Yr 11 Assessment handbook - killarney-h.schools.nsw.gov.au · T:\Curriculum\Assessment...

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YR 11 ASSESSMENT HANDBOOK

2018

This booklet provides you with important information about the

school’s assessment policy, timing of Assessment Tasks and the

content examined for each assessable task you have this year.

KILLARNEY HEIGHTS HIGH SCHOOL STARKEY ST, KILLARNEY HEIGHTS, NSW 2087

Phone: 02 9451 7005

T:\Curriculum\Assessment Schedules\2018 Handbooks\Yr 11 2018 Assessment Handbook.docx

Killarney Heights High School is committed to enhancing and encouraging students’ achievement of

learning outcomes. The Killarney Heights High School Assessment Policy is designed to ensure

consistency in assessment throughout the school. Our aim is to ensure that all of our students

progressively develop their skills and knowledge in a collaborative and supportive environment.

Assessment at Killarney Heights High School encourages progressive developmZent of skills and knowledge while ensuring:

consistency across subjects and courses

fairness in marking and reporting

coordination of the assessment program to ease the load on students.

Assessment Tasks are designed to measure performance against course outcomes through a range

of Assessment Tasks and in a wider range of objectives than may be tested in an examination.

Assessment Tasks may include:

tests which may take a written, practical and oral form

class essays, research tasks, assignments, portfolios, log books

practical tasks and major works

fieldwork and projects

Teachers must be satisfied that the work presented is the student’s own, particularly in tasks that

require work to be done at home, and that any help that you have received has been acknowledged

(referenced). Malpractice (including copying someone else’s work or breaching school examination

rules) is taken very seriously at Killarney Heights High School.

To have satisfactorily completed a course, students will have:

● satisfactorily completed the Board of Studies teaching and Educational Standards requirements

for all courses studied

● have a satisfactory record of attendance

● applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and

● achieved some or all of the course outcomes.

Students must follow the instructions of their teacher for each subject regarding completion and submission of all assignments.

Students must ensure that their Assessment Tasks are submitted on the due date. Any requests for an extension to the due date, will be assessed by the relevant Head Teacher on a discretionary basis.

In all cases, where a student does not submit or attend an Assessment Task, they must complete an

Illness/Misadventure form. Failure to follow these procedures will result in a mark of zero being

awarded.

If the student is absent for all or part of the due date

If the student is absent the day prior to the due date

If the student does not hand in or attend an assessment task on the due date

INTRODUCTION TO ASSESSMENT POLICY

SUCCESS CRITERIA FOR KHHS ASSESSMENTS

ABSENCE, ILLNESS AND MISADVENTURE PROCEDURES

WHEN DOES A STUDENT NEED TO COMPLETE AN ILLNESS/MISADVENTURE FORM?


PATTERN OF STUDY REQUIREMENTS CHECKLIST FOR THE 2018 HIGHER SCHOOL CERTIFICATE 2019 Requirements are yet to be distributed for the new curriculum. Use these a guidelines

Do students who will complete the Higher School Certificate in 2018 meet the following pattern of study requirements?

At least 12 units of Preliminary courses and 10 units of HSC courses. [Ref: Assessment Certification Examination (ACE), ACE 8005]

At least 2 units of a Board Developed Course in English (or 2 units of the Content Endorsed Course English Studies) at both Preliminary and HSC level.

At least 4 subjects – at both Preliminary and HSC level.

At least 6 units of Board Developed Courses – at both Preliminary and HSC level.

At least 3 courses of 2 unit value or greater (Board Developed and/or Board Endorsed Courses) – at both Preliminary and HSC level.

A maximum of 6 Preliminary units and 6 HSC units from courses in Science. [Ref: ACE 8006]

In the Preliminary study pattern, Senior Science has not been studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics.

In the HSC study pattern, Senior Science can be studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics. Students undertaking Senior Science in the HSC study pattern must have satisfactorily completed the Preliminary course in at least one Science course. [Ref: ACE 8006, 8011]

General Mathematics can be studied with no other Mathematics Course. [Ref: ACE 8011]

Met eligibility requirements for the English (ESL) course [Ref: ACE 8007]

Met eligibility requirements for Continuers courses in languages where there are Heritage and Background Speakers courses; for Beginners courses in languages and for Heritage courses in languages. Relevant documentation has been completed and retained at the school. [Ref: ACE 8002]

All students undertaking Preliminary or HSC courses in 2018 are required to complete the HSC: All My Own Work program (or equivalent) prior to the school’s submission of students’ 2016 Preliminary and HSC course entries. This includes students who are entered for Stage 6 Board Endorsed Courses or Board Developed VET courses.

Exception: Completion of the HSC: All My Own Work program (or equivalent) is optional for students undertaking only Stage 6 Life Skills courses. Schools are encouraged to devise an appropriate equivalent of the HSC: All My Own Work program for students with special education needs as necessary.

Board Endorsed Courses have current endorsement

Students are not enrolled in any Board Developed Course, Content Endorsed Course, TAFE delivered VET HSC Course or Board Endorsed Course combinations which are subject to Board exclusions [For exclusions please see ACE 7001, 8010, 8011, 8012 8018 PLUS also check your school BEC decision letters or check for BEC decisions via Schools Online.] VET course exclusions are available on the NESA website under Vocational Education.

REMINDERS

Students seeking an Australian Tertiary Admission Rank (ATAR) in 2018 must complete at least 10 units of Board Developed Courses for which there are formal examinations conducted by the Board, including (a) at least 2 units of English, and (b) at least 8 units of Category A courses (only two units of Category B Courses can contribute to an ATAR). Courses completed must include at least three Board Developed Courses of 2 units or greater and at least four subjects. The list of Category A courses is published on the UAC website.

NB: Board Endorsed Courses and Content Endorsed Courses, including VET Board Endorsed Courses, the Content Endorsed Course, English Studies, and the new non-examinable Mathematics General 1 course do not satisfy requirements for the ATAR.

Schools should note that additional departmental curriculum requirements (e.g. sport, religious education, 25 hours of PD/H/PE etc) or conditions of enrolment at individual schools are not requirements for NESA HSC Certificate credentialing.

Schools will need to ensure that NESA requirements are met in cases of accumulation, acceleration, repeating, recognition of prior learning and in any cases of non-completion of course requirements [please refer to the ACE website: Satisfactory completion, Pathways and Credit transfer and Recognition of Prior Learning for details].

Students with disability can meet the requirements for the award of the Higher School Certificate by undertaking a combination of Board Developed Courses, Board Endorsed Courses and/or Stage 6 Life Skills Courses. Principals will be required to certify on the Preliminary and HSC entry forms that enrolment of a student in any Life Skills Courses for Stage 6 is the result of a planning process that addresses the student’s transition from school to adult life [please refer to the ACE website: Studying HSC Life Skills courses].

Consideration must be given to the need for reasonable adjustments for students with disability to enable equitable participation in the full range of education activities. Actively identifying and responding to the learning and support needs of students is an ongoing school process and should not be reliant on parents or students requesting support. Information about HSC Disability provisions including the application process is available on the NESA website.

Schools are responsible for overseeing the delivery of VET courses by external providers.

http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/ace-8005












http://www.boardofstudies.nsw.edu.au/voc_ed/

http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/higher-school-certificate/pathways

http://ace.bos.nsw.edu.au/higher-school-certificate/credit-transfer-and-recognition-of-prior-learning

http://ace.bos.nsw.edu.au/higher-school-certificate/credit-transfer-and-recognition-of-prior-learning

http://ace.bos.nsw.edu.au/studying-hsc-life-skills-courses

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions


Stage 5 and 6 Assessment Tasks are a compulsory and necessary component of the RoSA and Higher School

Certificate. Absence from an assessable task could be an indication of a student’s non-serious attempt, placing at risk

the award of the RoSA and /or the Higher School Certificate.

It is the responsibility of a student, who for various reasons, fails to submit an assessable task, to make proper

application for consideration under the published rules of the Assessment Procedures.

