I
HSC Assessment Schedule – 2017-2018 Term Week Commencing Assessments Due
4
2017
1 Oct 9
2 Oct 16
3 Oct 23
4 Oct 30
5 Nov 6 CAFS 15%
6 Nov13 Yr 12 Work placement
7 Nov20 Physics 15%, Agriculture 15%
8 Nov27 S&C 20%, Mathematics 15%, Maths Ext II 15%, Maths Gen II 15%, Maths Gen I 25%, Jap Cont 10%, Jap Beg 15%, Food 20%, Eng Stud 20%
9 Dec 4 PDHPE 10%, Music 5%, Modern 15%, Maths Ext I 15%, D&T 25%, Chem 15%, Bus Stud 25%,
10 Dec 11 Art 10%, Legal 10%, Geog 15%
1
2018
1 Jan 29
2 Feb 5
3 Feb12 Biology 20%,
4 Feb19 D&T 20%,
5 Feb26 Music 10%, Modern 10%, Jap Cont 15%, Jap Beg 15%, CAFS 20%
6 Mar 5 Yr 12 Work placement
7 Mar12 S&C 20%, Legal 15%, Food tech 25%,
8 Mar19 Geog 15%, Eng Stud 20%,
9 Mar26 Assessment free week
10 Apr 2 Half Yearly Exams
11 Apr 9 Half Yearly Exams
2
2018
1 Apr 30
2 May 7 Art 25%, Food tech 20%,
3 May 14
4 May 21
5 May 28 Physics 15%, Modern 15%
6 Jun 4 PDHPE 20%,
7 Jun 11 Mathematics 15%, Maths Ext I 15%, Maths Gen II 15%, Maths Gen II 25%, Agriculture 20%,
8 Jun 18 Maths Ext II 15%, Legal 20%, Eng Stud 30%, Chem 15%, Biology 15%
9 Jun 25 PDHPE 20%, Music 10%, Bus Stud 25%,
10 Jul 2 Art 35%, S&C 30%, Jap Cont 10%, Jap beg 10%
3
2018
1 Jul 23 Geog 15%, D&T 20%, CAFS 25%, Agriculture 15%, Physics 20%, Food Tech 20%, Chem 20%
2 Jul 30 Assessment free week
3 Aug 6 Assessment free week
4 Aug 13 Trial Exams
5 Aug 20 Trial Exams
6 Aug 27
7 Sept 3 Eng Stud 25%
8 Sept 10 Biology 15%
9 Sept 17
10 Sep 24
II
Year 12 Assessment Booklet A Note to Students Foreword
Dear Year 12 Student
It is important for you to read and understand this comprehensive description of Assessments for each HSC subject. At the end of your reading you should understand fully what Assessment Tasks you are required to complete for each subject that you are studying in the Higher School Certificate.
You can then use this detail provided in this booklet as the basis of planning and scheduling your tasks for your subjects throughout the year.
The number of tasks for each subject is clearly set out. For each of your Higher School Certificate subjects you should clearly understand the sequence, approximate time of the task, the relative value of the task and the outcomes to be assessed. From these descriptions you can draw up your own calendar of assessments with all tasks from all of the subjects you are studying. This will enable you to identify times of heavier demands and workload and times where fewer tasks are planned and adapt your planning to complete all tasks on time.
This information is extremely important for you in planning effectively, organising your time and scheduling your effort to meet these demands. You will consequently be better prepared by knowing what tasks are still ahead.
Please remember, if some of your subjects are VET subjects, the assessment for each module in these is based on you achieving a range of competencies and completing the required number of hours of work placement. At different times through the course, your skills and knowledge will be assessed but at times that are appropriate and relevant to your own development. This is a matter to be determined by you and your teacher.
This Year 12 Subject Assessment Schedule is critical to your future, so it is also important for you to develop a close, working relationship with each of your teachers. You should immediately contact them when you have problems; you should use the positive feedback they give you as an extremely important means of improving your results.
Finally, the contents of this Assessment Booklet will enable you to be better organised and prepared. Consequently this will help to minimise the stress and pressure you put on yourself. Use this booklet wisely in your final year of schooling.
Adam Forrester
(Principal)
III
Contents Page
Assessment – the basics & assessment advice IV
Important rules you should remember VI
NESA rules
Malpractice breaches of examinations rules VII
“N” determinations, expulsion of students, mandatory work placement, VIII
Invalid/unreliable results and Assessment Reviews IX
Other matters incomplete task, non-serious attempt, truanting IX
“N” determination flow diagram X-XI
“N” determination key roles XII
Glossary of key words XIV
Appendix A XV
Using computers to prepare assessments XVI
Responsibilities of students in examinations XVI
Plagiarism XVII
IV
Year 12 Assessment 2015 – 2016 Assessment – The Basics
Assessment in Year 12 is based on your individual Subject Assessment Advice (see below), issued by your subject teacher.
Whilst your final assessment rank position will be made available to you, you will not be informed of your final assessment mark.
Your ATAR is calculated differently and separately.
For each subject there will be approximately three to six tasks; any individual task is not normally worth less than 10%, or more than 40% of the total weighted mark.
You will receive clear feedback on your performance in each task- using this feedback is a major way to improve your results.
A marking guide will be provided for each task.
Besides describing the strengths and weaknesses of your task, teacher feedback should also indicate:
the student’s attainment in the task relative to the outcomes.
the student’s relative position within the group.
the cumulative rank at the current time.
At the end of Year 12 you only receive your final assessment rank order ONLY in each subject.
Assessment Advice
You will be provided with written advice about the assessment generally (this policy) and assessment in each course (subject) from your teacher.
This advice will include:
Assessment components and their weightings (important)
the general nature of each assessment task.
a schedule of when assessment tasks are planned; there must be provision for adequate notice of the precise timing of each assessment task.
the weight value of each task in relation to the total weighted mark for the course.
details of administrative arrangements associated with each task (eg the school will deal with absence, late submission of tasks, illness during the tasks etc)
details on the school’s policy on malpractice (see later) in the assessment tasks.
Details of procedures to be implemented if tasks produce individual or unreliable results.
o Note: that the results of assessment tasks that have been completed by students generally cannot be discarded.
Details of procedures for dealing with student appeals arising from assessment tasks.
V
Assessment marks must not be modified to take into account possible effects of illness or domestic situation. We may offer you a substitute task or, in exceptional circumstances, an estimate based on other tasks.
VI
Important rules you should remember 1) You must hand in your assessment task in by 11:25am or by the nominated
due time to your teacher or head teacher of the faculty if you do not have the subject that day.
2) Your teacher will give you at least 10 school days notice in writing, before any assessment task is due, and the precise time required for it to be handed in.
3) You will also be told of the nature of the task, the topic area, outcomes to be assessed and relative importance of the task.
4) Your teacher will usually mark and return the task within 10 school days after the task is due – this may be delayed through student absences and other interruptions.
5) You will receive your mark/grade and your rank (where you came in that subject compared to all other students) and your cumulative rank, after every assessment task. You will not be informed of your final assessment mark.
6) The teacher will also provide you with meaningful feedback about how you went in the task – strengths and weaknesses in your performance. Using this feedback, you can make significant improvement in your results.
7) You can always obtain access to your marks/ranks from your teacher at mutually convenient times (with the exception of the final assessment mark).
8) There will be no assessment tasks in the five school days before your Half Yearly and Yearly examinations and no assessment tasks (other than examinations) during the exam period, although some tasks, such as major projects for the Board of Studies, may fall during formal examinations.
What to do when things go wrong!
(1) If you do not hand in an assessment task before the nominated due time/absent from school on the day of the assessable:
On your first day back you must approach the Head Teacher of the faculty, prior to 9 am, and obtain, fill in and return an Appendix A Form as soon as possible.
You should also include with your APPENDIX A, a Doctor’s Certificate (when sick) and/or note from your mother/father/caregiver explaining your justified absence.
Note: A note from home may not be sufficient to prevent you from receiving 0 for a task.
The Head Teacher/Principal will decide what happens.
Possibilities include: receiving zero for the task do the task at a later (mutually convenient) date. do a substitute task in extreme cases – receive an estimate for the task based on your current rank
order. Students using “Appendix A’s” will be monitored and interviewed by the Principal
when more than one Appendix A is used by a student.(recorded in First Class Welfare)
VII
If you receive a zero for any assessment task:
You should seek immediate help/support from your teacher and ensure that this serious problem will not arise again. This is your responsibility. Your Year Adviser may also be able to help you.
