James Cook Boys Technology High School

James Cook Boys Technology High School

Empowering young men through innovation

Year 12 Assessment Handbook

2017 – 2018

Year 12 Assessment Handbook (2017 -– 2018)

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Assessment Handbook Contents HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY ................................................ 3

HSC AND POST-SECONDARY STUDY REQUIREMENTS ................................................ 4

STUDENT RESPONSIBILITIES ........................................................................................... 5 Expectations of students: ........................................................................................................................ 5 Subject removal from a pattern of study procedures & Study Periods ..................................................... 5 Procedures for students when absent from tasks .................................................................................... 6

HSC ASSESSMENT PROCEDURES ................................................................................... 7

THE SCHOOL’S RESPONSIBILITIES ................................................................................. 8

MALPRACTICE .................................................................................................................... 9

NSW EDUCATION STANDARDS AUTHORITY WARNING LETTERS ............................. 10 ‘N’ Warning Letters and ‘N’ Awards ........................................................................................................ 10 ‘N’ Award ............................................................................................................................................... 11

STUDENTS FAILING TO ACHIEVE SATISFACTORY PROGRESS ................................. 12

ALL MY OWN WORK ......................................................................................................... 13

VOCATIONAL EDUCATION & TRAINING ......................................................................... 14

ASSESSMENT TASK ILLNESS / MISADVENTURE APPLICATION ................................ 19

YEAR 12 ASSESSMENT SCHEDULE - ............................................................................. 21 Ancient History ........................................................................................................................................... 24 Biology ........................................................................................................................................................ 26 Business Studies .......................................................................................................................................... 28 Chemistry .................................................................................................................................................... 30 Economics ................................................................................................................................................... 32 English Advanced ........................................................................................................................................ 34 English ESL (English as a Second Language) ................................................................................................ 36 English Standard ......................................................................................................................................... 38 Geography ................................................................................................................................................... 40 Information Processes & Technology ......................................................................................................... 42 Legal Studies ............................................................................................................................................... 44 Mathematics 2 Unit .................................................................................................................................... 46 Mathematics Extension 1 ........................................................................................................................... 48 Mathematics Extension 2 ........................................................................................................................... 50 Mathematics General 2 .............................................................................................................................. 52 Modern History ........................................................................................................................................... 54 Music 1 ........................................................................................................................................................ 56 Personal Development, Health & Physical Education ................................................................................ 58 Physics ......................................................................................................................................................... 60 Sport, Lifestyle & Recreation ...................................................................................................................... 62 Visual Arts ................................................................................................................................................... 64 Work Studies (CEC) ..................................................................................................................................... 66

A GLOSSARY OF KEY WORDS ........................................................................................ 68

YEAR 12 ASSESSMENT SCHEDULE - ............................................................................. 71 ASSESSMENT APPEAL APPLICATION…………………………………………………… ..73

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HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY

Introduction What is assessment? Assessment is the process of gathering information and making judgments about student achievement for a variety of purposes. In the context of the HSC, these include: monitoring student progress, furthering student learning, reporting student achievements in relation to the standards established for each course and contributing to the calculation of the Australian Tertiary Admissions Rank (ATAR). School-based assessment tasks may include activities such as examination, tests, written or oral assignments, practical activities, fieldwork, performance and projects. At the conclusion of the HSC assessment program, James Cook Boys Technology High School will submit a school based assessment mark to the NSW Education Standards Authority (NESA) for each of your courses. The mark will be based on your performance in the tasks in your school’s assessment program. The assessment mark submitted by your school is adjusted (moderated) to produce the assessment mark that appears on your Record of Achievement. The purpose of moderation is to place the assessment marks awarded by all schools in each course on the same scale. The school group’s assessment marks are adjusted based on the performance of the group in the HSC examination. The rank order of students as submitted by the school is not changed. The moderation process has no effect on examination marks. School-based assessment tasks will contribute to 50% of your HSC mark. Your school assessment mark will be based on your performance in assessment tasks you have undertaken during the course. The other 50% will come from the HSC examination. To be eligible for the award of the HSC you must satisfactorily complete at least 12 units in your Year 11 study pattern and 10 units in your Year 12 study pattern. On satisfactory completion of your HSC you will receive a portfolio containing: Record of Achievement HSC Course Report HSC Result Notice AQF VET Certificate (where applicable) VET Statement of Attainment for students studying VET courses Life Skills profile of Achievement for students following a Life Skills course.


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HSC AND POST-SECONDARY STUDY REQUIREMENTS Pattern of Study Requirements for the HSC

Minimum of: 12 units of Year 11 courses and 10 units of Year 12 courses

Both your Year 11 course pattern and your Year 12 course pattern must include: at least 6 units of NESA Developed courses at least 2 units of a NESA Developed course in English at least three courses of 2 units value (or greater) at least 4 subjects

N.B. No more than 6 units of courses in Science can contribute to Higher School Certificate eligibility. Australian Tertiary Admissions Rank (ATAR)

The Australian Tertiary Admissions Rank (ATAR) is a rank calculated by the Universities of which the top rank is an ATAR of 99.95. It is based upon performance in the NSW Education Standards Authority (NESA) HSC examinations. It is a scaled aggregate of the best units of NESA Determined Courses including: at least 10 units of NESA Developed courses including at least 2 units of English and at least 3 courses of 2 units of greater and at least 4 subjects and no more than one VET examination will be calculated in your ATAR

The ATAR is about position - where a student is ranked across the entire candidature of students who are eligible for an ATAR.

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STUDENT RESPONSIBILITIES Expectations of students: Students must attend all classes to satisfactorily complete the Year 12 Courses. A minimum of 85% attendance is generally expected for students to achieve the outcomes of the course being studied. Unexplained absences, lateness and class attendance patterns will be reviewed every five weeks to ensure that the students are meeting the course completion criteria and the minimum attendance requirements. Students whose attendance is called into question will be asked to prove to the Principal’s satisfaction, following a review of their performance, that they are meeting the course completion criteria. Student Responsibilities include:-

Attend classes on the day before and on the day an assessment task is due. All work submitted must be students’ own work. The NSW Education Standards Authority expects students to attempt all assessment tasks. Students must submit work by the due date. Prepare for examinations and make a serious attempt. Complete the syllabus including participation in class practical work, homework, oral presentations,

assignments and examinations. On the day of the Assessment Task, the student must attend school. Students need to submit the task on the designated date in accordance with the Assessment Notification – within the timetabled lesson or at the latest 2pm on the Scheduled day. Students are NOT permitted to work on the Assessment Task during school time, besides Recess and Lunch on the day the task is due. Where a student cannot meet a deadline or is absent for the submission or performance of a task the student must apply for special consideration. If there is a valid reason, an “Assessment Task Misadventure / Illness Application” proforma needs to be completed and all supporting documentation has to be submitted to the relevant Head Teacher on the first day back after their absence otherwise a zero mark will be awarded. Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of the available marks otherwise they will be deemed unsatisfactory in that course. Students who do not comply with the assessment requirements in any course will have neither a moderated assessment mark nor an examination mark awarded for that course. Students who are absent on any day are responsible for ascertaining if an assessment task has been set for any subject missed on that day. Students who transfer into the school after the commencement of the Year 12 Course will be given substitute tasks wherever possible. In some cases estimates may be given. Subject removal from a pattern of study procedures & Study Periods Any student wishing to remove a subject in Year 12 must submit a request on the school intranet. Consideration must be given to the reasons WHY a student wants to remove a subject – poor performance / increased study time for other subjects etc. All students wishing to remove a subject must have a conversation with their parents, classroom teacher and Head Teacher to ensure that they are fully aware of the implications of dropping a subject. Once verified, the Deputy Principal will action the removal. Students wishing to gain an ATAR for entry into university must be careful to ensure they maintain a pattern of study that will allow them to be eligible for an ATAR. Students who have been granted approval to remove a subject from their pattern of study will be required to attend the school library during the period previously allocated on the students timetable. Students attending the library during their “study period” will have their names marked for each period they have a removed subject. Students during their “study period” are expected to use their time to study their other subjects or complete homework or assessment tasks. Any student that is not engaging in productive school work or misbehaving will be subjected to the schools discipline policy. Students who have a period removed from their timetable period 1 or last period during the school day are required to attend the school library and remain there for the duration of the period. A roll will be marked and students will be identified and issued consequences if they are truanting from these lessons.


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Procedures for students when absent from tasks Where a student cannot meet a deadline or is absent for the submission or performance of a task the student must apply for special consideration. Any application of an extension of time is required before the due date. If a student is absent on the day of the task:

The student or his parent must telephone the school and inform the relevant Head Teacher. An application in writing must be lodged with the Head Teacher(s) of the subjects(s) concerned at the

beginning of the next day the student is in attendance at school. – misadventure/illness form (see page 18)

A doctor’s certificate is required if the application is on medical grounds.

Medical Certificates for Missed Assessment Tasks Medical Certificates must:

be written on a named doctor’s pad; include the day of the missed task; show in detail, the nature of the illness; show the length of time the student will be unfit for school; be produced immediately on return to school.