Surname …………………………………………..………….... Given name …….…………………………………………………………

Class …………………………………... Subject(s) ……………………………………………………………..…..................................

Date(s) of task …………………….…………………………………………………………………………………………………………………………...

Reason for absence or not submitting task ………………………………….…………………………………………………………

……………………………………………………………………………………………………………….……………………………………………………………….

Medical certificate and/or other documentation attached: Yes / No

Student signature …………………………………………………………..…………… Date ………………………………....

Parent signature …………………………………………………………..…………… Date ………………………………....

Prior approval given: Yes / No Student informed school of illness/misadventure: Yes / No

Misadventure type: Consideration for marks Assessment rescheduling/extension Please circle

Task type: Exam Written In class Project Research Please circle

Practical Group Oral

Head Teacher Recommendation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………….……………………………………………………………….

Head Teacher signature: ………………………………………….. Date received …………………………………………..

Entered on Sentral

Decision: ………………………………………………………………….………………………………………..……………..……………………………………

Deputy Principal signature: ………………………………..…… Date received ………………………………………………..


ENGLISH (ADVANCED)

In the Preliminary English (Advanced) course, students explore the ways events, experiences,

ideas, values and processes are represented in and through texts and analyse the ways texts

reflect different attitudes and values.

Outcomes Assessed:

EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis,

imaginative expression and pleasure.

EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in

different modes, media and technologies.

EA11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific

purposes, audiences and contexts and evaluates their effects on meaning

EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and

different contexts

EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that

synthesise complex information, ideas and arguments

EA11-6 investigates and evaluates the relationships between texts

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

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

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

as an independent learner

Assessment Schedule

Task number Task 1 Task 2 Task 3

Nature of task

Reading to Write Imaginative piece and reflection

Narratives that Shape Our World Collaborative Multimodal Presentation and Individual Critical Response

Critical Study Half-Yearly Examination Essay

Timing Term 1, Week 11 Term 2, Week 10 Term 3, Weeks 7–

8

Outcomes assessed EA11-3, EA11-5, EA11-9

EA11-3, EA11-5, EA11-6, EA11-7, EA11-9

EA11-1, EA11-3, EA11-5, EA11-8

Components Weighting %

Knowledge and understanding of course content

20 20 10 50

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

20 20 10 50

Total % 40 40 20 100


ENGLISH (STANDARD)

In the Preliminary English (Standard) course, students explore and experiment with the ways

events, experiences, ideas and processes are represented in and through texts.

Outcomes Assessed

EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding,

interpretation, critical analysis, imaginative expression and pleasure

EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and

compose texts in different modes, media and technologies

EA12-3 critically analyses and uses language forms, features and structures of texts justifying

appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning

EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and

literary devices in new and different contexts

EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate

and compose texts that synthesise complex information, ideas and arguments

EA12-6 investigates and evaluates the relationships between texts

EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how

they are valued

EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on

meaning

EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative

processes as an independent learner

Assessment Schedule


Nature of task

Imaginative text with reflection Reading to Write

Multimodal presentation Contemporary Possibilities

Essay Yearly Examination Close Study


8

Outcomes assessed EN11-3, EN11-5, EN11-9

EN11-1, EN11-2, EN11-3, EN11-5, EN11-7

EN11-1, EN11-3, EN11-5, EN11-6, EN11-8



20 20 10 50


20 20 10 50

Total % 40 40 20 100


ENGLISH EAL/D

In the Preliminary English (EAL/D) course, students develop skills, knowledge and

understanding of the ways ideas and processes are represented in texts.

Outcomes Assessed

EAL11-1A responds to and composes increasingly complex texts for understanding, interpretation, critical

analysis, imaginative expression and pleasure

EAL11-1B communicates information, ideas and opinions in familiar personal, social and academic contexts

EAL11-2 uses and evaluates processes, skills and knowledge necessary for responding to and composing a

wide range of texts in different media and technologies

EAL11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a

range of purposes, audiences and contexts, and analyses their effects on meaning

EAL11-4 applies knowledge, skills and understanding of literary devices, language concepts and

mechanics into new and different contexts

EAL11-5 thinks imaginatively, creatively, interpretively and critically to respond to and represent complex

ideas, information and arguments in a wide range of texts

EAL11-6 investigates and explains the relationships between texts

EAL11-7 understands and assesses the diverse ways texts can represent personal and public worlds

EAL11-8 identifies, explains and reflects on cultural references and perspectives in texts and examines

their effects on meaning

EAL11-9 reflects on, assesses and monitors own learning and develops individual and collaborative

processes to become an independent learner

Assessment Schedule


Nature of task

Short answer responses on unseen texts Language, Texts and Context Focus: Growing up

Multimodal presentation (including listening) Texts and Society Respect, Connect, Aspire

Yearly Examination Close Study of a Text Focus: Crow Country


8

Outcomes assessed EAL11-1B, EAL11-3, EAL11-4, EAL11-7

EAL11-1A, EAL11-2, EAL11-3, EAL11-5, EAL11-9

EAL11-1A, EAL11-3, EAL11-5, EAL11-6, EAL11-8



15 20 15 50


15 20 15 50

Total % 30 40 30 100


ENGLISH EXTENSION 1

In the English (Extension) courses, students explore ideas of value and consider how they arise

and why some texts may be perceived as culturally significant.

Outcomes Assessed

EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text,

purpose, audience and context, across a range of modes, media and technologies

EE11-2 analyses and experiments with language forms, features and structures of complex texts,

evaluating their effects on meaning in familiar and new contexts

EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond

to, compose and explore the relationships between sophisticated texts

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

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

contexts

EE11-6 reflects on and assesses the development of independent learning gained through the processes of

research, writing and creativity

Assessment Schedule

Component Task 1 Task 2 Task 3 Weighting %

Imaginative response

Multimodal TED Talk

Comparative essay

Term 1, Week 10 Term 2, Weeks 9–10 Term 3, Exam Week

Outcomes assessed EE11-2, EE11-3, EE11-

6

Outcomes assessed EE11-1, EE11-2, EE11-

3, EE11-4, EE11-5

Outcomes assessed

EE11-1, EE11-2, EE11-3, EE11-5

Knowledge and Understanding of texts and why they are valued

15 20 15 50

Skills in complex analysis composition and investigation

15 20 15 50

Total % 30 40 30 100


Standard Mathematics Pathways 2

The Standard Mathematics course is designed to promote the development of knowledge, skills and understanding in areas of mathematics that have a direct application to the broad range of human activity. Reported course outcomes reflect the current level of attainment in the topic areas assessed and provide a means of selecting course content requiring further review.

Assessment Schedule

Task 1 Task 2 Task 4 Weighting

Task Name Prelim Task 1 Prelim Task 2 Prelim Task 4

Task Type

Examination & submission of

Topic Summaries

Assignment Preliminary Final

Examination

Timing Term 2

Week 2/3

Final submission

Term 3 Week 1/2

Term 3 Week 8/9?

Outcomes

Statistical Analysis Clarifying Data, Algebra Formulae and Equations, Measurement Practicalities and units of Energy and Mass, Statistical Analysis Probability Earning Money and Taxation,

Measurement- Perimeter, Area & Volume, Probability and Linear Functions, Analysing Data

Statistical Analysis Clarifying Data, Algebra Formulae and Equations, Measurement Practicalities and units of Energy and Mass, Statistical Analysis Probability Earning Money and Taxation, Measurement- Perimeter, Area & Volume, Linear Functions, Interest & Depreciation, Describing Data

MS11-1 to MS11-10

MS11-1 to MS11-10

MS11-1 to MS11-10

Syllabus Component

Concepts, Skills & Techniques

17

13 20 50

Reasoning and communication

18 12 20 50

Marks 35 25 40 100%

*Proportions of Concepts, Skills and Techniques and Reasoning and Communication may vary

but the total weighting for each category will remain 50% across tasks.