You will have a letter sent home advising your parents/caregivers of the circumstances and warning them of possible future repercussions. You will receive a copy of this letter, as well as digital advice, to sign and return the “receipt” at the end of the letter proving that you have received it. The record in the schools postal book of the despatch of this letter will be considered proof of both the dispatch and receipt of this correspondence.
(2) If you receive another zero in that subject:
In addition to (2), you will also be interviewed by the Deputy Principal and Head Teacher. In this interview you will have the process of an “N” determination, possibilities of expulsion and the seriousness of the situation explained.
You will also receive a copy of your second official warning.
Your parents/caregivers will be asked to come to school by the Deputy Principal and Head Teacher, for an interview; you will attend that interview.
Even though you have received a zero, you will still have to submit a task to satisfy NESA course requirements.
(2) If you receive another Zero – but in a different subject
In addition to (2) you may be interviewed by the Head Teacher/Deputy Principal.
Your parents/caregivers will be invited to come to the school for an interview by the Deputy Principal and / or Head Teacher – with you in attendance.
NESA HSC Rules The HSC rules state that you must make a genuine attempt to complete tasks to
the value of more than 50% of the assessment tasks marks in each subject.
You must work in each subject with “diligence and sustained effort”. You are expected therefore, to work every period in each subject and attend school regularly.
“Diligence and sustained effort” is also important for assessing students for “Principal’s Recommendations” for University entrance and also critical aspects of any character reference for a student.
Generally you must attend school for at least 85% of school time. Students who have high levels of absence from school may be in danger of being given an “N” determination in that subject. The best results in subjects are more often than not, from students who have high levels of attendance. Warning letters will be sent home and interviews (with parents/caregivers) will occur.
Malpractice and breaches of examination rules Students who do not comply with the Board of Studies examination rules for a course may have their paper cancelled for that course. This may render the student ineligible for the Record of Achievement and/or the HSC
During the school formal examinations, student malpractice/breaches of the examination rules may have their papers cancelled. In some subjects this may mean students have not completed at least 50% of assessment task marks and this would result in an “N” determination in that subject. Such breaches would also have to be judged as to whether they constitute a “non-serious attempt”.
VIII
“N” Determinations An “N” determination decided by the Principal means that you have “failed” that subject. These determinations are given to students who do not meet course requirements after support and assistance. This may be due to a failure to meet the (85%) attendance requirements or failure to completed at least 51% of assessment tasks’ marks.
A Course where the Principal gives an “N” determination will not be included on the student’s Record of Achievement.
Sometimes an “N” determination may mean that the student is also ineligible for the Award of HSC.
“Students studying an HSC course must make a genuine attempt to complete course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these course requirements”.
This decision would be made after discussions with the Head Teacher and Principal.
“Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of the available marks”.
“Where students are studying VET Framework courses, they must also complete the mandatory work placement hours in order to be deemed satisfactory.”
The Board of Studies will withhold a course if a student is found to have engaged in malpractice or a non-serious attempt at the examination(s). If a student is found to have engaged in malpractice in the examinations for more than one course in any single year, then all courses attempted in that year will be withheld by the Board.”
Expulsion of Students
A post-compulsory aged student may be expelled from school for:
“Unsatisfactory participation in learning, eg a documented pattern of non-satisfactory completion, non-serious attempts to meet course objectives and/or compliance with the Board of Studies requirements for the award of a Higher School Certificate”.
“Prior to making a decision to expel… the student must receive at least one formal written warning that such action is being contemplated. A program of improvement should be developed in conjunction with the student. The student must also be provided with a reasonable period in which to demonstrate an improvement in his or her participation”.
Mandatory work placement
An “N” determination may be given to a student who has not undertaken or completed the compulsory work placement – the student has not made a “genuine attempt” to complete course requirements. Organising this work placement is your responsibility (with the support/advice of your teacher and the Workplace Coordinator).
IX
Invalid/unreliable assessment results If the assessment task is deemed to have produced invalid or unreliable results, the assessment task will not be included in the final compilation of final assessment marks. After discussions with the Head Teacher and students, the teacher will decide to: (a) use a substitute, re-scheduled task or (b) given the number of assessment tasks remaining, omit the task in question
entirely Where more than one class undertakes the assessment task, the teachers will make the final decision after negotiations and advice from the Head Teacher and students.
Reviews
The school sends the final assessment marks to the Board of Studies with a particular final rank order. Student marks remain confidential. The Board will send to the school, cards for each student, detailing their rank order in each subject. It is the student’s responsibility to collect the card. A student may request an assessment review – based on their rank order placement.
The review will focus on the school’s procedures for determining the final assessment mark (not the teachers’ judgements of the worth of the individual performances in assessment tasks)
The marks and grades awarded will not be subject to review. Students may also seek a review of any “N” determination.
Any review is managed by the Principal. The Board of Studies– focusing on whether the school review was conducted properly, may make further reviews. The student will be advised of the outcome of the review.
Other Matters
Incomplete Tasks – It is better for a student to submit an incomplete task than not to submit a task at all (you must attempt over 50% of assessment marks).
A Non-serious Attempt – student fails to seriously attempt all section/s of a task. A non-serious attempt means the task is not included as part of the individual students’ assessment.
Truanting – if a student truants from school to avoid an assessable task, a zero will be awarded, with the associated other repercussions.
More Help – contact your teacher, the Head Teacher, your Year Adviser, the Deputy Principal, the Principal or any other staff member.
Assessment tasks – absences on the day prior to an assessment task being due must have a justified reason for absence
A Forrester Principal
X
How Do You Receive an “N” Determination?
Students are issued with, and sign for an assessment schedule for course, beginning of course at P/T night (1.1)
Advice provided to student and parents /carers about ‘N’ award procedure – booklet and emailed digital copy to each student and copy on “S” drive(1.2)
Teacher identifies student not meeting -course completion criteria or “zero” for a task by letter and informs HT. -student has missed an assessment event or Failing to meet course outcomes for classwork or -work placement with reason explanation (1.3)
Parent /carer and student is advised in writing by mail and email, by Head teacher of tasks or actions needed to correct problem in ‘N’ Award warning letter. HT maintains records (1.4)
Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date. New due date assigned. (1.5)
N Award resolved (1.6) – receiving a zero mark but course outcomes satisfied
Task or action completed as
serious attempt
Yes
No
Parent /carer and student is advised in writing by mail and email by Head teacher of tasks or actions needed to correct problem in 2
nd ‘N’ Award warning letter
Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date New due date assigned. (1.7)
Faculty Head Teacher interview with student and parent carers (1.8)
N Award resolved (1.6) receiving a zero mark but course outcomes satisfied
Task or action completed as
serious attempt completed as
serious attempt
Yes
No
XI
‘N’ Award remains unresolved. Student awarded (1.9)
Student has completed less than 51% of assessment marks‘ (1.10)
Student has completed more than 51% of assessment marks‘ (1.10)
Expulsion
Continues with studies
Under post compulsory age
Post compulsory age
Repeat that course
No
XII
“N” Determination Key roles Act No.
Staff member
Activity Description
1.1 Teacher Issue assessment schedule
Assessment schedule with dates and weightings of assessment tasks issued to students – mail, email & “s” drive.
Assessment task schedule should be in assessment handbook issued to students
1.2 Teacher Student and Parent / Carer provided information on N Award procedure
Advice provided to student and parents /carers about N award procedure for
- Year 10 courses
-Preliminary HSC
-Higher School Certificate (HSC)
1.3 Teacher Identifying failure of student to meet course criteria
Student to meet course completion must have
-Followed the course developed by the NSW Board of Studies
-Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course
-Achieved some or all of the course outcomes
-Where appropriate, made a genuine effort at assessment tasks that contribute in excess of 50% of available marks
-Completed the mandatory work placement component for Industry Curriculum Framework courses.