If the student does not make an application to the Head Teacher(s) concerned on their next school day of attendance after the due date of the missed assessment task a zero mark will be recorded. After considering a student’s application, the Head Teacher will provide the documentation to the Principal. Once the Principal determines the action to be taken, the Head Teacher will inform the student of the decision. If the Assessment Task Misadventure/Illness Application is accepted, then the teacher of that course will do one of the following:

arrange for the student to attempt the task at a different time; arrange for the student to attempt an alternative task of a similar nature; in exceptional circumstances the Principal may authorise the use of an estimate based on appropriate

evidence. If the Assessment Task Misadventure/Illness Application is not accepted, the student will be awarded a zero mark and a letter will be sent home to advise parents/guardians. Students may appeal against the Head Teacher’s decision by lodging an appeal form with the Principal within three (3) school days of initial determination. The Principal may:

Reject the appeal and order the zero mark to stand Grant a limited extension Order that a substitute task be performed Award an estimate

During any assessment task/exam students must not:

Do anything that would disrupt the task or disturb another student Communicate with another student Look at another student’s work Take into the room any books, notes, papers or equipment other than what is allowed by the

supervising teacher Make a non-serious attempt otherwise a zero mark will be awarded Be in possession of, or use a mobile phone or electronic device.

A zero mark will be awarded for all of the above breaches, refer to page 9 for details on malpractice.

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HSC ASSESSMENT PROCEDURES Students who believe a task has been incorrectly marked should discuss the matter with the class teacher

concerned. Dissent about a mark which a teacher has determined is NOT grounds for appeal. Students who believe that an assessment mark has been marked incorrectly can refer the assessment mark

and the assessment criteria and feedback sheet to the Head Teacher for an independent remark.

If the student is still dissatisfied with the mark provided, they can lodge an appeal to the Principal to have the assessment task remarked by an external teacher if the Principal believes that the 2 marks previously awarded need further clarification. See attached “appeal for assessment task”.

In the event that a student is absent on the day a task is undertaken in class it is the student’s responsibility

to see the Head Teacher of the subject as soon as practicable on the morning of their return to school following the missed task to arrange to complete the task. The Head Teacher of the course will decide what sort of task will need to be completed as well as the alternative time to sit the task. In ALL instances an Illness and Misadventure Form (available on page 18) must be completed, signed by a parent and given to the Head Teacher with all necessary evidence supporting your claim.

Assessment tasks may be handed in prior to the due date. Therefore, being absent on the last date for

submission may not be a sufficient excurse for late submission. In such situations the Head Teacher of the course will decide whether marks will be allocated based upon the evidence submitted with the prescribed Illness and Misadventure form.

The Principal in exceptional circumstances may authorise an estimate to be given for a missed task. Students who undertake compulsory work placement or work experience should not be disadvantaged.

If the student has sufficient time prior to commencing work placement the task can be submitted early or handed in by another person on the due date. It is the student’s responsibility to notify their teacher and Head Teacher once they are aware that they will be on work placement when the task is due.

Students who are aware they will be absent on the day of an assessment due to some other school

commitment will be required to notify their Head Teacher of the clash of dates. Staff will arrange an alternative option for completing the task or handing it in that does not disadvantage any student.


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THE SCHOOL’S RESPONSIBILITIES Each course will have its own assessment schedule developed within the guidelines provided by the NSW Education Standards Authority (NESA). NESA requires all students to follow an assessment program and have an assessment mark submitted irrespective of the number of units in which they may be enrolled. This means that teachers are required to:

set tasks to measure student performance in each component of the course; against syllabus outcomes specify the relative value of each of these tasks; provide information on what is to be assessed; provide information on how they will be assessed; keep records of each student’s performance on each task; provide students with information on their progress.

The range of tasks used in the assessment will vary from course to course and may cover:

tasks may take a written, practical, oral and aural form; class and/or homework assignments, including essays and practical tasks; projects of varying degrees of length and complexity; oral presentations.

Head Teachers are required to:

ensure tasks reflect the weighting and components specified in the syllabus; students know the assessment criteria before they begin a task; ensure tasks meet NESA requirements for courses; ensure students sign when a task is issued; ensure students sign when a task is returned; ensure marking guidelines for each task are linked to the standards by including the wording of syllabus

outcomes and relevant performance indicators; record marks on faculty system before marks are returned;

ensure NESA Warning Letters are issued when appropriate.

Notice of Tasks:

Students must be given at least two weeks’ notice of the exact date for which the task is due. Student Feedback Students will be given written meaningful and / or verbal feedback about what they are able to do and what they need to improve in order to improve on their level of performance (e.g. mark, position) WITHIN TWO WEEKS after the completion of the task. The Award of “Zero Marks” A zero mark is noted as a non-attempt for a particular course and can be awarded in two instances:

non-presentation of a task without approved reason; an attempt to gain unfair advantage (malpractice).

Students and parents will be advised in writing when zero marks are awarded. Non Presentation/Non Attempt If a task is not attempted or submitted by the due date and the student is not exempt, the student will be awarded a zero mark.

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MALPRACTICE It is expected that work submitted in fulfilment of Assessment requirements shall be the student’s own work. Examples of malpractice beyond this would include:

Plagiarism – excessive use of other sources, not acknowledged. Copying – using the work of another person and submitting it as your own Not own work – having someone else complete the task Falsifying receipt documents Offering false documentation in support of an appeal Cheating during a test or exam Misbehaving during exams

Where the teacher responsible for a task has reason to suspect malpractice, this should be brought to the attention of the Head Teacher. If the Teacher and Head Teacher are in agreement then the student shall be awarded a zero mark for the task and given a full explanation of the decision. The student may then proceed through established appeal procedures. During any assessment task / exam if a student does any of the following:

Does anything that disrupts the task or disturbs another student Communicates with another student Looks at another student’s work Takes into the room any books, notes, papers or equipment other than what is allowed by the

supervising teacher Makes a non-serious attempt Cheats in any way Uses and electronic device;

A zero mark will be awarded, refer NESA warning letters on page 11

Students who have been found to have engaged in Malpractice will be recorded on the James Cook Boys Technology High School wellbeing system and may be reported to the NESA if it leads to an N determination. Lateness Students need to be on time for examinations and assessment tasks. If a student arrives late during an examination/assessment task without a valid reason he must undertake the task in the remaining time. If lateness is for a valid reason and supported by evidence, the student will be allowed the normal length of time. Extensions Students who are unable to present for an out of class assessment task / assignment for valid reasons may apply to the teacher for an extension prior to the due date for submission of the task. Requests for extensions are to be made in writing. A negotiated extension could be expressed in terms of maximum marks, mark penalties and deadline times as determined by the teacher concerned in consultation with the Head Teacher.


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NSW EDUCATION STANDARDS AUTHORITY WARNING LETTERS

You are expected to undertake ALL assessment tasks set The minimum requirement for NESA Determined Courses is that the tasks you complete contribute in excess of 50% of the available marks. It is emphasized that completion of tasks totaling exactly 50% is NOT sufficient!

If you don’t comply with this ruling, the Principal will not certify that you have satisfactorily completed the course - so you will not be eligible to be awarded the HSC in that subject.

HSC assessment tasks contribute 50% in value to the final HSC mark. It is, therefore, essential that students complete every task to the very best of their ability in order to maximise their HSC results. ‘N’ Warning Letters and ‘N’ Awards

In order to meet the requirements of the HSC students are required to demonstrate that they have met the following criteria: (a) followed the course of study (b) worked in a sustained and diligent fashion (c) achieved some or all of the course outcomes. In order to meet these criteria students need to attend school regularly, the department suggests that 15 days absence per year is acceptable. If students do not have an acceptable pattern of attendance they will not be able to follow the course of study or demonstrate the outcomes. Students must also complete all assessment tasks, classwork, homework and, where applicable, practical tasks and experiences. An ‘N’ warning may be issued if: Your class work is incomplete during an extended period of time that effects the student meeting the learning

outcomes Your homework is incomplete Your assessments, assignments, practical work, major works, competencies are incomplete, or attempted

at a standard that is deemed as a non-serious attempt Your attendance is unsatisfactory The functions of the warning letter are: To let you and your family know that progress is becoming unsatisfactory To give you a chance to improve your progress before it is too late To help you to achieve the best results you can When a NESA warning letter is required, the school will: Advise the student in writing with NESA warning letters (Teacher and Head Teacher); Ensure NESA warning letters are sent to parents informing them their son has missed an assessment task

and informing them if attendance and performance have been unsatisfactory (Head Teacher); Ensure that written acknowledgement from the student and his parent(s)/guardians(s) is requested; Ensure a copy of the NESA warning letter is placed on the faculty file and on the student’s central file. If you receive ‘N’ determination course warning letters covering three separate assessment areas in a course you can be deemed to have not met requirements of the course. It is imperative that you redeem yourself of these ‘N’ determination letters by completing the work requested. If the outstanding work to be completed is an assessment task, while the ‘N’ determination will be redeemed the assessment mark for that task will be Zero.