NOTE for Assessment Committee:

We are yet to finalise the Assignment (Task 2) for the New Standard Course.

The final submission will be in Term 3 weeks 1/2. It will include a number of short questions on

the assignment that are answered in class and handed in with the assignment. There are 4/5

partial submission dates throughout term 2 for each for the sections of the assignment.

Outcomes Assessed

MS11-1 uses algebraic and graphical techniques to compare alternative solutions to contextual problems MS11-2 represents information in symbolic, graphical and tabular form MS11-3 solves problems involving quantity measurement, including accuracy and the choice of relevant units MS11-4 performs calculations in relation to two-dimensional and three-dimensional figures MS11-5 models relevant financial situations using appropriate tools MS11-6 makes predictions about everyday situations based on simple mathematical models MS11-7 develops and carries out simple statistical processes to answer questions posed MS11-8 solves probability problems involving multistage events MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations


Mathematics

The HSC Mathematics course is designed to provide students with an understanding of, and

competence in, some further aspects of mathematics which are applicable to the real world. The

understanding and application of calculus is fundamental to the topics studied. Reported course

outcomes reflect the current level of attainment in the topic areas assessed and provide a

means of selecting course content requiring further review.

Assessment Schedule


Task Name Prelim Task 1 Prelim Task 2 Prelim Task 3

Task Type Examination Examination Preliminary

Final Examination

Timing Term 2

Week 2/3 Term 3

Week 1/2 Term 3

Week 8/9

Outcomes

Algebra & Arithmentic, Functions & Graphs, Plane Geometry, Linear Functions,

Plane Geometry, Linear Functions, Trigonometry, Differential Calculus, Quadratic Functions, Locus and knowledge of previous topics as required

Algebra & Arithmentic, Functions & Graphs, Plane Geometry, Linear Functions, Trigonometry, Differential Calculus, Quadratic Functions, Locus

P1, P2, P3, P4, P5

P1, P2, P3,

P4,P5

P1 to P8

Syllabus Component


15

15 20 50

Reasoning and Communication 10 15 25 50

Marks 25 30 45 100%

*Proportions of Concepts, Skills and Techniques and Reasoning and Communication

may vary but the total weighting for each category will remain 50% across tasks.

Outcomes Assessed

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational

expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and

geometric techniques

P5 understands the concept of a function and the relationship between a function and its

graph

P6 relates the derivative of a function to the slope of its graph

P7 determines the derivative of a function through routine application of the rules of

differentiation

P8 understands and uses the language and notation of calculus


Mathematics Extension 1 The HSC Mathematics Extension 1 course is intended for students who have demonstrated

mastery of the stage 5 content and are interested in the study of further skills and ideas in

mathematics. It explores in greater depth concepts that are fundamental to a broader

understanding of mathematics. Reported course outcomes reflect the current level of

attainment in the topic areas assessed and provide a means of selecting course content

requiring further review.

Assessment Schedule


Task Name Prelim Task

1 Prelim Task

2 Prelim Task

3

Task Type Examination Examination Preliminary

Final Examination

Timing Term 2

Week 3? Term 3

Week 1/2 Term 3

Week 8/9?

Outcomes

Algebra, Arithmetic,Proof by Induction, Functions& Graphs, Geometry (all), Trigonometry (all), Calculus

Algebra, Arithmetic,Proof by Induction, Functions& Graphs, Geometry (all), Trigonometry (all),

Algebra, Arithmetic,Proof by Induction, Functions& Graphs, Geometry (all), Trigonometry (all), Calculus, Quadratic Functions, Polynomials, Locus & the parabola, Polynomials

PE1, PE2, PE3, PE6

PE4, PE 5 PE1-PE6

Syllabus Component Knowledge of accompanying P1 to P8 outcomes from

the Mathematics course are assumed.


15

15 25 50

Reasoning and Communication 10 15 20 50

Marks 25 30 45 100%

*Proportions of Concepts, Skills and Techniques and Reasoning and Communication

may vary but the total weighting for each category will remain 50% across tasks.

Outcomes Assessed

PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 solves problems involving permutations and combinations, inequalities, polynomials,

circle geometry and parametric representations

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations mines integrals by reduction to a standard form through a given substitution


Biology

Component

Task 1 Task 2 Task 3

Weighting %

Depth Study

Prac. Design and Research Report

Formal Exam

Term 1, Week 10 Term 3, Week 3 Term 3, Week 9/10

Outcomes assessed BIO11-1 BIO11-3 BIO11-5 BIO11-7 BIO11-11

Outcomes assessed BIO11-1 BIO11-2 BIO11-4 BIO11-6 BIO11-8

Outcomes assessed BIO11-4 BIO11-5 BIO11-6 BIO11-8 BIO11-9 BIO11-10

Skills in Working

Scientifically

30

20 10 60

Knowledge and

Understanding 10 10 20 40

Total % 40 30 30 100

Outcomes Assessed

SKILLS

BIO11-1 develops and evaluates questions and hypotheses for scientific investigation BIO11-2 designs and evaluates investigations in order to obtain primary and secondary data and information BIO11-3 conducts investigations to collect valid and reliable primary and secondary data and information BIO11-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11-5 analyses and evaluates primary and secondary data and information BIO11-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose KNOWLEDGE AND UNDERSTANDING BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species BIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem


Chemistry

Component


Weighting %

Prac Investigation

Depth Study

Formal Exam


Outcomes assessed

CH11-3 CH11-5 CH11-6

Outcomes assessed

CH11-1 CH11-2 CH11-4 CH11-6 CH11-10

Outcomes assessed CH11-8 CH11-9 CH11-10 CH11-11

Skills in Working

Scientifically

25

25 10 60

Knowledge and


Total % 25 35 40 100

Outcomes Assessed

SKILLS

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

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

and information

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

information

CH11-4 selects and processes appropriate qualitative and quantitative data and information

using a range of appropriate media

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

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

and scientific processes

CH11-7 communicates scientific understanding using suitable language and terminology for

a specific audience or purpose

KNOWLEDGE AND UNDERSTANDING CH11-8 explores the properties and trends in the physical, structural and chemical aspects of matter CH11-9 describes, applies and quantitatively analyses the mole concept and stoichiometric relationships CH11-10 explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactions CH11-11 analyses the energy considerations in the driving force for chemical reactions


Earth and Environmental Science

Component


Weighting %

Practical Task

Depth Study

Formal Exam


Outcomes assessed EES11-3 EES11-4 EES11-5

Outcomes assessed EES11-1 EES11-3 EES11-5 EES11-7 EES11-8

Outcomes assessed EES11-2 EES11-4 EES11-8 EES11-9 EES11-10 EES11-11

Skills in Working

Scientifically

25

25 10 60

Knowledge and


Total % 25 35 40 100

Outcomes Assessed

SKILLS

EES11-1 develops and evaluates questions and hypotheses for scientific investigation EES11-2 designs and evaluates investigations in order to obtain primary and secondary data and information EES11-3 conducts investigations to collect valid and reliable primary and secondary data and information EES11-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media EES11-5 analyses and evaluates primary and secondary data and information EES11-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes EES11-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose KNOWLEDGE AND UNDERSTANDING EES11-8 describes the key features of the Earth’s systems, including the geosphere, atmosphere, hydrosphere and biosphere and how they are interrelated EES11-9 describes the evidence for the theory of plate tectonics and the energy and geological changes that occur at plate boundaries EES11-10 describes the factors that influence how energy is transferred and transformed in the Earth’s systems EES11-11 describes human impact on the Earth in relation to hydrological processes, geological processes and biological changes


Physics

Component


Weighting %

Practical Task

Depth Study

Formal Exam

Term 1, Week 5 Term 2, Week 8 Term 3, Week 10

Outcomes assessed

PH11-3 PH11-4 PH11-5

Outcomes assessed

PH11-6 PH11-7 PH11-10

Outcomes assessed

PH11-6 PH11-8 PH11-9 PH11-10 PH11-11

Skills in Working

Scientifically

20

30 10 60

Knowledge and


Total % 20 40 40 100

Outcomes Assessed

SKILLS

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

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

and information

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

information

PH11-4 selects and processes appropriate qualitative and quantitative data and information

using a range of appropriate media

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

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

and scientific processes

PH11-7 communicates scientific understanding using suitable language and terminology for

a specific audience or purpose

KNOWLEDGE AND UNDERSTANDING

PH11-8 describes and analyses motion in terms of scalar and vector quantities in two

dimensions and makes quantitative measurements and calculations for distance,

displacement, speed velocity and acceleration

PH11-9 describes and explains events in terms of Newton’s Laws of Motion, the law of

conservation of momentum and the law of conservation of energy

PH11-10 explains and analyses waves and the transfer of energy by sound and light

PH11-11 explains and quantitatively analyses electric fields, circuitry and thermodynamic

principles


Ancient History

Students study the Core topic - Investigating the Past, examining the nature of history, archaeology and

science, including case studies; Ancient Human Remains, and Homer and the Trojan War. The ancient

society topic: Celts in Europe is also studied. Students engage in source analysis, written response and

research skills. These skills enable them to complete their individual Historical Investigation, which focuses

on a study of an ancient archaeological site.