-Although attendance itself is not a criterion for the completion of a course, it is possible that a student with irregular attendance may not course completion criteria
1.4 Head Teacher
Inform student about N Award
Head Teacher informs student, parent / carer in writing about N award in N award notification letter
Action to rectify problem noted in N Award notification letter N
1.5 Head Teacher
N Award warning letter
Award warning letter must be receipted by student
2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem
N due date for task must be stated
A copy of N Award letter provided to Faculty Head teacher
A copy of N Award letter in student file
1.6 Head Teacher
Task completed
N Award resolved for assessment task or action
Faculty Head Teacher informed of N Award completion
1.7 Head Teacher
2nd
N Award letter for non-completion of
Teacher informs student, parent / carer in writing about N award in N award notification letter
XIII
1st N Award
warning letter Action to rectify problem noted in N Award notification
letter N Award warning letter must be receipted by student
2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem
N due date for task must be stated
A copy of N Award letter provided to Faculty Head teacher
A copy of N Award letter in student file
1.8 Faculty Head Teacher and Deputy Principal
Faculty Head Teacher to interview student and parent carer. All parties are advised of consequences of failure to resolve N Award
Faculty Head Teacher to liaise with Deputy Principal
Record of interview copy to student file
Record of interview to be placed on First Class Welfare by Head Teacher
1.9 Head Teacher
Unresolved N Award
Head Teacher record that the student has unresolved N Award
Parent / Carer Student sent a copy of the unresolved N Award
A copy of unresolved N Award to Faculty Head Teacher
A copy of unresolved N Award letter in student file
A copy of unresolved N Award letter to Year Level Head teacher
1.10 Head Teacher, Deputy Principal
Resolution Student if more than post compulsory age – leave the course
Student if younger than post compulsory age – repeat the course
Student may continue if assessment tasks completed are above 51%
XIV
Glossary of key words Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.
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, and employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgment 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 Add a degree or level of accuracy depth, knowledge and understanding, logic,
(analysis/ questioning, reflection and quality to (analyse/evaluation)
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
XV
Appendix A
LATE SUBMISSION OF / OR ABSENCE ON DUE DATE OF AN ASSESSMENT TASK Student Name: _________________________________________________________ Subject: ______________________________________________________________ Teacher: _________________________ Date of Task: ____________________ Reason: _____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supporting Evidence: _____________________________________________________ In applying for this special consideration I assure the Principal that I am not seeking unfair advantage over other students in this course Student Signature: ______________________________ Recommendation of Head Teacher: Supported Not Supported ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Head Teacher Signature: ____________________________ I have noted the above request and have taken the following action: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Principal's Signature: ____________________________
XVI
Using computers to prepare assessments Students using computers to prepare assessments must have:
A back-up disk
A printout of progressive hard copies, as they work through their assignment
Kept all rough notes during the preparation of the assignment
These excuses are not acceptable: My disk or USB is corrupt
My printer ran out of paper
The files were lost
When situations like these arise it your responsibility to submit at least one of the following:
rough notes
Back-up disk which the student can print from later in the day using the school facilities. Students are to be aware of incompatibility regarding software used and the school structures.
progressive hardcopies
In the event that TECHNOLOGY is a necessary component of an assignment, it is essential that satisfactory in class access is given to students to use this technology in either the library or computer rooms. The marking guidelines must be structured in such a way that the content of the assignment not the presentation generated by the use of the technology carries the majority of the weighting for marks. It is not satisfactory for a fully programmed POWERPOINT DISPLAY to be presented as a student’s oral presentation. The student must speak and only use the PowerPoint display to visually enhance their presentation.
Group work Group work needs to be thoroughly planned to ensure no student is at a disadvantage. At the School when a Group work task is issued it is mandatory that an INDIVIDUAL ASSIGNMENT is completed for submission by each student in the group.
Responsibility of students in examinations Full school uniform must be worn to all examinations. Prepare yourself properly for
the examination
Be outside the examination room at least 10 minutes prior to the examination starting time
Have pencils, pens, calculator etc in a clear plastic sleeve – pencil cases are not permitted in the examination room
Leave all books, paper, study notes in your bag outside the examination room
No paper is to be brought into the examination room – writing paper will be supplied
Respond properly to all directions given by the supervisor
Use the full time allocated for an examination – no student will be permitted to leave the examination room early
There is to be no borrowing of equipment during the examination
Put your hand up to ask a question
Do not disturb any person during the time you are in an examination room
Put up your hand and ask permission if you need to go to the toilet
Mobile phones and IPods are not permitted in the examination room Senior students who are unable to attend a scheduled examination due to illness must notify the School Office prior to the commencement of the examination and provide a medical certificate on their return to school.
XVII
Students who are unable to attend the scheduled time for examinations due to an important appointment or commitment must see the subject Head Teacher prior to the examination period. Depending on the situation the student may sit the paper at alternate time OR an estimate will be given based on the student’s previous standard of performance. This will be at the discretion of the Head Teacher and Principal.
Plagiarism
What is plagiarism? In recent years a small number of students have found themselves in difficulties as they result of submitting assessment tasks which have been copied in whole or in part, from the intellectual work of others. On occasion this has been done innocently, the student not realising they were doing anything wrong. However, whether innocent or not, the presentation of someone’s work as your own (plagiarism) is against the rules of Glen Innes High School, and is not acceptable. It is likely to result in severe penalties, depending on the extent of the plagiarism. Generally, a percentage calculation of the proportion of the assessment that has been plagiarised is completed and this proportion of the mark is awarded zero. If students are copying work from other students, then in this instance both students will be penalised.
What do I need to do to avoid plagiarism?
1) Have a BIBLIOGRAPHY?
A Bibliography is a list of books and publications you have used in your
research.
2) HOW DO I SET OUT A BIBLIOGRAPHY?
See your class teacher for examples. There are also samples available in the
Library:
XVIII
Course/Subject: Agriculture 2 units
Task Number Task 1 Task 2 Task 3 Task 4 Task 5
Due Date Term 4
Week 7
Term 1
Week 10/11
Term 2
Week 7
Term 3
Week 1
Term 3
Weightings
Assessment
Instruments
Plant Experiment
Report
1/2 Yearly Exam
Product Report
Elective Assignment
Trial HSC Exam
Outcomes H1.1, 2.1, 2.2 H1.1, 2.1,
2.2, 3.4, 4.1, 5.1
H3.4, 4.1, 5.1 H1.1, 2.1, 2.2
H1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 4.1,
5.1
Plant/ Animal
Production 15% 15% 5% 0% 15% 50%
Farm/ Product
Study 0% 0% 15% 0% 15% 30%
Elective 0% 0% 0% 15% 5% 20%
Total 15% 15% 20% 15% 35% 100%
H.S.C. Agriculture Course Outcomes:
A student: H 1.1 explains the influence of physical, biological, social, historical and economic factors on
sustainable production H 2.1 describes the inputs, processes and interactions of plant production systems H 2.2 describes the inputs, processes and interactions of animal production systems H 3.1 assesses the general business principles and decision making processes involved in sustainable
farm management and marketing of farm products. H 3.2 critically assesses the marketing of a plant or animal product H 3.3 critically examines the technologies and technological innovation employed in the production
and marketing of agricultural products. H 3.4 evaluates the management of the processes in agricultural systems H 4.1 applies appropriate experimental technique s, technologies, research methods and data
presentation H 5.1 evaluates the impact of innovation, ethics and current issues on Australian agricultural systems.