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‘N’ Award If you are recommended for an ‘N’ Award, you will be required to meet with the Principal and Deputy Principal who will explain the Appeal process to you. The school will have given you notice that you were approaching an ‘N’ Award and specified in which aspects of the course you were not meeting requirements. If there are exceptional circumstances affecting application and performance they must be brought to the school’s attention well before an ‘N’ Award is recommended. An ‘N’ award means that the subject for which you receive the ‘N’ will not be included in your HSC result nor will you receive a record of achievement unless you have satisfactorily completed 10 other units. If you are ‘N’ Determined in English, you will NOT be eligible for a HSC!

Further information can be sourced from the NESA using the web address below:

http://educationstandards.nsw.edu.au


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STUDENTS FAILING TO ACHIEVE SATISFACTORY PROGRESS Senior Review Panel Monitoring of Senior Students Experiencing Difficulty The following procedures are designed to assist senior students who fail to attend school on a regular basis and/or fail to complete mandatory work requirements in Year 11 and/or 12 as determined by the NSW Education Standards Authority (NESA) and as a consequence fail to achieve satisfactory progress. Students in Year 11 and 12 will be reviewed twice each term to ensure that each student is meeting requirements. Students identified as not meeting requirements will be placed on review. When this occurs, the following processes will occur. Frequency:

Reviews will occur Week 4 and Week 9 each term. Criteria for Student Placement of Review: Any one of the following..... (a) Students who have received 2 or more warning letters in one subject or 3 or more N awards in two or

more subjects and have not subsequently completed the task. (b) Students whose overall attendance has fallen below 85%. (c) Students whose attendance is below 85% for 3 or more subjects (as determined by PxP). (d) Students with a regular pattern of lateness to school. Review lists will be prepared by the Year 11 or 12 Year Advisor. Senior Executive can nominate students for review while HT's or Year Advisors may recommend a student for review (to be determined by the senior executive). First Review

Review Panel Composition - (First Review) Any three of: Deputy Principal, Year Advisor, Careers Advisor, Year 11/12 Advisor Process: Interview 1

Each student placed on review will be required to attend an interview with their parent. Students will be placed on a two week monitoring program. Issues discussed will include: * Class work * Focus in class * Attendance * Completion of assessment tasks and class work. Students will be placed on a Senior monitoring sheet for two weeks with each period rated between 1-3. 1 = non attendance, 2 = not satisfactory, 3 = satisfactory. There may be several criteria ... completion of work, attendance, completion of assessment tasks, focus, participation etc. Additional support required to be discussed ... ie SLSO, mentor, counsellor etc and provided as appropriate, ie alternate pathways. Monitoring sheets are to be completed each lesson. At the end of 2 weeks, students who have achieved 90% satisfactory rating on each criteria are congratulated and a letter sent home congratulating the student for their improvement. Students who have not met the criteria require a second interview with parents.

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Second Review

Panel Composition Any three of: Principal, Deputy Principal, Year Advisor, Careers Advisor, Process: Interview 2

Students who have failed the first 2 week period will be required to attend a second interview along with their parents. Students will be placed on a second 2 week program (as mentioned previously). Monitoring Sheet to be completed each lesson. Students who have achieved 90% satisfactory completion for each criteria are congratulated and a letter sent home congratulating the student for their improvement. For students who fail to meet requirements after a second 2 week period, the following will occur. Failure after 2nd review - Compulsory Parent Interview

Year 12 students who fail to make the necessary adjustments regarding attendance and/or completion of work will be given a final two week period to complete all outstanding work and improve attendance to at or above 90% following a third interview. If unsatisfactory in this final two week period, the Year 12 student will be deemed as unsatisfactory and required to repeat Year 12 the following year if they wish to proceed to the Higher School Certificate. Students in Year 12 who fail the second four week program following a third interview will be given a final two week period to complete all outstanding work and/or improve attendance to at or above 90%. If a Year 12 student fails to meet requirements regarding satisfactory completion of work or attendance, then the Year 12 student will be deemed unsatisfactory and will be expelled from school under the provisions of the Suspension/Expulsion Policy of the Department of Education and Communities for unsatisfactory participation (provided they are 17 years or older).

ALL MY OWN WORK HSC - All My Own Work is a COMPULSORY program designed to help HSC students to follow the principles and practices of good scholarship. This includes understanding, valuing and using ethical practices when locating and using information as part of their HSC studies. All students are required to complete and are aware of penalties for cheating and how to avoid malpractice when preparing your work for assessment. Having completed the program, you are expected to have: A commitment to principles of good scholarship, academic honesty and ethical practices Respect for the fundamental rights, rules and procedures that promote honesty, equity and respect for the

integrity of their own work and the work of others.


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VOCATIONAL EDUCATION & TRAINING Introduction James Cook Boys Technology High School Vocational Education and Training (VET) assessment policy is based on the NSW Education Standards Authority (NESA) Guidelines and National Assessment Principles. All VET courses follow James Cook Boys Technology High School Year 11 and Year 12 Assessment Policies which include a schedule of assessment tasks, ‘N Award’ notification and appeals procedures. Rationale All VET Industry Curriculum Framework courses offered in Years 11 and 12 use competency based assessment. This means that student achievement is assessed against industry competency standards. Industry competency standards describe the tasks performed by competent workers in the workplace. Competency is the performance of outcomes (knowledge / skills / attitudes) under particular conditions (preferably workplace conditions) to a required standard (specific to a particular industry). The Purposes of Assessment Assessment for the Higher School Certificate VET framework courses has two distinct purposes: Assessment for the Australian Qualification Framework (AQF) – Competency based:

applies to all courses within frameworks means of industry recognition

Assessment for Australian Tertiary Admission Rank (ATAR):

written HSC examination optional for the 240 hour course only.

Assessment for the Australian Qualification Framework (AQF) To gain an AQF Certificate I or II, students must:

satisfactorily complete the mandatory workplace hours for their industry framework

provide evidence that they have reached the competency standards for every unit chosen by their teacher in their industry framework.

The focus of the assessment of accredited vocational courses at JCBTHS is on what students can actually do and the standards at which they are able to perform. Assessment of competencies is criterion referenced, which means performance is measured in terms of whether students meet the prescribed levels of competency, not how well they carry out tasks relative to each other, or how long it takes to obtain the skill. Competence also implies that an individual displays an understanding of the knowledge that underpins the practical performance of the task. Students will be deemed ‘competent’ or ‘more evidence required’ in each module. VET courses contain both core and optional modules. The course of study will be determined by negotiation between students and teachers for each industry framework. To gain an AQF certificate I or II, students must provide evidence of competence in all modules chosen. To prove competency, students must satisfactorily complete all assessment tasks set for their industry framework. Standard school assessment procedures must be followed. However, as VET courses are competency based, students may attempt assessment tasks to demonstrate each competency more than once. If a student is unsuccessful, they will be deemed not competent in that unit and the unit will not appear on their record. This will result in the student being ineligible for the AQF Certificate in the course. Students who do not satisfy the performance criteria in the competency standards for every module chosen by their teacher in their industry framework will be eligible for a Statement of Attainment at the end of their course. The Statement of Attainment will state all modules in which the student has proven their competency.

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Assessment for Australian Tertiary Admission Rank (ATAR)

For a VET course to contribute to a student’s ATAR a student must:

follow the standard procedures set down by the NESA for satisfactory completion of a HSC course. successfully complete the mandatory work placement hours. sit the HSC examination.

HSC Examination

Every 2 Unit VET course offered at the school has an optional external HSC examination. The external exam is based on a sample of the knowledge, skills and understanding outcomes of the VET syllabus. The HSC examination

has no impact on student eligibility for AQF qualifications is optional for VET students is a two hour written paper results contribute to the calculation of the student’s ATAR.

Students who sit the examination will receive a course report in the same form as other NESA developed courses. Reports will show marks ranging from 0 to 100 in each course. Each student will be placed into one of six performance bands. A performance description associated with each band will summarise the attainments typically demonstrated by students. These performance descriptions refer to examination performance only and will not seek to describe achievement of industry competencies assessed through competency based assessment. Students undertaking the 240 courses are automatically enrolled in the HSC examination. Any student who does not wish to sit for the HSC external examination must contact the VET coordinator at the school during their HSC year. Students and their parents/guardians will need to complete the appropriate form and the VET coordinator will notify the NESA. The external examination only may contribute to the calculation of the student’s ATAR. Withdrawal from the examination does not affect requirements for completing the VET course satisfactorily for the HSC. If a student has satisfactorily completed the VET course but has not undertaken the external examination, the student will have the VET subject listed on their HSC, but there will be no examination mark and the VET course will not contribute to the calculation of their ATAR. NESA Requirements Students undertaking a VET course must meet the requirements of the NESA for the Higher School Certificate along with the requirements of the AQF for the award of a certificate of attainment or a statement of attainment. The NESA has mandated work placement as a requirement of the HSC. Students must achieve the hours of work placement required for the course undertaken. The rules and processes related to an “N” award for a NESA Developed Course are applicable to students undertaking a VET course. VET teachers must maintain appropriate documentation and follow the school’s procedures when a student is not meeting course requirements. Recognition of Prior Learning Students who already have some knowledge or experience that is covered in detail in a VET course at James Cook Boys Technology High School, may apply for recognition of prior learning. Students must contact the school VET coordinator to obtain further information and an application for RPL.