Assessment Schedule


Task Name Source Task

Historical Investigation

Examination

Task type Source Analysis Research

and presentation

Examination

Timing Term 2 Week Term 3 Week

Term 3 Week

Outcomes

AH11-4 AH11-6 AH11-7 AH11- 9

AH11-2 AH11-4 AH11-6 AH11-7 AH11-8 AH11-9 AH11-10

AH11- 1 AH11-2 AH11-3 AH11-5 AH11-7 AH11-9

Syllabus Component

Knowledge and Understanding of course content

5 35

40

Historical skills in the

analysis and evaluation of

sources and

interpretations

10 10

20

Historical inquiry and research 5 15

20

Communication of historical understanding in appropriate forms

5 10 5 20

Weighting 25 35 40 100%

AH11-1 › describes the nature of continuity and change in the ancient world

AH11-2 › proposes ideas about the varying causes and effects of events and developments

AH11-3 › analyses the role of historical features, individuals and groups in shaping the past

AH11-4 › accounts for the different perspectives of individuals and groups

AH11-5 › examines the significance of historical features, people, places, events and developments of the ancient

world

AH11-6 › analyses and interprets different types of sources for evidence to support an historical account or

argument

AH11-7 › discusses and evaluates differing interpretations and representations of the past

AH11-8 › plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence

from a range of sources

AH11-9 › communicates historical understanding, using historical knowledge, concepts and terms, in appropriate

and well-structured forms

AH11-10 › discusses contemporary methods and issues involved in the investigation of ancient history


Business Studies

Business activity is a feature of everyone’s life. Throughout the world people engage in a web of

business activities to design, produce, market, deliver and support a range of goods and

services. In addition, investors, consumers and employees depend on the business sector for

much of their quality of life.

As a course, Business Studies is distinctive in that it encompasses the theoretical

and practical aspects of business in contexts which students will encounter throughout

their lives. Conceptually, it offers learning from the planning of a small business to the

management of operations, marketing, finance and human resources in large businesses.

Through the analysis of contemporary business strategies the course also provides rigour

and depth and lays an excellent foundation for students either in tertiary study or in future

employment.

Assessment Schedule


Task Name The Nature of

Business Business Plan Report

Yearly Exam

Task type Research Research Examination

Timing Term 1 Week 10 Term 3 Week 5 Term 3 Weeks

9/10

Outcomes P1, P2, P7, P9 P7, P9, P10 P1, P2, P3, P4, P5, P6, P8, P9,

P10

Syllabus Component


5 15 20 40

Stimulus based skills

20 20

Inquiry and research

5 15 20

Communication of business information, ideas and issues in appropriate form

5 5 10 20

Weighting 20 40 40 100%

Outcomes Assessed

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

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to medium enterprises

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations


Economics

“Economic decisions have a crucial influence on the quality of life experienced by people throughout the world. The study of economics can help individuals, groups and societies make choices that assist them to improve their quality of life. As a subject, Economics Stage 6 is distinctive because of the range of problems and issues that it investigates and the skills that it develops. A student who has completed the Preliminary and HSC courses should have knowledge and skills enabling them to: • comprehend the background and implications of contemporary economic issues • discuss appropriate policies to solve economic problems and issues • understand what a change in interest rates, share values or the value of the Australian dollar means to individuals and the economy • identify fluctuations in the global and Australian economies and their likely effects on business • understand reasons for changes in employment patterns • identify, using economic thinking, appropriate strategies to protect the natural environment.

Assessment Schedule


Task Name Labour Markets Research Task

Budget - Oral Presentation

Yearly Exam

Task type Research & In-class

essay Research&

Presentation Examination

Timing Term 2 Week 2 Term 3 Week 1 Term 3 Weeks 9/10

Outcomes P1, P3, P7, P8, P9,

P10, P12 P1, P3, P5, P6, P7,

P8, P10, P12 P1, P2, P3, P4, P5, P6, P7, P8, P10, P11

Syllabus Component


10 10 20 40

Stimulus based skills

5 15 20

Inquiry and research

15 5 20

Communication of economic information, ideas and issues in appropriate form

5 10 5 20

Weighting 30 30 40 100%

Outcomes Assessed P1 demonstrates understanding of economic terms, concepts and relationships

P2 explains the economic role of individuals, firms and government in an economy

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

P4 compares and contrasts aspects of different economies

P5 analyses the relationship between individuals, firms, institutions and government in the Australian economy

P6 explains the role of government in the Australian economy

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

P8 applies appropriate terminology, concepts and theories in economic contexts

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

P10 communicates economic information, ideas and issues in appropriate forms

P11 applies mathematical concepts in economic contexts

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


Legal Studies

In Legal Studies students will have the opportunity to learn about basic legal concepts

including the nature and functions of law through the examination of law-making

processes and institutions. Students will also explore dispute resolution techniques and

engage with a range of contemporary legal issues to assess the effectiveness of

Australian and international legal systems.

Assessment Schedule


Task Name Oral Presentation Research Essay Yearly Examination

Task type Oral Presentation Media file + in class essay

Formal examination

Timing Term 1, week 10/11 Term 3, Week 2 Term 3, Week 9/10

Outcomes P1, P6, P9 P4, P8, P10 P2, P9, P7, P3

Syllabus Component The Law in Practice 1

The Individual and the Law

The Legal System The Individual and the Law The Law in Practice 2

Knowledge and Understanding of course content

10 10 20 40

Analysis and evaluation 5 5 10 20

Inquiry and Research 5 10 5 20

Communication of legal information, issues and ideas in appropriate forms

5 10 5 20

Weighting 25 35 40 100%

Outcomes Assessed

P1. identifies and applies legal concepts and terminology

P2. describes the key features of Australian and international law

P3. describes the operation of domestic and international legal systems

P4. discusses the effectiveness of the legal system in addressing issues

P6. explains the nature of the interrelationship between the legal system and society

P7. evaluates the effectiveness of the law in achieving justice

P8. locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents

P9. communicates legal information using well-structured responses

P10. accounts for differing perspectives and interpretations of legal information and issues


Modern History

Students study the topic: The Nature of Modern History, examining the key concepts and issues by

investigating the construction of modern history, its contestability and representation. They complete two

case studies; The Decline and Fall of the Romanov Dynasty and The Cuban Revolution. Students engage

in source analysis, written response and research skills. These skills enable them to complete their

Historical Investigation, which allows students to individually research and present an historical issue of

their own choice.

