate economic information, ideas and issues using mostly relevant economic terminology and concepts in appropriate forms.

clearly communicate economic information, ideas and issues consistently using all relevant economic terminology and concepts in appropriate forms and concepts.

Literacy - communication






Management



ENGLISH ADVANCED


STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6


Term 4

Week 11

Assessment Period

2015

Term 1

Week 6

Event

2015

Term 1

Weeks 9 - 11

March – April

Event

2015

Term 2

Week 5

Event

2015

Term 2

Week 10

Event

2015

Term 3

Weeks 3 - 5

July - August

Event

A.O.S.

Oral Task

AOS = 15%

Module A

Listening Task

A = 15%


A.O.S. Reading Task and Prepared

Writing Task

AOS = 15%

Module C

Viewing Task

C = 15%

Module B

Essay

B = 15%


AOS = 10%

A = 5% B = 5% C = 5%

OUTCOMES

H4 H5 H7 H8

OUTCOMES

H1 H2 H2a H6

OUTCOMES

H2 H3 H4 H8 H11

OUTCOMES

H5 H9 H10 H13

OUTCOMES

H7 H10 H12 H12a

OUTCOMES

H1 H3 H6 H7 H8 H11

Speaking

15% 15%

Listening

15% 15%

Reading

25% 10% 10% 5%

Writing

30% 5% 5% 20%

Viewing / Representing

15% 15%

100% 15% 15% 15% 15% 15% 25%

ENA Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways that meanings of texts are shaped and changed.

demonstrate generalised knowledge and understanding of the ways that meanings of texts are shaped by context and medium of production.

demonstrate sound knowledge and understanding of the ways that meanings of texts are shaped by context and medium of production.

demonstrate detailed knowledge, perceptive understanding and evaluation of the ways that meanings of texts are shaped by context and medium of production.

demonstrate extremely detailed knowledge, highly perceptive understanding and sophisticated evaluation of the ways that meanings of texts are shaped by context and medium of production.

Responding to texts

identify the main ideas in texts.

present a response showing some evidence of interpretation and analysis of texts.

demonstrate sound skills in interpretation of ideas in texts, with some evaluation.

demonstrate highly developed skills in interpretation, evaluation and synthesis of ideas in a variety of texts.

demonstrate sophisticated skills in interpretation, evaluation and synthesis of ideas in a variety of texts.

Responding to texts - interpretation

identify and comment on basic language forms, features and structures of texts.

describe a range of language forms, features and structures of texts and convey an awareness of how these shape meaning and influence responses.

demonstrate sound skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

demonstrate highly developed skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

demonstrate sophisticated skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

Analysing texts

present some generalised ideas in a range of modes and media.

present some ideas with understanding, in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent ideas, with sound understanding, in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent complex ideas with perceptive understanding, in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent complex ideas with insight, in critical, interpretive and imaginative texts in a range of modes and media.

Representing ideas in texts

compose texts with some control and awareness of purpose and audience.

compose texts with variable control for a variety of purposes and audiences.

compose texts with confidence and control for a variety of purposes and audiences.

compose texts with flair, originality and control for a variety of purposes and audiences.

compose texts with sustained precision, flair, originality and sophistication, for a variety of purposes and audiences.

Composing texts


complete some tasks using basic time and resource management skills.




Management


ENA Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways that meanings of texts are shaped and changed.

demonstrate generalised knowledge and understanding of the ways that meanings of texts are shaped by context and medium of production.

demonstrate sound knowledge and understanding of the ways that meanings of texts are shaped by context and medium of production.

demonstrate knowledge, perceptive understanding and the ability to evaluate some of the ways that meanings of texts are shaped by context and medium of production.

demonstrate detailed knowledge, perceptive understanding and sophisticated evaluation of the ways that meanings of texts are shaped by context and medium of production.

Responding to texts

identify and comment on basic language forms, features and structures of texts.

describe a range of language forms, features and structures of texts and convey an awareness of how these shape meaning and influence responses.

demonstrate sound skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

demonstrate highly developed skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

demonstrate sophisticated skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

Analysing texts

identify the main ideas in texts.

present a response showing some evidence of interpretation and analysis of texts.

demonstrate sound skills in interpretation of ideas in texts, with some evaluation.

demonstrate highly developed skills in interpretation, analysis and evaluation of ideas in a variety of texts.

demonstrate sophisticated skills in interpretation, evaluation and synthesis of ideas in a variety of texts.

Interpreting texts

present some generalised ideas in a range of modes and media.

present some ideas with understanding, in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent ideas, with sound understanding, in critical, interpretive and imaginative texts in a range of modes and media.


articulate and represent complex ideas with insight, in critical, interpretive and imaginative texts in a range of modes and media.


compose texts with some control, and awareness of purpose and audience.

compose texts with variable control, for a variety of purposes and audiences.

compose texts with confidence and control, for a variety of purposes and audiences.

compose texts with flair, originality and control, for a variety of purposes and audiences.

compose texts with sustained precision, flair, originality and sophistication, for a variety of purposes and audiences.

Composing texts






Management



ENGLISH STANDARD


STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6


Term 4

Week 11

Assessment Period

2015

Term 1

Week 6

Event

2015

Term 1

Weeks 9 -11

March – April

Event

2015

Term 2

Week 5

Event

2015

Term 2

Week 10

Event

2015

Term 3

Weeks 3 - 5

July - August

A.O.S.

Oral Task

AOS = 15%

Module C

Listening Task

C = 15%


A.O.S.

Reading Task and prepared Writing Task

AOS = 15%

Module B

Prepared Essay

B = 15%

Module A

Viewing Task

A = 15%


AOS = 10%

A = 5% B = 5% C = 5%

OUTCOMES

H4 H5 H7 H8

OUTCOMES

H1 H2 H6 H9

OUTCOMES

H2 H3 H4 H8 H11

OUTCOMES

H7, H10, H12

OUTCOMES

H5 H9 H10 H13

OUTCOMES

H1 H3 H6 H7 H8 H11

Speaking

15% 15%

Listening

15% 15%

Reading

25% 10% 10% 5%

Writing

30% 5% 5% 20%

Viewing / Representing

15% 15%

100% 15% 15% 15% 15% 15% 25%

ENS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



present a generalised, personal response.

present a personal response showing some evidence of interpretation of texts.

demonstrate sound skills in producing informed personal responses through some analysis of texts.

demonstrate skills in producing critical and informed personal responses through interpretation, analysis and evaluation of texts.

demonstrate skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of texts.

Responding to texts

recognise basic language forms, features and structures of texts.

recognise some language forms, features and structures of texts with an awareness of how these shape meaning and influence responses.

demonstrate some skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

demonstrate skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.


Analysing texts

present generalised ideas in a range of modes and media.

present some ideas in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent ideas with sound understanding in critical, interpretive and imaginative texts in a range of modes and media.


articulate and represent complex ideas with insight in critical, interpretive and imaginative texts in a range of modes and media.


compose texts with minimal control of language forms, features and structures.

compose texts with some awareness of appropriate language forms, features and structures.

compose some texts with variable control, selecting some appropriate language forms, features and structures.

compose a variety of texts with originality and control, selecting appropriate language forms, features and structures.

compose a variety of texts with sustained precision, flair, originality and sophistication, selecting appropriate language forms, features and structures.

Composing texts






Management


ENS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




present a personal response showing some evidence of interpretation and analysis of texts.

demonstrate sound skills in producing informed personal responses through analysis of texts.

demonstrate well developed skills in producing critical and informed personal responses through interpretation, analysis and evaluation of texts.

demonstrate highly developed skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of texts.

Responding to texts

recognise basic language forms, features and structures of texts.

recognise some language forms, features and structures of texts with an awareness of how these shape meaning and influence responses.

demonstrate some skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.


demonstrate well developed skills in the analysis of a range of language forms, features and structures of texts and how these shape meaning and influence responses.

Analysing texts

present generalised ideas in a range of modes and media.

present some ideas in critical, interpretive and imaginative texts in a range of modes and media.

articulate and represent ideas with sound understanding in critical, interpretive and imaginative texts in a range of modes and media.


articulate and represent complex ideas with insight in critical, interpretive and imaginative texts in a range of modes and media.


compose texts with minimal control of language forms, features and structures.

compose texts with some awareness of appropriate language forms, features and structures.

compose some texts with variable control, selecting some appropriate language forms, features and structures.

compose a variety of texts with originality and control, selecting appropriate language forms, features and structures.

compose a variety of texts with sustained precision, flair, originality and sophistication, selecting appropriate language forms, features and structures.

Composing texts






Management



ENGLISH STUDIES

2 UNIT CONTENT ENDORSED COURSE STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 4

Week 8

November 27

Submission

2015

Term 1

Week 6

Event

2015

Term 1

Weeks 9 -11

March - April

2015

Term 2

Week 9

Submission

2015

Term 3

Week 6

Event and Submission

Portfolio - We Are Australian

Oral Task and PowerPoint

On The Road


Reading and Writing

Portfolio - Media Group Task - Media

OUTCOMES

H1.1 H3.1 H4.1 H4.2

OUTCOMES

H2.1 H3.2

OUTCOMES

H1.3 H1.2 H2.3

OUTCOMES

H1.4 H3.1 H4.1 H4.2

OUTCOMES

H2.2 H3.2 H4.1 H4.2

Objective One

30% 10% 15% 5%

Objective Two

30% 10% 10% 10%

Objective Three

25% 5% 5% 10% 5%

Objective Four

15% 5% 5% 5%

100% 20% 15% 25% 20% 20%

EST Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



read and understand a limited range of simple texts at a literal level with assistance.

read and understand texts at a literal level with some assistance.

read and understand a variety of texts, demonstrating knowledge of ideas and values within texts, with some assistance.

read independently and understand a variety of texts, at times demonstrating knowledge of ideas and values within texts.

read independently and understand a variety of texts, consistently demonstrating knowledge of ideas and values within texts.

Responding to texts

use some punctuation, paragraphing and simple sentence structure with assistance.

use some punctuation correctly and some element of simple sentence structure with some assistance.

use at times correct punctuation and spelling and some variation in sentence structure, with some assistance.

use correct punctuation and spelling and varied sentence structure, on most occasions.

consistently use correct punctuation and spelling and varied sentence structure.

Composing texts - writing

attempt to write a range of text forms with assistance.

write a range of text forms with limited control of style and tone, with assistance.

write in a range of text forms with variable control of style and tone, at times with assistance.

write in a range of text forms with appropriate vocabulary and control of style and tone, with some assistance.

write with competence in a range of text forms with appropriate vocabulary and effective control of style and tone.

Composing texts - expression






Management


EST Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



read and understand a limited range of simple texts at a literal level with assistance.

read and understand texts at a literal level with some assistance.

read and understand a variety of texts, demonstrating knowledge of ideas and values within texts, with some assistance.

read independently and understand a variety of texts, at times demonstrating knowledge of ideas and values within texts.

read independently and understand a variety of texts, consistently demonstrating knowledge of ideas and values within texts.

Responding to texts

use some punctuation, paragraphing and simple sentence structure with assistance.

use some punctuation correctly and some element of simple sentence structure with some assistance.

use at times correct punctuation and spelling and some variation in sentence structure, with some assistance.

use correct punctuation and spelling and varied sentence structure, on most occasions.

consistently use correct punctuation and spelling and varied sentence structure.

Composing texts - writing

attempt to write a range of text forms with assistance.

write a range of text forms with limited control of style and tone, with assistance.

write in a range of text forms with variable control of style and tone, at times with assistance.

write in a range of text forms with appropriate vocabulary and control of style and tone, with some assistance.

write with competence in a range of text forms with appropriate vocabulary and effective control of style and tone.

Composing texts - expression

communicate using informal communication skills.

attempt to communicate ideas employing some appropriate techniques of oral communication.

communicate ideas employing some appropriate techniques of oral communication.

effectively communicate ideas, employing some appropriate techniques of oral communication with competence.

effectively communicate ideas, consistently employing appropriate techniques of oral communication with competence and confidence.

Composing texts - oral

identify some language and other techniques with assistance.

identify and comment on language and other techniques with assistance.

identifies and explains how language and other techniques convey meaning with assistance.

on most occasions identify and explain how language and other techniques convey meaning, at times with assistance.

consistently identify and correctly explain how language and other techniques convey meaning.

Terminology






Management



ENGLISH EXTENSION 1





Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 4

Event and Submission

2015

Term 3

Weeks 3 - 5

July - August


Prepared Response

Research Paper and Tutorial Presentation


OUTCOMES

H1 H2 H3

OUTCOMES

H3 H4

OUTCOMES

H1 H2 H3

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

25 5 10 10

2. Skills in:

Complex analysis

Sustained composition

Independent investigation

25 10 10 5

50 15 20 15

EN3 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate generalised knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate sound knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate detailed knowledge, perceptive understanding and evaluation of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate extensive, detailed knowledge, highly perceptive understanding and sophisticated evaluation of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

Responding to texts

demonstrate limited ability to conduct independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate some ability to conduct independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate sound skills in independent investigation of key texts that reflectcomedic conventions, forms and techniques from a range of contexts.

demonstrate well-developed skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate excellent skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.


compose texts with some control in a limited range of modes and forms.

compose imaginative, interpretive and critical texts with variable control in a range of modes and forms.

compose imaginative, interpretive and critical texts with confidence and control in a range of modes and forms.

compose imaginative, interpretive and critical texts with flair, originality and control in a range of modes and forms.

compose imaginative, interpretive and critical texts with sustained precision, flair, originality and sophistication in a range of modes and forms.

Composing texts






Management

Thursday, 30 October 2014 Page 10 of 43


AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate generalised knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate sound knowledge and understanding of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate detailed knowledge, perceptive understanding and evaluation of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

demonstrate extensively detailed knowledge, highly perceptive understanding and sophisticated evaluation of the ways that values are expressed through texts and how these values are shaped by comedic conventions and styles in a range of contexts and forms.

Responding to texts

demonstrate elementary skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate basic skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate sound skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate well-developed skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.

demonstrate highly developed skills in independent investigation of key texts that reflect comedic conventions, forms and techniques from a range of contexts.


compose texts with some control in a limited range of modes and forms.

compose imaginative, interpretive and critical texts with variable control in a range of modes and forms.

compose imaginative, interpretive and critical texts with confidence and control in a range of modes and forms.

compose imaginative, interpretive and critical texts with flair, originality and control in a range of modes and forms.

compose imaginative, interpretive and critical texts with sustained precision, flair, originality and sophistication in a range of modes and forms.

Composing texts






Management



ENGLISH EXTENSION 2





Term 1

Week 3

Event

After School

2015

Term 2

Week 6

Submission

2015

Term 3

Week 1

Submission

Viva Voce Draft Major Work and Reflection

Report

OUTCOMES

H1 H2

OUTCOMES

H1 H2

OUTCOMES

H1 H2

Objective 1: Independent Investigation

25 5 10 10

Objective 2: Sustained Composition

25 5 15 5

50 10 25 15


AchievementBasic

AchievementSound

AchievementHigh



present some evidence of independent investigation.

demonstrate some skills in independent investigation.

demonstrate sound skills in independent investigation.

demonstrate well developed skills in independent investigation.

demonstrate highly developed skills in independent investigation.


present some generalised ideas in documenting the processes of composition.

present some reflection and documentation of the processes of composition.

demonstrate sound skills in reflecting on and effectively documenting the processes of composition.

demonstrate well developed skills in reflecting on and effectively documenting the processes of composition.

demonstrate highly developed skills in reflecting on and effectively documenting the processes of composition.

Composing texts






Management



AchievementBasic

AchievementSound

AchievementHigh



present some evidence of independent investigation.

demonstrate some skills in independent investigation.

demonstrate sound skills in independent investigation.

demonstrate well developed skills in independent investigation.

demonstrate highly developed skills in independent investigation.


present some generalised ideas in documenting the processes of composition.

present some reflection and documentation of the processes of composition.

demonstrate sound skills in reflecting on and effectively documenting the processes of composition.

demonstrate well developed skills in reflecting on and effectively documenting the processes of composition.

demonstrate highly developed skills in reflecting on and effectively documenting the processes of composition.

Composing texts - process

attempt to compose a draft Major Work project that is superficial and brief.

compose a draft Major Work that makes some connections between meaning, values and form.

compose a substantial draft Major Work that demonstrates coherence in tone, register and voice.

compose an original and sustained draft Major Work that demonstrates coherence to achieve a skilled integration of meaning, values and form.

compose a highly original and sustained draft Major Work that demonstrates coherence to achieve a fluent integration of meaning, values and form.