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Assessment Principles and Procedures The assessment program for each framework is integral to the overall teaching and learning program and has direct links with the elements of competency. Assessment tasks are designed to be valid and reliable indicators of student competence in a manner that is flexible in order to be fair and equitable for all students. Constructive feedback to students is included in all assessment tasks. A range of assessment opportunities will be provided to enable all students to demonstrate achievement in all units of competency contained in their VET course of study. Assessment may take the form of observation, assignment, portfolio, oral tasks, simulations, role-playing, journal, examination, presentation, practical demonstration or any other appropriate assessment strategies. Assessment tasks may be designed to integrate elements of competencies from different modules. Assessment moderation and validation strategies are incorporated into the delivery of all VET courses at the school. Internal Examinations JCBTHS will conduct a half yearly exam and trial HSC to enable teachers to provide the NESA with estimates of student examination performance. This may be required where a student lodges an illness/misadventure appeal relating to the HSC exam. The trial HSC examination may also be used as a source of evidence of competency in some units and elements of competency and may therefore contribute to the competency based assessment program. Work placement Mandatory work placement meets part of the assessment criteria for all VET courses conducted at the school and is structured learning out of school in workplaces. As the work placement is compulsory, students who do not complete the required hours of work placement to the satisfaction of the employer and the school will not have the course recognised by the NESA. This will affect the HSC outcome if the student fails to meet the minimum requirement of 10 units in the HSC year. The student will be sent a NESA warning letter. The minimum required hours of work placement are 35 hrs for each 120 hour course or 70 hrs over a 2 year, 240 hour course. In general, required hours are equal to one week for each 120 hours of the course. If a student does not attend or complete the work placement provided for them by the school or is not deemed satisfactory by the employer or the school, the student is responsible for providing an alternative work placement. The VET coordinator must approve this work placement before being undertaken by the student. In the event of illness or misadventure which hinders the student’s attendance at work placement for one or more days, the student must follow the illness/misadventure procedures laid down in the JCBTHS Assessment Policy. The policy requires that the student:

notifies the employer of the absence on the morning of the absence before normal work start time by telephone,

notifies the class teacher on the morning of the absence by telephone, completes the illness/misadventure form found in the JCBTHS Year 11 and Year 12 Assessment

handbooks with a Doctor’s Certificate attached. This must be given to the class teacher on the first day the student returns to school after completing work placement, to be approved by the VET coordinator.

Student Reviews/Appeals A student may appeal against the award of “not yet competent” in a unit of work. The student should firstly discuss the issue with the VET teacher. If still not satisfied, the student should discuss the issue with the Head Teacher or VET coordinator. If the issue is still not resolved the student has a right to appeal the process. A student who wishes to make a formal appeal must do so in writing. The VET coordinator will provide the student with the school appeal form. The form must be filled in and submitted with supporting documentation to the Principal within 5 working days of the determination.

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An appeal panel will be formed within 10 days of the appeal. The panel will consist of the Principal, the VET coordinator, the VET teacher and another teacher from the framework of that appeal. The second VET teacher may be from another school in the case of there being only one teacher of that framework in the school. The panel will consider the reasons for the appeal and will make one of two decisions on the basis of the evidence you have submitted:

The assessment did not follow the school policy and procedures relating to competency based assessment. In this instance you will be allowed to resubmit your evidence or be given an opportunity to be reassessed.

The assessment did follow the school policy and procedures relating to competency based assessment. In this instance the determination will stand and you will not be allowed to resubmit or be given another opportunity for reassessment.

The student may appeal to the Registered Training Organisation through the Regional office if they believe the school process has been unfair. The Regional Vocational Education Consultant (RVEC) will convene an appeals panel to consider that appeal. If the appeal is rejected, the student may lodge a further appeal to VETAB. The RVEC will inform the student of the process.


18

19

ASSESSMENT TASK ILLNESS / MISADVENTURE APPLICATION REQUEST FOR CONSIDERATION

To be completed by a student who was / is unable to attend / submit an assessment on the due date

Student’s Name: ______________________________ Year: ______________________

Course: _________________________________ Faculty: ______________________

Assessment Task Missed: ___________________________ Task Date: ____________________ Task missed due to illness: Attach Doctor’s Certificate to this form. Doctor’s Name: ________________________________ Task missed through other reason: State reason and attach supporting evidence. _____________________________________________________________________________________

_____________________________________________________________________________________

Student’s Signature: ____________________________ Date: ______________________________ FACULTY SECTION – to be completed by Head Teacher Misadventure / illness application form received by: _______________________ Date: _______ Did student inform school of absence on the day of the task? Yes No Was application lodged the next day the student was in attendance at school? Yes No Teacher’s name: _______________________________ Teacher’s comment: ______________________________________________________________________________________ ______________________________________________________________________________________ Has this student submitted an Illness/Misadventure form for any other assessment tasks in this subject? No Yes If yes, please comment ____________________________________________________ ____________________________________________________________________________________ Head Teacher’s recommendations: Accepted Rejected New task Estimated mark Zero Award Referred to Examination Misadventure Panel Head Teacher’s Signature: _____________________________ Principal’s Use: Accepted Rejected Comment: ______________________________________________________________________________________ Principal’s Signature ____________________________ Date: ____________________________ Parent / Guardian Comment: _____________________________________________________________________________________

_____________________________________________________________________________________

Parent / Guardian Signature: ______________________________ Date: ___________________


20

21

YEAR 12 ASSESSMENT SCHEDULE - TERM 4, 2017 to TERM 3, 2018 WEEK

1 WEEK

2 WEEK

3 WEEK

4 WEEK

5 WEEK

6 WEEK

7 WEEK

8 WEEK 9

Assessment Week WEEK

10

TERM 4 2017

Work Studies

Ancient History PDHPE Physics Maths Ext 1

Bus Stud Biology Chemistry Economics English ESL English Adv English Std Geography

IPT Legal Studies Maths Maths Gen Mod History Music 1 SLR Visual Arts

Maths Ext 2

WEEK

1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

WEEK 10

WEEK 11

TERM 1 2018

Visual Arts Geography PDHPE SLR

Ancient History Biology Economics English Adv English ESL English Std Mod Hist Work Studies

HALF YEARLY EXAMS

HALF YEARLY EXAMS

TERM 2 2018

SLR Visual Arts

Work Studies Biology PDHPE

Bus Stud

English Adv English ESL English Std SLR

Geography Economics Maths Ext 1 Music 1 Ancient History

Chemistry IPT Legal Studies Maths Ext 2 Maths Maths Gen Mod History

TERM 3 2018

Bus Stud PDHPE Visual Arts Work Stud

Ancient History Economics English ESL English Adv English Std Geography Physics SLR

TRIAL HSC EXAMS

TRIAL HSC EXAMS


22

SUBJECT

SPECIFIC

OUTCOMES &

ASSESSMENT

SCHEDULES

23


24

Ancient History

Objectives A student develops knowledge and understanding about:

HSC Course Outcomes A student develops the skills to:

1 people, places, societies and events in the context of their times

H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context

2 change and continuity over time

H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world

3 the process of historical inquiry H3.1 locate, select and organise relevant information from a variety of sources

H3.2 discuss relevant problems of sources for reconstructing the past

H3.3 analyse and evaluate sources for their usefulness and reliability

H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 analyse issues relating to ownership and custodianship of the past

H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

4 communicating an understanding of history H4.1 use historical terms and concepts appropriately

H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

5 the diversity and complexity of ancient societies

values the complexity and variety of human experiences as reflected in the history of the ancient world

respects different viewpoints, ways of living, belief systems and languages

6 the influence of the ancient past on the present and the future

appreciates the ways the past can inform the present and the future

appreciates the impact of the ancient world on current lifestyles, issues, beliefs and institutions

develops tolerant and informed attitudes about the contemporary world

is able to participate in society in an informed way as an individual or as a member of groups

7 the value of Ancient History for personal growth and lifelong learning

develops an interest in history for lifelong learning

enriches personal experiences in response to travel and leisure activities

8 the conservation of the past develops a sense of responsibility to conserve the past

25

Ancient History

Year 12 Course Assessment Schedule 2017/18

Components (syllabus) Outcomes

Weighting (syllabus)

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6

Term 4 Week 8

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 8

Term 3 Week 3

Term 3 Weeks 5-6

Oral Presentation

Research Essay

Half Yearly Structured

essay

Research Essay: Using

sources Trial HSC

Personalities in their timelines: Hatshepsut

H1.1, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1,

4.2

25% 5 15 5

Core Study: cities of Vesuvius – Pompeii and Herculaneum

H1.1 , 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1,

4.2

25% 10 10 5

Historical Periods: New Kingdom Egypt

to the death of Tutmose IV

H1.1, 2.1, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2

25% 10 5 10

Ancient societies: Spartan Society to the

Battle of Leuctra

H1.1, 2.1, 3.1, 3.2, 3.3, 3.1, 3.6, 4.1, 4.2

25% 15 10

100% 10% 10% 20% 15% 15% 30%


26

Biology

Objectives HSC Course Outcomes

Prescribed Focus Areas

Students will develop knowledge and understanding of: The history of biology The nature and practice of

biology Applications and uses of

biology Implications for society and the

environment Current issues, research and

developments in 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 physics have been tested and validated

H3. assesses the impact of particular advances in physics on the development of technologies

H4. assesses the impacts and implications of physics on society and the environment

H5. identifies possible future directions of physics research

Domain: Knowledge and Under-standing

Cell ultrastructure and

processes Biological diversity Environmental interactions Mechanisms of inheritance Biological evolution

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 diversity

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

Domain: Skills

Students will develop skills in: Planning investigations Conducting investigations Communicating information and understanding Developing scientific thinking And problem solving techniques Working individually and in

teams

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

Domain: Values and Attitudes

Students will develop positive values about and attitudes towards: Themselves, others, learning

as a lifelong process, physics and the environment

H16. justifies positive values about and attitude towards

both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science.