XIX
Course/Subject: Biology 2 Units
Task Number Task 1 Task 2 Task 3 Task 4 Task 5
Due Date Term1
Week 3
Term 1
Week 10/11
Term2
Week 8
Term3
Term 3
Week 8
Assessment Instrument
Practical investigation -
Task and Report
Half Yearly Exam
Skills -Problem Solving
Genetics
HSC
Trial Exam
Module Review
Outcomes H11, H12, H13, H14, H15
H1, H2, H3, H6, H7, H8
H4, H6, H12 H1 – H16 All
MODULE 1 Maintaining a Balance
20 10 7.5 5
MODULE 2
Blue Print of Life 10 7.5 5
MODULE 3
The Search for Better Health
7.5 5
OPTION
Communication 10 7.5
Marks 20% 20% 15% 30% 15%
H.S.C. Course Outcomes Biology: A student: H1. Evaluates how major advances in scientific understanding and technology have changed the direction or
nature of scientific thinking H2. Analyses the ways in which models, theories and laws in biology have been tested and validated H3. Assesses the impact of particular advances in biology on the development of technologies H4. Assesses the impacts of applications of biology on society and the environment H5. Identifies possible future directions of biological research H6. Explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism H7. Analyses the impact of natural and human processes on biodiversity H8. Evaluates the impact of human activity on the interactions of organisms and their environment H9. Describes the mechanisms of inheritance in molecular terms H10. Describes the mechanisms of evolution and assesses the impact of human activity on evolution H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate information and
understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16. Justifies positive values about and attitude towards both the living and non-living components of the
environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications
XX
Course: Business Studies 2 Units
Outcomes H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to changes in internal and external influences H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations
Assessment
Components
Task 1 Task 2 Task 3 Task 4 Weight
Task Date Term 4,
Week 9
Term 1
Week 10/11
Term 2
Week 9
Term 3
Week 4/5
TBA
Syllabus Content Marketing
Marketing/
Operations Finance All Topics
Task Type Marketing Plan
Mid-Course Exam
Case Study: Finance
Trial HSC
All Topics
Outcomes H4, H6, H7,
H8, H9
H1, H2, H3, H4, H5, H6,
H8, H9
H5, H6, H7, H8, H9, H10
H1, H2, H3, H4, H5, H6, H8, H9, H10
Knowledge
and
understanding of course content
5 15 5 15 40
Stimulus-based Skills 5 5 10 20
Inquiry and research 10 10 20
Communication of business information, ideas an issues in
appropriate forms 5 5 5 5 20
Total 25 20 25 30 100
XXI
Course/Subject: Chemistry 2 Units
Task Number Task 1 Task 2 Task 3 Task 4 Task 5
Due Date
Term4
Week 9
Term1
Week 10/11
Term2
Week 8
Term3
Week 1
Term3
Week5
Assessment
Instrument
Research and Presentation
½ Yearly Practical Skills Assessment
Course Overview Trial HSC
Outcomes:
Components
Wei
ghti
ngs
Outcomes from: H2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Outcomes from:
H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Outcomes from: H3, 7, 8, 9, 10, 11, 12, 13, 14, 5, 16
Outcomes from:
H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Outcomes from:
H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Skills 20% 5 5 8 2
Production of Materials
20% 10 6.5 3.5
The Acidic Environment
20% 8.5 2.5 3 6
Chemical Monitoring and
Management 20% 3 10 7
Option 20% 1.5 10 8.5
Marks 100% 15% 20% 15% 20% 30%
H.S.C. Chemistry Course Outcomes:
A Student: H1. Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking H2. Analyses the ways in which models, theories and laws in physics have been tested and validated H3. Assesses the impact of particular advances in physics on the development of technologies H4. Assesses the impacts of applications of Chemistry on society and the environment H5. Identifies possible future directions of Chemistry research H6. Explains reactions between elements and compounds in terms of atomic structures and periodicity H7. Describes the chemical basis of energy transformations in chemical reactions H8. Assesses the range of factors which influence the type and rate of chemical reactions H9. Describes and predicts reactions involving carbon compounds H10. Analyses stoichiometric relationships H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate
information and understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16. Justifies positive values about and attitude towards both the living and non-living components
of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science
XXII
Course: Community & Family Studies (CAFS) 2 units
Section
Weighting
Task 1
T4 Wk 5
Case Study - Parenting &
Caring
Task 2
T1 Wk 5
Depth Study – Groups
and context
Task 3
T1 Wk 10/11
Mid Course Exam
Task 4
T3 Wk 1
IRP
Task 5
Trial Exam
Outcomes H1.1, H2.2, , H2.3, H3.2, H4.2, H5.1, H5.2
H1.1, H2.2, H2.3, H3.1, H4.2, H5.1
H1.1, H2.2, H2.3, H3.1, H3.3H4.2,, H5.1, H5.2,
H4.1, H4.2, H.1., H2.1, H2.2, H2.3, H3.4, H5.2, H6.1, H6.2
H1.1, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.2, H5.1, H5.2, H6.1, H6.2
Components
25% 5 15 5 Research Methodology
Groups in Context 25% 15 5 5
Parenting
and Caring 25% 15 5 5
Option Module
- work 25% 5 10 10
Total 100% 15% 20% 15% 25% 25%
H.S.C. Course Outcomes Community and Family Studies: A Student: H 1.1 analyses the effect of resource management on the well being of individuals, groups, families
and communities. H2.1 analyses different approaches to parenting and caring relationships. H2.2 evaluates strategies to contribute to positive relationships and the well being of individuals,
families and communities. H2.3 critically examines how individual rights and responsibilities in various environments
contribute to well being. H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups. H3.2 evaluates networks available to individuals’ groups and families within communities. H3.3 critically analyses the role of policy and community structures in supporting diversity. H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups,
families and communities. H4.1 justifies and applies appropriate research methodologies. H4.2 communicates ideas, debates issues and justifies opinions. H5.1 proposes management strategies to enable individuals and groups to satisfy their specific
needs and to ensure equitable access to resources. H5.2 develops strategies for managing multiple roles and demands of family, work and other
environments H6.1 analyses how the empowerment of women and men influences the way they function within society. H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles
leading to the creation of positive social environments.
I
Training and Assessment Strategy – Standard Program Approved by: RTO Manager Date of Approval:
22/12/16
Delivery Site: Glen Innes HIGH SCHOOL Names of VET Teachers: Suzy Woods
Course Duration: x years
Date of commencement: 27/01/2017
Date of conclusion: End of Term 3 2018
Qualification Code and Title: CPC20211 Certificate II in Construction Pathways_R3
Curriculum Framework 2Ux2yr 26201 http://www.boardofstudies.nsw.edu.au/syllabus_hsc/construction.html
This course is from Training Package Construction, Plumbing & Services V9.2 http://training.gov.au/Training/Details/CPC08
Qualification Packaging Rules:
Core units - 6 Elective Units - 6 (minimum of 2 from at least 1 field of work)
Co
re U
nit
s
Code Unit of Competency Pre/Co-requisite
Units Qualification
Status BOS Status
Indicative Hours
CPCCCM1012A Work effectively and sustainably in the construction industry - Core Compulsory 25
CPCCCM1013A Plan and organise work - Core Compulsory 10
CPCCCM1014A Conduct workplace communication - Core Compulsory 10
CPCCCM1015A Carry out measurements and calculations - Core Compulsory 20
CPCCCM2001A Read and interpret plans and specifications - Core Compulsory 20
CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry
CPCCOHS1001A Core Compulsory 15
CPCCOHS1001A Work safely in the construction industry - Course
Prerequisite Compulsory 10
CPCCCM2005B Use construction tools and equipment - Nil for Qual Compulsory 20
Carpentry &
Joinery
CPCCCA2011A Handle carpentry materials CPCCOHS2001A Group B Elective Elective 20
CPCCCA2002B Use carpentry tools and equipment CPCCOHS2001A Group B Elective Elective 10
CPCCJN2001A Assemble components CPCCOHS2001A Group F Elective Elective 15
CPCCJN2002B Prepare for off-site manufacturing processes CPCCOHS2001A Group F Elective Elective 10
Electives CPCCCM2006 Apply basic levelling procedures CPCCOHS2001A Group H Elective Elective 15
235
General Elective
CPCCCO2013A Carry out concreting to simple forms CPCCOHS2001A Group H Elective Elective 20
Carpentry CPCCCA2003A Erect and dismantle formwork for foots and slabs on ground CPCCOHS2001A Group H Elective Elective 25
II
Glen Innes HIGH SCHOOL SCOPE AND SEQUENCE
CPC20211 Certificate II in Construction Pathways
120-240hr Component 2018
Event Event Title Term 4 Term 1 Term 2 Term 3
H
r 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9
1
0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Course
Prerequisite GIT Whitecard
Event 0 Literacy & Numeracy
Skills assessment
Event 1 Carpentry Field
Event 2 Workplace com.
Event 3
(7&8)
Concreting and
Footing
* *
Event 4 Basic Levelling
* *
Event 5 Construction Major
Project
* *
Work Readiness
Work Placement
Event 3 * Competency Assessment Revision Work Placement
Event 2 Event 4 Event 5
I
Course: Design & Technology 2 units
Date
Task 1
T4 Wk 9
Task 2
T1 Wk 4
Task 3
T1 Wk 10/11
Task 4
T3 Wk1
Task 5
T3
Sect
ion
Wei
gh
tin
g
Proposal for Major Design
Project
Written Report
Case Study of
Innovation
Half Yearly Examination
Presentation to audience of
MDP
Trial Examination
Outcomes H4.1, H4.2
H4.3, H5.2, H6.1
H2.2, H3.1, H3.2, H6.2
H1.1, H1.2, H2.1, H2.2, H3.1, H6.2
H5.1, H5.2
H1.1, H1.2, H2.1, H2.2, H3.1, H6.2
Components
Knowledge and skills in:
Innovation
Emerging Technologies
40% 20 5 15
Designing and Producing
60% 25
5 20 10
Marks 100% 25% 20% 10% 20% 25%
H.S.C. Course Outcomes
A Student:
1.1 critically analyses the factors affecting design and the development and success of the design projects.