Composing texts - Major Work






Management



FUNDAMENTALS OF ENGLISH COURSE

2 UNIT BOARD DEVELOPED PRELIMINARY COURSE

(OFFERED AS 1 UNIT PRELIMINARY AND 1 UNIT HSC)


COMPONENTS WEIGHTINGS TASK 1 TASK 2


Term 1

Week 6

Event

2015

Term 2

Week 7

Event

Reading Task

Writing Task

OUTCOMES

P3 P4 P5 P6

OUTCOMES

P5 P6 P11

Module A

N/A 25

Module C

N/A 25

25 25

ENF Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



present a generalised personal response.


produce some informed, personal responses through analysis of texts.

produce considered and informed personal responses through interpretation and analysis of texts.

produce considered and informed personal responses through interpretation, analysis and evaluation of texts.

Responding to texts

recognise some elementary language forms, features and structures of texts.

recognise some basic language forms, features and structures of texts with some awareness of how these shape meaning.

describe some language forms and features and show some awareness of the structures of texts and how these shape meaning and influence responses.

analyse some language forms, features and structures of texts and explain how these shape meaning and influence responses.

analyse a range of language forms, features and structures of texts and clearly articulate how these shape meaning and influence responses.

Analysing texts

present generalised ideas in some modes and media.

present some ideas in a range of texts in some modes and media.

articulate and represent some ideas in critical, interpretive or imaginative texts in some modes and media.

articulate and represent some ideas in critical, interpretive or imaginative texts in a range of modes and media.

articulate and represent complex ideas in critical, interpretive or imaginative texts in a range of modes and media.


compose a limited number of texts with some control of language.

compose some texts with some control of language and some awareness of audience and purpose.

compose a variety of texts with a variable control of language and some awareness of audience and purpose.

compose a variety of texts with control of language and some awareness of audience and purpose.

compose a variety of texts with confidence and control for a variety of audiences and purposes.

Composing texts






Management


ENF Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh





produce some informed, personal responses through analysis of texts.

produce considered and informed personal responses through interpretation and analysis of texts.

produce considered and informed personal responses through interpretation, analysis and evaluation of texts.

Responding to texts

recognise some basic language forms, features and structures of texts.

recognise some basic language forms, features and structures of texts with some awareness of how these shape meaning.

describe some language forms and features and show some awareness of the structures of texts and how these shape meaning and influence responses.

analyse some language forms, features and structures of texts and explain how these shape meaning and influence responses.

analyse a range of language forms, features and structures of texts and clearly articulate how these shape meaning and influence responses.

Analysing texts

present generalised ideas in some modes and media.

present some ideas in a range of texts in some modes and media.

articulate and represent some ideas in critical, interpretive or imaginative texts in some modes and media.

articulate and represent some ideas in critical, interpretive or imaginative texts in a range of modes and media.

articulate and represent complex ideas in critical, interpretive or imaginative texts in a range of modes and media.


compose a limited number of texts with some control of language.

compose some texts with some control of language and some awareness of audience and purpose.

compose a variety of texts with a variable control of language and some awareness of audience and purpose.

compose a variety of texts with control of language and some awareness of audience and purpose.

compose a variety of texts with confidence and control for a variety of audiences and purposes.

Composing texts






Management



EXPLORING EARLY CHILDHOOD

2 UNIT - HSC CONTENT ENDORSED COURSE


COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4


Term 4

Week 7

November 21

2015

Term 1

Week __

March

2015

Term 2

Week __

June

2015

Term 3

Weeks 3 - 5

July - August

Children and the Media –

Presentation / Report

Journal Starting School – Information

Resource for Parents


OUTCOMES

1.3 1.4 2.1 2.2 2.4 5.1 6.1 6.2

OUTCOMES

1.2 1.3 1.4 1.5 2.4 3.1 4.1 4.2

OUTCOMES

1.3 2.1 2.2 2.4 6.1 6.2

OUTCOMES

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1 5.1

6.1 6.2

Knowledge & Understanding

50% 10% 10% 10% 20%

Skills

50% 10% 10% 10% 20%

100% 20% 20% 20% 40%

EX2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline the impact of media on the lives of young children.

describe the impact of media on the lives of young children.

explain the impact of various forms of media on the lives of young children.

discuss the impact of various forms of media on the lives of young children.

analyse the impact of various forms of media on the lives of young children.

Knowledge and understanding - young children and media

outline the influence of learning experiences on child growth and development.

describe the influence of learning experiences on child growth and development.

explain the influence of various learning experiences on child growth and development.

discuss the influence of various learning experiences on child growth and development.

analyse the influence of various learning experiences on child growth and development.

Knowledge and understanding - learning experiences for young children


communicate ideas and opinions using some appropriate terminology.


communicate ideas and opinions in a logical manner using mostly appropriate terminology in most contexts.

communicate ideas and opinions in an organised, logical and coherent manner using appropriate terminology in all contexts.

Communication and interaction

collect some information and present it with assistance.

select some methods of collecting information, choose some appropriate findings and present them in the prescribed context.

compare information from some appropriate sources and present the findings in the prescribed context.

analyse and compare information from mostly appropriate sources and present findings in the prescribed context.

analyse and synthesise information from a variety of relevant sources and present findings in a logical and organised manner.

Research and analysis

identify some steps in the decision making process with assistance.

discuss some factors that influence interactions with others and identify some steps in the decision making process.

examine some factors that influence interactions with others and identify and apply most steps in the decision making process.

apply decision making processes to most contexts and examine factors that influence interactions with others.

adapt and apply decision making processes to a variety of contexts and critically examine factors that influence interactions with others.

Decision making, evaluative and reflective thinking






Management


EX2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline different expectations of children starting kindergarten in today's society.

describe different expectations of children starting kindergarten in today's society.

explain different expectations of children starting kindergarten in today's society.

investigate different expectations of children starting kindergarten in today's society.

investigate and compare different expectations of children starting kindergarten in today's society.

Knowledge and understanding - starting school

outline the impact of factors that influence child growth and development.

describe the impact of factors that influence child growth and development.

explain the impact of various factors that influence child growth and development.

examine the impact of various factors that influence child growth and development.

critically examine the impact of various factors that influence child growth and development.

Knowledge and understanding - child growth and development




communicate ideas and opinions in a logical manner using mostly appropriate terminology in most contexts.

communicate ideas and opinions in an organised, logical and coherent manner using appropriate terminology in all contexts.

Communication and interaction

collect some information and present it with assistance.

select some methods of collecting information, choose some appropriate findings and present them in the prescribed context.

compare information from some appropriate sources and present the findings in the prescribed context.

analyse and compare information from mostly appropriate sources and present findings in the prescribed context.

analyse and synthesise information from a variety of relevant sources and present findings in a logical and organised manner.


identify some steps in the decision making process with assistance.

discuss some factors that influence interactions with others and identify some steps in the decision making process.

examine some factors that influence interactions with others and identify and apply most steps in the decision making process.

apply decision making processes to most contexts and examine factors that influence interactions with others.

adapt and apply decision making processes to a variety of contexts and critically examine factors that influence interactions with others.

Decision making, evaluative and reflective thinking






Management



FOOD TECHNOLOGY


STAGE 6 2014 - 2015 HSC ASSESSMENT SCHEDULE COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 4

Week 8

November 26

Written Report

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week __

May

Hand in Assessment

2015

Term 2

Part A: Week 7 June

Practical Event

Part B: Week 8 June

Hand In Task

2015

Term 3

Weeks 3 - 5

July - August

Food Industry Case Study


Food Product Development and Marketing

Nutrition Research /

Experimental Task


OUTCOMES

H1.2 H1.4 H3.1

OUTCOMES

H1.2 H1.3 H1.4 H3.1

OUTCOMES

H1.3 H3.2 H4.1 H5.1

OUTCOMES

H3.2 H2.1 H5.1

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H4.2

H5.1


20% 10% 10%

Research and Analysis

30% 15% 5% 10%

Experimentation and Preparation

30% 20% 10%

Design Implementation and Evaluation

20% 10% 10%

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

FT2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall general information about The Australian Food Industry and Food Product Development.

recall some specific facts of The Australian Food Industry and Food Product Development. Display some awareness of the impact of technologies on society and the environment.

demonstrate a sound knowledge and understanding of The Australian Food Industry and Food Product Development. Display a broad understanding of the impact of technologies on society and the environment.

demonstrate a thorough knowledge and understanding of The Australian Food Industry and Food Product Development. Display evidence of critical thinking in discussion of issues surrounding relevant food technologies.

demonstrate extensive and detailed knowledge and understanding of The Australian Food Industry and Food Product Development. Display evidence of well-developed critical thinking skills in discussion of issues surrounding relevant food technologies.


display some comprehension of content and communicate using basic terminology.

discuss ideas in basic form and communicate information using some correct terminology.

analyse and interpret information and attempt to organise thoughts and ideas. Communicate and analyse information using appropriate terminology.

interpret, analyse and organise information. Effectively communicate and analyse information using specific technical detail and accurate terminology.

demonstrate interpretive, analytical and reporting skills in dealing with Food Technology concepts. Effectively analyse, synthesise and communicate information consistently using explicit technical language in a concise and focused format.







Management


FT2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall general information about Food Product Development and Nutrition. Display some comprehension of context with a basic appreciation of knowledge.

recall some specific facts about Food Product Development and Nutrition. Display some awareness of the process of Food Product Development and some aspects of issues related to good nutrition.

demonstrate a sound knowledge and understanding of Food Product Development and Nutrition. Display a broad understanding of the process of Food Product Development and an understanding of some of the consequences of good nutrition.

demonstrate a thorough knowledge and understanding of Food Product Development and Nutrition. Display evidence of critical thinking in discussion of issues related to developing a new food product and an understanding of the social, economic, health and environmental consequences of good nutrition.

demonstrate extensive and detailed knowledge and understanding of Food Product Development and Nutrition. Display evidence of well-developed critical thinking skills in discussion of factors relating to developing new food products and the analysis of social, economic health and environmental consequences of good nutrition.


discuss some simple ideas using simple explanations.

discuss simple ideas and solutions using some correct terminology.

analyse and interpret information and attempt to organise thoughts and ideas. Communicate and design solutions successfully using some appropriate terminology.

organise, interpret and analyse information. Effectively communicate information and solutions using specific technical detail and accurate terminology.

demonstrate interpretive, analytical and reporting skills in dealing with Food Technology concepts. Effectively communicate information and solutions consistently using explicit technical language.

Research analysis and design






Management



FRENCH CONTINUERS



COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4


Term 4

Week 5

November 7

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 8

June

Event

2015

Term 3

Week _ July _ - Speaking

Weeks __

July – August Reading, Listening

& Writing

Reading and Responding


Listening, Reading and Writing


OUTCOMES

H3.1 H3.2 H2.1 H2.2 H2.3

OUTCOMES


OUTCOMES

H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H3.5 H3.6

H4.1 H4.3

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H3.5 H3.6 H4.1, H4.2

H4.3

Speaking skills

20% 10% 10%

Listening and Responding

25% 5% 10% 10%

Part A Reading

Part B Responding

25%

15%

10%

10%

10%

10%

Writing in French

15% 10% 5%

100% 10% 25% 30% 35%

FR2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary understanding of spoken texts.

demonstrate a basic understanding of spoken texts and identify some relevant information.

demonstrate a sound understanding of spoken texts and identify some specific information.

demonstrate a good understanding of spoken texts and identify most specific details by summarising and interpreting ideas and information.

demonstrate a comprehensive understanding of spoken texts and identify specific detail by summarising, interpreting and evaluating ideas and information.

Listening

communicate using single, well-rehearsed phrases with recourse to English vocabulary and syntax. Demonstrate a limited range of vocabulary and syntax.

maintain communication by demonstrating a basic understanding of grammatical concepts using simple language structures and vocabulary.

maintain communication by demonstrating a sound knowledge of language structures, vocabulary, idiom and syntax.

maintain authentic communication through the exchange of relevant information expressed coherently, demonstrating a thorough knowledge of language structures, vocabulary, idiom, grammar and syntax.

maintain authentic communication by clarifying, justifying and elaborating on ideas, demonstrating an extensive knowledge of language structures, vocabulary, idiom, grammar and syntax.

Speaking

demonstrate an elementary understanding of written texts.

demonstrate a basic understanding of written texts and identify some relevant information.

demonstrate a sound understanding of written texts and identify some specific information.

demonstrate a good understanding of written texts and identify most specific detail by summarising and interpreting ideas and information.

demonstrate a comprehensive understanding of written texts and identify specific detail by summarising, interpreting and evaluating ideas and information.

Reading and responding. Part A: Analysis of text

write a response to a text using single words and phrases with English syntax and respond using basic vocabulary.

write a response to a text identifying some relevant details and respond using some appropriate vocabulary and sentence structure.

write a response to a text identifying relevant details with some development of information and ideas and respond using a range of vocabulary and sentence structures.

write a response to a text identifying most relevant details, with depth of treatment and development of information, ideas and opinions. Respond to a text with some degree of creativity and authenticity using a range of vocabulary and sentence structures.

write a response to a text with depth of treatment and an excellent development of relevant information, ideas and opinions. Respond to a text creatively and authentically using an extensive range of vocabulary and sentence structures.

Reading and responding. Part B: Response to text

demonstrate a limited range of vocabulary and syntax with recourse to English vocabulary.

use some text types demonstrating a basic understanding of grammatical concepts using simple language structures and vocabulary.

use various written text types adequately, conveying information with some regard to context, purpose and audience. Demonstrate a sound knowledge of language structures, vocabulary, idiom and syntax.

use various written text types competently and communicate a range of ideas and opinions appropriate to audience and purpose. Demonstrate a thorough knowledge of language structures, vocabulary, idiom, grammar and syntax.

use various written text types proficiently and write creatively and accurately to communicate a range of ideas and opinions appropriate to audience and purpose. Demonstrate an extensive knowledge of language structures, vocabulary, idiom, grammar and syntax.

Writing






Management


FR2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management



GEOGRAPHY





Term 4

Week 8

November 27

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week __

June __

2015

Term 3

Weeks 3 - 5

July - August

Geographic Research

Topic:

Economic Activity


Topic:

Urban Places and Economic Activity

Geographic Research

Topic:

Ecosystems at Risk


All Topics

OUTCOMES

H1 H4 H6 H9 H10 H11 H12

H13

OUTCOMES

H1 H3 H4 H5 H6 H9 H10 H11 H12

H13

OUTCOMES

H1 H2 H5 H6 H9 H10 H12 H13

OUTCOMES

H1 H2 H3 H4 H5 H6 H9 H10 H11

H12 H13

Knowledge and understanding of course content

40%

10%

5%

10%

15%

Geographical tools and skills

20% 10% 10%

Geographical inquiry and research, including fieldwork

20%

5%

5%

10%

Communication of geographical

information, ideas and issues

in appropriate forms

20%

5%

5%

5%

5%

100% 20% 25% 25% 30%

GE2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some general geographic knowledge that explains the spatial and ecological dimensions of biophysical and human phenomena in a changing world.

recall general geographic knowledge that explains the spatial and ecological dimensions of biophysical and human phenomena in a changing world.

demonstrate general geographic knowledge that explains the spatial and ecological dimensions of biophysical and human phenomena in a changing world.

apply detailed geographic knowledge and understanding that explains the spatial and ecological dimensions of biophysical and human phenomena in a

apply extensive geographic knowledge and understanding that explains the spatial and ecological dimensions of biophysical and human phenomena in a


attempt to apply simple mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns.

apply some simple mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns.

apply a range of mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns.

apply a wide range of mathematical techniques and mapping skills to explain geographical fieldwork, data and patterns.

apply a wide range of mathematical techniques and mapping skills to analyse geographical fieldwork, data and patterns.

Skills and fieldwork

locate some geographical information.

locate geographical information gathered from a limited range of sources.

select and explain geographical information gathered from a range of sources.

select and analyse geographical information gathered from a wide range of sources.

select, analyse and evaluate geographical information gathered from a wide range of sources.

Research

communicate in written form characterised by use of general geographic terms and brief phrases.

communicate in written form characterised by use of some major geographic terms and concepts.

communicate in written form characterised by use of major text types, geographic terms and graphic forms.

communicate in written form characterised by use of appropriate text types, application of major technical geographic terms and the use of graphic forms.

efficiently communicate in written form characterised by use of appropriate text types, application of precise and abstract geographic terms and the use of complex graphic forms.

Communication and literacy






Management


GE2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate some general geographic knowledge that describes the basic characteristics of environments.

demonstrate general geographic knowledge that describes the characteristics and spatial distribution of environments.

demonstrate general geographic knowledge that explains the characteristics, processes and spatial distribution of environments.

apply geographic knowledge and understanding that explains and analyses the characteristics, processes and spatial distribution of environments.

apply detailed geographic knowledge and understanding that explains, analyses and evaluates the characteristics, processes and spatial distribution of environments.


apply simple mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns with assistance.

apply some simple mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns.

apply a range of mathematical techniques and mapping skills to describe geographical fieldwork, data and patterns.

apply a wide range of mathematical techniques and mapping skills to explain geographical fieldwork, data and patterns.

apply a wide range of mathematical techniques and mapping skills to analyse geographical fieldwork, data and patterns.