27

Biology Year 12 Course Assessment Schedule 2017/18

Note: 9.1 skills are treated concurrently with both core and option modules



Task 1 Task 2 Task 3 Task 4 Task 5

Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 5

Term 3 Weeks 5-6

Topic: Maintaining a

Balance

Practical Investigation

Topic: Maintaining a

Balance

Fieldwork and Report

Topics: Maintaining a

Balance & Blueprint of Life

Half-Yearly Examination

Topic: Search for Better

Health

Research & Experimental

Design

Trial HSC

Knowledge H7, H8, H9,

H10 40% 5% 10% 10% 15%

Investigation H11, H12, H13, H15

30% 10% 5% 5% 10%

Problem Solving and Scientific

Thinking

H3, H4, H14

30%

5% 5% 10% 5% 5%

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


28

Business Studies

Objectives The student develops knowledge and understanding about:

HSC Course Outcomes

The student:

The nature, role and structure of business

Internal and external influences on business

The functions and processes of business activity

Management strategies and their effectiveness

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 business

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

29

Business Studies





Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 6

Term 3 Week 2

Term 3 Weeks 5-6

Topic Test Half-Yearly

Exam Report &

Presentation

In-class extended response

Trial HSC

Operations H1, H2, H3, H4, H5, H6

25% 15% 5% 5%

Finance H1, H2, H3, H4, H5, H6, H7, H9, H10

25% 15% 10%

Marketing H1, H2, H3, H4, H5, H6,

H8 25%

20% 5%

Human Resources

H1, H2, H3, H4, H5, H6,

H7 25% 20% 5%

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


30

Chemistry

Objectives HSC Course Outcomes Prescribed Focus Areas

Students will develop knowledge and understanding of:

A student:

The history of chemistry H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

The nature and practice of chemistry H2. analyses the ways in which models, theories and laws in chemistry have been tested and validated

Applications and uses of chemistry H3. assesses the impact of particular advances in chemistry on the development of technologies

Implications for society and the environment H4. assesses the impacts of applications of chemistry on society and the environment

Current issues, research and developments

H5. describes possible future directions of chemical research

Domain: Knowledge and Understanding

Atomic structure and periodic table H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

Energy H7. describes the chemical basis of energy transformations in chemical reactions

Chemical reactions H8. assesses the range of factors which influence the type and rate of chemical reactions

Carbon chemistry H9. describes and predicts reactions involving carbon compounds

Stoichiometry H10. analyses stoichiometric relationships Domain: Skills Students will develop skills in: A student:

Planning investigations H11. justifies the appropriateness of a particular investigation plan

Conducting investigations H12. evaluates ways in which accuracy and reliability could be improved in investigations

Communicating information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

Developing scientific thinking and problem solving techniques


Working individually and in teams H15. explains why an investigation is best undertaken individually or by a team


Students will develop positive values about and attitudes towards: Themselves, others, learning as a lifelong process, chemistry and the environment

H16. justifies positive values about and attitude

towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

31

Chemistry Year 12 Course Assessment Schedule 2017/18



Task 1 Task 2 Task 3 Task 4

Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 9

Term 3 Weeks 5-6

Topic: Production of Materials

Processing and analysing data

Topics: Production of Materials and

Acidic Environment

Half-Yearly Exam

Topic: Acidic Environment

Practical Investigation -

titration

Trial HSC

Knowledge and Understanding

H1-H14, H16

50%

15% 15% 20%

Investigation H6, H8, H10,

H13, H14, H15

30%

5% 25%

Problem Solving and Scientific Thinking

H11, H12, H13, H14

20% 10%

10%

100% 25% 20% 25% 30%



32

Economics

Objectives A student develops knowledge and understanding about:

HSC Course Outcomes A student :

The economic behaviour of individuals, firms, institutions and governments

H1. demonstrates understanding of economic terms, concepts and relationships

H2. analyses the economic role of firms, individuals, institutions and governments

The functions and operation of markets H3. explains the role of markets within the global economy

H4. analyses the impact of global markets on the Australian and global economies

The operation and management of economics

H5 discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts

H6 analyses the impact of economic policies in theoretical and contemporary Australian contexts

Contemporary economic problems and issues facing individuals, firms and governments

H7 evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments

H8 applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts

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

H9 selects and organises information from a variety of sources for relevance and reliability

H10 communicates economic information, ideas and issues in appropriate forms

Communicate economic information, ideas and issues in appropriate forms

H11 applies mathematical concepts in economic contexts

H12 works independently and in groups to achieve appropriate goals in set timelines

33

Economics Year 12 Course Assessment Schedule 2017/18




Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 8

Term 3 Week 3

Term 3 Weeks 5-6

Research Essay

Oral Presentation

Half Yearly exam

Structured essay

Research Essay using

sources Trial HSC

Case Study Research other

Economy

H1, H4,H7, H9

25% 5% 15% 5%

Government in the economy

H1, H2,H3,H6,H

10 25% 10% 10% 5%

Current economic issues

H1,H2,H3, H5,H8,H9

25% 10% 5% 10%

Labour Market H1.,H5,H1 H11,H12

25% 15% 10%

100% 10% 10% 20% 15% 15% 30%


34

English Advanced

Objectives The student will:

HSC Course Outcomes

The student:

Students will develop knowledge and understanding of the purposes and effects of a range of textual form in their personal, social, historical, cultural and workplace contexts.

H1 Explains and evaluates the effects of different contexts of responders and composers on texts.

H2 Explains relationships among texts. H2A Recognizes different ways in which particular texts are valued. H3 Develops language relevant to the study of English.

Students will develop knowledge and understanding of the ways in which language forms and features, and structures of texts shape meaning in a variety of textual forms.

H4 Explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

H5 Explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

Students will develop skills in responding to and composing a range of complex texts.

H6 Engages with the details of text in order to respond critically and personally.

Students will develop skills in effective communication at different levels of complexity.

H7 Adapts and synthesizes a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. H8 Articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

Students will develop skills in independent investigation, individual and collaborative learning.

H9 Evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

Students will develop skills in imaginative, critical and reflective thinking about meaning.

H10 Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

Student will develop skills in reflection as a way to evaluate their processes of composing, responding and learning.

H11 Draws upon the imagination to transform experience and ideas into texts demonstrating control of language. H12 Reflects on own processes of responding and composing. H12A Explains and evaluates different ways of responding to and composing texts. H13 Reflects on own processes of learning.

35

English Advanced


Components (syllabus) Outcomes Weighting (syllabus)


Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 7

Term 3 Week 3

Term 3 Weeks 5-6

Analytical Response

Writing Portfolio About

Discovery

Half Yearly Exam

Speaking And

Listening Task

Tutorial Presentation

Trial HSC Exam

Module A: Comparative Study of Texts and Contexts Elective

2: Intertextual Perspectives Set Texts: “Metropolis” and

‘Nineteen Eighty Four”

1,2,3,4,5,6,

10,12 20% 10% 5% 5%

Area of Study, Discovery

Set Text: “The Tempest”

1,2,3,4,5,6,

7,8,9,10 11,12,13

40% 20% 5% 15%

Module B: Critical Study of Text

Set Text: “Modern Speeches”

1,2,3,4,5,6,7,9,10,11,

12,12A

20% 15% 5%

Module C: Representation and Text, Elective 1: Representing

People and Landscapes Set Text: “Poetry of Judith

Wright”

1,2,3,4,5,6,7,8,910,12,

12A 20% 15% 5%

100% 10% 20% 10% 15% 15% 30%


36

English ESL (English as a Second Language)


HSC

the relationships between texts and contexts 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

cultural reference in text 2. A student describes and explains different relationships among texts.

the relationships between purposes and structures of texts

3. A student demonstrates understanding of cultural reference in texts.

language forms and features of texts. 4. A student uses language relevant to the study of English.

Students will develop skills in: 5. A student demonstrates understanding of how audience and purpose affect the language and structure of texts.

responding to and composing a range of texts 6. A student interprets texts using key language patterns and structural features.

effective written, spoken and visual communication for a variety of purposes and audiences

7. A student analyses the effect of technology on meaning.

flexible and critical thinking 8. A student adapts a variety of textual forms to different purposes, audiences and contexts, in all modes.

individual and collaborative learning 9. A student engages with the details of text in order to develop a considered and informed personal response.

reflecting on and critically evaluating the purposes and effects of language.

10. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

Students will come to value and appreciate: 11. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

the role of language in developing positive interaction and cooperation

12. A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language.

their developing skills as learners and users of English

13. A student reflects on own processes of responding and composing.

the diversity of language and literature 14. A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.

the pleasure of their engagement with language and literature

the role of English as a language for ongoing learning

reflection on their own processes of learning

English as a language of communication and culture

37

English ESL





Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 7

Term 3 Week 3

Term 3 Weeks 5-6

Speaking and Presentation

Task

Oral Task

Half Yearly Exam

Reading and Feature Article

Speaking and Listening Task

Trial HSC Exam

Text and Society

1,2,4,5,6,7,9,10,11

20%

15%

5%

Language Study within the Area of Study, Discovery

1,3,4,5,6,8,9,10,11,

12 50%

10%

15%

10%

15%

Experience Through Language: Australian Visions

1,5,8,9,1112 30%

20%

10%

100% 15% 10% 15% 10% 20% 30%


38

English Standard

Objectives The student will:

HSC Course Outcomes

The student:

Students will develop knowledge and understanding of the contexts, purposes and audiences of texts.

A student: H1 demonstrates understanding of how relationships between composer, responder, text and context shape meaning. H2 A student demonstrates understanding of the relationships among texts.

Students will develop knowledge and understanding of the forms and features of language and structures of texts.

H3 develops language relevant to the study of English. H4 describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. H5 analyses the effect of technology and medium on meaning.

Students will develop skills in responding to and composing a range of texts.

H6 engages with the details of text in order to respond critically and personally. H7 adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

Students will develop skills in effective communication.

H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

Students will develop skills in individual and collaborative learning.

H9 assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

Students will develop skills in investigation, imaginative and critical thinking and synthesis of ideas.

H10 analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

Students will develop skills in reflection as a way to review, reconsider and refine meaning.

H11 draws upon the imagination to transform experience and ideas into text demonstrating control of language. H12 reflects on own processes of responding and composing. H13 reflects on own processes of learning.

39

English Standard




Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 7

Term 3 Week 3

Term 3 Weeks 5-6

Film Analysis and Response

Writing Portfolio About

Discovery

Half Yearly Exam

Monologue and Listening

Response

Tutorial Presentation

Trial HSC Exam

Module A: Experience Through Language, Distinctively Visual

Set Text: “Run Lola Run”

1,2,3,4,5,6,7,9,10

20% 10% 5% 5%

Area of Study Discovery

Set Text: “Rainbows End”

1,2,3,4,5,6,7,8,9,10 11,12,13

40% 20% 5% 15%

Module C: Text and Society: Transitions

Set Text: “The Story of Tom Brennan”

1,2,3,4,6 7,8,10,11

20% 15% 5%

Module B: Close Study of Text

Set Text: Wilfred Owen, “War Poems and Others”

1,2,3,4,6,7,8,9,10,

12 20% 15% 5%

100% 10% 20% 10% 15% 15% 30%


40

Geography


The student will develop knowledge and understanding about:

The student:

• the characteristics and spatial distribution of environments

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

• the processes that form and transform the features and patterns of the environment

H2 explains the factors which place ecosystems at risk and the reasons for their protection

• the global and local forces which impact on people, ecosystems, urban places and economic activity

H3 analyses contemporary urban dynamics and applies them in specific contexts

• the contribution of a geographical perspective

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

The student will develop skills to: The student:

• investigate geographically H8 plans geographical inquiries to analyse and synthesise information from a variety of sources

• communicate geographically 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

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

41

Geography





Term 4 Week 9

Term 1 Week 5

Term 1 Weeks 10-11

Term 2 Week 8

Term 3 Week 3

Term 3 Weeks 5-6

Field Excursion

Test on Ecosystems

Urban essay Half Yearly

exam

Urban Fieldwork

and Report

Research Assignment on Economic

Activity

Trial HSC

Geographical Research

H4, H7,H9 30% 10 10 10

Interpretation H6,H8 h11 20% 10 10

Geographical writing

H3, H5, H12, H13

20% 10 10

Fieldwork H1, H2, H9,

H10 30% 10 10

10

100% 10% 10% 20% 20% 10% 30%


42

Information Processes & Technology

Objectives Students will develop:

HSC Outcomes A student:

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

H1.1 applies and explains an understanding of the nature and function of information technologies to a specific practical situation

H1.2 explains and justifies the way in which information

systems relate to information processes in a specific context

2. knowledge and understanding of interrelationships among information processes

H2.1 analyses and describes a system in terms of the information processes involved

H2.2 develops and explains solutions for an identified

need which address all of the information processes

3. an understanding and appreciation of social and ethical issues pertaining to information systems, technologies and processes

H3.1 evaluates and discusses the effect of information systems on the individual, society and the environment

H3.2 demonstrates and explains ethical practice in the

use of information systems, technologies and processes

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

H4.1 proposes and justifies ways in which information systems will meet emerging needs

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

H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage projects

H5.2 assesses the ethical implications of selecting and

using specific resources and tools, recommends and justifies the choices

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

H6.1 analyses situations, identifies needs, proposes and then develops solutions

H6.2 selects, justifies and applies methodical

approaches to planning, designing or implementing solutions

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

H7.1 implements and explains effective management techniques

H7.2 uses methods to thoroughly document the

development of individual and team projects

43

Information Processes & Technology




Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 9

Term 3 Weeks 5-6

Multimedia Project

Half-yearly

Major Project

Trial HSC

Project Management

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

H7.2

20% 5% 10% 5%

Information Systems and

Databases

H1.1, H2.2, H5.1, H6.1,

H6.2 20% 10% 5% 5%

Communication

Systems

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

20% 10% 10%

Option Strands

(Multimedia systems, Transaction processing

systems)

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

H6.1

40% 10% 5% 10% 15%

100% 15% 25% 25% 35%


44

Legal Studies

Objectives HSC course outcomes

A student develops knowledge and understanding about: 1. the nature and institutions of domestic and international law

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

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

H3. analyses the operation of domestic and international legal systems H4. evaluates the effectiveness of the legal system in addressing issues

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

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

A student develops skills in: 4. investigating, analysing and communicating relevant legal information and issues.

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.

45

Legal Studies


Component Outcomes

Weightings


Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 9

Term 3 Weeks 5 - 6

Group Presentation and

Report

Half Yearly Examination

In class essays Trial HSC

Examination

Crime H1 - 10 30%

15%

10% 5%

Human Rights H1 - 10 20%

15% 5%

Family H1 -10 25%

20% 5%

World Order

H1-10 25%

25%

100%

15%

25%

20%

40%


46

Mathematics 2 Unit

Objectives

Students will develop:

HSC Course Outcomes

A student:

Appreciation of the scope, usefulness, beauty and elegance of mathematics

H1 seeks to apply mathematical techniques to problems in a wide range of practical contexts

The ability to reason in a broad range of mathematical contexts

H2 constructs arguments to prove and justify results

Skills in applying mathematical techniques to the solution of practical problems

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

Understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

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

The ability to interpret and communicate mathematics in a variety of forms

H9 communicates using mathematical language, notation, diagrams and graphs

47

Mathematics Year 12 Course Assessment Schedule 2017/18


Weighting

(syllabus)


Term 4

Week 9

Term 1

Weeks 10-11

Term 2

Week 9

Term 3

Weeks 5-6

Exam(1) Half Yearly(2) Exam(3) Trial HSC

A

Knowledge

and Skills

9.1-9.5, 10.1-10.8,7.1-7.3, 7.5,14.1-14.5,

8.1-8.9

50% Integration

(10%)

Exponential Functions

(10%)

Applications of Calculus

(10%)

(1)+(2)+(3)

(20%)

B

Reasoning

and

Interpretation

4.3, 11.1-11.5, 12.1-

12.5 50%

Series and

Sequences

(10%)

(1)+(2) + Trigonometric

Functions, Locus

(20%)

Probability

(10%)

10%

100% 20% 30% 20% 30%


48

Mathematics Extension 1

Objectives


HSC Course Outcomes

A student:

Appreciation of the scope, usefulness, beauty and elegance of mathematics

HE1 appreciates interrelationships between ideas drawn

from different areas of mathematics

The ability to reason in a broad range of mathematical contexts

HE2 uses inductive reasoning in the construction of proofs

Skills in applying mathematical techniques to the solution of practical problems

HE3 uses a variety of strategies to investigate mathematical

models of situations involving binomial probability,

projectiles, simple harmonic motion, or exponential

growth and decay.

Understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

HE4 uses the relationship between functions, inverse

functions and their derivatives

HE5 applies the chain rule to problems including those

involving velocity and acceleration as functions of

displacement

HE6 determines integrals by reduction to a standard form

through a given substitution

The ability to interpret and communicate mathematics in a variety of forms

HE7 evaluates mathematical solutions to problems and

communicates them in an appropriate form.