1.2 relates the practices and processes of designers and producers to the major design project. 2.1 explains the influence of trends in society on design and production. 2.2 evaluates the impact of design and innovation on society and the environment. 3.1 analyses the factors that influence innovation and the success of innovation. 3.2 uses creative and innovative approaches in designing and producing. 4.1 identifies a need or opportunity and researches and explores ideas for design development
and production of a major design project. 4.2 selects and uses resources responsibly and safely to realise a quality major design project. 4.3 evaluates the processes undertaken and the impacts of the major design project.
5.1 manages the development of a quality major design project.
II
Course: English Extension I 1 unit Length: 1 year Module B –Texts and Ways of Thinking Elective 2– Romanticism
H.S.C. Course Outcomes English Extension I:
1. A student distinguishes and evaluates the values expressed through texts.
2. A student explains different ways of valuing texts.
3. A student composes extended texts.
4. A student develops and delivers sophisticated presentations.
Wei
ghti
ngs
Task 1
Term 4
Week 7
Task 2
Term 1
Week 8
Task 3
Term 2
Week 1
Task 4
Term 2
Week 9
Task 5
Term 3
Trial HSC
Outcomes
(see below) 3 1, 4 3 2, 3, 4 1, 2, 3
In Class Narrative 5 5
Tutorial
30
Writing Folio 30
Trial HSC
30
Totals 100% 5 30 5 30 30
MO
DES
Listenin/Speaking
20
20
Reading/ Writing
60 5
5 30 20
Viewing/ Representing
20
10
10
Totals 100% 5 30 5 30 30
III
Course: English Extension II 1 unit Length: 1 year
H.S.C. Course Outcomes English Extension II:
1. A student develops and presents an extended composition, which demonstrates depth, insight, originality and skills in independent investigation.
2. A student reflects on and documents own process of composition.
Weightings
Task 1
Term 1
Week 4
Task 2
Term 2
Week 4
Task 3
Term 2
Week 10
Outcomes
(see below)
1(10%),
2 (10%)
1(20%),
2(10%)
1(20%),
2(30%)
Viva Voce addressing the
Proposal for the Major Work
20 20
Report 30 30
Draft version of the Major Work and reflection on progress to date
50 50
Totals 100% 20 30 50
IV
Course: English Advanced 2 units
H.S.C. Course Outcomes English Advanced: 1. A student explains and evaluates the effects of different contexts of responders and composers on
text. 2. A student explains relationships among texts. 2A. (Advanced only) A student recognises different ways in which particular texts are valued. 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and structures of
texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their media of
production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate
information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a
range of perspectives.
Wei
ghti
ngs
Task 1
T4
Wk 10 Area of Study
Discovery Frost
Task 2
Tm 1
Wk 7
Module C
Ten Canoes
Task 3
Tm 1
Wk 10/11
MC Exam
Task 4
Tm 2
Wk 6
Module B
Hamlet
Task 5
Tm 3
Wk 2 Module A
Pride & Predudice
Letters To Alice
Task 6
Tm 3
Trial HSC
Outcomes
(see below)
1, 2, 3, 4, 5, 9 & 10
5, 7, 8, 10 & 13
1, 2, 3 & 10
3, 5, 6& 10
2A, 8, 11, 12, 12A,
13
1, 2, 2A, 3, 4, 5, 6, 7, 8, 9, 10,
11
Components 40 25 10 5
Area of Study
Module A 20 15 5
Module B 20 15 5
Module C 20 15 5
Totals 100%
25 15 10 15 15 20
MO
DES
Listening 15 10 5
Speaking 15 10 5
Reading 25 5 5 5 5 5
Writing 30 5 10 5 10
Viewing/ Representing
15 5 5 5
Totals 100%
25 15 10 15 15 20
V
9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.
12. A student reflects on own processes of responding and composing. 12A. (Advanced only) A student explains and evaluates different ways of responding to and composing text. A student reflects on own processes of learning.
VI
Course: English Standard
2 units
H.S.C. Course Outcomes English Standard: 1. A student demonstrates understanding of how relationships between composer, responder, text and context
shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape
meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas
and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and
organisation of information and ideas. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes and audiences. 11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of
language. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.
Wei
gh
tin
gs
Task 1
T4
Wk 10
Area of Study - Discovery Frost
Task 2
Tm 1
Wk 7
Module B
A Beautiful Mind
Task 3
Tm 1
Wk 10/11
MC Exam
Task 4
Tm 2
Wk 6
Module A
Henry Lawson
Task 5
Tm 2 Wk 10
Module C
Educ Rita
Task 6
Tm 3
Trial HSC
Outcomes 1, 2, 3, 4, 5, 9, and
10
3, 4, 6 and 10
1, 2, 11 and 10
8, 11, 12 and 13
7, 8, 10, 12 and 13
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11.
Components 40 25 10 5
Area of Study
Module A 20 15 5
Module B 20 15 5
Module C 20 15 5
Totals 100% 25 15 10 15 15 20
MO
DES
Listening 15 10 5
Speaking 15 10 5
Reading 25 5 5 5 10
Writing 30 10 5 5 5 5
Viewing/ Representing
15 10 5
Totals 100% 25 15 10 15 15 20
VII
Course: English Studies 2 units
H.S.C. Course Outcomes English Studies: H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the texts H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship. H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences H4.1 plans and organises to complete tasks or projects, both individually and collaboratively H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics
Wei
ghti
ngs
Task 1
T4
Wk 8
We are Australian
Task 2
Tm 1
Wk 8
Module A
English and the Media
Task 3
Tm 1
Wk 10/11
MC Exam
Task 4
Tm 2
Wk 8
Module B
English in film
making
Task 6 Tm 3 Wk 7
Module C
English and travel
Outcomes
(see below)
H1.1, H1.2, H1.4, H2.2, H4.1, H4.2
H1.2, H1.3, H2.2, H3.2, H3.2, H4.2
H1.2, H1.3 H1.1, H1.2, H1.4, H3.1
H1.1, H1.4, H2.2, H2.3, H3.1, H3.2
Mandatory Unit 20 20
Module A 25 20 5
Module B 30 30
Module C 25 25
Totals 100 20 20 5 25 25
Mo
des
Knowledge and Understanding
30 10 5 10 5
Reading/listening/viewing/ speaking/ representing
20 5 5 5
Using language accurately 20 5 5 10
Planning, independent and group work
30 5 10 10 5
Totals 100 20 20 5 30 25
VIII
Course: Food Technology 2 units
H.S.C. Course Outcomes (Food Technology):
A student: H1.1 Explains manufacturing processes and technologies used in the production of food products. H1.2 Examines the nature and extent of the Australian Food Industry. H1.3 Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations. H1.4 Evaluates the impact of food manufacture on the individual, society and environment. H2.1 Evaluates the relationships between food, its production, consumption, promotion and health. H3.1 Investigates operations of one organisation within the Australian Food Industry. H3.2 Independently investigates contemporary nutrition issues. H4.1 Develops, prepares and presents food using product development processes. H4.2 Applies principles of food preservation to extend the life of food and maintain safety. H5.1 Develops, realises and evaluates solutions for a range of food situations.