Skills and fieldwork

locate some geographical information.

locate geographical information gathered from a limited range of sources.

select and explain geographical information gathered from a range of sources.

select and analyse geographical information gathered from a wide range of sources.

select, analyse and evaluate geographical information gathered from a wide range of sources.

Research

communicate in written form using general geographic terms and brief phrases.

communicate in written form using some major geographic terms and concepts.

communicate in written form using major text types, geographic terms and graphic forms.

communicate in written form using appropriate types, application of major technical geographic terms and graphic forms.

efficiently communicate in written form using appropriate text types, application of precise and abstract geographic terms and the use of complex graphic forms.







Management



ANCIENT HISTORY





Term 4

Assessment Week

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 7

June

Hand in task

2015

Term 3

Weeks 3 - 5

July - August

Source Study

Pompeii & Herculaneum


Pompeii & Herculaneum

Augustus

Research Essay

Hatshepsut


All Topics

OUTCOMES

H1.1 H2.1 H3.1 H3.4 H3.5 H4.1

H4.2

OUTCOMES

H1.1 H2.1 H3.2 H3.4 H4.1 H4.2

OUTCOMES

H1.1 H2.1 H3.1 H3.3 H3.4 H3.6

H4.1 H4.2

OUTCOMES

H1.1 H2.1 H3.2 H3.3 H3.4 H3.5

H4.1 H4.2


40% 5% 5% 15% 15%

Source-Based Skills

20% 10% 5% 5%

Historical Inquiry and Research

20% 10% 10%

Communication of Historical

understanding in appropriate forms

20% 5%

5% 5% 5%

100% 30% 15% 30% 25%

AHS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline some people, groups, events, institutions and factors contributing to change and continuity.

discuss people, groups, events, institutions and factors contributing to change and continuity.

explain the key features of the contribution of people, groups, events, institutions and factors contributing to change and continuity.

analyse the contribution of people, groups, events, institutions and factors contributing to change and continuity.

assess the contribution of people, groups, events, institutions and the significance of factors contributing to change and continuity.


identify some ancient sources and evidence.

outline some ancient sources, evidence and interpretations of the past.

describe relevant ancient sources, evidence and interpretations of the past and evaluate their usefulness and reliability.

analyse relevant ancient sources, evidence and interpretations of the past and evaluate their usefulness and reliability.

analyse a wide variety of relevant ancient sources, evidence and interpretations of the past and evaluate their usefulness and reliability.

Use of sources

locate and provide some simple interpretations of information in Ancient History.

locate and provide a basic interpretation of information and evidence in Ancient History.

locate, analyse and interpret information and evidence to discuss problems and issues in Ancient History.

locate, synthesise, analyse and interpret information and evidence to address problems and issues in Ancient History.

locate, synthesise, analyse and interpret information and evidence to address complex problems and issues in Ancient History.

Historical research and communication - finding and using information

communicate some relevant information using some historical terms, demonstrating evidence of individual structure and research.

communicate a mostly relevant argument through descriptive texts using historical terms, demonstrating evidence of individual structure and research.

communicate a coherent argument through well structured texts using some historical terms and concepts, demonstrating evidence of individual structure and research.

communicate a coherent and sustained argument through well structured texts using historical terms and concepts, demonstrating evidence of individual structure and research.

communicate a sophisticated argument through well structured and detailed texts consistently and correctly using historical terms and concepts, demonstrating evidence of individual structure and research.

Historical research and communication - presentation






Management


AHS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline some people, events, institutions and factors contributing to change and continuity.

discuss people, events, institutions and factors contributing to change and continuity.

explain the key features of the contribution of people, events, institutions and factors contributing to change and continuity.

assess the contribution of people, events, institutions and factors contributing to change and continuity.

comprehensively assess the contribution of people, events, institutions and the significance of factors contributing to change and continuity.


identify some ancient sources and evidence.

identify some ancient sources, evidence and interpretations of the past.

make adequate reference to relevant ancient sources, evidence and interpretations of the past and assess their reliability and usefulness.

analyse a variety of relevant ancient sources, evidence and interpretations of the past and assess their reliability and usefulness.

analyse a wide variety of relevant ancient sources, evidence and interpretations of the past and assess their reliability and usefulness.

Use of sources

provide some simple interpretations of information in Ancient History.

synthesise and provide a basic interpretation of information and evidence in Ancient History.

synthesise and interpret information and evidence to discuss problems and issues in Ancient History.

synthesise, analyse and interpret information and evidence to assess problems and issues in Ancient History.

synthesise, analyse and interpret information and evidence to assess complex problems and issues in Ancient History.



communicate a mostly relevant argument through descriptive texts using historical terms, demonstrating evidence of individual structure and research.

communicate a coherent argument through well structured texts using some historical terms and concepts, demonstrating evidence of individual structure and research.


communicate a coherent and sustained argument through well structured and detailed texts consistently and correctly using historical terms and concepts, demonstrating evidence of individual structure and research.

Presentation






Management



MODERN HISTORY




Term 4

Assessment Week

Event

2015

Term 1

Weeks 9 – 11

March - April

2015

Term 2

Week 7

June

Event

2015

Term 3

Weeks 3 - 5

July - August

Source Study

World War One


World War One

Russia 1918 - 1941

Research Task In Class Essay

The Cold War 1945 – 1991


All Topics

OUTCOMES

H1.1 H1.2 H3.3 H3.4 H4.1 H4.2

OUTCOMES

H1.1 H1.2 H2.1 H3.2 H3.3 H3.4

H4.1 H4.2

OUTCOMES

H1.1 H1.2 H2.1 H3.2 H3.5 H4.1

H4.2

OUTCOMES

H1.1 H1.2 H2.1 H3.2 H3.3 H3.4

H4.1 H4.2


40% 10% 5% 15% 10%

Source Based Skills

20% 10% 5% 5%

Historical Inquiry & Research

20% 5% 15%

Communication of Historical

understanding in appropriate

forms

20% 5% 5% 10%

100% 25% 15% 35% 25%

MHS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline some people, groups, events, institutions and factors contributing to change and continuity.

discuss people, groups, events, institutions and factors contributing to change and continuity.

explain the key features of the contribution of people, groups, events, institutions and factors contributing to change and continuity.

analyse key individuals, groups, events, ideas and factors contributing to change and community.

assess the contribution of key individuals, groups, events, ideas and evaluate the significance of factors contributing to change and continuity.


identify some source types and interpretations of the past.

identify some relevant source types and describe interpretations of the past and their usefulness and reliability.

identify a limited range of relevant source types and explain interpretations of the past and their usefulness and reliability.

identify a variety of relevant source types and assess interpretations of the past and their usefulness and reliability.

identify a wide variety of relevant source types and evaluate interpretations of the past and their usefulness and reliability.

Use of sources

locate and provide some basic information on the past.

locate and select basic information to identify some historical interpretations and perspectives.

locate, select and organise information to discuss historical interpretations and perspectives.

independently select, organise and evaluate information to analyse historical interpretations and perspectives.

independently select, organise and evaluate information to analyse complex historical interpretations and perspectives.



communicate a mostly relevant argument through descriptive texts using some historical terms, demonstrating evidence of individual structure and research.

communicate a coherent argument through well structured texts using historical terms and concepts, demonstrating evidence of individual structure and research.


communicate a sophisticated argument through well structured and detailed texts consistently using a range of historical terms and concepts, demonstrating evidence of individual structure and research.

Historical research and communication - presentation






Management


MHS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline some people, events and ideas and some factors contributing to change and continuity.

discuss the contribution of people, events and ideas and factors contributing to change and continuity.

explain the contribution of people, events and ideas and factors contributing to change and continuity.

assess key individuals, groups, events, ideas and factors contributing to change and continuity.

comprehensively assess the contribution of key individuals, groups, events, ideas and evaluate the significance of factors contributing to change and continuity.


identify some source types and interpretations of the past.

identify some relevant source types and describe interpretations of the past and their usefulness and reliability.

identify a limited range of relevant source types and explain interpretations of the past and their usefulness and reliability.

identify a variety of relevant source types and assess interpretations of the past and their usefulness and reliability.

identify a wide variety of relevant source types and evaluate interpretations of the past and their usefulness and reliability.

Use of sources

locate and provide some basic information on the past.

locate and select basic information to identify some historical interpretations and perspectives.

locate, select and organise information to discuss historical interpretations and perspectives.

independently select, organise and evaluate information to analyse historical interpretations and perspectives.

independently select, organise and evaluate information to analyse complex historical interpretations and perspectives.



communicate a mostly relevant argument through descriptive texts using some historical terms, demonstrating evidence of individual structure and research.

communicate a coherent argument through well structured texts using historical terms and concepts, demonstrating evidence of individual structure and research.


communicate a sophisticated argument through well structured and detailed texts consistently using a range of historical terms and concepts, demonstrating evidence of individual structure and research.

Presentation






Management



HISTORY EXTENSION





Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 1

April

2015

Term 3

Weeks 3 – 5

July – August


History Project


All Topics

OUTCOMES

E1.1 E2.2 E2.3

OUTCOMES

E1.1 E2.1 E2.2 E2.3

OUTCOMES

E1.1 E2.2 E2.3

Knowledge and understanding of

significant historiographical ideas

and processes

10

5

5

Skills in designing, undertaking and communicating

historical inquiry – the History Project

40

Term 1 Week __ February __ Proposal Due 5 marks Term 1 Week __ March __ Process Log Due 2.5 marks Term 2 Week __ April __ Essay Due 25 marks Bibliography Due 5 marks Final Process Log 2.5 marks Due

50 5 40 5

HIS Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



list some historical perspectives and approaches to History.

describe different historical perspectives and approaches to History.

explain and discuss different historical perspectives and approaches to History.

evaluate and interpret a range of different historical perspectives and approaches to History.

analyse, evaluate and interpret a wide range of different historical perspectives and approaches to History.


plan, conduct and present a historical investigation with limited application of knowledge concerning historical issues.

plan, conduct and present a historical investigation involving some analysis, synthesis and evaluation of information from a range of historical sources.

plan, conduct and present a historical investigation involving some analysis, synthesis and evaluation of information from a range of historical sources of differing perspectives and historical approaches.

plan, conduct and present a substantial historical investigation involving analysis, synthesis and evaluation of information from a wide range of historical sources of differing perspectives and historical approaches.

plan, conduct and present a complex historical investigation involving analysis, synthesis and evaluation of information from an extensive range of historical sources of differing perspectives and historical approaches.

Historical skills - issues

list some points about an area of historical enquiry.

explain the main points about an area of historical enquiry and incorporate at least one other historian's position.

construct a historical position about an area of historical enquiry and explain other historians' positions.

construct a historical position about an area of historical enquiry and discuss a range of other historians' positions.

construct and develop a historical position about an area of historical enquiry and discuss and challenge a range of other historians' positions.

Historical enquiry

communicate some relevant information using some historical terms.

communicate a relevant argument through descriptive texts using some historical terms.

communicate a coherent argument through well structured texts using a range of historical terms and concepts.

communicate a developed argument through well structured texts using a range of historical terms and concepts.

communicate a sophisticated argument through well structured texts, consistently using a range of historical terms and concepts.

Historical terms






Management


HIS Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



list some historical perspectives and approaches to History.

describe different historical perspectives and approaches to History.

explain and discuss different historical perspectives and approaches to History.

analyse, interpret and evaluate a range of different historical perspectives and approaches to History.

analyse, interpret and evaluate a wide range of different historical perspectives and approaches to History.

Knowledge and understanding - historical perspectives

list some points about an area of historical enquiry.

explain the main points about an area of historical enquiry and incorporate at least one other historian's position.

construct a historical position about an area of historical enquiry and discuss other historians' positions.

construct a historical position about an area of historical enquiry and explain a range of other historians' positions.

construct and develop a historical position about an area of historical enquiry and discuss and challenge a range of other historians' positions.

Historical enquiry

communicate some relevant information using some historical terms.

communicate a relevant argument through descriptive texts using some historical terms.

communicate a coherent argument through well structured texts using a range of historical terms and concepts.

communicate a high level argument through well structured texts using a range of historical terms and concepts.

communicate a sophisticated argument through well structured texts, consistently using a range of historical terms and concepts.







Management



INFORMATION PROCESSES AND TECHNOLOGY




Term 4

Week 6

November 14

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week

June

2015

Term 3

Weeks 3 - 5

July - August

Practical Assessment

Databases


T P S / Multimedia / Database Project


OUTCOMES

H1.1 H2.2 H6.1 H6.2

OUTCOMES

H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H5.1 H5.2

H6.1 H6.2

OUTCOMES

H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H5.1 H5.2 H6.1 H6.2 H7.1

H7.2

OUTCOMES

H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H5.1 H5.2 H6.1 H6.2 H7.1

H7.2

Project Management

20% 15% 5%

Information Systems and Databases

20% 5% 5% 5% 5%

Communication Systems

20% 10% 5% 5%

Option Strands

40% 5% 5% 15% 15%

100% 10% 20% 40% 30%

IPT Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary understanding of a scenario and use a database tool.

demonstrate a basic understanding of a scenario and use few database resources and tools.

demonstrate a sound analysis of a scenario and use some database resources and tools.

thoroughly analyse a scenario and use most database resources and tools.

comprehensively analyse a scenario and use all database resources and tools.

Information systems and databases - practical test

identify parts of communication systems and ethical implications.

describe parts of communication systems and their ethical implications.

demonstrate a sound understanding of communication systems and justify ethical implications.

demonstrate a thorough understanding of communication systems and thoroughly justify ethical implications.

comprehensively analyse a communication system and comprehensively justify ethical implications.

Communication systems

identify types of transaction processing systems.

describe different types of transaction processing systems.

demonstrate a sound understanding of transaction processing systems.

analyse transaction processing systems.

comprehensively analyse transaction processing systems.

Transaction processing systems

complete some tasks using basic time and resource management skills, but under constant supervision.





Management


IPT Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify ways that a project can be applied to a database system.

outline ways that a project can be applied to a database system.

describe ways that a project can be applied to a database system.

explain ways that a project can be applied to a database system.

comprehensively document ways that a project can be applied to a database system.

Project management and databases

identify the ethical implications of resources and tools within communication systems, with assistance.

describe the ethical implications of resources and tools within communication systems.

discuss the ethical implications of resources and tools within communication systems.

assess the ethical implications of resources and tools within communication systems.

assess and justify the ethical implications of resources and tools within communication systems.

Communication systems

identify transaction processing systems with assistance.

outline transaction processing systems.

describe transaction processing systems.

explain transaction processing systems.

critically analyse transaction processing systems.

Transaction processing systems

identify ways that multimedia systems meet emerging needs, with assistance.

outline ways that multimedia systems meet emerging needs.

describe ways that multimedia systems meet emerging needs.

propose ways multimedia systems meet emerging needs.

propose innovative ways multimedia systems meet emerging needs.

Multimedia systems

complete some tasks using basic time and resource management skills under constant supervision.





Management



ITALIAN BEGINNERS





Term 4

Week 6

November 10

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week

Event

2015

Term 2

Week 8

June

Due

2015

Term 3

Weeks 3 - 4

July - August

Reading HALF YEARLY EXAMINATION

Listening Reading and Writing


OUTCOMES

H2.1 H2.2 H2.3 H2.4 H2.5 H2.6

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H2.4 H2.5 H2.6 H3.1 H3.2

H3.3 H3.4

OUTCOMES

H2.1 H2.2 H2.3 H2.4 H2.5 H2.6

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H2.4 H2.5 H2.6 H3.1 H3.2

H3.3 H3.4

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H2.4 H2.5 H2.6 H3.1 H3.2

H3.3 H3.4

Listening

Obj 1: Interacting

Obj 2: Understanding texts

30%

10%

10%

10%

Reading

Obj 1: Interacting

Obj 2: Understanding texts

30% 10% 10% 10%

Writing

Obj 1: Interacting

Obj 3: Producing texts

20% 5% 10% 5%

Speaking

Obj 1: Interacting

Obj 3: Producing texts

20% 10% 10%

100% 10% 25% 10% 20% 35%

ITB Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify isolated details and phrases in spoken texts.

demonstrate a basic understanding of the main ideas in spoken texts.


demonstrate a good understanding of a spoken text by identifying their audience, purpose and context.

demonstrate a very good understanding of a spoken text by identifying their audience, purpose and context.

Listening

communicate using single phrases with resources to English syntax.

communicate some basic information using a base range of vocabulary and language structures.

utilise some strategies to maintain oral communication through the exchange of some relevant information using a range of vocabulary and language structures.

utilise a range of strategies to maintain oral communication through the exchange of relevant information and ideas. Demonstrate good knowledge and control of vocabulary, idiom, grammar and language structure.

utilise a range of strategies to maintain appropriate oral communication through the exchange of relevant information, opinions and ideas with fluency and accuracy. Demonstrate very good knowledge and control of vocabulary, idiom, grammar and language structures.