Assessment Schedule


Task Name Personality Portfolio

Historical Investigation

Yearly Examination

Task type source analysis research and oral

presentation examination

Timing Term 1 wk 6 Term 2 wk 1 Term 3 wk 9/10

Outcomes MH11-2, 11-3, 11-

6, 11-8, 11-9 MH11-4, 11-5,11-6, 11-8, 11-9, 11-10

MH11-1, 11-3 11-5, 11-6, 11-7, 11-9

Syllabus Component

Analysis and use of sources 10 5 10 25

Historical interpretation 5 5 10 20

Historical investigation and research 10 15 5 30

Explanation and communication 5 5 15 25

Weighting 30 30 40 100%

Outcomes Assessed

MH 11-1 describes the nature of continuity and change in the modern world

MH11-2 proposes ideas about the varying causes and effects of events and developments

MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the

past

MH11-4 accounts for the different perspectives of individuals and groups

MH11-5 examines the significance of historical features, people, ideas, movements, events

and developments of the modern world

MH11-6 analyses and interprets different types of sources for evidence to support an

historical account or argument

MH11-7 discusses and evaluates differing interpretations and representations of the past

MH11-8 plans and conducts historical investigations and presents reasoned conclusions,

using relevant evidence from a range of sources

MH11-9 communicates historical understanding, using historical knowledge, concepts and

terms, in appropriate and well-structured forms

MH11-10 discusses contemporary methods and issues involved in the investigation of

modern history


Society and Culture

The central goal of Society and Culture Stage 6 is the development of social and cultural literacy and a clear understanding of the interaction of persons, societies, cultures, environments and time. The influence of other aspects of societies and cultures – including power, authority, identity, gender, technologies and globalisation – is also central to the course.

Society and Culture draws on cross-disciplinary concepts and social research methods from anthropology; communication; cultural and media studies; philosophy; social psychology; and sociology.

Society and Culture has direct relevance to the immediate needs of students and to their future lives by enabling them to develop understanding of:

themselves

their own society and culture

the societies and cultures of others.

Assessment Schedule


Task Name Take home Skills Test

RESEARCH PROJECT

Yearly Exam

Task type Written task Research and Writing Task

Examination

Timing Term 1 Week

7 Term 2 Week 8

Term 3 Weeks 9/10

Outcomes P1, P3, P5, P6,

P9, P10 P2, P3, P4, P5, P6, P8, P9, P10

P1, P2, P3, P4, P6, P7

Syllabus Component

Knowledge and understanding of content

15 10 25 50

Application and evaluation of social and cultural research methodologies

5 20 5 30

Communication of information, ideas and issues in appropriate forms

5 5 10 20

Weighting 25 35 40 100%

Outcomes Assessed P1 identifies and applies social and cultural concepts P2 describes personal, social and cultural identity P3 identifies and describes relationships and interactions within and between social and cultural groups P4 identifies the features of social and cultural literacy and how it develops P5 explains continuity and change and their implications for societies and cultures P6 differentiates between social and cultural research methods P7 selects, organises and considers information from a variety of sources for usefulness, validity and bias P8 plans and conducts ethical social and cultural research P9 uses appropriate course language and concepts suitable for different audiences and contexts P10 communicates information, ideas and issues using appropriate written, oral and graphic forms


Drama

In the Preliminary course students learn the skills of Improvisation, Playbuilding and Acting and

investigate the elements of production to communicate a scripted or unscripted drama

to an audience. Students also learn about the historical, social and cultural context of

performance and the importance of these contexts. They develop performance skills

through exploring the differences in performance spaces, acting techniques, dramatic

structures and theatrical conventions.

Assessment Schedule


Task Name Improvisation

& Acting Skills

Theatrical Traditions & Playbuilding

Elements of Production

Task type Performance & Logbook

Performance & Research paper

Director/Design Project & Performance

Timing Term 1 Week 5

Term 2 Week 2

Term 3 Week 5

Outcomes P1.1, P1.5, P2.3, P3.1

P1.3, P1.4, P2.4, P3.3

P1.4, P1.6, P2.2, P3.2

Syllabus Component

Improvisation, Playbuilding & Acting

15 (P) 15 (P) 10 (P) 40

Theatrical Traditions & Performance Styles

5 (CS) 25 (CS) 30

Element of Production in Performance

30 (M) 30

Weighting 20% 40% 40% 100%

Outcomes Assessed

P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles;

P1.2 explores ideas and situations, expressing them imaginatively in dramatic form;

P1.3 demonstrates performance skills appropriate to a variety of styles and media; P1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively; P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts

through to performance; P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action; P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers,

front-of-house staff, technical staff and producers; P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action; P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques,

theatrical and design elements and performance spaces; P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the

performances of others; P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles,

structures and techniques; P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and

movements.


Music 1

During the Music 1 course, students will study 3 topics: Music for Film, Music of a

Culture, and Music for Small Ensembles. Students will learn to perform, compose and

analyse music in styles which represent these topics. Work toward each assessment will

commence in class; however, practise and preparation should be done at home.

Assessment Schedule


Task Name Music for

Film Music of a

Culture

Music for Small

Ensemble

Task type Performance Musicology

Composition Musicology

Aural

Performance Composition

Aural

Timing Term 1

Week 10 Term 2 Week 4

Term 3 Yearly

Outcomes P1, P7, P9, P2, P4, P6,

P2, P3, P7, P8,

P4, P5, P6,

P1, P2, P3, P4, P5, P6, P7, P8, P9

Performance 10 15 25

Composition 15 10 25

Musicology 20 5 25

Aural 10 15 25

Weighting 30 30 40 100%

Outcomes Assessed

P1 performs music that is characteristic of the topics studied P2 observes, reads, interprets and discusses simple musical scores characteristic of topics

studied P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar

sound sources reflecting the cultural and historical contexts studied P4 recognises and identifies the concepts of music and discusses their use in a variety of

musical styles P5 comments on and constructively discusses performances and compositions P6 observes and discusses concepts of music in works representative of the topics studied P7 understands the capabilities of performing media, explores and uses current technologies as

appropriate to the topics studied P8 identifies, recognises, experiments with and discusses the use of technology in music P9 performs as a means of self-expression and communication


Music 2

Students study the contexts of music (styles, periods and genres) through a Mandatory

Topic – Music 1600-1900 and an additional topic that extends and enriches their overall

understanding of music.

Assessment Schedule


Task Name Mandatory Topic Half Yearly Additional Topic

Task type Performance Composition Written Examination

Timing Term 1 Week 8 Term 2 Week 4

Term 3 Week 4

Outcomes P1, P5, P7, P8, P9,

P10, P11 P2, P3, P4, P6, P7,

P8, P10, P11

P1, P3, P7, P8, P9, P10, P11,

Syllabus Component

Weighting

Performance 30 30

Composition 30 30

Musicology 20 20

Aural 20 20

Weighting 30 30 40 100%

Outcomes Assessed

P1 confidently performs repertoire that reflects the mandatory and additional topics, both as a soloist and as a member of an ensemble

P2 demonstrates an understanding of the concepts of music, by interpreting, analysing, discussing, creating and notating a variety of musical symbols characteristically used in the mandatory and additional topics

P3 composes, improvises and analyses melodies and accompaniments for familiar sound sources in solo and/or small ensembles

P4 creates, improvises and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts

P5 analyses and discusses compositional processes with stylistic, historical, cultural and musical considerations

P6 discusses and evaluates music making constructive suggestions about performances and compositions

P7 observes and discusses in detail the concepts of music in works representative of the mandatory and additional topics

P8 understands the capabilities of performing media, explores and uses current technologies as uses current technologies as studied

P9 identifies, recognises, experiments with, and discusses the use of technology in music

P10 performs as a means of self-expression and communication

P11 demonstrates a willingness to participate in performance, composition, musicology and aural activities

P12 demonstrates a willingness to accept and use constructive criticism


Visual Arts Students will develop knowledge, skills and understanding of how they may represent

their interpretations of the world in artmaking as an informed point of view as well as in

critical and historical studies.