49

Mathematics Extension 1 Year 12 Course Assessment Schedule 2017/18




Term 4 Week 8

Term 1 Weeks 10-11

Term 2 Week 8

Term 3 Weeks 5-6

Exam(1) Half Yearly(2) Exam(3) Trial HSC (4)

A Knowledge

and Skills

17.1-17.3, 9.6, 2.6-2.10, 14.1.-14.4, 3.1-3.3,

16.1-16.4, 15.1-15.5, 14.2, 14.3,14.4

60%

Applications of Calculus + Probability

+ Polynomials Binomial Theorem+

(20%)

10%

Trig Funct II, Inverse Functions, Inverse Trig Functions, Applications

of Calculus (20%)

Permutations and Combinations + (1)+

(2) + (3) (10%)

B Reasoning

and Interpretation

(1)+(2)+ 11.5 40%

Geometry of Circle+ The Parabola II (1)+(2)

Integration II (20%)

20%

100% 20% 30% 20% 30%


50

Mathematics Extension 2

Objectives: HSC Course Outcomes:

Students will develop: A Student:

E1: appreciates the creativity, power and

usefulness of mathematics to solve a broad

range of problems

E6: Combines the ideas of algebra and calculus to

determine the important features of the graphs

of a wide variety of functions

E2: Chooses appropriate strategies to construct

arguments and proofs in both concrete and

abstract settings

E7: uses the techniques of slicing and cylindrical

shells to determine volumes

E3: uses the relationship between algebraic and

geometric representations of complex

numbers and of conic sections

E8: applies further techniques of integration,

including partial fractions, integration by parts

and recurrence formulae, to problems

E4: uses efficient techniques for the algebraic

manipulation required in dealing with

questions such as those involving conic

sections and polynomials

E9: communicates abstract ideas and relationships

using appropriate notation and logical

argument

E5: uses ideas and techniques from calculus to

solve problems in mechanics involving

resolution of forces, resisted motion and

circular motion

51

Mathematics Extension 2 Year 12 Course Assessment Schedule 2017/18


Weighting

(syllabus)


Term 4

Week 10

Term 1

Weeks 10-11

Term 2

Week 9

Term 3

Weeks 5-6

Exam (1) Half Yearly(2) Exam (3) Trial HSC (4)

A

Knowledge

and

Skills

1/2/3/4/8/9 50%

Complex

Numbers

(10%)

(1) + (2) +

Integration

(20%)

20%

B

Reasoning

and

Interpretation

1/2/3/4/5/7/9 50% Graphs

(10%)

Polynomials

(10%)

Volumes

(20%)

Mechanics

+

(1) + (2) + (3)

(10%)

100% 20% 30% 20% 30%


52

Mathematics General 2

Objectives


HSC Course Outcomes

A student:

Appreciation of the relevance of mathematics H1 appreciates the importance of mathematics in her/his

own life and its usefulness in contributing to society

The ability to apply mathematical skills and techniques to interpret practical situations

H2 integrates mathematical knowledge and skills from different content areas in exploring new situations

H3 develops and tests a general mathematical relationship from observed patterns

Skills, knowledge and understanding in algebraic modelling

H4 analyses representations of data in order to make inferences, predictions and conclusions

H5 makes predictions about the behaviour of situations based on simple models

Skills, knowledge and understanding in measurement

H6 analyses two-dimensional and three-dimensional models to solve practical and mathematical problems

H7 interprets the results of measurements and calculations and makes judgements about reasonableness

Skills, knowledge and understanding in financial mathematics

H8 makes informed decisions about financial situations

Skills, knowledge and understanding in data analysis

H9 develops and carries out statistical processes to answer questions which she/he and others have posed

Skills, knowledge and understanding in probability H10 solves problems involving uncertainty using basic

principles of probability

The ability to communicate mathematics in written and/or verbal form.

H11 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others

53

Mathematics General 2 Year 12 Course Assessment Schedule 2017/18




Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 9

Term 3 Week 5-6

Exam (1) Half Yearly (2) Exam (3) Trial HSC (4)

C1 Knowledge

and Skills

H1, H2, H5, H6, H7, H8, H11

40%

Financial Maths

+ Algebra (20%)

(1) + Data Analysis + Measurement

(20%)

C2 Applications

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11

60% 10% Probability +

Spherical Geometry (20%)

(1)+(2)+(3)

(30%)

100% 20% 30% 20% 30%


54

Modern History

Objectives A student develops knowledge and Understanding about:

HSC Course Outcomes

A student develops the skills to:

Key features, issues, individuals and events from the eighteenth century to the present

H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth century studies

H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies

Change and continuity over time H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

The process of historical inquiry H3.1 ask relevant historical questions

H3.2 locate, select and organise relevant information from different types of sources H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

Communicating an understanding of history H4.1 use historical terms and concepts appropriately

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

55

Modern History Year 12 Course Assessment Schedule 2017/18

Component

Outcomes

Weighting


Term 4 Week 9

Term 1 Week 7

Term 1 Weeks 10-11

Term 2 Week 9

Term 3 Weeks 5-6

Source-based analysis

Research Essay

Half Yearly Exam

Oral Task Trial Exam

Core Study: WW1 & its Aftermath

1914-19

H1.1,2.1,3.2,4.1

25%

15%

10%

National Study: Germany 1918-45

H1.2,2.1,3.1.3.2,3.3,3.5,4.

1,4.2 25%

15%

10%

Personality Study: Albert Speer

H1.1,1.2,2.1,3.3,3.5,4.1,4.

2 25%

20%

5%

Conflict in Europe

1939-45

H1.1,1.2,3.2,4.1,4.2

25%

25%

100%

15%

15%

20%

20%

30%


56

Music 1

HSC Outcomes (H) Through activities in performance, composition, musicology and aural, a student:

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

57

Music 1





Term 4 Week 9

Term 1 Weeks 10-11

Term 2 Week 8

Term 3 Weeks 5-6

Comp Activities Topic 1

Half Yearly Exam Elective –

Perf, comp or music Trial HSC –

Aural; 3 Electives

Performance Core H1, H2 10% 10%

Composition Core H3, H4, H7 10% 10%

Musicology Core H4, H5, H6 10% 10%

Aural Core H4, H5, H6 25% 5% 10% 10%

Elective 1 H1, H2, H3, H4, H5, H6, H7, H8

15% 5% 10%


15% 5% 10%


15% 5% 10%

100% 15% 30% 15% 40%


58

Personal Development, Health & Physical Education

The aim of PDHPE at stage 6 is to develop in each student a capacity to think critically about key issues related to health and physical activity in order to make informed decisions that support and contribute top healthy, active lifestyles and communities. The stage 6 PDHPE Syllabus includes two 120 hour courses. The HSC course consists of two core modules representing 60% of course time. An options component representing 40% of course time includes five options of which students are to study two. The objectives and Outcomes for the HSC PDHPE course are:

Objectives A student develops:

Outcomes A Student:

Knowledge and understanding of the factors that affect health

H1 H2 H3

Describes the nature and justifies the choice of Australia’s health priorities Analyses and explains the health status of Australians in terms of current trends and groups most at risk Analyses the determinants of health and health inequities

A capacity to exercise influence over personal and community health outcomes

H4 H5 H6

Argues the case for health promotion based on the Ottawa Charter Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities Demonstrates a range of personal health skills that enables them to promote and maintain health (option 1 only)

Knowledge and understanding about the way the body moves

H7 H8 H9

Explains the relationships between physiology and movement potential Explains how a variety of training approaches and other interventions enhance performance and safety in physical activity Explains how movement skills is acquired (option1 )

An ability to take action to improve participation and performance in physical activity

H10 H11 H12 H13

Designs and implements training plans to improve performance Designs psychological strategies and nutritional plans in response to individual performance needs Analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (option 2 only) Selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (option 3 only)

An ability to apply the skills of critical thinking, research and analysis

H14 H15 H16 H17

Argues the benefits of health promoting actions and choices that promote social justice Critically analyses key issues affecting the health of Australians and proposes way of working towards better health for all Devises methods of gathering, interpreting and communicating information about health and physical activity concepts Selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation.

59

Personal Development, Health & Physical Education





Term 4 Week 8

Term 1 Week 6

Term 1 Weeks 10-11

Term 2 Week 5

Term 3 Week 2

Term 3 Weeks 5-6

Research Health Issue

Fitness Program

Half Yearly Exam

Written Analysis – Training Methods

Article Analysis and Sports Policy

Writing

Trial HSC

Health Priorities in Australia

H1,2,3,4,5,14,15,16

30% 15% 5% 10%

Factors Affecting Performance

H7,8,9,10,11,16,17

30% 15% 5% 10%

Improving Performance

H7,8,9,10,16,17

20% 15% 5%

Sports Medicine H8,13,16,17 20% 15% 5%

100% 15% 15% 10% 15% 15% 30%


60

Physics


Prescribed Focus Areas


A student:

The history of physics H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

The nature and practice of physics H2. analyses the ways in which models, theories and laws in physics have been tested and validated

Applications and uses of physics H3. assesses the impact of particular advances in physics on the development of technologies

Implications for society and the environment

H4. assesses the impacts and implications of physics on society and the environment

Current issues, research and developments in physics

H5. identifies possible future directions of physics research

Domain: Knowledge and Understanding

Kinetics and dynamics

H6. explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

energy H7. explains the effects of energy transfers and energy transformations

waves H8. analyses wave interactions and explains the effects of those interactions

fields H9. explains the effects of electric, magnetic and gravitational fields

matter H10. describes the nature of electromagnetic radiation and matter in terms of particles

Domain: Skills Students will develop skills in: Planning investigations H11. justifies the appropriateness of a particular

investigation plan Conducting investigations H12. evaluates ways in which accuracy and reliability

could be improved in investigations Communicating information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

Developing scientific thinking and problem solving techniques


Working individually and in teams H15. explains why an investigation is best undertaken individually or by a team


Students will develop positive values about and attitudes towards:

Themselves, others, learning as a lifelong process, physics and the environment

H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science.