Speaking

write sentences using an elementary range of vocabulary, grammar and language structures with use of English syntax.

write a text using a basic range of vocabulary, grammar and language structures.

write a text with some control of vocabulary, grammar and language structures for a particular audience and purpose.

write a cohesive text with good control of vocabulary, grammar and language structures for a particular audience and purpose.

write a text authentically with very good control of vocabulary, idiom, grammar and language structures.

Writing

read and respond to a simple text identifying isolated details and single phrases.

read a straight forward text and identify a general understanding with some specific information.

read and respond to a written text and identify a general understanding of specific information.

read and respond to written texts and identify their audience, purpose and context. Interpret and summarise information by drawing some conclusions and justify their opinions.

read and respond to written texts and identify their audience, purpose and context. Interpret and summarise information by drawing conclusions and justifying their opinions.

Reading and responding






Management


ITB Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify isolated details and phrases in spoken texts.

demonstrate a basic understanding of the main ideas in spoken texts.


demonstrate a good understanding of a spoken text by identifying their audience, purpose and context.

demonstrate a very good understanding of a spoken text by identifying their audience, purpose and context.

Listening

communicate using single phrases with resources to English syntax.

communicate some basic information using a base range of vocabulary and language structures.

utilise some strategies to maintain oral communication through the exchange of some relevant information using a range of vocabulary and language structures.

utilise a range of strategies to maintain oral communication through the exchange of relevant information and ideas. Demonstrate good knowledge and control of vocabulary, idiom, grammar and language structure.

utilise a range of strategies to maintain appropriate oral communication through the exchange of relevant information, opinions and ideas with fluency and accuracy. Demonstrate very good knowledge and control of vocabulary, idiom, grammar and language structures.

Speaking

write sentences using an elementary range of vocabulary, grammar and language structures with use of English syntax.

write a text using a basic range of vocabulary, grammar and language structures.

write a text with some control of vocabulary, grammar and language structures for a particular audience and purpose.

write a cohesive text with good control of vocabulary, grammar and language structures for a particular audience and purpose.

write a text authentically with very good control of vocabulary, idiom, grammar and language structures.

Writing

read and respond to a simple text identifying isolated details and single phrases.

read a straight forward text and identify a general understanding with some specific information.

read and respond to a written text and identify a general understanding of specific information.

read and respond to written texts and identify their audience, purpose and context. Interpret and summarise information by drawing some conclusions and justify their opinions.

read and respond to written texts and identify their audience, purpose and context. Interpret and summarise information by drawing conclusions and justifying their opinions.

Reading and responding






Management



ITALIAN CONTINUERS





Term 4

Week 6

November 10

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 8

June

Event

2015

Term 3

Week __

July __ - Speaking

Weeks ___ July – August

Reading, Listening & Writing

Reading and Responding


Listening, Reading and Writing


OUTCOMES

H3.1 H3.2 H2.1 H2.2 H2.3

OUTCOMES


OUTCOMES

H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H3.5 H3.6

H4.1 H4.3

OUTCOMES

H1.1 H1.2 H1.3 H1.4 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H3.5 H3.6 H4.1, H4.2

H4.3

Speaking skills

20% 10% 10%

Listening and Responding

25% 5% 10% 10%

Part A Reading

Part B Responding

25%

15%

10%

10%

10%

10%

Writing in Italian

15% 10% 5%

100% 10% 25% 30% 35%

IT2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management



AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management



ITALIAN EXTENSION





Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 9

June

2015

Term 3

Weeks 3 - 5

July - August


Film Analysis and Responding


OUTCOMES

E1.1 E1.2 E2.1 E2.2 E2.3

OUTCOMES

E2.1 E2.2 E2.3

OUTCOMES

E1.1 E1.2 E2.2 E2.3

Speaking

(Objective 1)

10 5 5

Analysis of written text that is in Italian

(Objective 2)

15 5 10

Response to written text that is in Italian

(Objective 2)

10 5 5

Writing Skills

(Objective 1)

15 5 10

50 15 10 25


AchievementBasic

AchievementSound

AchievementHigh



develop an argument with simple sentences and limited vocabulary.

develop and sustain an argument with simple structures, repetition and a limited range of ideas and opinions.

develop and sustain a coherent argument with a substantial knowledge of vocabulary and language structures. Express a sound range of ideas and opinions.

formulate a detailed and well developed argument with clarity and a good knowledge of vocabulary and language structures. Express ideas and opinions effectively.

formulate a sophisticated argument to an excellent level of competence and demonstrate extensive knowledge of vocabulary and language structures. Use complex and varied language to develop a range of ideas and opinions.

Speaking

present a generalised personal response showing a limited knowledge of film.

present a personal response showing some evidence of interpretation and analysis of the film.

demonstrate sound skills in producing informed personal responses through analysis of the film.

demonstrate well developed skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of the film.

demonstrate highly developed skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of the film.

Responding to film

recognise elementary language forms, features, structures and contextual, social and political perspectives.

recognise basic language forms, features and structures of the film with an awareness of how these shape meaning and influence response.

demonstrate sound skills in the analysis of a range of language forms, features and film techniques, thematic, contextual, social and political perspectives.

demonstrate well developed skills in the analysis of a range of language forms, features and film techniques, thematic, contextual, social and political perspectives.

demonstrate highly developed skills in the analysis of a range of language forms, features and film techniques, thematic, contextual, social and political perspectives.

develop an argument using simple structures, set formulae and limited vocabulary with evidence of English syntax.

develop and sustain an argument with simple structures, repetition and a limited range of ideas and opinions with some regard to context, purpose and audience.

develop and sustain a coherent argument with a substantial knowledge of vocabulary and language structures. Expresses a range of ideas and opinions with regard to context, purpose and audience.

formulate a detailed and well developed argument with clarity and a good knowledge of vocabulary and language structures. Express ideas and opinions effectively, appropriate to audience and purpose.

formulate a sophisticated argument to an excellent level of competence and demonstrate an extensive knowledge of vocabulary and language structures. Use complex and varied language to develop a range of ideas and opinions appropriate to audience and purpose.

Writing






Management



AchievementBasic

AchievementSound

AchievementHigh



develop an argument with simple sentences and limited vocabulary.

develop and sustain an argument with simple structures, repetition and a limited range of ideas and opinions.

develop and sustain a coherent argument with a substantial knowledge of vocabulary and language structures. Express a sound range of ideas and opinions.

formulate a detailed and well developed argument with clarity and a good knowledge of vocabulary and language structures. Express ideas and opinions effectively.

formulate a sophisticated argument to an excellent level of competence and demonstrate extensive knowledge of vocabulary and language structures. Use complex and varied language to develop a range of ideas and opinions.

Speaking

present a generalised personal response showing a limited knowledge of film.

present a personal response showing some evidence of interpretation and analysis of the film.

demonstrate sound skills in producing informed personal responses through analysis of the film.

demonstrate well developed skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of the film.

demonstrate highly developed skills in producing critical and informed personal responses through interpretation, analysis, synthesis and evaluation of the film.

Responding to film

develop an argument using simple structures, set formulae and limited vocabulary with evidence of English syntax.

develop and sustain an argument with simple structures, repetition and a limited range of ideas and opinions with some regard to context, purpose and audience.

develop and sustain a coherent argument with a substantial knowledge of vocabulary and language structures. Expresses a range of ideas and opinions with regard to context, purpose and audience.

formulate a detailed and well developed argument with clarity and a good knowledge of vocabulary and language structures. Express ideas and opinions effectively, appropriate to audience and purpose.

formulate a sophisticated argument to an excellent level of competence and demonstrate an extensive knowledge of vocabulary and language structures. Use complex and varied language to develop a range of ideas and opinions appropriate to audience and purpose.

Writing






Management



LEGAL STUDIES




Term 4

Week 8

November 27

Due

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 9

June

Event

2015

Term 3

Weeks 3 - 5

July - August

Research - Crime HALF YEARLY EXAMINATION

Crime & Human Rights

In Class Task

and

Research - Family


OUTCOMES

H1 H7 H8 H9 H10

OUTCOMES

H1 H2 H3 H4 H6 H7 H9 H10

OUTCOMES

H1 H4 H5 H6 H7 H9 H10

OUTCOMES

H1 H2 H3 H4 H5 H6 H7 H9 H10


60% 5% 15% 15% 25%


20% 10% 10%

Communication

20% 5% 5% 5% 5%

100% 20% 20% 30% 30%

LST Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some legal concepts and terminology.

outline some legal concepts and terminology.

describe and apply legal concepts and terminology.

discuss and apply legal concepts and terminology.

explain and apply legal concepts and terminology.

Knowledge

identify how the legal system addresses issues with assistance.

outline the role of the legal system in addressing issues.

discuss the effectiveness of the legal system in addressing issues.

analyse the effectiveness of the legal system in addressing issues.

comprehensively evaluate the effectiveness of the legal system in addressing issues.

Understanding

locate some information.

locate, select and organise legal information.

locate, select and organise relevant legal information from a variety of sources.

correctly locate, select, organise and synthesise legal information from appropriate legal sources.

correctly locate, select, organise, synthesise and analyse legal information from a variety of appropriate legal sources.

Research

communicate elementary information using little to no structure.

communicate basic information using little to no structure.

communicate legal information in appropriate written forms.

communicate legal information using well-structured and logical arguments.

comprehensively communicate legal information using well-structured and logical arguments.

Literacy






Management


LST Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some legal concepts and terminology.

outline some legal concepts and terminology.

describe and apply legal concepts and terminology.

discuss and apply legal concepts and terminology.

explain and apply legal concepts and terminology.

Knowledge

identify how the legal system addresses issues with assistance.

outline the role of the legal system in addressing issues.

discuss the effectiveness of the legal system in addressing issues.

analyse the effectiveness of the legal system in addressing issues.

comprehensively evaluate the effectiveness of the legal system in addressing issues.

Understanding

locate some information.

locate, select and organise legal information.

locate, select and organise relevant legal information from a variety of sources.

correctly locate, select, organise and synthesise legal information from appropriate legal sources.

correctly locate, select, organise, synthesise and analyse legal information from a variety of appropriate legal sources.

Research

communicate elementary information using little to no structure.

communicate basic information using little to no structure.

communicate legal information in appropriate written forms.

communicate legal information using well-structured and logical arguments.

comprehensively communicate legal information using well-structured and logical arguments.

Literacy






Management



MATHEMATICS GENERAL 2





Term 4

Week 8

November 26

2015

Term 1

Weeks 9 – 11

March - April

2015

Term 2

Week 8

2015

Term 3

Weeks 3 - 5

July - August

Open Book Task HALF YEARLY EXAMINATION

In Class Task HSC TRIAL EXAMINATION

OUTCOMES

MGP1-3, 5 – 10

MG2H1, 2, 7, 9, 10

OUTCOMES

MGP-1 – 10

MG2H1-5, 7, 9, 10

OUTCOMES

MG2H-4 MG2H-5 MG2H-10

OUTCOMES

MGP-1 TO 10

MG2H-1 TO 10

Concepts skills and techniques

50% 10% 15% 10% 15%

Reasoning and Communication

50% 5% 15% 5% 25%

100% 15% 30% 15% 40%

MAG Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



perform basic calculations involving data analysis with assistance.

perform basic calculations involving data analysis.

perform familiar calculations involving data analysis.

perform familiar and unfamiliar calculations involving data analysis to solve familiar problems

perform complex calculations involving data analysis to solve unfamiliar problems.

Data analysis

perform basic linear and non-linear relationship problems with assistance.

perform basic linear and non-linear relationship problems.

perform familiar linear and non-linear relationship problems.

perform familiar and unfamiliar linear and non-linear relationship problems.

perform complex linear and non-linear relationship problems.

Algebraic modelling

perform basic problems involving similar and right angle triangles with assistance.

perform basic problems involving similar and right angle triangles.

perform familiar problems involving similar and right angle triangles.

perform familiar and unfamiliar problems involving similar and right angle triangles.

perform complex problems involving similar and right angle triangles.

Measurement


complete some tasks using basic time and resource management skills with limited direction.



complete all tasks maximising possible performance by effectively using time and resource management skills.

Management


MAG Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



perform basic calculations involving measurement with assistance.

perform basic calculations involving measurement without assistance.

perform familiar calculations involving measurement.

perform familiar and unfamiliar calculations involving measurement to solve familiar problems.

perform complex calculations involving measurement to solve unfamiliar problems.

Measurement

complete basic probability questions with assistance.

complete basic probability questions without assistance.

complete familiar probability questions.

complete familiar and unfamiliar probability questions to solve familiar problems.

complete complex probability questions to solve unfamiliar problems.

Probability

perform basic calculations in financial mathematics with assistance.

perform basic calculations in financial mathematics without assistance.

perform familiar calculations in financial mathematics.

perform familiar and unfamiliar calculations in financial mathematics to solve familiar problems.

perform complex calculation in financial mathematics to solve unfamiliar problems.

Financial Mathematics





complete all tasks independently by maximising possible performance by effectively using time and resource management skills.

Management



MATHEMATICS


(INCLUDING ACCELERATED STUDENTS)




Term 1

Week 6

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 8

2015

Term 3

Weeks 3 - 5

July - August

Open Book Task HALF YEARLY EXAMINATION

Practical Task HSC TRIAL EXAMINATION

OUTCOMES

H2 H4 H5 H6 H7

OUTCOMES

P2 – P8

H2 H4 H5 H6 H7 H8

OUTCOMES

H2 - H9

OUTCOMES

P2 - P8

H2 - H9

Concepts Skills and Techniques

50% 7% 15% 8% 20%


50% 8% 15% 7% 20%

100% 15% 30% 15% 40%

MA2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to applications of calculus when solving simple problems with assistance.

choose and apply appropriate techniques to applications of calculus when solving simple problems.

choose and apply appropriate techniques to applications of calculus when solving familiar problems.

choose and apply appropriate techniques to applications of calculus when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to applications of calculus when solving complex problems.

Applications of calculus

choose and apply appropriate techniques to series and application when solving simple problems with assistance.

choose and apply appropriate techniques to series and application when solving simple problems.

choose and apply appropriate techniques to series and application when solving familiar problems.

choose and apply appropriate techniques to series and application when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to series and application when solving complex problems.

Series and application






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to applications of differentiation to solving simple problems with assistance.

choose and apply appropriate techniques to applications of differentiation to solving simple problems.

choose and apply appropriate techniques to applications of differentiation to solving familiar problems.

choose and apply appropriate techniques to applications of differentiation to solving familiar and unfamiliar problems.

choose and apply appropriate techniques to applications of differentiation to solving complex problems.

Applications of differentiation

choose and apply appropriate techniques to integration when solving simple problems with assistance.

choose and apply appropriate techniques to integration when solving simple problems.

choose and apply appropriate techniques to integration when solving familiar problems.

choose and apply appropriate techniques to integration when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to integration when solving complex problems.

Integration



complete some tasks using time and resource management skills.

complete most tasks using time and resource management skills.


Management



MATHEMATICS EXTENSION 1


(INCLUDING ACCELERATED STUDENTS)




Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 5

2015

Term 3

Weeks 3 - 5

July - August


Practical Task HSC TRIAL EXAMINATION

OUTCOMES

PE2 PE3 PE 4 PE5 PE6

HE2 HE3 HE7

OUTCOMES

HE2 HE3 HE4 HE6 HE7

OUTCOMES

PE2 - PE6

HE2 - HE7


50% 12% 13% 25%


50% 23% 12% 15%

100% 35% 25% 40%


AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to mathematical induction when solving simple problems with

choose and apply appropriate techniques to mathematical induction when solving simple

choose and apply appropriate techniques to mathematical induction when solving familiar

choose and apply appropriate techniques to mathematical induction when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to mathematical induction when solving complex

Mathematical Induction

hoose and apply appropriate techniques to the binomial theorem when solving simple problems with assistance.

choose and apply appropriate techniques to the binomial theorem when solving simple problems.

choose and apply appropriate techniques to the binomial theorem when solving familiar problems.

choose and apply appropriate techniques to the binomial theorem when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to the binomial theorem when solving complex problems.

Binomial Theorem






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to integration when solving simple problems with assistance.

choose and apply appropriate techniques to integration when solving simple problems.

choose and apply appropriate techniques to integration when solving familiar problems.

choose and apply appropriate techniques to integration when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to integration when solving complex problems.

Integration

choose and apply appropriate differentiation techniques to solving simple problems with assistance.

choose and apply appropriate differentiation techniques to solving simple problems.

choose and apply appropriate differentiation techniques to solving familiar problems.

choose and apply appropriate differentiation techniques to solving familiar and unfamiliar problems.

choose and apply appropriate differentiation techniques to solving complex problems.