Wei
gh
tin
gs
Task 1
T4 Wk8
Australian Food Industry Investigation
Task 2
T1 Wk 7
Food Manufacture Case Study
Task3
T2 Wk 2
Food Product Devel’t Design Task
Task 4
T3 Wk1
Diet and Health in Australia Report
Task 5
T3
Trial HSC
Outcomes
(see below)
H4.1, H1.3 H1.4
H1.1, H4.2 H4.1 H 1.3 H2.1, H3.2, H5.1
H1.1, H1.2, H1.3, H1.4, H2.1, H3.1, H3.2, H4.1,
H4.2, H5.1 Components
Knowledge and understanding
20% 20%
Research, analysis and communication
30% 20%
Experimentation and preparation
30% 15% 5% 10%
Design, implement and evaluate
20% 5% 15% 10%
Totals 100% 20% 25% 20% 20% 20%
IX
Course: Geography 2 units
Sect
ion
Wei
ghti
ng
Task 1
Report on Urban Places
&
In-class test (objective
response and short answer
questions)
Term 4 Wk10
Task 2
Mid- course exam
Term 1
Wk 10/11
Task 3
Fieldwork Report on
Ecosystems at Risk
Term 1 Wk8
Task 4
Geographic Inquiry
People and Economic Activity
Term 3 Wk 1
Task 5
Trial Exam
Term 3
Outcomes
H1, H3, H5, H7, H6, H8,
H9, H10
H1, H3, H2, H4, H6, H7,
H8, H9, H10, H5, H11, H12, H13
H1, H3, H5, H6, H7, H8,
H9, H10,
H1, H4, H6, H7, H8, H9, H10, H11, H12, H13
H1, H2, H3, H4, H5, H6,
H7, H10, H11, H12, H13
Components
40% 5 10 5 5 15 Knowledge and understanding of course content
Geographical tools and skills
20% 5 5 5 5
Geographical inquiry and research, including fieldwork
20% 5 5 5 5
Communication of geographical information, ideas and issues in appropriate forms
20% 5 5 5 5
Total 100% 15% 25% 15% 15% 30%
H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
H2 explains the factors which place ecosystems at risk and the reasons for their protection H3 analyses contemporary urban dynamics and applies them in specific contexts
H4 Analyses the changing spatial and ecological dimensions of an economic activity H5 evaluates environmental management strategies in terms of ecological sustainability H6 evaluates the impacts of, and responses of people to, environmental change H7 Justifies geographical methods applicable and useful in the workplace and relevant to a changing
world H8 plans geographical inquiries to analyse and synthesise information from a variety of sources H9 evaluates geographical information and sources for usefulness, validity and reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in
geographical contexts H11 applies mathematical ideas and techniques to analyse geographical data
X
H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.
XI
Course: Hospitality 2 Unit
2017/18 Training and Assessment Strategy Approved by: RTO
Manager Date of approval: 25/01/2017
Delivery site: Glen Innes High School
Names of VET teachers: Naomi Muggleton
This course is from Training Package: SIT Tourism, Travel and Hospitality Training Package
SIT20416 Certificate II in Kitchen Operations
Course duration: 2 years
Date of commencement: 27/01/2017
Date of conclusion: End of Term 3, 2018
Qualification Code and Title: SIT20416 Certificate II in Kitchen Operations
SIT20416 Certificate II in Kitchen Operations Curriculum Framework Indicate if TAS is for 26511 2 x 2yr
Qualification packaging rules: 13 units must be completed
Core units - 8 Elective Units - 5
SIT20416 Certificate II in Kitchen Operations
Core units
Code
Unit of competency
Pre-requisite units
AQF status
NESA status
Indicative hours
BSBWOR203 Work effectively with others - Core Mandator
y 15
SITXFSA001 Use hygienic practices for food safety
- Core Mandator
y 10
SITXWHS001 Participate in safe work practices
- Core Mandator
y 15
SITHIND002 Source and use information on the hospitality industry
- Elective Mandator
y 20
SITHCCC001 Use food preparation equipment
SITXFSA001
Core Mandatory/Stream
20
SITHCCC005 Prepare dishes using basic methods of cookery
SITXFSA001
Core Mandatory/Stream
40
SITHKOP001 Clean kitchen premises and equipment
SITXFSA001
Core Mandatory/Stream
10
SITXFSA002 Participate in safe food handling practices
- Elective Mandator
y/Stream 15
SITHCCC011 Use cookery skills effectively SITXFSA001
Core Elective 20
SITXINV002 Maintain the quality of perishable items
SITXFSA001
Core Elective 5
RTO mandator
y SITHCCC002
Prepare and present simple dishes
SITXFSA001
Elective Elective 20
.
Sub Total 190
Elective units
Code Elective options Pre-
requisite units
AQF status
NESA status
Indicative hours
SITHCCC003 Prepare and present sandwiches
SITXFSA001
Elective Elective 10
SITHCCC006 Prepare appetisers and salads
SITXFSA001
Elective Elective 25
BSBSUS201
Participate in environmentally sustainable work practices
-
Elective Elective 15
I
Glen Innes High School - SIT20416 Certificate II in Kitchen Operations
HSC course 2018
H
r
Term 4
Term 1
Term 2
Term 3
1 2 3 4 5 6 7 8 9
1
0 1 2 3 4 5 6 7 8 9
1
0 1 2 3 4 5 6 7 8 9
1
0 1 2 3 4 5 6 7 8 9
1
0
1
1
Unit Code Unit Title
Assessment Event E 4
E 1 0
SITHCCC0
11
Use
cookery skills
effectively
(holistic)
10
SITHCCC0
01
Use food preparation
equipment
10
SITXINV002
Maintain the quality
of
perishable items
5
SITHCCC0
02
Prepare
and present
simple dishes
20
Elective
Units
BSBWOR2
03
Work
effectively with others
15
SITFSA002
Participate
in safe
food handling
15
Ongoing assessment
Event 4 Elective unit Elective unit Elective unit Event 10 Exam
I
Course: Legal Studies
2 unit
Components
Wei
ghti
ngs
Task 1
T4 Wk 10
Crime: Unit Test/Research Response
Task 2
T1 Wk7
Human Rights:
Presentation of a
contemporary issue
Task3
T1 Wk 10/11
Mid Course Exam
Task 4
T2 Wk 8
Focus Study 1: Written Research
Task
Task 5
T3
Trial HSC
H1, H2, H3, H4, H5, H6, H7, H8, H9.
H1, H3, H4, H5, H6, H7,
H8, H9, H10.
H1, H2, H3, H4, H5, H6, H7, H8, H9.
H1, H4, H5, H6, H7, H8,
H9, H10.
H1, H2, H3, H4, H5, H6,
H7, H9, H10.
Knowledge and understanding of course content
60 5 5 20 5 25
Research 20 5 5 10
Communication 20 5 5 5 5
Marks 100 15 15 20 20 30
H.S.C. Course Outcomes (Legal Studies):
A student: H1. identifies and applies legal concepts and terminology H2. describes and explains key features of and the relationship between Australian and international law H3. analyses the operation of domestic and international legal systems H4. evaluates the effectiveness of the legal system in addressing issues H5. explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H6. assesses the nature of the interrelationship between the legal system and society H7. evaluates the effectiveness of the law in achieving justice H8. locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents H9. communicates legal information using well-structured and logical arguments H10. analyses differing perspectives and interpretations of legal information and issues.
II
Course: HSC Japanese Beginners 2 units
HSC Course Outcomes:
A student: Interacting 1.1 establishes and maintains communication in Japanese 1.2 manipulates linguistic structures to express ideas effectively in Japanese 1.3 sequences ideas and information 1.4 applies knowledge of the culture of Japanese-speaking communities to interact appropriately Understanding texts 2.1 understands and interprets information in texts using a range of strategies 2.2 conveys the gist of and identifies specific information in texts 2.3 summarises the main points of a text 2.4 draws conclusions from or justifies an opinion about a text 2.5 identifies the purpose, context and audience of a text 2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts Producing texts 3.1 produces texts appropriate to audience, purpose and context 3.2 structures and sequences ideas and information 3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in Japanese 3.4 applies knowledge of the culture of Japanese-speaking communities to the production of texts
We
igh
tin
gs
Task 1
T 4 W 8 2011
Listening Comprehensio
n Test
Task 2
T 1 Wk 5
Speaking Interview 3
min. duration
Task3
T1 Wk 10/11
Half Yearly Exam
Task 4
T2 W 10
Writing, formal
composition
Task 5
T3
Trial HSC
Objectives & Outcomes
(see below)
2.1, 2.2, 2.3, 2.4, 2.5, 2.6
1.1,1.2,1.3,
1.4, 3.1, 3.2,3.3,3.4
2.1, 2.2, 2.3, 2.4, 2.5, 2.6
3.1,3.2,3.3,3.4 All
Topic 5 2 3 6 1, 2, 3, 4, 5, 6
Speaking 20% 10 10
Listening 30% 15 5 10
Reading 30% 20 10
Writing 20% 10 10
Totals 100% 15 15 20 10 40
III
Topics Topics are studied from two interdependent perspectives of “The Personal World” and “Japanese-speaking communities” 1 – Family life, home and neighbourhood 2 – People, places and communities 3 – Education and work 4 – Friends, recreation and pastimes 5 – Holidays, travel and tourism 6 – Future plans and aspirations
This course outline was prepared July 2017 by Mercurius Goldstein with reference to: - Board of Studies NSW. Japanese Beginners: Stage 6 Syllabus, Preliminary and HSC Courses. Updated version June 2009, pp. 12-20 - Board of Studies NSW. Assessment & Reporting in Beginners Stage 6 Courses. Updated May 2015.