Assessment Schedule


Task Name The Body Modernism Preliminary

Exam

Task type

Artmaking

Research, VAPD,

Documentation & compile case

study

Short response

Art History and Criticism

Art Making

VAPD Research

Extended response

Artmaking

Art History and Criticism

Timing Term 1 Week 11 Term 3 Week 10 Term 3 Week 10

Outcomes P2 P3 P4 P6 P7 P8 P9 P10 P1 P2 P3 P4 P5

P6

Syllabus Component

VAPD 5% 5%

Art History/Criticism

10% 20%

Exam 25%

Artmaking 15% 20%

Weighting 30% 45% 25% 100%

Outcomes Assessed

P1: explores the conventions of practice in artmaking P2: explores the roles and relationships between the concepts of artist, artwork, world and

audience P3: identifies the frames as the basis of understanding expressive representation through the

making of art P4: investigates subject matter and forms as representations in artmaking P5: investigates ways of developing coherence and layers of meaning in the making of art P6: explores a range of material techniques in ways that support artistic intentions P7: explores the conventions of practice in art criticism and art history P8: explores the roles and relationships between concepts of artist, artwork, world and audience

through critical and historical investigations of art P9: identifies the frames as the basis of exploring different orientations to critical and historical

investigations of art P10: explores ways in which significant art histories, critical narratives and other documentary

accounts of the visual arts can be constructed.


Chinese Background Speakers Course

Year 11 Chinese students are engaged in close study of four prescribed themes: “The Individual

and the Community”, “Youth Culture”, “Chinese Communities Overseas” and “Global issues”.

Students are also required to develop the advance language skills needed for the deep

discussions and critical analysis of these topics.

Assessment Schedule


Task type

Response and analysis of

texts/interview

The individual and the

community*

Response to texts/

presentation

Youth culture*

Critical response to texts/essay

Cultural identity*

Timing Term 1, Week 9 Term 2, Week 9 Term 3, Week 9

Outcomes assessed

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.5, 3.7,

3.8

1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.8

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3,

3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3

Syllabus Component

Listening,

Writing

Reading, Speaking

Listening, Reading, writing

Listening and responding

10 10 20

Reading and responding

25 15

40

Speaking 10

10

Writing in Chinese 15 15 30

Weighting 25 35 40 100%

Outcomes Assessed

1.1 conveys information, opinions and ideas appropriate to context, purpose and audience 1.2 exchanges and justifies opinions and ideas 1.3 uses appropriate features of language in a variety of contexts 2.1 sequences and structures information and ideas 2.2 uses a variety of features to convey meaning 2.3 produces texts appropriate to context, purpose and audience 2.4 produces texts which are persuasive, creative and discursive. 3.1 identifies main points and detailed items of specific information 3.2 summarises and interprets information and ideas 3.3 infers points of view, values, attitudes and emotions from features of language in texts 3.4 compares and contrasts aspects of texts 3.5 presents information in a different form and/or for a different audience 3.6 explains the influence of context in conveying meaning 3.7 recognises, analyses and evaluates the effectiveness of a variety of features in texts 3.8 responds to texts personally and critically 4.1 examines and discusses sociocultural elements in texts 4.2 recognises and employs language appropriate to different sociocultural contexts 4.3 compares and contrasts Australian and Chinese communities


French Continuers and Year 11/12 French Accelerated

The students will study topics within the following themes: the Individual,Youth cultures,

Family, Friends and Relationships, the Future, School Experiences and Aspirations, Daily life and

Lifestyles, Arts and Entertainment, Leisure and Interests, Travel and Tourism, the World of Work,

Current Issues.

Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Weighting

Task Name French task 1 French task 2 French task 3 Trial Examination

Task type Aural and

written test Aural and

written test Oral test Examination


Term 1 Week 10

Term 2 Week 8

Term 3 Week 3/4

Outcomes 3.1, 3.3, 3.4, 3.5, 2.1, 2.2, 2.3

2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.5,

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 3.6

Syllabus Component

Speaking in French

20

20 Listening and Responding

10 15

25 Reading and Responding Parts A and B

10 PtB

15 PtA

15

40

Writing in French

5 10 15

Weighting 20 20 20 40 100%

Optional further explanation/weighting of externally assessed components. See below :

Syllabus Component Listening Reading and

Responding Part A and Part B

Writing Speaking Weighting

External Examination HSC Weighting

25% 40% 15% 20% 100%

Outcomes Assesssed :

1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience

2.1 applies knowledge of language structures to create original text #

2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information 3.1 conveys the gist of texts and identifies specific information

3.2 summarises the main ideas

3.3 identifies the tone, purpose, context and audience

3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information

3.6 infers points of view, attitudes or emotions from language and context


Japanese Beginners

Students learn the Japanese writing systems of Hiragana, Katakana and Kanji and study the

topics of family life and home and neighbourhoods and communities. Emphasis is on the

interacting and understanding of texts, leading to the production of own texts. Relevant cultural

aspects are covered in context.

Assessment Schedule


Task Name Speaking, Listening

Reading, Speaking

Yearly Examination

Task type

Oral Q & A with teacher on Family Life, Response in English to

spoken texts

Response in English to

written text on Home,

Interview on Special events

Listening, Reading &

Writing Test


Term 2 Week 6 Term 3

Weeks 9/10

Outcomes

1.1, 1.2, 1.4, 2.2, 2.3, 2.5

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

2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2,, 3.2, 3.3

Syllabus Component

Listening 20 10 30

Reading 20 10 30

Speaking 10 10 20

Writing 20 20

Weighting 30 30 40 100%

Outcomes Assessed

Interacting

1.1 establishes and maintains communication in Japanese

1.2 manipulates linguistic structures to express ideas effectively in Japanese

1.3 sequences ideas and information

1.4 applies knowledge of the culture of Japanese-speaking communities to interact appropriately

Understanding Texts

2.1 understands and interprets information in texts using a range of strategies

2.2 conveys the gist of and identifies specific information in texts

2.3 summarises the main points of a text

2.4 draws conclusions from or justifies an opinion about a text

2.5 identifies the purpose, context and audience of a text

Producing Texts

3.1 produces texts appropriate to audience, purpose and context

3.2 structures and sequences ideas and information

3.3 applies knowledge of diverse linguistic structures to convey information and express original

ideas in Japanese


Outcomes Assessed

Exchange ideas 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience Express ideas 2.1 applies knowledge of language structures create original written or spoken texts 2.2 composes informative, descriptive, reflective, Japanese persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information Analyse, process and respond to texts that are in Japanese 3.1 conveys the gist of texts and identifies specific information 3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language and context Understand aspects of the language and culture of Japanese speaking communities 4.1 recognises and employs language appropriate to different social contexts

Japanese Continuers Assessment Schedule

Students develop their knowledge of Japanese kanji and study the topics of Myself, Family,

Home & Friends, Daily Life, Neighbourhood, School, Shopping & Leisure. Emphasis is on the

analysis of texts and the production of own texts. Relevant cultural aspects are covered in

context.


Task Name

Response in English to spoken

texts & Conversation

based on Recount on Topic of Myself

& Family

Response in English to written texts on Topic of Home & Friends,

Writing in Japanese on

Topic of Daily Life

Response in English to

spoken texts, Response in Japanese to written texts,

Writing in Japanese,

Conversation in Japanese All Topics covered

Task type Class Task Class Task Yearly

Examination


Term 2 Week 6 Term 3 Weeks

9/10

Outcomes

3.1, 3.2, 3.3, 1.1, 1.2, 1.3, 1.4

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1

Syllabus Component

Listening 20 10 30

Reading A Reading B

20

10 20 10

Speaking 10 10 20

Writing 10 10 20

Weighting 30 30 40 100%


Community and Family Studies

Community and Family Studies provides opportunities for students to explore and form positive attitudes about themselves and others; to develop an understanding of their relationships within their families and other groups; to learn to work cooperatively and to appreciate the importance of effective communication.

Community and Family Studies investigates the unique contributions of individuals, groups, families and communities in the development of effective social structures. It encourages opportunities for students to become proactive members of society as they examine both their potential to adopt a range of roles and the responsibilities they have in contributing to society.