Application of differentiation






Management



MATHEMATICS EXTENSION 2





Term 1

Weeks 9 – 11

March - April

2015

Term 2

Week __

2015

Term 3

Weeks 3 - 5

July - August


Open Book Task HSC TRIAL EXAMINATION

OUTCOMES

E2 E3 E4 E6 E9

OUTCOMES

E2 E8 E9

OUTCOMES

E2 - E9


50% 12% 13% 25%


50% 23% 12% 15%

100% 35% 25% 40%


AchievementBasic

AchievementSound

AchievementHigh



combine the ideas of algebra and calculus to determine the important features of simple graphs with assistance.

combine the ideas of algebra and calculus to determine the important features of simple graphs.

combine the ideas of algebra and calculus to determine the important features of familiar graphs.

combine the ideas of algebra and calculus to determine the important features of familiar and unfamiliar graphs.

combine the ideas of algebra and calculus to determine the important features of complex graphs.

Graphs

choose and apply appropriate complex variable techniques to solving simple problems with assistance.

choose and apply appropriate complex variable techniques to solving simple problems.

choose and apply appropriate complex variable techniques to solving familiar problems.

choose and apply appropriate complex variable techniques to solving familiar and unfamiliar problems.

choose and apply appropriate complex variable techniques to solving complex problems.

Complex numbers






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate integration techniques to solving simple problems with assistance.

choose and apply appropriate integration techniques to solving simple problems.

choose and apply appropriate integration techniques to solving familiar problems.

choose and apply appropriate integration techniques to solving familiar and unfamiliar problems.

choose and apply appropriate integration techniques to solving complex problems.

Integration

choose and apply appropriate techniques to solving simple problems involving polynomials with assistance.

choose and apply appropriate techniques to solving simple problems involving polynomials.

choose and apply appropriate techniques to solving familiar problems involving polynomials.

choose and apply appropriate techniques to solving familiar and unfamiliar problems involving polynomials.

choose and apply appropriate techniques to solving complex problems involving polynomials.

Polynomials






Management



MUSIC 1


(Electives can be chosen from Performance, Composition or Musicology)



Term 4

Week 7

November 19

2015

Term 1

Weeks 9 - 10

March - April

2015

Term 2

Week 6

2015

Term 2

Week __

2015

Term 3

Weeks 3 - 5

July - August

Assessment Event


Assessment Event

Assessment Due HSC TRIAL EXAMINATION

Composition

Process Diary and Composition

Performance

Peer and Self Appraisal Task

Aural Portfolio & Response

Musicology

Topic Research and Response

Electives

Composition

OR

Performance

OR

Musicology

Aural Skills and

1 Elective

OUTCOMES

H2 H3 H5 H7

OUTCOMES

H1 H4 H5 H6 H7 H9

OUTCOMES

H2 H4 H6 H8

OUTCOMES

To match elective choice, see outcomes Task 1, 2 or 3

OUTCOMES

H1 H2 H4 H5 H6 H8

Performance

10% 10%

Composition

10% 10%

Aural

25% 10% 15%

Musicology

10% 10%

Elective 1

15% 15%

Elective 2

15% 15%

Elective 3

15% 15%

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

MU1 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



sing or play with limited technical and interpretive skill with reference to the specific performance aspects.

sing or play with basic technical skill and basic understanding of style and performance techniques with reference to the particular performance aspects.

sing or play with sound technical skill, interpretive playing techniques and a sense of style, with reference to the particular performance aspects.

sing or play a sustained performance, demonstrating successful stylistic interpretation and an accomplished level of personal expression with reference to the particular performance aspects.

sing or play a substantial performance demonstrating excellent technical skill, stylistic interpretation and personal expression with reference to the particular performance aspects.

Performance

write a composition demonstrating some understanding of scoring conventions and concepts of music with guidance. Provide some details of the creative process in a journal/log.

write a composition demonstrating basic understanding of scoring conventions and how to use concepts of music. Provide some details of the creative process in a journal/log.

write a stylistic composition demonstrating understanding of scoring conventions and how to use concepts of music. Provide some details of the creative process in a journal/log.

write an extended composition demonstrating detailed knowledge of scoring conventions and how to use the concepts of music. Provide details of the creative process including development of ideas, in a journal/log.

write an extended composition demonstrating comprehensive knowledge of scoring conventions and how to stylistically use the concepts of music. Provide details of the creative process including a convincing development of ideas, in a journal/log.

Composition

demonstrate limited aural understanding and limited skill in discussing the use of the music concepts and their relationship to the chosen repertoire and their corresponding topic.

demonstrate basic aural understanding and basic skill in discussing the use of the music concepts and their relationship to the chosen repertoire and their corresponding topic.

demonstrate sound aural understanding and skill in evaluating the use of the music concepts and their relationship to the chosen repertoire and their corresponding topic.

demonstrate thorough aural understanding and skill in critically evaluating the use of the music concepts and their relationship to the chosen repertoire and their corresponding topic.

demonstrate extensive aural understanding and skill in critically evaluating the use of the music concepts and their relationship to the chosen repertoire and their corresponding topic.

Aural/Musicology

complete some tasks using basic time and resource management skills under supervision.



complete most tasks independently by using effective time and resource management skills.


Management


MU1 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



sing or play with limited technical and interpretive skill with reference to the specific performance aspects.

sing or play with basic technical skill and basic understanding of style and performance techniques with reference to the particular performance aspects.

sing or play with sound technical skill, interpretive playing techniques and a sense of style, with reference to the particular performance aspects.

sing or play a sustained performance, demonstrating successful stylistic interpretation and an accomplished level of personal expression with reference to the particular performance aspects.

sing or play a substantial performance demonstrating excellent technical skill, stylistic interpretation and personal expression with reference to the particular performance aspects.

Performance

demonstrate limited aural understanding and skill in discussing the use of the music concepts.

demonstrate basic aural understanding and skill in discussing the use of the music concepts.

demonstrate sound aural understanding and skill in evaluating the use of the music concepts.

demonstrate thorough aural understanding and skill in evaluating the use of the music concepts.

display extensive aural understanding and skills in critically evaluating the use of the music concepts.

Aural/Musicology

sing or play with limited technical skills with minimal reference to style or the role of the performer.

sing or play with basic technical skills with some inconsistent reference to the style and the role of the performer.

sing or play with competent technical skills demonstrating a sense for the style and the role of the performer.

sing or play with accomplished technical skills, articulation and expressive techniques, communicating the style and role of the performer.

sing or play incorporating technical fluency, facility and articulation appropriate to the chosen style communicating effectively as a performer.

Individual elective -

demonstrate in a viva voce limited aural understanding of the music concepts in a chosen topic with minimal musicological understanding.

demonstrate in a viva voce basic aural understanding in a chosen topic with basic musicological understanding.

demonstrate in a viva voce sound aural understanding in a chosen topic with sound musicological understanding.

demonstrate in a vive voce thorough aural understanding in a chosen topic with thoroughly supported musicological understanding.

demonstrate in a viva voce extensive aural understanding in a chosen topic with critical, thoroughly supported musicological understanding.


write a composition demonstrating some understanding of scoring conventions and concepts of music with guidance. Provide some details of the creative process in a journal/log.

write a composition demonstrating a basic understanding of scoring conventions and how to use concepts of music. Provide some details of the creative process in a journal/log.

write a stylistic composition demonstrating understanding of scoring conventions and how to use concepts of music. Provide some details of the creative process in a journal/log.

write an extended composition demonstrating detailed knowledge of scoring conventions and how to use the concepts of music. Provide details of the creative process including development of ideas, in a journal/log.

write an extended composition demonstrating comprehensive knowledge of scoring conventions and how to stylistically use the concepts of music. Provide details of the creative process including a convincing development of ideas, in a journal/log.


complete some tasks using basic time and resource management skills under supervision.


complete some tasks independently by using time and resource management skills without direction.

complete most tasks independently by using effective time and resource management skills.


Management



PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION





Term 1

Week 5

March

2015

Term 1

Week 9 - 11

March - April

2015

Term 2

Week 4

May

2015

Term 2

Week 9

June

2015

Term 3

Weeks 3 - 5

July - August

Case Study

Sports Medicine and Factors

Affecting Performance


Essay

Health Priorities in Australia

Report Sport and Physical

Activity in Australian

Society


OUTCOMES

H8 H16 H17 H13

OUTCOMES

H7 H8 H9 H10 H11 H13

OUTCOMES

H1 H4 H14 H15 H16

OUTCOMES

H12 H16

OUTCOMES

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11

H12 H13 H14 H15 H16

Knowledge and understanding of:

factors that affect health

the way the body moves

40% 10% 10% 5% 15%

Skills in:

influencing personal and community health

taking action to improve participation and performance in physical activity

30% 5% 5% 5% 10% 5%

Skills in:

critical thinking, research and analysis

30% 5% 5% 5% 5% 10%

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

PHP Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



describe the relationship between physiology and movement potential with assistance.

discuss the relationship between physiology and movement potential and examine some factors that enhance performance.

explain the relationship between physiology and movement potential and examine most factors that enhance performance.

analyse the relationship between physiology and movement potential and examine a variety of factors that enhance performance.

critically analyse the relationship between physiology and movement potential and investigate a variety of factors that enhance performance.

Knowledge and understanding - factors affecting performance

outline some demands of specific athletes and outline the role of preventative actions.

outline a range of demands of specific athletes and describe the role of preventative actions.

discuss a range of demands of specific athletes, describe the role of preventative actions. Discuss issues related to sport medicine.

analyse a range of demands of specific athletes, examine the role of preventative actions and investigate issues related to sport medicine.

critically analyse a range of demands of specific athletes, examine and assess the role of preventative actions and debate the ethical issues related to sports medicine.

Knowledge and understanding - sport medicine

identify some resources to draw conclusions about some of the factors that enhance performance with assistance.

identify and use some resources to draw conclusions about some of the factors that enhance performance.

apply resources to draw conclusions about some of the factors that enhance performance.

analyse a range of resources to draw conclusions about most of the factors that enhance performance.

critically analyse a range of resources to draw conclusions about the factors that enhance performance.




communicate ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology in some contexts.

communicate ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology in most contexts.

communicate ideas, issues and opinions in an organised, logical and coherent manner, consistently using appropriate terminology.

Communicating ideas and information

discuss some solutions using some examples that enhance performance with assistance.

examine some solutions using some relevant examples that enhance performance.

support arguments by using some relevant examples that enhance performance.

support arguments by using relevant examples that enhance performance.

provide relevant and accurate examples to justify solutions to the enhancement of performance.

Solving problems






Management


PHP Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some key issues affecting the health of Australians and identify some benefits of health promoting actions that promote social justice.

outline some key issues affecting the health of Australians and explain some benefits of health promoting actions that promote social justice.

discuss some key issues affecting the health of Australians and some benefits of health promoting actions that promote social justice.

analyse most key issues affecting the health of Australians and examine the benefits of health promoting actions that promote social justice.

critically analyse key issues affecting the health of Australians and argue the benefits of health promoting actions that promote social justice.

Knowledge and understanding - Health priorities in Australia

identify some of sociocultural influences on the way people participate in and value physical activity and sport in Australian society.

outline some of the sociocultural influences on the way people participate in and value physical activity and sport in Australian society.

describe some of the sociocultural influences on the way people participate in and value physical activity and sport in Australian society.

discuss the sociocultural influences on the way people participate in and value physical activity and sport in Australian society.

analyse the influence of sociocultural factors on the way people participate in and value physical activity and sport in Australian society.

Knowledge and understanding - Sport and Physical Activity in Australian Society (SPAAS)

use some resources to form some opinions about Australia's health priorities with assistance.

use some resources to form some opinions about Australia's health priorities.

use some resources to form some conclusions about Australia's health priorities.

utilise a range of resources to form conclusions about Australia's health priorities.

analyse a range of resources to form conclusions about Australia's health priorities and apply these to a range of contexts.




communicate ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology in some contexts.

communicate ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology in most contexts.

communicate ideas, issues and opinions in an organised, logical and coherent manner, consistently using appropriate terminology.

Communicating ideas and information

identify some ways of working towards better health for all Australians.

outline some ways of working towards better health for all Australians.

describe some ways of working towards better health for all Australians.

propose ways of working towards better health for all Australians.

propose a variety of ways of working towards better health for all Australians.

Solving problems






Management



BIOLOGY





Term 4

Week 11

Assessment Period

2015

Term 1

Weeks 9 – 11

March - April

2015

Term 2

Week 7

June

2015

Term 3

Weeks 3 - 5

July - August

Practical Task HALF YEARLY EXAMINATION

Research

1st & 2nd Investigation


OUTCOMES

H11 H12 H13 H14

OUTCOMES

H2 H4 H6 H8 H9 H10 H15

OUTCOMES

H3 H4 H11 H12 H13

OUTCOMES

H1 – H10


40% 15% 10% 15%

Skills in planning and conducting

first-hand investigations, communicating

information based on these

investigations

30%

5%

15%

10%

Skills in scientific thinking, problem-

solving and in communicating understanding

and conclusions

30%

20%

5%

5%

100% 25% 20% 25% 30%

BIO Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology related to some areas of Biology. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate thorough knowledge and understanding of the course content using a number of examples.

present information clearly in written, graphical and diagrammatic forms to demonstrate an extensive knowledge and understanding of the course content using a number of examples.


describe simple safety precautions in experimental procedures and follow a simple method individually and as part of a team.

describe safety precautions in experimental procedures and follow a given method adequately both individually and as part of a team.

describe the correct apparatus for a particular investigation and demonstrate an adequate understanding of experimental methodology. Record experiments as concise and accurate scientific reports proficiently working individually and in teams.

describe and justify appropriate experimental procedures and adapt given methods to new situations. Record experiments as concise and accurate scientific reports with quantitative results where appropriate. Work proficiently individually and in teams.

demonstrate skills in design, implementation and evaluation of experimental procedures, addressing accuracy, reliability, safety and validity issues. Produce comprehensive scientific reports working individually and as part of a team.

Practical skills

manipulate biological data in an elementary manner.

carry out basic calculations on biological data and draw simple inferences from observations.

demonstrate sound skills to manipulate biological data to identify simple relationships and make generalisations. Apply biological concepts to solve problems in familiar situations.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating data to solve problems. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems. Analyse, evaluate and extrapolate data effectively, identify complex relationships, quantify explanations and descriptions and synthesise information to draw conclusions.

Problem solving






Management


BIO Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology related to some areas of Biology. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate thorough knowledge and understanding of the course content using a number of examples.

present information clearly in written, graphical and diagrammatic forms to demonstrate an extensive knowledge and understanding of the course content using a number of examples.


locate and select basic information and communicate it adequately in simple scientific formats.

locate and select mostly relevant information and communicate it adequately by using some appropriate terminology and simple scientific formats.

locate and select relevant information from a range of sources and communicate a sound understanding of concepts using some appropriate terminology and scientific formats.

locate relevant information from a variety of sources and effectively communicate a detailed understanding of concepts using appropriate terminology and scientific formats.

locate and synthesise relevant information from diverse and current sources and communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Research skill

manipulate biological data in an elementary manner.

carry out basic calculations on biological data and draw simple inferences from observations.

demonstrate sound skills to manipulate biological data to identify simple relationships and make generalisations. Apply biological concepts to solve problems in familiar situations.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating data to solve problems. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems. Analyse, evaluate and extrapolate data effectively, identify complex relationships, quantify explanations and descriptions and synthesise information to draw conclusions.

Problem solving






Management



CHEMISTRY





Term 4

Week 11

Assessment Period

2015

Term 1

Weeks 9 – 11

March - April

2015

Term 3

Weeks __

July - August

2015

Term 3

Weeks 3 - 5

July - August

Titration Practical and Theory Assessment


Practical Assessment

(During HSC Trial Examinations)


OUTCOMES

H6 H10 H11 H12 H14 H15

OUTCOMES

H1 H2 H4 H5 H6 H7 H8 H9 H10 H11 H12

OUTCOMES

H6 H7 H8 H10 H11 H12 H14

OUTCOMES

H1 H2 H4 H5 H6 H7 H8 H9 H10 H11 H12


40% 5% 15% 5% 15%


first-hand investigations, communicating

information based on these

investigations

30%

20%

10%

Skills in scientific thinking, problem-


and conclusions

30%

5%

10%

5%

10%

100% 30% 25% 20% 25%

CHE Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology and formulae related to some areas of chemistry. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate a sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate a thorough knowledge and understanding of the course content using a number of examples with supporting equations.

present information clearly in written, graphical and diagrammatic forms to concisely demonstrate an extensive knowledge and understanding of the course content using a number of examples with supporting equations.


describe simple safety precautions in experimental procedures and follow a basic method with assistance.

describe the correct apparatus for a particular investigation and follow a given method adequately both individually and as part of a team.




Practical skills

recall elementary terminology and formulae related to some areas of Chemistry and make simple substitutions of data into chemical calculations.

substitute data from information given in written, tabular graphical and diagrammatic forms and manipulate basic chemical data including stoichiometry data.

demonstrate sound skills to carry out calculations and or substitute into equations, using relevant symbols and units when manipulating chemical data including stoichiometric data, and construct balanced symbol equations.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating equations to solve problems involving a number of steps. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate chemical data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.