IV
Course: Japanese Continuers 2018 Course 2 units
HSC Course Outcomes:
A student will: Exchange information, opinions and experiences in Japanese 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience Express ideas through the production of original texts in Japanese 2.1 applies knowledge of language structures to create original text 2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information Analyse, process and respond to texts that are in Japanese 3.1 conveys the gist of texts and identifies specific information 3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language and context Understands aspects of the language and culture of Japanese-speaking communities 4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture
Wei
ghti
ngs
Task 1
T 4 W 8 Speaking Task –
travel guide
Task 2
T 1 Wk 5
Reading test
Task3
T1 Wk 10/11
Mid-course exam
Task 4
T2 W 10
Speaking Task – future intentions
Task 5
T3
Trial HSC
Objectives & Outcomes
(see below)
1.1-4
4.1-3
1.1-4 3.1-6
All 1.1-4
4.1 All
Speaking 20% 10 10
Listening and responding
25% 10 15
Reading and responding
40% 15 10 15
Writing 15% 5 10
Totals 100% 10 15 25 10 40
V
Themes and Topics
The individual The Japanese-speaking communities
The changing world
Personal world, eg. personal information, home and neighbourhood, family/friends, places of interest in Australia
Daily life, eg. routine, school life
Leisure, eg. interests, sports, healthy lifestyle, holidays/travel
Future plans, eg. education, careers, lifestyle
Travelling in Japan, eg. transport/directions, tickets/reservations, accommodation, places of interest
Living in Japan, eg. meeting/visiting people, shopping/eating, customs/etiquette
Cultural life, eg. traditional culture, contemporary culture
The world of work, eg. casual work, careers using Japanese
Current issues, eg. technology, youth issues, social issues
This course outline was prepared July 2017 by Mercurius Goldstein with reference to: - Board of Studies NSW. Japanese Continuers: Stage 6 Syllabus. Updated version June 2009 published 2010, pp. 12-20 - NSW Education Standards Authority. Assessment and Reporting in Languages Continuers Stage 6 courses. Updated February 2017.
VI
Course: Mathematics General 1 2 units
HSC Mathematics General 1 Course
Strand: Financial Mathematics (FM)
Strand: Data and Statistics (D)
Strand: Measurement (M)
Strand: Probability (P)
Strand: Algebra and Modelling (AM)
Focus Study 1: Mathematics and Design
Focus Study 2: Mathematics and Household Finance
Focus Study 3: Mathematics and the Human Body
Focus Study 4: Mathematics and Personal Resource Usage
Task 1
T4 Wk 8 2017
Test
Task 2
T1 Wk 10 2018
Half Yearly
Test
Task 3
T2 Wk 7 2018
Test
Task 4
T3 2018
Trial Exam
Outcomes
FM, P & FS1 FM, P, D, M &
FS2 All + FS3 All + FS4
Concepts, skills and techniques
15 10 15 10
Reasoning & Communication
10 15 10 15
Marks
25 25 25 25
VII
Course: Mathematics General 2 2 units
HSC Mathematics General 2 Course
Strand: Financial Mathematics (FM)
Strand: Data and Statistics (D)
Strand: Measurement (M)
Strand: Probability (P)
Strand: Algebra and Modelling (AM)
Focus Study 1: Mathematics and Health
Focus Study 2: Mathematics and Resources
Task 1
T4 Wk 8
Test
Task 2
T1 Wk 10/11
Mid-Course
Exam
Task 3
T2 Wk 7
Test
Task 4
T3
Trial HSC
Outcomes M & FM M, FM, P, D All + FS1 All strands
Concepts, skills and techniques
10 15 5 20
Reasoning & Communication
5 15 10 20
Marks 15 30 15 40
VIII
Course: Mathematics 2 units
Task 1
T 4 Wk 8
TEST
Task 2
T1 Week 10/11
Mid-Course Exam
Task 3
T2 Week 7
Test
Task 4
T3
Trial HSC
Outcomes H2, H3, H4 H1-H9 H1-H9 H1-H9.
Concepts, skills and techniques
10 15 5 20
Reasoning & Communication
5 15 10 20
Marks 15 30 15 40
H.S.C. Course Outcomes Mathematics: A student: H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts.
H2 Constructs arguments to prove and justify results.
H3 Manipulates algebraic expressions involving logarithmic and exponential functions.
H4 Expresses practical problems in mathematical terms based on simple given models.
H5 Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems.
H6 Uses the derivative to determine the features of the graph of a function.
H7 Uses the features of a graph to deduce information about the derivative.
H8 Uses techniques of integration to calculate areas and volumes.
H9 Communicates using mathematical language, notation, diagrams and graphs.
IX
Course: Mathematics Extension I 1 unit
H.S.C. Course Outcomes Mathematics Extension I: A student:
HE 1 Appreciates the interrelationship between ideas drawn from different areas of mathematics.
HE 2 Uses inductive reasoning in the construction of proofs.
HE 3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, exponential growth and decay.
HE 4 Uses the relationship between functions, inverse functions and their derivatives.
HE 5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement.
HE 6 Determines integrals by reduction to a standard form through a given substitution.
HE 7 Evaluates mathematical solutions to problems and communicates them in an appropriate notation and logic.
Task 1
T4 Wk 9 2017
TEST
Task 2
T1 Week 10 2018
Mid-Course Exam
Task 3
T2 Week 7 2018
Test
Task 4
T3 2018
Trial HSC
Outcomes HE1, HE2. HE7 HE1-HE7 HE3, HE4 HE1-HE7.
Concepts, skills and techniques
10 15 5 20
Reasoning & Communication
5 15 10 20
Marks 15 30 15 40
X
Course: Mathematics Extension II No of Units: 1 unit Length: 1 year
Task 1
T4 Wk 8
Task 2
T1 Week 10/11
Mid-Course Exam
Task 3
T2 Week 8
Test
Task 4
T3
Trial HSC
Outcomes HE1-HE9 HE1-HE9 HE1-HE9 HE1-HE9
Concepts, skills and techniques
10 15 5 20
Reasoning & Communication
5 15 10 20
Marks 15% 30% 15% 40%
H.S.C. Course Outcomes Mathematics Extension II: A student:
HE 2 1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems.
HE2. 2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings.
HE2. 3. Uses the relationship between algebraic and geometric representations of complex numbers and of conic sections.
HE2. 4. Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials
HE2. 5. Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion.
HE2. 6 Combines the ideas of algebra and calculus to determine important features of the graphs of a wide variety of functions.
HE2. 7. Uses the techniques of slicing and cylindrical shells to determine volumes. HE2. 8. Applies further techniques of integration, including partial fractions, integration by parts and
recurrence formulae, to problems. HE2. 9. Communicates abstract ideas and relationships using appropriate notation and logical
argument.