Assessment Schedule


Task Name Set Your Goals Leadership

Styles

Yearly

Examination

Task type Portfolio Research Task Written

Examination

Timing Term 1

Week 6

Term 2

Week 3

Term 3

Week 9/10

Outcomes P1.1, P1.2, P5.1 P2.3, P3.2, P4.2 P2.2, P2.4,

P3.1, P6.1

Syllabus Component Weight

Knowledge and understanding of course

content 5 15 20 40%

Skills in critical thinking, research

methodology, analysing and communicating 20 20 20 60%

Weighting 25% 35% 40% 100%

Outcomes Assessed

P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals

P1.2 proposes effective solutions to resource problems

P2.1 accounts for the roles and relationships that individuals adopt within groups

P2.2 describes the role of the family and other groups in the socialisation of individuals

P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement

P2.4 analyses the interrelationship between internal and external factors and their impact on family functioning

P3.1 explains the changing nature of families and communities in contemporary society

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

P6.1 distinguishes those actions that enhance wellbeing

7.4 values the place of management in coping with a variety of role expectations


Personal Development, Health and Physical Education

Personal Development, Health and Physical Education (PDHPE) is an integrated area of study that

provides for the intellectual, social, emotional, physical and spiritual development of students. It involves

students learning about and practising ways of maintaining active, healthy lifestyles and improving their

health status. It is also concerned with social and scientific understandings about movement, which lead

to enhanced movement potential and appreciation of movement in their lives.

As students are confronted by particular PDHPE issues, they are challenged to examine them in socially

imaginative ways and respond in terms of individual plans, lifestyle decisions and clarification of values.

The study of PDHPE also supports students as they develop into young adults. The syllabus encourages

personal growth, the enhancement of wellbeing and the development of the individual’s capacity to take

a productive role in society.

Students will study option 1 – first aid and option 3 – fitness choices.

Assessment Schedule


Task Name Health Promotion &

Initiatives The Body in Motion Yearly Examination

Task type Case Study Video analysis task Written

Examination

Timing Term 1,

Week 10 Term 2, Week 8

Term 3, Week 9/10

Outcomes P2, P3, P5, P15 P7 P8 P9 P17 P1-P12, P15-P17

Syllabus Component

Knowledge and understanding 10 15 25 50

Skills in critical thinking, research and analysis

20 15 15 50

Weighting 30 30 40 100%

Outcomes Assessed

A student:

P1 identifies and examines why individuals give different meanings to health

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

P3 describes how an individual’s health is determined by a range of factors

P4 evaluates aspects of health over which individuals can exert some control

P5 describes factors that contribute to effective health promotion

P6 proposes actions that can improve and maintain an individual’s health

P7 explains how body systems influence the way the body moves

P8 describes the components of physical fitness and explains how they are monitored

P9 describes biomechanical factors that influence the efficiency of the body in motion

P10 plans for participation in physical activity to satisfy a range of individual needs

P11 assesses and monitors physical fitness levels and physical activity patterns

P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings (Option 1)

P15 forms opinions about health-promoting actions based on a critical examination of relevant information

P16 uses a range of sources to draw conclusions about health and physical activity concepts

P17 analyses factors influencing movement and patterns of participation


Sport, Lifestyle and Recreation

Sport, Lifestyle and Recreation enables Stage 6 students to build upon their learning in Years K–10 Personal Development, Health and Physical Education. Specifically, it focuses on those aspects of the learning area that relate most closely to participation in sport and physical activity. The course features a highly practical focus: physical activity being both an area of study and a medium for learning. All students are given opportunities to apply theoretical understanding to practical situations that are socially and culturally relevant and gender inclusive. This course offers experiences in a range of movement contexts and the opportunity to specialise in a specific sport or recreational activity.

Assessment Schedule


Task Name Fitness Fitness, First Aid & Sports Injuries

Sports Coaching and Training

Task type Fitness

Programming In Class

Examination Coaching

Session Task

Timing Week 7, Term 1 Week 8, Term 2 Week 6, Term 3

Outcomes 2.2, 3.2 1.2, 1.3, 2.5, 3.6,

4.5 3.2, 4.2

Syllabus Component

Knowledge and Understanding

20 25 5 50

Skills 10 5 35 50

Weighting 30 30 40 100%

Outcomes Assessed 1.1 – applies the rules and conventions that relate to participation in a range of physical activities 1.2 – explains the relationship between physical activity, fitness and healthy lifestyle 1.3 – demonstrates ways to enhance safety in physical activity 1.6 – describes administrative procedures that support successful performance outcomes 2.1 – explains the principles of skill development and training 2.2 – analyses the fitness requirements of specific activities 2.3 – selects and participates in physical activities that meet individual needs, interests, and abilities 2.5 – describes the relationship between anatomy, physiology and performance 3.1 - selects appropriate strategies and tactics for success in a range of movement contexts 3.2 – designs programs that respond to performance needs 3.3 – measures and evaluates physical performance capacity 3.6 – assesses and responds appropriately to emergency care situations 4.1 - plans strategies to achieve performance goals 4.2 – demonstrates leadership skills and a capacity to work cooperatively in movement contexts 4.4 – demonstrates competence and confidence in movement contexts

4.5 – recognises the skills and abilities required to adopt roles that support health, safety

and physical activity

Macquarie Park RTO 90222

School Name: Killarney Heights High School Student Competency Assessment Schedule

Course: Preliminary Construction 2018

Assessment Tasks for

Certificate II Construction Pathways CPC20211

Cluster A Cluster B Cluster C

Yearly Examination Safety

Organise to Communicate

Mandatory

Workplacement Reading Plans and

Calculating

Week: 9

Term:1

Week: 8

Term:2

Week 9

Term 2

Week: 6

Term:3

Week:5

Term:3

Code Unit of Competency

CPCCOHS1001A Work safely in the construction industry X

X

CPCCOHS2001A Apply OHS requirements, policies, and procedures in the construction industry

X

X

CPCCCA2002B Use carpentry tools and equipment X

CPCCCM1012A Work effectively and sustainably in the construction industry

X

X

CPCCCM1013A Plan and organise work X

CPCCCM1014A Conduct workplace communication X

X

CPCCCM2001A Read and interpret plans and specifications

X

CPCCCM1015A Carry out measurements and calculations

X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate II Construction Pathways CPC20211 or a Statement of Attainment towards Certificate II Construction Pathways CPC20211. Schools may schedule examinations in preparation for the HSC exam. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.

CPC20211 Prelim Assessment Schedule 2016

Engineering Studies Yr11 2018

Engineering Studies focuses on the development and application of mathematical, scientific and technological skills and their integration with the engineering profession. It provides students with skills, knowledge and understanding associated with the study of engineering, its practices and associated methodologies. Students complete modules of work relating to Engineering Fundamentals, Household Appliances, Braking Systems and Biomedical Engineering.


Task name

Engineering Fundamentals and Household

Appliances

Braking Systems

Yearly Exam

Task type

Assignment Engineering Report

Examination

Timing

Term 2 Week 5 Term 3 Week 2

Term 3 Week 9/10

Outcomes Assessed

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

P1.2, P2.1, P3.1, P3.3, P4.2, P4.3, P6.1

Syllabus Component

Weighting


10

10

40

60

Knowledge and skills in research, problem solving and communication related to engineering practice.

20

20

40

Weighting %

30 30 40 100

Outcomes Assessed: P1.2 explains the relationship between properties, structure, uses and applications of materials in

engineering

P2.1 describes the types of materials, components and processes and explains their implications

for engineering development

P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering

practice

P3.2 develops written, oral and presentation skills and applies these to engineering reports

P3.3 applies graphics as a communication tool

P4.1 describes developments in technology and their impact on engineering products

P6.1 applies knowledge and skills in research and problem-solving related to engineering


Food Technology

Food Technology students will learn about factors that influence food availability and

selection in addition to developing an understanding of the role of nutrients in

maintaining a healthy diet. Through practical experiences they will investigate the

functional properties of food and conduct sensory assessments.