Problem solving and application






Management


CHE Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology and formulae related to some areas of chemistry. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate a sound knowledge and understanding of the course content.




describe simple safety precautions in experimental procedures and follow a basic method with assistance.

describe the correct apparatus for a particular investigation and follow a given method adequately both individually and as part of a team.

describe the correct apparatus for a particular investigation and demonstrate an adequate understanding of experimental methodology. Record experiments as concise and accurate scientific reports both working individually and in teams.



Practical skills

recall elementary terminology and formulae related to some areas of Chemistry and make simple substitutions of data into chemical calculations.

substitute data from information given in written, tabular graphical and diagrammatic form and manipulate basic chemical data including stoichiometry data.

demonstrate sound skills to carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating chemical data including stoichiometric data, and construct balanced symbol equations.


apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate chemical data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.







Management



EARTH AND ENVIRONMENTAL SCIENCE




Term 4

Week 8

November 27

Hand in task

2015

Term 1

Week 6

March

Hand in task

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 8

June

Hand in task

2015

Term 3

Weeks 3 - 5

July - August

Excursion Practical Work

Research Natural

Disasters


Practical – Open Ended Investigation


OUTCOMES

H2 H4 H6 H7 H8 H9 H10

H13

OUTCOMES

H1 H2 H3 H4 H11 H12 H13

H14 H15

OUTCOMES

H1 H2 H4 H5 H7 H11 H12 H13 H14 H16

OUTCOMES

H7 H8 H10 H11 H12 H13

H14 H16

OUTCOMES

H3 H5 H6 H7 H8 H9 H10

H11 H12 H13 H14


40% 8% 8% 8% 8% 8%


first hand investigations

30%

5%

5%

5%

10%

5%

Skills in scientific thinking, problem


and conclusions

30%

7%

2%

2%

2%

17%

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

EES Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary understanding of the course content.

demonstrate a basic knowledge of the course content and identify features of some environments.

demonstrate a sound knowledge of the course content and identify features of water treatment, fossil and cleared environments.

demonstrate a thorough knowledge of the course content, outline water treatment features and interpret some examples of mined, fossil and cleared environments.

demonstrate an extensive knowledge of the course content, explain accurately water treatment processes and interpret examples of fossil and cleared environments.


demonstrate an elementary understanding of Earth Science environments and present information with assistance.

record some features of water treatment and fossil environments and present basic information in a flowchart.

record and present accurate information of water treatment and fossil environments and collect information and present in a flowchart.

describe and present accurate information of water treatment and fossil environments. Collect and select relevant information and present in a flowchart.

accurately describe and analyse water treatment and fossil environments. Collect, process and select relevant information and construct a flowchart.

Practical skills

demonstrate an ability to use equipment and collect some information in the field.

collect and use field data to arrive at a basic understanding.

collect, present and interpret some field data.

collect and analyse fieldwork data using correct formats and terminology and derive a conclusion.

collect and correctly analyse and evaluate field data. Present data using correct formats and terminology and derive correct conclusions.







Management


EES Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge of the course content and use simple terms and diagrams to explain experimental work with assistance.

demonstrate basic knowledge of the course content and use simple terms and diagrams to explain experimental work.

demonstrate a sound knowledge of the course content and outline key experimental techniques.

demonstrate a thorough knowledge of the course content and key experimental techniques.

demonstrate an extensive knowledge of the course content, and key experimental techniques.


demonstrate an elementary understanding of water testing and equipment with assistance and present some information on a transect.

record water and soil data including temperature, turbidity and pH and correctly construct a transect.

record information on water and soil quality using some water testing equipment and construct a transect with correct scales, key and data.

correctly conduct three water and soil quality tests and construct a transect with correct scales, key and annotated data.

accurately test water and soil quality using advanced chemical and biological testing methods. Construct a transect with detailed observational data drawn to scale and correctly annotated.

Practical skills

find websites and extract useful information with assistance.

collect and use data from the web and arrive at a basic understanding of the effects of tectonic events.

source information from at least one location and describe the effects of a tectonic event.

use the web to source most of the information required to analyse the effects of a tectonic event.

successfully research the web, sourcing correct tectonic information from several sites and correctly use and interpret that information.







Management



PHYSICS




Term 4

Week 7

November 18

Event

2015

Term 1

Weeks 9 - 11

March - April

2015

Term 2

Week 9

June

Submission

2015

Term 3

Weeks 3 - 5

July - August

Practical Skills HALF YEARLY EXAMINATION

Research Task HSC TRIAL EXAMINATION

OUTCOMES

H9 H11 H12 H13 H14

OUTCOMES

H1 - H10

H13 – H14

OUTCOMES

H1 – H8

H13 H15

OUTCOMES

H1 – H10

H13 H14


40% 10% 15% 15%

Skills in planning and

conducting first hand

investigations

30%

20%

5%

5%

Skills in scientific thinking,

problem solving and in

communicating understanding

and conclusions

30%

5%

5%

10%

10%

100% 25% 20% 25% 30%

PHY Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate limited knowledge and understanding of the course content. Recall elementary terminology and formulae related to some areas of Physics.

demonstrate basic knowledge and understanding of the course content. Use simple definitions, terms, diagrams and graphs to communicate understanding of concepts.

demonstrate sound knowledge and understanding of the course content. Describe concepts and information clearly in written, graphical and diagrammatic forms.




describe simple safety precautions in experimental procedures and follow a simple method individually and as part of a team.

describe safety precautions in experimental procedures and follow a given method adequately both individually and as part of a team.



demonstrate the ability to design, implement and evaluate experimental procedures, addressing accuracy, reliability, safety and validity issues. Produce comprehensive scientific reports working individually and as part of a team.

Practical skills

recall elementary terminology and formulae related to some areas of Physics. Make simple substitutions of data into calculations.

substitute data from information given in written, tabular graphical and diagrammatic forms and manipulate basic physics data.

carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating data.


apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.







Management


PHY Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of the course content. Recall elementary terminology and formulae related to some areas of Physics.

demonstrate basic knowledge and understanding of the course content. Use simple definitions, terms, labelled diagrams and graphs to communicate understanding of concepts.

demonstrate sound knowledge and understanding of the course content. Describe concepts and information clearly in written, graphical and diagrammatic forms.




locate and select basic information and communicate it adequately in simple scientific formats.

locate and select mostly relevant information and communicate it adequately by using some appropriate terminology and simple scientific formats.

locate and select relevant information from a range of sources and communicate a sound understanding of concepts using some appropriate terminology and scientific formats.

locate relevant information from a variety of sources and effectively communicate a detailed understanding of concepts using appropriate terminology and scientific formats.

locate and synthesise relevant information from diverse and current sources and communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Research skills

recall elementary terminology and formulae related to some areas of Physics. Make simple substitutions of data into calculations.

substitute data from information given in written, tabular graphical and diagrammatic forms and manipulate basic physics data.

demonstrate a broad ability to carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating data.


apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.







Management



TEXTILES & DESIGN



Major Textile Project due to the Board of Studies, Teaching and Educational Standards (approx ____ August – TBC)

Term 3 Week __, 2015

This includes both MTP and supporting documentation COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 4

(SYLLABUS) (SYLLABUS) 2014 - 2015

Term 4

Week 6

November 14

Hand-in

2014

Term 1

Weeks 9 - 11

March - April

2014 - 2015

Part 1 Term 4 Week 8

November 24

Part 2 Term 1 Week __ March __

Part 3 Term 2

Week __ June __

2015

Term 2

Week __

May __

2015

Term 3

Weeks 3 - 5

July - August

MTP

Oral & Storyboard


Diary

Development of MTP

Fabric Properties & Performance

task


OUTCOMES

H1.1 H1.2 H2.1 H4.1 H6.1

OUTCOMES

H1.2 H1.3 H3.1 H3.2 H4.1 H4.2

H6.1

OUTCOMES

H1.1 H1.2 H2.1 H2.2 H2.3 H4.1

H4.2 H6.1

OUTCOMES

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

OUTCOMES

H1.2 H1.3 H3.1 H3.2 H4.1 H4.2 H5.1 H5.2 H6.1

Knowledge and understanding of textiles and the textile industry

50% 10% 10% 10% 10% 10%

Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technologies.

50% 15% 5% 15% 10% 5%

100% 25% 15% 25% 20% 15%

TD2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall some simple textile concepts.

demonstrate basic knowledge of textile design production, textile cultural and/or historical aspects and colouration techniques.

demonstrate sound knowledge of textile design production, textile cultural and/or historical aspects and colouration techniques.

demonstrate a thorough knowledge of textile design production, textile cultural and/or historical aspects and colouration techniques.

demonstrate an extensive knowledge of textile design production, textile cultural and/or historical aspects and colouration techniques.


communicate ideas and information using simple terminology.

communicate ideas and information using simple diagrams and text.

communicate ideas and information in adequate written, visual and graphic forms.

communicate ideas and information clearly in written, visual and graphic forms.

communicate ideas and information clearly and comprehensively in written, visual and graphic forms.

Planning and documentation

generate and experiment with design ideas in an elementary way.

generate, experiment with, and modify design ideas in a basic way.

generate, experiment with and modify creative designs with simple analysis of ideas.

generate, experiment, modify and analyse creative and functionally appropriate design ideas.

generate, experiment, modify and analyse complex, aesthetically pleasing and functionally appropriate textile designs.

Design development, experimentation and analysis

select and use fibres, fabrics and techniques in a simple way.

select and use fibres, fabrics and techniques for specific use.

select, discuss and use fibres, yarns, fabrics and techniques for specific use.

select and justify fibres, yarns, fabrics and techniques for specific usage.

select and extensively justify fibres, yarns, fabrics and techniques for specific usage.

Design skills

display elementary design and technological skills in the development and production of the Major Textiles Project.

display basic design and technological skills in the development and production of the Major Textiles Project.

display competence in a variety of design and technological skills in the development and production of the Major Textiles Project.

display proficiency in a variety of design and technological skills in the development and production of the Major Textiles Project.

display expertise in a variety of design and technological skills in the development and production of the Major Textiles Project.

Manufacturing techniques






Management


TD2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall some simple textile concepts.

demonstrate a basic knowledge of some textile concepts.

demonstrate a sound knowledge and understanding of textile concepts including the Australian Textiles Industry.

demonstrate a thorough knowledge and understanding of most textile concepts including the Australian Textiles Industry.

demonstrate an extensive knowledge and understanding of all textile concepts including the Australian Textiles Industry.


communicate ideas and information using simple terminology.

communicate ideas and information using simple diagrams and text.

communicate ideas and information in adequate written, visual and graphic forms.

communicate ideas and information clearly in written, visual and graphic forms.

communicate ideas and information clearly and comprehensively in written, visual and graphic forms.

Communication, research and analysis

identify some properties and performance of fabric.

explain some properties and performance of fabric with some brief link to end use.

analyse and/or justify some properties and performance of fabric in relation to end use.

analyse and justify properties and performance of fabric in relation to end use.

extensively analyse and justify properties and performance of fabric in relation to end use.

Properties and performance

select and use fibres, fabrics and techniques in a simple way.

select and use fibres, fabrics and techniques in the specified context.

select, discuss and use fibres, yarns, fabrics and apply some techniques to some specific contexts.

select, justify and use fibres, yarns and fabrics and apply techniques to most specific contexts.

select, justify and use fibres, yarns and fabrics and apply a variety of techniques to a range of specific contexts.

Design skills

display elementary design and technological skills in the development and production of the Major Textiles Project.

display basic design and technological skills in the development and production of the Major Textiles Project.

display competence in a variety of design and technological skills in the development and production of the Major Textiles Project.

display proficiency in a variety of design and technological skills in the development and production of the Major Textiles Project.

display expertise in a variety of design and technological skills in the development and production of the Major Textiles Project.

Manufacturing techniques






Management



VISUAL ARTS




Term 4

Week 8

November 24

2015

Term 1

Week 4

February 16

VAPD & BOW Process

2015

Term 2

Weeks 9 - 11

2015

Term 3

Weeks

July - August

2015

Term 3

Week __

July __

Case Study Process for BOW Process for BOW HSC TRIAL EXAMINATION

Process for BOW

OUTCOMES

H7 – H10

OUTCOMES

H1 – 6

OUTCOMES

H1 – H6

OUTCOMES

H7 – H10

OUTCOMES

H1 – H6

Critical/ Historical

Study

50% 20% 30%

Artmaking

50% 10% 15% 25%

100% 20% 10% 15% 30% 25%

VA2 Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



represent ideas in simple ways with a limited selection of materials.

articulate ideas and concepts to some degree and display some technical skill.

articulate ideas and concepts with some coherence and some technical proficiency.

articulate ideas and concepts with coherence and demonstrate technical sensitivity.

articulate ideas and concepts that are subtle and sustained and display technical sensitivity, refinement and discrimination.

Artmaking

demonstrate some reference to artistic practice, the conceptual framework and the frames that shows some reference to the ways in which ideas, subject matter and materials can be presented.

demonstrate some understanding of artistic practice, the conceptual framework and the frames that shows an awareness that different meanings are possible in the visual arts.

demonstrate a sound understanding of artistic practice, the conceptual framework and the frames that shows a knowledge of the relationships sustained at a number of levels by makers, audience and artwork.

demonstrate a developed understanding and engagement with artistic practice, the conceptual framework and the frames that shows sustained knowledge of the relationships within and between agencies and interpretive frameworks in the art world.

demonstrate a highly developed understanding and sustained engagement with artistic practice, the conceptual framework and the frames that shows knowledge of complex and subtle relationships within and between agencies and interpretive frameworks in the art world.

Art history - Art criticism






Management


VA2 Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



represent ideas in simple ways with a limited selection of materials.

articulate ideas and concepts to some degree and display some technical skill.

articulate ideas and concepts with some coherence and some technical proficiency.

articulate ideas and concepts with coherence and demonstrate technical sensitivity.

articulate ideas and concepts that are subtle and sustained and display technical sensitivity, refinement and discrimination.

Artmaking

demonstrate some reference to artistic practice, the conceptual framework and the frames that shows some reference to the ways in which ideas, subject matter and materials can be presented.

demonstrate some understanding of artistic practice, the conceptual framework and the frames that shows an awareness that different meanings are possible in the visual arts.

demonstrate a sound understanding of artistic practice, the conceptual framework and the frames that shows a knowledge of the relationships sustained at a number of levels by makers, audience and artwork.

demonstrate a developed understanding and engagement with artistic practice, the conceptual framework and the frames that shows sustained knowledge of the relationships within and between agencies and interpretive frameworks in the art world.

demonstrate a highly developed understanding and sustained engagement with artistic practice, the conceptual framework and the frames that shows knowledge of complex and subtle relationships within and between agencies and interpretive frameworks in the art world.

Art history - Art criticism






Management



VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

VET CURRICULUM FRAMEWORKS In 2015, four 2-Unit Vocational Courses will be studied by Year 12 students at Cerdon College:

Business Services

Entertainment

Hospitality – Commercial Cookery

Hospitality – Food & Beverage Work placement Work placement (70 hours) is mandatory for each course undertaken for study. Students not completing a minimum of 70 hours work placement will not have fulfilled their HSC requirements. The completion of work placement hours will be recorded with the VET Coordinator and Board of Studies, Teaching and Educational Standards. Where it appears that a student is in danger of not meeting this requirement, she will be advised in writing, with sufficient time to redress the situation. Work placement allows the student to apply the theory and practical skills learnt in class. Some competencies may be assessed in the workplace. Students will be offered placements in the Sydney metropolitan area, provided by our structured work place learning agency South West Connect. Students are required to accept the place offered. Recognition of Prior Learning Students can use their current casual employment for work placement if it is directly related to the subject. An ‘Application for Recognition of Prior Learning’ must be obtained from their VET teacher and completed by the student and their employer. The VET Coordinator will assess the application and students will be informed as to the success of their application. Assessment Assessment occurs at the school level where students are assessed against the units of competency outlined in the syllabus. A unit of competency outlines what a competent worker can do in the workplace. Elements of competency break down the units into smaller tasks. All elements of a unit of competency must be completed before the student is deemed to have satisfactorily achieved the competency. Competencies are the application of skills and knowledge to workplace tasks or functions and therefore combine both theory and practical skills. Competencies also embody the ability to transfer and apply skills and knowledge to new situations and environments and include problem solving. Each student’s progress of competency achievement is recorded on a regular basis throughout the course and maintained in the VET teacher’s Competency Register. At specific times throughout the Preliminary and HSC year the student’s competency achievement is also recorded by the VET Coordinator, online with the Board of Studies, Teaching and Educational Standards. Adequate notice (at least two weeks) will be provided to students about each formal assessment event. It must also be noted that assessment of competency is an on-going process, and might occur when the individual student is deemed ready. Where necessary, students will be provided three attempts to demonstrate competency on any one task.