61

Physics HSC Course Assessment Schedule 2017/18





Term 4 Week 8

Term 1 Weeks 10-11

Term 3 Week 3

Term 3 Weeks 5-6

Topic: Space Projectile motion data processing

Topic: Space and Motors & Generators Half-Yearly Examination

Topic: Ideas to Implementation Practical-based

Assessment

Trial HSC

Knowledge and Understanding

H1-H16 40% 10% 10% 20%

Investigation H11-H15 30% 20% 10%

Problem Solving and Scientific Thinking

H11, H12, H14

30% 5% 10% 5% 10%

100% 25% 20% 25% 30%


62

Sport, Lifestyle & Recreation


Outcomes A student:

Knowledge and understanding of the factors that influence health and participation in physical activity

applies the rules and conventions that relate to participation in a range of physical activities

explains the relationship between physical activity, fitness and healthy lifestyle

demonstrates ways to enhance safety in physical activity investigates and interprets the patterns of participation in sport and

physical activity in Australia critically analyses the factors affecting lifestyle balance and their

impact on health status describes administrative procedures that support successful

performance outcomes Knowledge and understanding of the principles and processes impacting on the realisation of movement potential

explains the principles of skill development and training analyses the fitness requirements of specific activities selects and participates in physical activities that meet individual

needs, interests and abilities describes how societal influences impact on the nature of sport in

Australia describes the relationship between anatomy, physiology and

performance The ability to analyse and implement strategies that promote health, physical activity and enhanced performance

selects appropriate strategies and tactics for success in a range of movement contexts

designs programs that respond to performance needs measures and evaluates physical performance capacity composes, performs and appraises movement analyses personal health practices assesses and responds appropriately to emergency care situations analyses the impact of professionalism in sport

A capacity to influence the participation and performance of self and others.

plans strategies to achieve performance goal demonstrates leadership skills and a capacity to work cooperatively

in movement context makes strategic plans to overcome the barriers to personal and

community health demonstrates competence and confidence in movement contexts recognises the skills and abilities required to adopt roles that support

health, safety and physical activity A lifelong commitment to an active, healthy lifestyle and the achievement of movement potential

Values and Attitudes 5.1 accepts responsibility for personal and community health 5.2 willingly participates in regular physical activity 5.3 values the importance of an active lifestyle 5.4 values the features of a quality performance 5.5 strives to achieve quality in personal performance

63

Sport Lifestyle Recreation





Term 4 Week 9

Term 1 Week 6

Term 2 Week 3

Term 2 Week 7

Term 3 Week 3

Circuit Design & Practical

Participation

Survey & Research Report

Practical Performance

Research Report & Coaching Presentation

Competition Design &

Implementation

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

20% 20%

Social Perspectives of Games and Sport

1.4, 2.4, 3.7, 4.5

20% 20%

Games and Sport Application II

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

4.4 20% 20%

Sports Coaching and Training

1.1, 1.3, 2.1, 2.2, 3.1, 3.2,

4.2, 4.5 20% 20%

Sports Administration 1.1, 1.3, 1.6, 2.4, 3.2, 4.2,

4.5 20% 20%

100% 20% 20% 20% 20% 20%


64

Visual Arts

Content

HSC Course Outcomes A Student:

Practice

H1: Initiates and organises art making practice that is

sustained, reflective and adapted to suit particular conditions

Conceptual Framework

H2: applies their understanding of the relationships among

the artist, artwork, world and audience through the making of a body of work

Frames

H3: demonstrates an understanding of the frames when

working independently in the making of art

Representation

H4: selects and develops subject matter and forms in

particular ways as representations in art making

Conceptual Strength and Meaning

H5: demonstrates conceptual strength in the production of a

body of work that exhibits coherence and may be interpreted in a range of ways

Resolution

H6: demonstrates technical accomplishment, refinement and

sensitivity appropriate to the artistic intentions within a body of work

Practice

H7: applies their understanding of practice in art criticism and

art history

Conceptual framework H8: applies their understanding of the relationships among the artist, artwork, world and audience

Frames H9: demonstrates an understanding of how the frames provide for different orientations to critical and historicalinvestigations of art

Representation H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

65

Visual Arts


Component (syllabus) Outcomes



Term 4 Week 9

Term 1 Week 4

Term 1 Weeks 10-11

Term 2 Week 3

Term 3 Week 2

Term 3 Weeks 5-6

Plan for BOW Process Diary

+ Case Study 1

Case Study 2

Half Yearly Exam

(Case Studies 1,2,3)

Panel Assessment of BOW progress

Final BOW for CAPA

Showcase Exhibition+

VAPD

Trial HSC (Case Studies 1-5 inclusive)

Visual Art Process Diary

H1 H2 H3 H4 H5 H6

VAPD is part of artist’s Practice

10%(BOW)

10%

Historical / Critical Study

H7 H8 H9 H10 50% 10% 15% 10% 15%

Body of Work (BOW)

Artists Practice

H1 H2 H3 H4 H5 H6

40%(50) 15% 25%

100% 20% 15% 10% 15% 25% 15%


66

Work Studies (CEC)


Outcomes A student:

knowledge and understanding of work, the work environment and skills for employment knowledge and understanding of employment options, career management, life planning and further education and training

1. investigates a range of work environments

2. examines different types of work and skills for employment

3. analyses employment options and strategies for career

management 4. assesses pathways for further education, training and life

planning

skills for success in the workplace

5. communicates and uses technology effectively 6. applies self-management and teamwork skills

7. utilises strategies to plan, organise and solve problems

skills in critically assessing personal and social influences on individuals and groups

8. assesses influences on people’s working lives

9. evaluates personal and social influences on individuals and groups

67

Work Studies (CEC)


Component (syllabus) Outcomes



Term 4 Week 6

Term 1 Week 7

Term 2 Week 4

Term 3 Week 2

Term 3 Weeks 5-6

Work Experience

Teamwork and Enterprise

Personal Finance Workplace

Communication Workplace Issues

Knowledge and understanding

1, 2, 3, 4 30% Pre and post

documentation (5%)

Records (5%)

Written Exam (20%)

Skills 5, 6, 7, 8, 9 70% Proposal

presentation (20%)

Work placement logbook & report

(20%)

Financial planning report (15%)

Practical demonstration

(15%)

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


68

A GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance banks 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, 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 analysis/evaluation Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from; to note differences

between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things evident; provide

why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquire into and draw conclusions about Justify Support an argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion) for

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

69

RECEIPT OF 2017 - 2018 JAMES COOK BOYS TECHNOLOGY HIGH SCHOOL

YEAR 12 ASSESSMENT HANDBOOK

I have received the Assessment Policy Handbook I understand that this is official notification of the school policy with regard

to the Year 12 Course.

I understand that it is my responsibility to read, understand and follow the procedures for assessment set down in this handbook, and to seek help from my class teacher, Head Teachers, or other Senior Executive if I have any difficulty meeting my obligations;

I understand that Assessment Schedules for each subject are included in

this handbook. The school aims to give detailed information about each task two weeks before.

Student Name: …………………………………………………

Student Signature: ……………………………………………. Date: …………….…..

Parent/Guardian Full Name (Please print) …………………………….………………

Parent/Guardian Signature: …………………………………….. Date: ……………


70

71

YEAR 12 ASSESSMENT SCHEDULE - TERM 4, 2017 to TERM 3, 2018 WEEK

1 WEEK

2 WEEK

3 WEEK

4 WEEK

5 WEEK

6 WEEK

7 WEEK

8 WEEK 9

Assessment Week WEEK

10

TERM 4 2017

Work Studies

Ancient History PDHPE Physics Maths Ext 1

Bus Stud Biology Chemistry Economics English ESL English Adv English Std Geography

IPT Legal Studies Maths Maths Gen Mod History Music 1 SLR Visual Arts

Maths Ext 2

WEEK

1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

WEEK 10

WEEK 11

TERM 1 2018

Visual Arts Geography PDHPE SLR

Ancient History Biology Economics English Adv English ESL English Std Mod Hist Work Studies

HALF YEARLY EXAMS

HALF YEARLY EXAMS

TERM 2 2018

SLR Visual Arts

Work Studies Biology PDHPE

Bus Stud

English Adv English ESL English Std SLR

Geography Economics Maths Ext 1 Music 1 Ancient History

Chemistry IPT Legal Studies Maths Ext 2 Maths Maths Gen Mod History

TERM 3 2018

Bus Stud PDHPE Visual Arts Work Stud

Ancient History Economics English ESL English Adv English Std Geography Physics SLR

TRIAL HSC EXAMS

TRIAL HSC EXAMS


72

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