Assessment Schedule


Nature of task

Elements and Principles of Design Experimentation

Fabric and Fibre Properties and Testing

Preliminary Textile Project


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

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



10 10 30 50

Skills and knowledge in the design, manufacture and management of textiles projects

10 30 10 50

Total % 20 40 40 100

Outcomes Assessed P 1.1 identifies and discusses a range of historical and contemporary factors which influence the

availability of particular foods

P 1.2 accounts for individual and group food selection patterns in terms of physiological,

psychological, social and economic factors

P 2.1 explains the role of food nutrients in human nutrition

P 2.2 identifies and explains the sensory characteristics and functional properties of food

P 3.1 assesses the nutrient value of meals/diets for particular individuals and groups

P 3.2 presents ideas in written, graphic and oral form using computer software where appropriate.

P4.1 selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic

practices when handling food

P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection

P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and

groups

P4.4 applies an understanding of the sensory characteristics and functional properties of food to the

preparation of food products

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

Macquarie Park RTO 90222

School Name: Killarney Heights High School Student Competency Assessment Schedule

Course: Preliminary Hospitality - Kitchen Operations and Cookery Stream 2018

Assessment Tasks for

Certificate II Kitchen Operations SIT20416

Cluster A Cluster B Cluster C Work placement

Yearly

Examination

Getting ready for

work Intro to the

Commercial

Kitchen

Safe Food

Handling Mandatory

35hours

Week: 9

Term:1

Week: 2

Term: 2

Week: 8

Term: 2

Week: 6

Term: 3

Week: 9/10

Term: 3

Code Unit of Competency

HS

C E

xa

min

able

Units o

f C

om

pe

ten

cy

SITXFSA001 Use hygienic practices for food safety X

SITXWHS001 Participate in safe work practices X

SITHKOP001 Clean kitchen premises and equipment X

SITHCCC001 Use food preparation equipment X

SITXINV002 Maintain the quality of perishable items X

SITXFSA002 Participate in safe food handling

practices X

SITHCCC002 Prepare and present simple dishes X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Kitchen Operations SIT20416 or a Statement of Attainment towards Certificate II in

Kitchen Operations SIT20416.

Schools may schedule examinations in preparation for the HSC exam. These do not form part of the RTO assessment requirements.

Competency based assessment is ongoing in VET subjects and students need to attend all lessons.The assessment components in this course are competency based. This means that

students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or

“competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.

SIT20416 Hospitality Kitchen Operations and Cookery Preliminary Assessment Schedule Nov 2016

Industrial Technology

Students will learn to apply practical experiences to the study of the technology, design, management and organisation of the focus industry. Students use a range software and hardware to create a range of products.

Assessment Schedule


Nature of Task Practical Project

Industry Case Study

Yearly Examination

Timing Term 1

Week 10

Term 2 Week 8

Term3 Week 9-10

Outcomes Assessed

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

Component


10 10 20 40%

Knowledge and skills in the management, communication and production of projects

30 10 20 60%

Weighting 40 20 40 100%

Outcomes Assessed

A student: P1.1 describes the organisation and management of an individual business within the focus area industry P3.1 sketches, produces and interprets drawings in the production of projects P3.2 applies research and problem-solving skills P4.1 demonstrates a range of practical skills in the production of projects P5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projects P7.1 identifies the impact of one related industry on the social and physical environment


SOFTWARE DESIGN AND DEVELOPMENT

The Software Design and Development course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system. Assessment Schedule


Nature of task Problem Solving Task

Preliminary Project

Yearly Examination


Outcomes assessed P1.3, P3.1, P4.1, P5.2

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

P1.2, P3.1, P4.1, P4.2, P4.3, P5.2, P6.3



10 10 30 50

Knowledge and skills in the design and development of software solutions

10 30 10 50

Total % 20 40 40 100

Outcomes Assessed

P1.2 describes and uses appropriate data types P3.1 identifies the issues relating to the use of software solutions P4.1 analyses a given problem in order to generate a computer-based solution P4.2 investigates a structured approach in the design and implementation of a software solution P4.3 uses a variety of development approaches to generate software solutions and distinguishes between these approaches P5.2 uses and develops documentation to communicate software solutions to others P6.3 designs and constructs software solutions with appropriate interfaces


Textiles and Design

This course provides students with the opportunity to learn about design including fabric colouration, historical design, cultural design factors and contemporary designers. Students learn about fibres, yarns, fabrics, innovations and emerging textile technologies, environmental sustainability, current issues and the Australian Textile Industry. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and include the completion of textile projects.

A student:

P1.1 describes the elements and principles of design and uses them in a variety of applications

P2.1 demonstrates the use of a variety of communication skills, including computer-based technology

P2.2 develops competence in the selection and use of appropriate manufacturing techniques and equipment

P2.3 manages the design and manufacture of textile project.

P3.1 identifies properties of a variety of fabrics, yarns and fibres

P3.2 justifies the selection of fabrics, yarns and fibres for end-uses

P4.1 identifies and selects textiles for specific end-uses based on analysis of experimentation

P5.1 examines the status of the Australian Textile, Clothing, Footwear and Allied Industries within the global context P5.2 investigates the range of career options in design, consumerism, manufacturing and retail sectors of the Australian Textile, Clothing, Footwear and Allied Industries P6.1 identifies and appreciates the factors that contribute to the quality and value of textiles in society


Nature of task

Elements and Principles of Design Experimentation

Fabric and Fibre Properties and Testing

Preliminary Textile Project


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

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



10 10 30 50

Skills and knowledge in the design, manufacture and management of textiles projects

10 30 10 50

Total % 20 40 40 100


Year 11 Assessment Overview 2018

Week Term 1 Term 2 Term 3

1 MODERN HISTORY MATHEMATICS, MATHS GENERAL

2 CHEMISTRY, DRAMA, MATHEMATICS, MATHS GENERAL,

ANCIENT HISTORY, HOSPITALITY CHEMISTRY, LEGAL STUDIES, ANCIENT HISTORY, ENGINEERING

3 MATHEMATICS, CAFS, MATHEMATICS, BIOLOGY, FRENCH ADV, HOSPITALTIY

4 MUSIC 1 & 2

5 PHYSICS, DRAMA ENGINEERING, EES DRAMA, BUSINESS STUDIES

6 MODERN HISTORY, CAFS JAPANESE C SLR, CONSTRUCTION, HOSPITALITY WORK PLACEMENT

7 SOCIETY & CULTURE, EES, SLR ENGLISH ADV, ENGLISH STANDARD, EAL/D,

8 PHYSICS, SOCIETY & CULTURE, PDHPE, HOSPITALITIY, IT,

CONSTRUCTION, FOOD TECH, SLR MATHEMATICS, MATHS GENERAL

9 HOSPITALITY, CONSTRUCTION, FOOD TECH EALD, ENGLISH EX, TEXTILES, CONSTRUCTION WORK PLACEMENT

YEARLY EXAMINATION PERIOD

CHEMISTRY, LEGAL STUDIES, ANCIENT HISTORY, ENGINEERING,

SOCIETY & CULTURE, CHEMISTRY, CAFS, BUSINESS STUDIES.

PDHPE, BIOLOGY, LEGAL STUDIES, HOSPITALITY, ENGLISH EX, EES,

SDD, JAPANESE C, TEXTILES, ANCIENT HISTORY

PHYSICS, VISUAL ARTS, MUSIC 1 & 2, FOOD TECH, it (TIMBER)

10 BUSINESS STUDIES, PDHPE, BIOLOGY, IT, FRENCH ADV,

JAPANESE C, SDD, MUSIC 1 & 2 ENGLISH ADV, ENGLISH STANDARD, SDD, VISUAL ARTS,

11 ENGLISH ADV, ENGLISH STANDARD, ENGLISH EXT,

EAL/D, VISUAL ART, LEGAL STUDIES, TEXTILES

NOTE: Subjects with performances or oral presentations may be listed in both weeks within the period that they are assessed. Students should consult their teachers for further clarification.

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