Qualifications Students completing Vocational HSC courses will receive the following recognition:

The course is recorded on the HSC Record of Achievement.

All units of competency and/or elements of competency achieved are reported in the Competency Register and online with the Board of Studies, Teaching and Educational Standards.

The student will receive an AQF Certificate or Statement of Attainment from the Board of Studies, Teaching and Educational Standards listing competencies achieved.

Competency Based Assessment Students in VET courses must assume that they are being constantly assessed in both formal and informal contexts. VET subjects are assessed on a continuous basis. The techniques used for collecting evidence of competency may include:

workplace performance a project

role play/simulation written exercises

oral questioning oral presentations

tests or examinations finished product

demonstration of specific skills/knowledge practical tasks

Remember: In competency based assessments you are either competent or not yet competent. Students in need of further training can ask to be re-assessed but such re-assessment must consider deadlines for internal and external reporting. Standards Referenced Assessment Students studying VET courses can choose to sit the HSC Examination and may have one VET course mark counted towards their ATAR. The external HSC Examination for VET Curriculum Framework courses is optional. Students wishing to include their VET marks in the calculation of their ATAR must sit the HSC Examination. All students will be entered with the Board of Studies, Teaching and Educational Standards to sit the examination. Those choosing NOT to sit the HSC Examination will be required to complete a “Request to Withdraw for HSC VET Examination” form during the latter half of Year 12. School Based Standards Referenced Assessment Throughout the Preliminary and HSC components of the VET course, students will complete three compulsory standards referenced examination tasks. They will provide valuable opportunities to develop HSC examination techniques and provide feedback to the student on the progress and depth of their understanding of the course content. The examinations also facilitate the calculation of the mandatory estimate mark provided to the Board of Studies, Teaching and Educational Standards at the end of Year 12. The examination tasks are scheduled at the following times:

Task Task Type Timing Weighting

Task 1 Preliminary Examination Term 3, Weeks __ – __, 2014 20%

Task 2 HSC Mid Course Examination Term 1, Weeks 9 – 11, 2015 30%

Task 3 Trial HSC Examination Term 3, Weeks 3 – 5, 2015 50%


Appeals If you disagree with the outcome of an assessment because you believe that you have met the standards for performance (benchmarks), you have the right to appeal. You must ask for a review as soon as possible after receiving your result. You should take the following steps:

1. Speak to the teacher who assessed your work.

2. If you are not satisfied with your discussion with the teacher then make an appointment to speak to the VET Coordinator.

3. The VET Coordinator will discuss your concerns with you.

4. A joint meeting will be arranged between you, the teacher and the VET Coordinator so that your concerns and those of the teacher can be addressed.

The result of this meeting may be:

1. A revised assessment by the teacher.

2. A new assessment task for part of the disputed task.

3. A full assessment task to be completed in place of the disputed task.


BUSINESS SERVICES The Business Services Curriculum Framework has been developed to provide students with entry level vocational qualifications. This is achieved through a training package set by the Australian Qualifications and Training Framework (AQTF). Students who achieve competencies receive either a Statement of Attainment or the full Certificate II on completion of their studies. The Business Services Curriculum Framework also provides students with 2 Units towards their HSC credentials and will be considered for their Australian Tertiary Assessment Rank (ATAR). It must be remembered that only one VET course can be included for a student’s ATAR. The 240 hour course is based on one core unit (BSBWHS201A) and twelve units of competency in the Certificate II in Business as well as one unit of competency from Certificate III. You must attempt all the units of competency below and complete a minimum of 70 hours of work placement. Examinations Students will complete a 2 hour written examination paper for their Mid-Course assessment and the Trial HSC regardless of their HSC examination intentions. The following competencies will be assessed:

Unit Code Unit HSC Indicative Hours

BSBCMN201A Communicate in the workplace 15

BSBCUS201B Deliver a service to customers 15

BSBIND201A Work effectively in a business environment 20

BSBINM201A Process and maintain workplace information 20

BSBWHS201A Contribute to health & safety of self and others 15

BSBSUS201A Participate in environmentally sustainable work practices 15

BSBWOR202A Organise and complete daily work activities 15

BSBWOR203A Work effectively with others 15

BSBWOR204A Use business technology 15

Elective Units

Unit Code Unit Title

BSBITU304A Produce Spreadsheets 20

BSBITU201A Produce simple word processed documents 20

BSBITU202A Create and use spreadsheets 20

BSBADM311A Maintain business resources 15

BSBITU303A Design and produce text documents 25

Students will also undertake ongoing assessments in the six elective units

BSA Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



Not yet attempted Developing CompetentCommunicate in the workplace

Not yet attempted Developing CompetentDeliver a service to customers

Not yet attempted Developing CompetentWork effectively in a business environment

Not yet attempted Developing CompetentProcess and maintain workplace information

Not yet attempted Developing CompetentContribute to health & safety of self and others

Not yet attempted Developing CompetentParticipate in environmentally sustainable work practices

Not yet attempted Developing CompetentOrganise and complete daily work activities

Not yet attempted Developing CompetentWork effectively with others

Not yet attempted Developing CompetentUse business technology

Not yet attempted Developing CompetentProduce spreadsheets

Not yet attempted Developing CompetentProduce simple word processed documents

Not yet attempted Developing CompetentCreate and use spreadsheets

Not yet attempted Developing CompetentMaintain business resources

Not yet attempted Developing CompetentDesign and produce text documents


BSA Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentDeliver a service to customers

Not yet attempted Developing CompetentWork effectively in a business environment

Not yet attempted Developing CompetentProcess and maintain workplace information

Not yet attempted Developing CompetentContribute to health & safety of self and others


Not yet attempted Developing CompetentOrganise and complete daily work activities


Not yet attempted Developing CompetentUse business technology

Not yet attempted Developing CompetentProduce spreadsheets

Not yet attempted Developing CompetentProduce simple word processed documents

Not yet attempted Developing CompetentCreate and use spreadsheets

Not yet attempted Developing CompetentMaintain business resources

Not yet attempted Developing CompetentDesign and produce text documents



ENTERTAINMENT

The purpose of this course is to provide students with the opportunity to gain a range of general skills and knowledge suitable for entry to employment in live production, theatre and events industries. The Entertainment Curriculum Framework also provides students with 2 units towards their HSC credentials and will be considered for their Australian Tertiary Admission Rank. (However, only one VET course can be included for a student’s ATAR). This course comprises 11 compulsory units of competency and an elective pool of competencies.

Students must attempt: - ALL compulsory units of competency - AND a selection of units of competency to a minimum value of 85 indicative hours from the elective pool.

Compulsory Units of Competency


BSBCMM201A Communicate in the workplace

BSBOHS201A Participate in OHS processes

CUEAUD06B Apply a general knowledge of vision systems to work activities

CUECOR01C Manage own work and learning

CUECOR02C Work with others

CUECOR03B Provide quality service to customers

CUECOR04B Deal with conflict and resolve complaints

CUEIND01D Source and apply entertainment industry knowledge

CUESOU07B Apply a general knowledge of audio to work activities

CUESTA05C Apply a general knowledge of staging to work activities

CUFLGT101A Apply a general knowledge of lighting to work activities

Elective Units


HLTFA301B Apply first aid

BSBDIV301A Work effectively with diversity

CUFLGT302A Record and operate standard lighting cues

CUFLGT303A Install and operate follow spots

CUETGE15B Handle physical elements safely during bump in

CUESTA02C Operate staging elements

CUETGEO5C Maintain physical production elements

MEM18001C Use hand tools

Students will also undertake ongoing assessments throughout the course

ENT Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentParticipate in OHS processes

Not yet attempted Developing CompetentApply a general knowledge of vision systems to work activities

Not yet attempted Developing CompetentManage own work and learning

Not yet attempted Developing CompetentWork with others

Not yet attempted Developing CompetentProvide quality service to customers

Not yet attempted Developing CompetentDeal with conflict and resolve complaints

Not yet attempted Developing CompetentSource and apply entertainment industry knowledge

Not yet attempted Developing CompetentApply a general knowledge of audio to work activities

Not yet attempted Developing CompetentOperate staging elements

Not yet attempted Developing CompetentApply a general knowledge of staging to work activities

Not yet attempted Developing CompetentApply a general knowledge of lighting to work activities

Not yet attempted Developing CompetentApply first aid

Not yet attempted Developing CompetentWork effectively with diversity

Not yet attempted Developing CompetentRecord and operate standard lighting cues

Not yet attempted Developing CompetentInstall and operate follow spots

Not yet attempted Developing CompetentHandle physical elements safely during bump in

Not yet attempted Developing CompetentUse hand tools

Not yet attempted Developing CompetentMaintain physical production elements


ENT Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentParticipate in OHS processes

Not yet attempted Developing CompetentApply a general knowledge of vision systems to work activities

Not yet attempted Developing CompetentManage own work and learning

Not yet attempted Developing CompetentWork with others

Not yet attempted Developing CompetentProvide quality service to customers

Not yet attempted Developing CompetentDeal with conflict and resolve complaints

Not yet attempted Developing CompetentSource and apply entertainment industry knowledge

Not yet attempted Developing CompetentApply a general knowledge of audio to work activities

Not yet attempted Developing CompetentOperate staging elements

Not yet attempted Developing CompetentApply a general knowledge of staging to work activities

Not yet attempted Developing CompetentApply a general knowledge of lighting to work activities

Not yet attempted Developing CompetentApply first aid

Not yet attempted Developing CompetentWork effectively with diversity

Not yet attempted Developing CompetentRecord and operate standard lighting cues

Not yet attempted Developing CompetentInstall and operate follow spots

Not yet attempted Developing CompetentHandle physical elements safely during bump in

Not yet attempted Developing CompetentUse hand tools

Not yet attempted Developing CompetentMaintain physical production elements



HOSPITALITY COMMERCIAL COOKERY STRAND

Status of units of competency for the Hospitality HSC course and Certificate II in Kitchen Operations (Kitchen Operations and Cookery stream). To achieve SIT20312 Certificate II in Kitchen Operations the Tourism, Travel and Hospitality Training Package requires students to achieve 13 units of competency: 8 core units of competency 5 elective units of competency To achieve SIT20312 Certificate II in Kitchen Operations as a part of the HSC, students will do the HSC VET Hospitality (240 indicative hours) course. To meet HSC course requirements, students completing the Hospitality (240 indicative hours) course with a kitchen operations and cookery focus must undertake four mandatory and four Kitchen Operations and Cookery stream associated units of competency (six core and two listed electives for Certificate II in Kitchen Operations) plus a minimum of 95 HSC indicative hours of HSC elective units of competency. http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_ doc/hospitality-st6-certificate-2-kitchen-2014.pdf SIT20312

HSC Unit Code Unit Title Cert II in Kitchen Operations

8 Core

Selective – 3 Listed

Mandatory SITXFSA101 Use hygienic practices for food safety Core

Mandatory SITXWHS101 Participate in safe work practices Core

Mandatory BSBWOR203B Work effectively with others Core

Mandatory SITHIND201 Source and use information on the Hospitality industry

Elective – listed

Kitchen Operations & Cookery stream

SITHCCC101 Use food preparation equipment Core


SITHCCC201 Produce dishes using basic methods of cookery

Core


SITHKOP101 Clean kitchen premises and equipment Core


SITXFSA201 Participate in safe food handling practices Elective – listed

Elective SITHCCC102 Prepare simple dishes Elective – listed

Elective SITHCCC103 Prepare sandwiches Elective – listed

Elective SITHCCC202 Produce appetisers and salads Elective – listed

Elective SITXINV202 Maintain the quality of perishable items Core

Elective SITHCCC207 Use cookery skills effectively Core

Elective BSBSUS201A Participate in environmentally sustainable work practices

Elective – listed

Elective HLTAID003 Provide first aid (outside provider) Elective – listed


Year 12 ASSESSMENT TASKS: Term 4, 2014

Task 3: Kitchen Skills 2

Term 1, 2015


Task 5: Industry Facts

- Ongoing tasks over 3 terms

Term 2, 2015



- Ongoing tasks over 3 terms

Term 3, 2015



- Due dates to be negotiated

HCC Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



Not yet attempted Developing CompetentParticipate in safe work practices

Not yet attempted Developing CompetentUse hygienic practices for food safety

Not yet attempted Developing CompetentUse food preparation equipment

Not yet attempted Developing CompetentPrepare simple dishes

Not yet attempted Developing CompetentClean kitchen premises and equipment

Not yet attempted Developing CompetentPrepare sandwiches

Not yet attempted Developing CompetentProduce appetisers and salads

Not yet attempted Developing CompetentParticipate in safe food handling practices

Not yet attempted Developing CompetentMaintain the quality of perishable items

Not yet attempted Developing CompetentProduce dishes using basic methods of cookery

Not yet attempted Developing CompetentUse cookery skills effectively

Not yet attempted Developing CompetentSource and use information on the hospitality industry



Not yet attempted Developing CompetentProvide First Aid


HCC Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh






Not yet attempted Developing CompetentPrepare simple dishes

Not yet attempted Developing CompetentClean kitchen premises and equipment


Not yet attempted Developing CompetentProduce appetisers and salads


Not yet attempted Developing CompetentMaintain the quality of perishable items

Not yet attempted Developing CompetentProduce dishes using basic methods of cookery

Not yet attempted Developing CompetentUse cookery skills effectively







HOSPITALITY 2 UNIT

FOOD AND BEVERAGE Status of units of competency for the Hospitality HSC course and Certificate II in Hospitality (Food and Beverage stream). To achieve SIT20213 Certificate II in Hospitality the Tourism, Travel and Hospitality Training Package requires students to achieve 12 units of competency: 6 core units of competency 6 elective units of competency To achieve SIT20213 Certificate II in Hospitality as a part of the HSC, students will do the HSC VET Hospitality (240 indicative hours) course. To meet HSC course requirements, students completing the Hospitality (240 indicative hours) course with a food and beverage focus must undertake four mandatory and four Food and Beverage stream associated units of competency (four core and one Group A electives and three Group B electives for Certificate II in Hospitality) plus a minimum of 95 HSC indicative hours of HSC elective units of competency. http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_ doc/hospitality-st6-certificate-2-2014.pdf SIT20213

HSC Unit Code Unit Title Cert II in Hospitality

Mandatory SITXFSA101 Use hygienic practices for food safety Elective - Group A

Mandatory SITXWHS101 Participate in safe work practices Core

Mandatory BSBWOR203B Work effectively with others Core

Mandatory SITHIND201 Source and use information on the Hospitality industry

Core

Food & Beverage stream

SITHFAB203 Prepare and serve non-alcoholic beverages

Elective – Group B


SITHFAB204 Prepare and serve espresso coffee Elective – Group B


SITHFAB206 Serve food and beverage Elective – Group B


SITXCCS202 Interact with Customers Core


SITHCCC101 Use food preparation equipment Elective

Elective SITHCCC103 Prepare sandwiches Elective – Group B


SITXFSA201 Participate in safe food handling practices Elective – Group B

Elective SITHACS101 Clean premises and equipment Elective – Group B

Elective SITHIND202 Use hospitality skills effectively Core

Elective BSBSUS201A Participate in environmentally sustainable work practices

Elective – Group B

Elective SITXCOM201 Show social and cultural sensitivity Core

Elective HLTAID003 Provide first aid (outside provider) Elective


Year 12 ASSESSMENT TASKS: Term 4, 2014 Module 3 Assessment Task

- Ongoing task over 3 terms Term 1, 2015 Module 3 Assessment Task

- Ongoing task over 3 terms Term 2, 2015 Module 3 Assessment Task

- Due Week 10 Term 3, 2015 Module 4 Assessment Task

- Due Week 6

HFB Criteria for Year 12 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh








Not yet attempted Developing CompetentClean premises and equipment

Not yet attempted Developing CompetentInteract with customers

Not yet attempted Developing CompetentServe food and beverage

Not yet attempted Developing CompetentPrepare and serve non-alcoholic beverages

Not yet attempted Developing CompetentPrepare and serve espresso coffee

Not yet attempted Developing CompetentUse hospitality skills effectively



Not yet attempted Developing CompetentShow social and cultural sensitivity




HFB Criteria for Year 12 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh








Not yet attempted Developing CompetentClean premises and equipment

Not yet attempted Developing CompetentInteract with customers

Not yet attempted Developing CompetentServe food and beverage

Not yet attempted Developing CompetentPrepare and serve non-alcoholic beverages

Not yet attempted Developing CompetentPrepare and serve espresso coffee

Not yet attempted Developing CompetentUse hospitality skills effectively



Not yet attempted Developing CompetentShow social and cultural sensitivity





APPENDIX


Warning Letter NON-COMPLETION OF A HSC COURSE

STUDENT’S NAME: Student Full Name DATE: Dear Parent Title, I am writing to advise that your daughter Student Name is in danger of not meeting the Course Completion Criteria for the Higher School Certificate in Course Name. The Board of Studies, Teaching and Educational Standards requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the 1st official warning we have issued, concerning the Course Name. A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion) determination being made for a course. 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. Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. 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 Name has not satisfactorily the Course Completion Criteria outlined above because:

she has not followed the course developed by the Board.

she has not applied herself with diligence and sustained effort to the set tasks and experiences provided in the course by the school.

she has not achieved some or all of the course outcomes.