XI
Course: Modern History 2 units
SYLLABUS OUTCOMES A student H1.1 describes the role of key features, issues, individuals, groups and events of selected twentieth century studies H1.2 analyses and evaluates the role of key features, issues, individuals, groups and events of selected twentieth century studies H2.1 explains forces and ideas and assesses their significance in contributing to change and continuity during the twentieth century H3.1 asks relevant historical questions H3.2 locates, selects and organises relevant information from different types of sources H3.3 analyses and evaluates sources for their usefulness and reliability H3.4 explains and evaluates differing perspectives and interpretations of the past H3.5 plans and presents the findings of historical investigations, analysing and synthesising information from different types of sources H4.1 uses historical terms and concepts appropriately H4.2 communicates a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms
Weightings
Task 1
T4 Wk9
Source Analysis
Task 2
T1 Wk 6
Oral
Presentation
Task3
T1 Wk 10/11
MC Exam
Task 4
T2 Wk 5
Research
Essay
Tasks 6
T3
Trial HSC
Outcomes
(see below)
H3.1,H3.3,H3.4H3.5,H4.1,H4.2
H1.2,H2.1,H3.2H3.3,H3.5,H4.1
H4.2
H3.2,H3.3,
H4.1,H4.2
H1.2,H3.3,H3.4,H3.5,H4.1,
H4.2
H1.2,H.3.3,H3.4,H4.1,
H4.2
Components
Core Study WW1 1914-
1918 25% 15 5 5
National Study Germany 1918-1939
25% 10 10 5
International Study Cold War
25% 15 10
Personalities Leni Refenstahl
25% 15 10
Are
as
of
Ass
essm
ent
Oral 10% 10
Research 25% 10 15
Source Analysis 25% 15 10
Examination/
Test Items 40% 15 30
Totals 100% 15% 10% 15% 15% 30%
XII
Course: Music 2 units
H.S.C. Course Outcomes Music Course I: H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles H5 critically evaluates and discusses performances and compositions H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music H9 performs as a means of self-expression and communication H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities H11 demonstrates a willingness to accept and use constructive criticism
Weighting
Task 1
T 4 Wk 9
2017
Performance
Task 2
T 1 Wk5
2018
Musicology
Viva Voce
Task3
T 1 Wk 10/11
2018
MC Exam
Task 4
T 2 Wk 9
2018
Composition & Portfolio
Task 5
T3
2018
Trial HSC
Outcomes
(see below)
H1,H2,H3,H4,H5,
H1,H2,H3,H4,H5,H9
H1,H2,H3,H4,H5,
H1,H2,H3,H4,H5, H1,H2,H3,H4,H5,H8,H11
Components
Core Performance 10% 5% 5%
Core Musicology 10% 10%
Core Composition 10% 10%
Core Aural 25% 15% 10%
Elective 1 15% 10% 5%
Elective 2 15% 10% 5%
Elective 3 15% 15%
Totals 100% 5% 10% 35% 10% 40%
XIII
Course: PD, Health & PE 2 umit
A student: H1 describes the nature, and justifies the choice, of Australia’s health priorities. H2 analyses and explains the health status of Australians in terms of current trends and groups most
at risk. H3 analyses the determinants of health and health inequalities. H4 argues the case for the new public health approach to health promotion. H5 explains the different roles and responsibilities of individuals, communities and governments in
addressing Australia’s health priorities. H6 demonstrates a range of personal health skills that enables them to promote and maintain health. H7 explains the relationship between physiology and movement potential. H8 explains how a variety of training approaches and other interventions enhance performance and
safety in physical activity. H9 explains how movement skill is acquired and appraised. H10 designs and implements training plans to improve performance. H11 designs psychological strategies and nutritional plans in response to individual performance needs. H12 analyse the influence of socio-cultural factors on the way people participate in and value physical
activity and sport. H13 select and applies strategies for the management of injuries and the promotion of safety in sport
and physical activity. H14 argues the benefits of health promoting actions and choices that promote social justice. H15 critically analyses key issues affecting the health of Australians and proposes ways of working
towards better health for all. H16 devises methods of gathering, interpreting and communicating information about health and
physical activity concepts. H 17 selects appropriate options and formulates strategies based on a critical analysis of the factors
that affect performance and safe participation.
Task 1
T4 Wk.9
In – class
Essay
Study Log
Submission 1
Term 1
Wk 8
Task 2
T1 Wk.10/11
Mid Course
Exam
Task 3
T2 Wk. 6
Exam Simulation
Task 4
T2 Wk. 9
Study Log Submission
2
Task 5
T3
Trial HSC
Outcomes / Components
Wei
ghti
ngs
H1 – H5 &
H14 – H16
H1 – H5,
H7– H11 & H14 – H17
H7 – H11 & H16 & H17
H1 – H5 & H14 –
H16H7 – H11 & H16 –
H17.
H1 – H5 & H7 – H11 & H16 – H17
Health Priorities In Australia 40% 10
10 10 10
Factors Affecting Performance
40% 10 15 10 10
Sports Medicine 10% 5 5
Option of Choice
10% 5
MARKS 100% 10% 0 20% 20% 20% 30%
XIV
Course: Physics 2 units
Task Number Task 1 Task 2 Task 3 Task 4 Task 5
Due Date
Term 4
Week 7
Term 1
Week 10/11
Term 2
Week 5
Term 3
Week 1
Term 3
Assessment Instruments Practical Skills ½ Yearly Exam
Second Hand Data
Research Option Trial HSC
Outcomes Weight Outcomes from
H11,12,13,14,15
Outcomes from
H1,2,3,4,5,6,7,8,910,11,12,13,1
4,15
Outcomes from
H9,10,11,
12,13,14,15
Outcomes from
H1,2,3,4,5,6,7,8,9
10,11,12,13,14,15
Outcomes from
H1,2,3,4,5,6,7,8,9,
10,11,12,13,14,15
Components
Space
25% 15 5 5
Motors and Generators
25% 15 10
From Ideas to Implementation
25% 15 10
Option 25% 20 5
Marks 100% 15% 20% 15% 20% 30%
H.S.C. Course Outcomes Physics: A student: H1. Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking. H2. Analyses the ways in which models, theories and laws in physics have been tested and validated. H3. Assesses the impact of particular advances in physics on the development of technologies. H4. Assesses the impacts of applications of physics on society and the environment H5. Identifies possible future directions of physics research H6. Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity H7. Explains the effects of energy transfers and energy transformations H8. Analyses wave interactions and explain the effects of those interactions H9. Explains the effects of electric, magnetic and gravitational fields H10. Describes the nature of electromagnetic radiation and matter in terms of the particles H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate
information and understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitude towards both the living and non-living components
of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science
XV
Course: Society and Culture HSC Course 2 unit
Component Weighting % Task 1 Task 2 Task 3 Task 4
Social and Cultural
Continuity and Change
In class test
Depth Study: Popular Culture
Research task
Trial HSC Depth Study: Social
Conformity and non-
conformity
Research Task
Term Four
Week 8
Term One
Week 7
Term 3
TBA
Term 2
Week 10
Outcomes H1, H4, H5, H6, H7, H8,
H9, H10
H1, H2, H3, H4, H5, H6, H7, H9, H10
H1, H2, H3, H4, H5, H6, H7, H9, H10
H1, H2, H3, H5, H7, H9,
H10
Knowledge and understanding of
the course content
50 7 9 17 17
Application and evaluation of social
and cultural research
methodologies
30 8 6 9 7
Communication of information, ideas
and issues in appropriate forms
20 5 5 4 6
Marks 100 20 20 30 30
HSC Course Outcomes
A student:
H1 explains the interaction between persons, societies, cultures and environments across time
H2 analyses relationships within and between social and cultural groups
H3 accounts for cultural diversity and commonality within societies and cultures
H4 evaluates continuity and change, and assesses social futures and strategies for change and the
implications for societies and cultures
H5 evaluates the influence of power, authority, gender and technology on decision-making and
participation in society
H6 applies and evaluates the methodologies of social and cultural research
H7 applies appropriate language and concepts associated with society and culture
H8 selects, organises and evaluates information and sources for usefulness, validity and bias
H9 plans an investigation, analyses and synthesises information from a variety of perspectives and
sources
H10 communicates information, ideas and issues using appropriate written, oral and graphic forms H11 uses planning and review strategies to manage complex tasks, making effective use of time and resources
XVI
Course: Visual Art Assessment Schedule 2017-2018 2 unit
: H1: initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions H2: applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work H3: demonstrates an understanding of the frames when working independently in the making of art H4: selects and develops subject matter and forms in particular ways as representations in art-making H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work H7: applies their understanding of practice in art criticism and art history H8: applies their understanding of the relationships among the artist, artwork, world and audience H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts
Component Task 1 Task 2 Task 3 Interim 1 Task 4 Task 5 Total
Artmaking
Work for Art Impress!
Process and development of BOW in VAPD, and with samples
Art study
Research and Essay about related artist practice.
Art criticism and art history
Mid-course Exam based on case study content.
Development of the body of work-including VAPD and works under development.
BOW interim review with markers
9 Art sheets
Essay draft
Development of BOW.
Critical review by art markers
Essay
Trial HSC
Art Criticism
Art History
Term 4
Week 9-10
4th
December
Term 1
Week 10/11
Term 2
Week 2
BOW
Week 9 T2
BOW for CAPA
Week 10 Term 2
Essay final
Term 3
H1, H2,H3, H4
H7, H8, H9 H1, H2, H3, H4, H5
H1, H2, H3,H4,H5,H6,H7, H8, H9, H10
H1, H2, H3,H4,H5,H6,H7, H8, H9, H10
H7,H8,H9,H10
Artmaking 10 15 25 50
Art criticism and Art history
10 10 10 20 50
Marks 10 10 25 35 20 100