CERDON COLLEGE Sherwood Road (PO Box 277) MERRYLANDS 2160 NSW Phone: 8724 7300 FAX: 8724 7399


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 Name to satisfy Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed and/or achieved.

Task Name(s) /

Course Requirement(s) / Course Outcome(s)

Percent Weighting

(if applicable)

Original due date

(if applicable)

Action required by student

Revised date to be

completed by

(if applicable)

�� % �� Submit Task to Teacher's Name

(No marks will be awarded)

��

Please discuss this matter with Student Name and contact the school if further information or clarification is needed. You are also asked to complete and return the acknowledgement form attached. Yours sincerely, ___________________________________ __________________________________

Studies Coordinator Principal ----------------------------------------------------------------------------------------------------------------------------------

Please detach this section and return it to the College

REQUIREMENTS FOR THE SATISFACTORY COMPLETION

OF A HSC COURSE

I have received the letter dated Date of This Letter indicating Student Name is in danger of not

satisfactorily completing Course Name. I am aware that this course may NOT appear on her Higher School Certificate Record of

Achievement. I am also aware that the ‘N’ (non-completion of course) determination may make her ineligible for

the award of the Higher School Certificate. Parent/Guardian’s Signature: _______________________________ Date: ___________________ Student’s Signature: _____________________________________ Date: ___________________


Warning Letter NON-COMPLETION OF A HSC VET COURSE

STUDENT’S NAME: Full Student Name DATE: Dear Parent Title I am writing to advise that your daughter Student Name is in danger of not meeting the Course Completion Criteria for the Higher School Certificate in Course Name. The Board of Studies, Teaching and Educational Standards requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the 1st official warning we have issued, concerning Course Name. A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion) determination being made for a course. COURSE COMPLETION CRITERIA Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. Students must make a genuine attempt at assessment tasks and must complete the work placement component. At this time, Student Name is at risk of not meeting the HSC Course Criteria and the award of an AQF qualification in the following way/s:

Incomplete mandatory work placement hours

Non submission of paperwork In order for Student Name to satisfy the Course Completion Criteria, the following requirement needs to be satisfactorily completed.

Course Requirement(s) Action Required by Student Date to be Completed

Please discuss this matter with Student Name and contact the school if further information or clarification is needed. You are asked to complete and return the acknowledgement form attached. Yours sincerely, ____________________________ ____________________________

VET Coordinator Principal



Please sign and return this section to the College

REQUIREMENTS FOR THE SATISFACTORY COMPLETION

OF A HSC VET COURSE

I have received the letter dated Date of This Letter indicating Student Name is in danger of not

having satisfactorily completed course requirements in Course Name. I am aware that this course may NOT appear on her Higher School Certificate Record of

Achievement. I am also aware that the ‘N’ (non-completion of course) determination may make her ineligible for

the award of the Higher School Certificate and an AQF qualification. Parent/Guardian’s Signature: _______________________________ Date: ____________________ Student’s Signature: _____________________________________ Date: ___________________


NOTIFICATION OF ASSESSMENT TASK 1

STUDIES OF RELIGION 1

Assessment Task Sheet

COURSE Year 12 Studies of Religion 1 TASK NO. 1

TASK TITLE Examination – Religion and Belief Systems in Australia Post 1945

WEIGHTING 30%

DATE OF ISSUE Term 1 Week 4 DATE OF TASK March 9,

Task You will be required to complete an examination on’ Religion and Belief Systems in Australia post 1945’ unit. The format of the examination will consist of 20 Multiple Choice questions and one short source based skills response. The short response will be from the Australian Aboriginal Beliefs and Spiritualities component.

Syllabus Outcomes

H1 H2 H6 H7 H8 H9

Task Rubric

In this task you will be assessed on your ability to:

select and organise relevant information.

present a sustained, logical and well structured explanation of the topic.

use appropriate language and terminology.

Rules

This cover sheet, including your Student Confirmation, must be attached to your assessment task.

If a student is aware that she will be absent for any time during the assessment period, she must notify her teacher.

If you are absent on the day of your assessment task, you must contact the school. When you return to school you must submit a doctor’s certificate to the Year Coordinator.



Assessment Rules

Word limits include all words. Typed assessments must use either Times New Roman or Arial size 12

font and work must be double spaced.

This Coversheet, including the Student Confirmation and evaluation, must be attached to the assessment task.

Assessment tasks that require submission, must be submitted on the DUE DATE in the relevant class or in subjects where there are multiple classes by 8:45am to the Subject Teacher/Coordinator. The DUE DATE applies even if the student is absent, on an excursion or school activity. It is the student’s responsibility to ensure work is submitted by the DUE DATE. For assessment tasks collected in class, submission will be at the beginning of the lesson. Students who arrive late to the lesson after the assessment task has been collected without sufficient reason will be penalised.

Assessment tasks submitted later than the DUE DATE will incur the following penalties: 50% mark penalty for submission one day late 80% mark penalty for submission two days late No marks awarded for the task if it is three or more days late

Weekends, public holidays and staff development days will all be counted in assessing penalties for late submission. In cases of oral assessment tasks and practical tasks NO allowances will be made for work that is submitted late. ALL oral and practical tasks must be completed on the due date.


If a student is absent on the day of the assessment task/event, they must contact their Guidance Coordinator that day. In case of an illness, a doctor’s certificate is required which must cover the period of illness and must be handed to their Guidance Coordinator before 8:45am on the day they return to school. This should accompany the form for illness/misadventure and the assessment task.

Where a student is absent from an assessment event due to illness they may be given the opportunity to sit for the event, or a substitute event, but this will only be used as an estimate. The result from this event will not appear in the school report. Students will also be removed from the course progressive rank until the end of the course when the estimate can be reviewed, a final mark calculated and an appropriate rank determined. It is strongly advised that students do not miss events as they will not receive their rank until the end of the course. Students who are ill during events should sit the exam, make a genuine attempt to the best of their ability at the time and then submit an Illness or Misadventure Appeal with supporting documentation.

Absences on the day before assessment tasks or on the morning when assessment events are to be sat will be thoroughly investigated to ensure that students are not gaining an unfair advantage over other candidates in the course. A penalty may be applied if there is insufficient evidence of a genuine reason for the absence.


No students are to bring mobile phones or other electronic devices into the classrooms where assessment events will occur. Any student found to have a mobile phone on her person or accesses her mobile phone during an assessment event is liable to receive zero marks for the task.


Student Confirmation

I acknowledge that the work I am submitting is my own work.

I have followed the guidelines of the All My Own Work program.

I have not plagiarised the work of others.

N. B. In placing a ‘tick’ in the boxes above and writing your student number, you are indicating that the work you are submitting is your own work.

Student Number: ______________________________ Date: ___________________

Assessment Task Evaluation – To be completed prior to the time of submission.

Student Self Evaluation Strongly Agree

Agree Somewhat/ Sometimes

Disagree Strongly Disagree

1. This is my best work

2. I was organised

3. I understood the task

4. I took notice of the marking guidelines/rubric

5. I checked the meaning of key words in the Glossary of Terms

Task Evaluation Excellent Very Good

Good Satisfactory Unsatisfactory

1. The timing of the task within the topic being studied

2. The explanation provided of the task

3. The scaffolding/structure of the task

4. Access/availability of resources for the task

5. The usefulness of the marking criteria

6. The degree of difficulty of the task

7. Word limit / time allocation of the task

This assessment took me 0 – 1 2 – 3 4 – 5 6 – 7 8+ hours to do (Circle one)

Comments on any other aspects of the task:

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________


ENGLISH DEPARTMENT Assessment Task Sheet

COURSE Advanced English UNIT Area of Study – Imaginative Journeys

TASK TITLE Oral task TASK NO. 3

DATE OF ISSUE Term __ Week 8, WEIGHTING 15%

DATE FOR SUBMISSION

May 6,

Task You will be asked to present a 5-6 minute talk to your class which gives a response to the following: Any journey includes both realities and possibilities. Choose TWO texts that relate to imaginative journeys. How have the composers of the texts you have chosen represented imaginative journeys including both realities and possibilities? Of your two texts, ONE must be a text you have found and analysed yourself. The other text may be a text you have studied in class. You may not use The Tempest or a text from the Stimulus booklet Journeys, used in the 2007 Higher School Certificate. On the day of the presentation you should have your talk written on palm cards or on paper. This will be collected during the first day of presentations. It is advisable, therefore, that you have a second copy.

Rules

This cover sheet, including your Student Confirmation, must be attached to your assessment task. If you are aware that you will be absent for any time during the assessment period, you must notify your

teacher. If you are absent on the day of your assessment task, you must contact the school. When you return to

school you must submit a doctor’s certificate to the Year 12 Coordinator.

Syllabus Outcomes A student:

H3 – develops language relevant to the study of English

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

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

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

H12a – explains and evaluates different ways of responding to and composing texts.



Assessment Rules

Word limits include all words. Typed assessments must use either Times New Roman or Arial size 12

font and work must be double spaced.

This Coversheet, including the Student Confirmation and evaluation, must be attached to the assessment task.

Assessment tasks that require submission, must be submitted on the DUE DATE in the relevant class or in subjects where there are multiple classes by 8:45am to the Subject Teacher/Coordinator. The DUE DATE applies even if the student is absent, on an excursion or school activity. It is the student’s responsibility to ensure work is submitted by the DUE DATE. For assessment tasks collected in class, submission will be at the beginning of the lesson. Students who arrive late to the lesson after the assessment task has been collected without sufficient reason will be penalised.

Assessment tasks submitted later than the DUE DATE will incur the following penalties: 50% mark penalty for submission one day late 80% mark penalty for submission two days late No marks awarded for the task if it is three or more days late

Weekends, public holidays and staff development days will all be counted in assessing penalties for late submission. In cases of oral assessment tasks and practical tasks NO allowances will be made for work that is submitted late. ALL oral and practical tasks must be completed on the due date.


If a student is absent on the day of the assessment task/event, they must contact their Guidance Coordinator that day. In case of an illness, a doctor’s certificate is required which must cover the period of illness and must be handed to their Guidance Coordinator before 8:45am on the day they return to school. This should accompany the form for illness/misadventure and the assessment task.

Where a student is absent from an assessment event due to illness they may be given the opportunity to sit for the event, or a substitute event, but this will only be used as an estimate. The result from this event will not appear in the school report. Students will also be removed from the course progressive rank until the end of the course when the estimate can be reviewed, a final mark calculated and an appropriate rank determined. It is strongly advised that students do not miss events as they will not receive their rank until the end of the course. Students who are ill during events should sit the exam, make a genuine attempt to the best of their ability at the time and then submit an Illness or Misadventure Appeal with supporting documentation.

Absences on the day before assessment tasks or on the morning when assessment events are to be sat will be thoroughly investigated to ensure that students are not gaining an unfair advantage over other candidates in the course. A penalty may be applied if there is insufficient evidence of a genuine reason for the absence.


No students are to bring mobile phones or other electronic devices into the classrooms where assessment events will occur. Any student found to have a mobile phone on her person or accesses her mobile phone during an assessment event is liable to receive zero marks for the task.


Student Confirmation

I acknowledge that the work I am submitting is my own work.

I have followed the guidelines of the All My Own Work program.

I have not plagiarised the work of others.

N. B. In placing a ‘tick’ in the boxes above and writing your student number, you are indicating that the work you are submitting is your own work.

Student Number: ______________________________ Date: ___________________

Assessment Task Evaluation – To be completed prior to the time of submission.

Student Self Evaluation Strongly Agree

Agree Somewhat/ Sometimes

Disagree Strongly Disagree

1. This is my best work

2. I was organised

3. I understood the task

4. I took notice of the marking guidelines/rubric

5. I checked the meaning of key words in the Glossary of Terms

Task Evaluation Excellent Very Good

Good Satisfactory Unsatisfactory

1. The timing of the task within the topic being studied

2. The explanation provided of the task

3. The scaffolding/structure of the task

4. Access/availability of resources for the task

5. The usefulness of the marking criteria

8. The degree of difficulty of the task

9. Word limit / time allocation of the task

This assessment took me 0 – 1 2 – 3 4 – 5 6 – 7 8+ hours to do (Circle one)

Comments on any other aspects of the task:

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________


Year 12 Area of Study Oral Assessment Task - Imaginative Journeys

Elementary Achievement 1-4

Basic

Achievement 5-8

Sound

Achievement 9-12

High

Achievement 13-16

Excellent

Achievement 17-20

Shows evidence of some preparation, making general comments on selected texts

Demonstrates general understanding of the concept of Imaginative Journeys and the selected texts.

Demonstrates a sound understanding of the concept of Imaginative Journeys and is able to make connections between texts and the Area of Study.

Demonstrates a detailed understanding of the concept of Imaginative Journeys and is able to make in-depth connections between the texts and the Area of Study.

Demonstrates a clearly articulated understanding of the concept of Imaginative Journeys and is able to make sophisticated connections between the texts and the Area of Study.

Identifies some language forms and features.

Identifies some language forms and features in an attempt to show how they shape meaning and influence response.

Demonstrates a sound understanding of the effects of language forms, features and structures and how they shape meaning and influence response.

Demonstrates a detailed understanding of the effects of language forms, features and structures and how they shape meaning and influence response.

Demonstrates a sophisticated understanding of the effects of language forms, features and structures and how they shape meaning and influence response.

Reads aloud to the audience.

Demonstrates an attempt to engage the audience using some oral techniques.

Demonstrates some competence in engaging the audience through organisation, structure and oral techniques.

Effectively engages the audience through organisation, structure and a variety of oral techniques within the specified time.

Consistently and confidently engages the audience through organisation, structure and a variety of oral techniques within the specified time.

Comment: _______________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________


A Glossary of Key Words This glossary contains key words that appear frequently in the Board of Studies, Teaching and Educational Standards syllabuses, performance descriptions and examinations.

The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying.

In classrooms, teachers of different subjects could use the glossary to help students to better understand what the examination questions in their subject require. Students should recognise the consistent approach of teachers of different subjects and get cues about how to approach examination questions.

For example, students would be better placed to respond to 'explain' questions if, in the context of different subjects, they developed an understanding that 'explain' could require them to relate cause and effect; make the relationships between things evident; provide why and/or how.

It is also important that the key words should not be interpreted in an overly prescriptive way. Teachers must ensure that they do not use them in ways that conflict with their particular meaning within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a different kind of response in Mathematics from that required in History and this needs to be respected.

When using key words to construct questions, tasks and marking schemes, it is helpful to ask what the use of the term in a particular question requires students to do.

Key words are best discussed with students in the context of questions and tasks they are working on, rather than in isolation.

It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

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 depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)


Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole



Important: Please submit this form along with any supporting documentation/written statement on your

return to school. Only list those examinations or assessment event/s or task/s that you are appealing.

Specific Details of Examination(s) or Assessment Event(s) or Task(s)

eg Standard English Task 1 Oral

Scheduled Examination Date(s)

or Assessment

Submission Due Date(s)

Examination or

Assessment Weighting

eg 25%

Have you submitted the task/completed

the event?

If yes, on which date?

Additional Comments:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________

Checklist

Ensure that: Tick () you have made contact with your Guidance Coordinator at the time of your illness or

misadventure


you have attached a written statement in support or relevant supporting document/s for each exam/task/event that you are appealing

you have submitted this form and the accompanying documentation by 9:00 am on the day of your return to school.

Student Declaration


I consider that my performance was affected by illness or unforeseen misadventure which occurred immediately before or during the examination(s), as set out above.



Appeal Due to Illness or Misadventure at the time of a




Important: Please submit this form along with any supporting documentation/written statement at least one week prior to the task/event date (excluding extenuating circumstances). Only list those assessment event/s or task/s for which you are applying for an extension.

Assessment Event(s) or Task(s)

Date/s of Scheduled Assessment Event or

Submission

Will you require Special Provisions for this Assessment

Event/Task?

Reason for Application

(Medical or Misadventure)

Checklist Ensure that: Tick () you have made contact with your Guidance Coordinator regarding this application


you have attached a written statement or relevant supporting document/s for each task/event in support of your application

you have submitted this form and the accompanying documentation to your Guidance Coordinator at least one week prior to the task/event date

Student Declaration


I consider that my ability to adequately complete the tasks/events set out above will be affected by illness or unforeseen misadventure which has recently occurred.


Student signature Date Date

______________________________________________________________________________________ Determination of Application

Extension Granted Revised Due Date: ___________________________________________________

Extension Denied Reason/s: ____________________________________________________

__________________________________________________________________

Studies Coordinator: _______________________ Assistant Principal T,L & C: ______________________________

Application for an Extension on a


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